Thursday, April 20, 2017

Talk about your feelings...

"A man worth being with is one…

That never lies to you
Is kind to people that have hurt him
A person that respects another’s life
That has manners and shows people respect
That goes out of his way to help people
That feels every person, no matter how difficult, deserves compassion
Who believes you are the most beautiful person he has ever met
Who brags about your accomplishments with pride
Who talks to you about anything and everything because no bad news will make him love you less
That is a peacemaker
That will see you through illness
Who keeps his promises
Who doesn’t blame others, but finds the good in them
That raises you up and motivates you to reach for the stars
That doesn’t need fame, money or anything materialistic to be happy
That is gentle and patient with children
Who won’t let you lie to yourself; he tells you what you need to hear, in order to help you grow
Who lives what he says he believes in
Who doesn’t hold a grudge or hold onto the past
Who doesn’t ask his family members to deliberately hurt people that have hurt him
Who will run with your dreams
That makes you laugh at the world and yourself
Who forgives and is quick to apologize
Who doesn’t betray you by having inappropriate conversations with other women
Who doesn’t react when he is angry, decides when he is sad or keep promises he doesn’t plan to keep
Who takes his children’s spiritual life very seriously and teaches by example
Who never seeks revenge or would ever put another person down
Who communicates to solve problems
Who doesn’t play games or passive aggressively ignores people to hurt them
Who is real and doesn’t pretend to be something he is not
Who has the power to free you from yourself through his positive outlook
Who has a deep respect for women and treats them like a daughter of God
Who doesn’t have an ego or believes he is better than anyone
Who is labeled constantly by people as the nicest person they have ever met
Who works hard to provide for the family
Who doesn’t feel the need to drink alcohol to have a good time, smoke or do drugs
Who doesn't have to hang out a bar with his friends, but would rather spend his time with his family
Who is morally free from sin
Who sees your potential to be great
Who doesn't think a woman's place has to be in the home; he supports your life mission, where ever that takes you
Who is a gentleman
Who is honest and lives with integrity
Who never discusses your private business with anyone
Who will protect his family
Who forgives, forgets, repairs and restores

When you find a man that possesses these traits then all the little things you don’t have in common don’t matter. This is the type of man worth being grateful for."
Shannon L. Alder
Steve Maraboli
"Do Something!

I was sitting on a plane after a long, tiring business trip. I was a bit grouchy and irritable because the rigorous schedule I had made for myself left me exhausted. Looking to not talk to the person next to me and simply endure the flight, I decided to open my newspaper and read about what was happening in the world. As I continued to read, it seemed that everywhere I looked there were stories of injustice, pain, suffering, and people losing hope. Finally, fueled by my tired, irritable state, I became overcome with compassion and frustration for the way things were. I got up and went to the bathroom and broke down.
With tears streaming down my face, I helplessly looked to the sky and yelled to God.
“God, look at this mess. Look at all this pain and suffering. Look at all this killing and hate. God, how could you let this happen? Why don’t you do something?”
Just then, a quiet stillness pacified my heart. A feeling of peace I won’t ever forget engulfed my body.
And, as I looked into my own eyes in the mirror, the answer to my own question came back to me…
“Steve, stop asking God to do something. God already did something, he gave you life. Now YOU do something!"
Steve Maraboli (Life, the Truth, and Being Free)
Albert Einstein
"Honestly, I cannot understand what people mean when they talk about the freedom of the human will. I have a feeling, for instance, that I will something or other; but what relation this has with freedom I cannot understand at all. I feel that I will to light my pipe and I do it; but how can I connect this up with the idea of freedom? What is behind the act of willing to light the pipe? Another act of willing? Schopenhauer once said: Der Mensch kann was er will; er kann aber nicht wollen was er will (Man can do what he will but he cannot will what he wills)."
Albert Einstein
Stephenie Meyer
"I hurried to the southern corridor, relieved when I was safe in the blackness there. Relieved and horrified. It was really over now.
I'm so afraid, I whimpered.

