Aug 25, 2014
TOEFL/TOEIC/IELTS 4125 Views
The writing section of the TOEFL exam aims at testing your ability to write efficiently. You will be supposed to write well-structured essays with the appropriate syntax, grammar, spelling and vocabulary. In all College settings, students should have the ability to write in a clear and orderly manner. The writing section has only two parts in it, making it all the more important in terms of scoring. There is also less room for error.
There are two essays for the writing section of the TOEFL:
- Integrated essay
- Independent essay
It is essential to understand both the essays and the questions each essay has in order to obtain a high score on the TOEFL. In this article we will have a look at the independent writing task, which is the second task in the writing section. Independent writing task is the best thing to focus upon, if you want to score high in TOEFL.
What is an independent writing task?
The Independent writing task tests your ability to compose an essay expressing your ...
Aug 25, 2014
Writing 5638 Views
As a relief/substitute teacher, you see many great ideas created by teachers. Here is one such idea. Items one to nine, below, were on a poster with the title, "Writing Checklist" in a Year Three class classroom. What follows each item in the checklist below is what I would explain to my class about each item. (I have reorganised the original checklist into ideas I feel fit together, e.g. presentation).
1. Have I read my writing?
Does my writing have all the ideas I wanted to include?
2. Does my writing make sense?
Is the story in the right sequence? Are there any confusing words or phrases?
3. Have I left out any words?
You can leave out 'little' words because your mind works faster than you can write.
The next four deal with the presentation, particularly punctuation.
4. Do my sentences begin with a capital letter and end with a full stop?
5. Are there 'talking marks' around words that people say?
6. When I read my writing, do I have a comma or a full stop when I pause?
7. Is it ...
Teaching English as A foreign language (TEFL) is one among the many esteemed certifications required to teach English to people who are non-natives. If one lives in an English-speaking country and is unable to speak the language flawlessly, the individual is deemed unfit. In order to overcome this situation people who belong to non-native countries go to TEFL certified teachers to master the language. A lot of people strive hard to become TEFL teachers so that they can fulfil their dreams of getting a secure job. If one can travel to exotic locations and be paid for it, why wouldn't anybody strive hard to get TEFL certified?
Getting TEFL certified is a very easy process, more so if you are a native speaker. Since TEFL courses are found worldwide, you can opt to choose a foreign country to get your certification. If it is your wish to stay home to be a certified as a TEFL teacher you can do that. You can also opt for online courses which are found in plenty these days. It is ideal to ...
Jul 17, 2014
Teaching 3642 Views
Do you know someone with Autism?
Chances are, you know someone with an autism spectrum disorder. Autism is a lifelong complex developmental disability affects a person’s ability to communicate and interact with others.
The chances a child has autism are now 1 in 68!
Just last month, the Centers for Disease Control released the most comprehensive data in history on the prevalence of autism in the United States. The result? One in every 68 American children has an autism spectrum disorder.
Never before has autism affected so many people so quickly!
Every year, nearly 50,000 begin their journey with autism.
One person is diagnosed with autism every 20 minutes.
And the diagnosis has grown at an alarming rate of 30% over its 2012 estimate of 1 in 88.
As the incidence of autism grows so must our efforts to “improve the lives of all affected by autism.” Since the enactment of the Combating Autism Act in 2006 and its reauthorization by the Combating Autism Reauthorization Act of 2011, ...
Jul 13, 2014
Adults 4320 Views
Good morning colleagues!
The goal of this article is to teach you the top 5 steps in how to teach critical and refractive thinking to adult learners at the college or university level.
1. CREDIBILITY: To teach adult learners, you have to have credibility. Adult learners are often skeptical. You must establish first and foremost, how you have earned the right to teach them. I typically post my introductory video that offers my credentials (undergrad, master's, and Doctoral degrees). I then ensure I highlight my writing awards, my international best seller, my academic conference awards---external validation that I have earned the right to teach them.
2. TRUST: Before adult learners will follow you and be willing to learn from you, they need to trust you. How does one establish trust? Very carefully I'm afraid. When you move through the following steps, understand that you must always do what you said you will do; you must always be fair and consistent. You must treat everyone equally, ...
