Aaron Whirl  |  Teacher Training  |  0 comments  |  73 views  |  Read Full

 

Being a good ESL teacher requires more than simply speaking the language. Teachers must have a sophisticated understanding of how the English language works, then be able to teach in a lively manner and develop coherent, well-structured lesson plans. Although this may seem daunting to new ESL teachers, the rewards of seeing students steadily progress and gain fluency in the language are irreplaceable and make all of the effort worthwhile!

James R. Norwood  |  Teacher Training  |  0 comments  |  210 views  |  Read Full

 

I have long been a proponent of finding alternatives to standardized tests, including the use of portfolio assessment and other authentic assessments that measure real learning and not the ability to choose the correct answer. Along this line, I had a conversation a few days ago with another educator about the concept of the bell curve and how intelligence, as it is viewed, can be a more accurate determiner of achieving proficiency.

Chris Westergaard  |  Teacher Training  |  0 comments  |  259 views  |  Read Full

 

Internet forums are always abuzz with future TEFL students asking what they can do to prepare for their course. Here are some of my tips on what you can do to make sure you have an edge over your classmates and help make the transition into teaching and living abroad easier.

Hamed Ghaemi, PhD Candidate in TEFL Islamic Azad University, Gonabad Branch  |  Teacher Training  |  0 comments  |  355 views  |  Read Full

 

There seems no shortage of ideas regarding what defines a “good” teacher in the context of IELTS instruction. Teachers and teaching have become subjects of conversation by a wide range of interested specialists. The literature contains a vast range of ideas, preconceptions and vested interests, each with a point of view to expound. One difficulty encountered in reviewing the literature is the way in which “good teacher,” “good teaching,” and “effective teaching” are often used almost interchangeably. They are, in my estimation, not the same thing. “Good teaching practices” can be employed by nearly anyone. Employing such practices does not, in itself, make one a “good” teacher. The problem with “effective teaching” as a measure is that it is generally related to some measure of “student achievement,” most often some sort of standardized test. Are such scores a valid measure of teacher “goodness”? I do not believe so. A “good” teacher should certainly be effective, and use those methods that seem to him most suited to the task at hand. However, there is another dimension to all this which separates the “good” teacher from the skillful technician.

Lela Iskandar Suhaimi  |  Teacher Training  |  0 comments  |  359 views  |  Read Full

 

Do you want blend in the background as just one of those mediocre teachers? Or would you rather be known as a great teacher who has touched and changed a lot of lives? Here are some tips on how you can become a more effective teacher.

Nicole Feledy  |  Teacher Training  |  0 comments  |  299 views  |  Read Full

 

What do teachers want? The answer is simple, more time. Indeed, locating that elusive time creation button has become a quest to be pursued with relentless zeal. Although management and career development books offer suggestions, they don't seem to apply to a person whose work life is dictated to by the ringing of a bell.

Amit_Kothiyaal  |  Teacher Training  |  0 comments  |  361 views  |  Read Full

 

This may be a controversial topic of discussion but it's a problem faced by students commonly: What if you have a 'bad' teacher at school during your all-important HSC year? Firstly, what do we mean by 'bad' teacher? We certainly don't mean a teacher who is strict and demands highly of his/her class (here, we call that a great teacher!).

Matt McCloud  |  Teacher Training  |  0 comments  |  1532 views  |  Read Full

 

Discussion of the differences between quantitative and qualitative research are numerous. Some of this discussion focuses on the epistemological differences, that is, differences in the nature and value of the knowledge obtained (Chong, 2006; Guba & Lincoln, 2005; Morgan, 2007). Other discussions center on...

Tracy Schiffmann  |  Teacher Training  |  0 comments  |  679 views  |  Read Full

 

Training is not about us as trainers or even the content we have to deliver. Instead it is about creating the environment and guiding the process that facilitates gaining a skill, changing an attitude, or enhancing a professional or personal sense of efficacy around our trainee's self-identified challenges under the umbrella of the larger outcome.

Lisa M. Evans, Ed.D.  |  Teacher Training  |  0 comments  |  726 views  |  Read Full

 

Effectively Engaging Teachers - 5 Strategies For Successful Staff Development I really enjoy working with teachers. They are creative, and most teachers absolutely love to learn.