Before Mel could respond, a heavy hand dropped on my shoulder from the darkness.

"Going somewhere?"

I was so tightly wound that I shrieked in terror; I was so terrified that my shriek was only a breathless little squeal.

"Sorry!" Jared's arm went round my shoulders, comforting. "I'm sorry. I didn't mean to scare you."

"What are you doing here?" I demanded, still breathless.

"Following you. I've been following you all night."

"Well, stop it now."

There was a hesitation in the dark, and his arm didn't move. I shrugged out from under it, but he caught my wrist. His grip was firm; I wouldn't be able to shake free easily.

"You're going to see Doc?" he asked, and there was no confusion in his question. It was obvious that he wasn't talking about a social visit.

"Of course I am." I hissed the words so that he wouldn't hear the panic in my voice. "What else can I do after today?It's not going to get any better. And this isn't Jeb's decision to make."

"I know. I'm on your side."

It made me angry that these words still had the power to hurt me, to bring tears stinging into my eyes. I tried to hold onto the thought of Ian - he was the anchor, as Kyle somehow had been for Sunny - but it was hard with Jared's hand touching me, with the smell of him in my nose. Like trying to make out the song of one violin when the entire percussion section was bashing away...

"Then let me go, Jared. Go away. I want to be alone." The words came out fierce and fast and hard. It was easy to hear that they weren't lies.

"I should come with you."

"You'll have Melanie back soon enough," I snapped. "I'm only asking for a few minutes, Jared. Give me that much."

Another pause; his hand didn't loosen.

"Wanda, I would come to be with you."

The tears spilled over. I was grateful for the darkness.

"It wouldn't feel that way," I whispered. "So there's no point."
Stephenie Meyer (The Host (The Host, #1)

Inquiry-Based Learning: Developing Student-Driven Questions

As a language teacher, I use all kinds of tricks just because making students speak and building their self-confidence in keeping the conversation going is the most essential for me. When I teach Polish, my foreigners and I have to speak only Polish, and also my English classes are run wholly in English. I teach without a bridge language. This way they are required to forget about native language and start speaking as well as thinking in a foreign language. Thinking in a foreign language, this is basically what I want my learners to achieve. My students learn the language in different contexts, mostly singing phrases, expressions, collocations, idioms, phrasal verbs also telling stories. Moreover, I prompt them to speak to everybody, even to themselves in a foreign linguistic communication. Consequently, they can communicate as well as discuss a variety of beautiful narrations. Many teachers spend most of their time altering each other’s errors.
Nevertheless, I correct only fundamental mistakes, as I don’t want students to stop talking. I also encourage my learners to listen to songs, see flicks with captions in a language they learn, read a lot and then forward.

Friday, April 14, 2017

Halina's Online English Classes

I am a passionate non- native English teacher from Poland. Teaching is a big part of my life. With that understanding, I am a lifelong scholar.
I am in a blended learning/ training and flipped classroom.
The traditional physical classroom settings for my lessons are not efficient enough.
In my view, technology gives us many new possibilities.
I prefer blended learning, which means, taking advantage of both, traditional f2f techniques and opportunities confronted by new technologies.
An occasion to meet and connect with people from the entire Globe is one of the reasons I appreciate online communication, very much.
I retired in October 2013 and signed for a freelance Senior Lecturer occupation at the Wroclaw University of Technology.
At present, I am going to continue taking and giving online English courses. What is more, I am confidently getting ready to finalize my online project Halina’s English

Thursday, April 6, 2017

Slog's Dad

Slog's Dad
Slog's Dad is a story by the renowned British author David Almond and is the third of the BritLit kits produced by Russian teachers under the guidance of Alan Pulverness from NILE (Norwich Institute of Language Education). This BritLit kit is aimed at developing interest in and motivation for reading, based on creative exploration of the literary text.
Upper-Intermediate / B2+
  1. Pre-reading activities activate language and cultural knowledge necessary for understanding the story, as well leading into the genre of magical realism.
  2. While-reading activities are designed to encourage predicting and interpreting, which are crucial for building up motivation for reading.
  3. After-reading activities are focused on the style and themes of the story, which provides a good opportunity for the development of reading skills, as well as prompting imagination and creativity.
The ‘kit’ is aimed at developing interest in and motivation for reading, based on creative exploration of the literary text.