Jul 13, 2014
Teaching 3651 Views
As an instructor of over 20 years, I have had my share of co-teaching model experiences. Most of them were very good experiences. Some of them were difficult situations. However, I still believe a true co-teaching method is effective for both the special education student and the regular education student.
Co-teaching is a method of teaching students with two certified teachers. One teacher is a special education instructor and the other instructor is a regular education teacher. Both teachers are serving the needs of ALL students in the classroom.
Research indicates that co-teaching benefits both the students and the instructor. Both teachers have strengths and both have weaknesses. Hopefully, the area one teacher has a weakness; the other teacher has strength.
In one of my co-teaching experiences, I taught with a special education teacher who was excellent in math. Math is not my strongest subject to teach. So, he compensated my weakness in the deep understanding of the teaching of ...
Jul 13, 2014
Teaching 3637 Views
Have you ever considered if there is a difference in how first graders, or fifth graders, or eleventh graders learn?
Is there a difference in their learning vs. how you and your colleagues learn? It turns out, the answer is definitely YES.
So, let's take a look at how ADULTS best learn. Adults:
• are autonomous and self-directed.
• use their foundation of life experiences and knowledge.
• are goal-oriented.
• are relevancy-oriented.
• want practical, useful information.
• need to be shown respect.
Adult learners prefer single concept, single-theory learning experiences that focus heavily on the application of the concept to relevant problems.
Adults need to be able to integrate new ideas with what they already know if they are going to keep - and use - the new information.
Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
Adults tend to compensate for being slower in some psychomotor ...
Jul 13, 2014
Learning Methodology 5065 Views
While many individuals may not know exactly how Montessori education works, it's quickly becoming more and more popular in the United States. There are thousands of schools in the country, and that number is growing fast.
This style of education was developed by the Italian physician and teacher Maria Montessori beginning in 1897. She studied pedagogy and educational theory at the University of Rome and applied this knowledge to her first classroom, which she opened in a basement apartment in Rome in 1907. The method was developed based on her work with and observation of children. She studied and wrote about educational methods for a variety of ages, from birth and the age of twenty four, and developed educational methods for children between the ages of zero and three, three and six, and six and twelve. The method spread fairly quickly to the United States but was not really utilized by educators in the United States until 1960.
A Montessori classroom has many different ...
Jul 13, 2014
Study Skills 3376 Views
Chinua Achebe started school at St Philips Central School, Apkakaogwe Ogidi in 1936. He was asked to proceed to the religious class where pupils engaged in singing and sometimes dancing of the catechism, chanting of English rhymes, and general entertainment. After he had spent a week in the religious class, his teacher, Rev. Nelson Ezekwesili sent him to the higher infant school because the child exhibited signs of intelligence. Achebe became the finest English reader and during dictations lessons, he would normally get excellent marks. He possessed the best handwriting in the class and performed well in recitations, especially when reciting either poem or essay on stage. In these years, his academic work in primary school was consistently excellent.
In late 1942, Chinua Achebe proceeded to Nekede Central School because his elder brother John took Chinua to stay with him in Nekede, Owerri. Before his departure, the headmaster of St Phillips Central School opposed Achebe's exit from ...
Jun 16, 2014
Teaching Methodology 6332 Views
Taking a few minutes out of our busy school day just to stop and be still can be hugely beneficial. Yet stopping feels counter-intuitive when we are rushing around - teaching, preparing for the next class during our break time, playground duty, catching up with parents, meetings after school and so on. It can be hard to find time for a quick coffee, let alone actually stop for a minute!
However, when we get into the habit of stopping for a few deep breaths, we can actually become more efficient, more focused and more energised. The hard part is remembering to stop.
As I sat down to write today my cat clambered onto me. She couldn't fit on my knees because my laptop was there, so she climbed onto my chest and rested her chin on my shoulder. I continued to type, trying to peer at the screen over the top of her, feeling frustrated because I just wanted to get on with my writing. She started to purr and I realised how I was rushing through the day just trying to tick things off my to-do ...