Pre-reading activities activate language and cultural knowledge necessary for comprehending the story, as well leading into the genre of magical realism.

While-reading activities are designed to encourage predicting and interpreting, which are crucial for building up motivation for reading.

After-reading activities are focused on the style and themes of the story, which provides a good opportunity for the development of reading skills, as well as prompting imagination and creativity.

The ‘kit’ was designed by Russian teachers and methodologists under the guidance of Alan Pulverness,  Assistant Academic Director, Norwich Institute for Language Education, UK.

 Elizaveta Bogdanova Ludmila Borbotko Olga Romanova Svetlana Sokolova Olga Sventsitskaya Ludmila Talsi Marina Vorontsova

 Tell a fantastic story

 Sample story: Once a baby was left at home with its sister, Anna, who was only 5 years old. Their parents went to the supermarket to do some shopping. Anna was playing with the baby when she heard a dog barking outside. She opened the window and looked out. There was a rabbit being taken for a walk by Mr Fletcher, who lived nearby. Oh, the rabbit was so lovely that Anna couldn’t but show it to her little brother. She took him to the window. It was not very difficult. Then she put him on the window- sill and… the baby… fell down from the fifth floor! Guess what? He landed right on the fluffy rabbit … safe and sound!

Wednesday, April 5, 2017

Why You Need To Include Narrative In Your Online Learning

Why You Need To Include Narrative In Your Online Learning:
Want to know why you need to include Narrative In Your Online Learning? Check all the reasons why you need to include Narrative In Your Online Learning.
Storytelling is my primary teaching approach.
The main benefit to using narrative in training is that stories are easier to remember
 It just involves creating a story in your mind containing all the elements you want to recall.
The ancient memory recall technique that’s still used by majority of teachers and students is not effective at all.
Memorizing isolated vocabulary doesn't  make any sense.
Students should learn the language in the natural contexts, with the expressions, the phrases, and idioms.


Tuesday, April 4, 2017

Interview with Marek Kiczkowiak

Interview with Marek Kiczkowiak

Interview description

Marek shares his work in raising awareness of native speakerism with employers, teacher training organisations and customers. Marek looks at the need to discuss global English, address the different training needs and prepare trainees and learners expectations as best we can.

Marek points to the weak link in the cycle when he mentions marketers and agents.  I think students are open-minded about who they will consider a "real" teacher. It may be the prejudice of their parents that keeps this system going as well.  How are you going to reach the marketers? Do they go to conferences? Are they keeping up with the myriad of changes that come with our profession? If they do not, then it will be quite difficult for them to be on the side of the students and promote learning from a well-qualified teacher of whatever background.  Once the seller makes it clear that a product is no longer on offer, the buyers will have to adjust their wants to what is available.  Who doesn't enjoy a good rotary dial telephone?? But they are no longer for sale so we move on and make do with our smartphones.  And lo and behold, calls go through.  The same will happen in TEFL if agents can get the customer to move on to the next generation of product. 
Halina Ostankowicz- Bazan's picture

I am a Non- Native English Online Teacher looking for the line of work for a long time.
The biggest problem is my nonnativeness.
I have been offering English Conversational Online Courses for some time and had a lot of students participating for free.
Alas, when it comes to paid courses, nobody has decided to sign, nonetheless.
I would require the necessary question about how dependable is a teacher, what science does he use, what are the methods and the teaching effectiveness.

Monday, April 3, 2017


Now the topic is about:

¢NEST = Native English Speaking Teacher
¢NNEST = Non-Native English Speaking Teacher

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