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Showing posts with label flipped. Show all posts
Showing posts with label flipped. Show all posts

Friday, November 10, 2017

How to Stop Translating in Your Head and Start Thinking in English Like ...










English Lessons with Halina

  • Are you nervous about communicating in English with foreign colleagues?
  • Do you throw a full command of English, but feel like your flexibility may be lacking?
  • Would you like to memorize how to sound more natural when making little talk and talking about problems?
  • Do you feel the need to improve your conversational skills?
If you answered "YES" to any of these questions, then link up right off!
I give English one to one tutoring classes as well as ONLINE English Courses.
I realize what YOU need to succeed in English. I know the essential skills you need to grow to suit an active communicator in English.
My classes are for students who want to use a most proficient approach to get fluent in English fast by practicing English Skills. Training is a subconscious process and is faster than conscious learning.
Being able to put across effectively is the most important of all life sciences.
Communication is merely the act of transferring information from one place to another, whether this is vocal,  written, visually or non-verbally (using body language, gestures and the tone and pitch of the voice). 
How well this information can be transmitted and received is a measure of how good our communication skills are.
Developing your English communication skills can facilitate all facets of your life, from your professional heart to social gatherings and everything in between. 
Formal methods of learning English exemplify passive learning with a limited success rate. I steadfastly trust in Active Learning of English Skills which is much more efficient than passive learning.
These are the main disadvantages of passive English learning
1. The major weakness of passive education is that it splits the language into different components – reading, writing, listening, grammar, and pronunciation – which you try to learn separately.
2. When learners are not actively involved in the class, they continue to think in their native language. Whatever the instructor explains to them, they try to interpret it in their mother tongue. It gets virtually impossible to process the information intuitively or spontaneously.
3. Because learners aren’t taught to think in English, they are unable to communicate in English.
Active learning helps students start speaking English confidently in less than a year.
Active learning is more than just listening: it involves the active participation of pupils. They must use the language all the time and be emotionally involved in the process.
We need the conversion from Passive Learning to Active Training English Skills
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 entirely in English. I train without a bridge language.
This means they are required to forget about native language and start talking as well as intending in a foreign linguistic communication. Thinking in a foreign language, this is just what I want my learners to achieve.
My students read the words in different contexts, mostly singing phrases, expressions, collocations, idiomatic expressions, phrasal verbs also telling tales. Moreover, I inspire them to talk to everybody, even to themselves in a foreign language. 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 errors, as I don’t want students to stop talking. I also encourage my learners to listen to songs, watch movies with subtitles in a language they learn, read a lot and so forth.

1. The most important is to deliver comprehensible input. We improve the language when we understand it.
I am very much against the support in the native language.
2. Learners spend more time dynamically speaking English when we convert them, for influencing pupils.
I also produce an environment for gaining all language skills – reading, listening, talking, writing, and pronunciation at the same time. Learners experience everyday situations again entirely in English.
3. The mobile is an obvious choice for delivering information. It gives students access to reading material both in the form of educational activity and after the course of a written report. It covers support for sharing sessions with friends or teachers, which is essential for digital learners.
The lessons added by a teacher allow building an active connection between everyone.
As a result, I as an English teacher achieve a perpetual change from passive learning to the active, improving English skills.

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
71 likes
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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)
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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
38 likes
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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)

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.
Topic
Magic
Level
Upper-Intermediate / B2+
Age
14+
Aims
  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.

By;
 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.

 

Thursday, September 15, 2016

Growing Up as a Teacher in the 'Web 2.0' Era

Growing Up as a Teacher in the 'Web 2.0' Era:
Teacher Stephanie Pinkin says the evolution of web-based technologies has changed teaching more than educators often realize.
I must say that I am proud of myself for trying out new technology as it becomes available. This pride is yet another encouraging factor that keeps me loving my job and looking forward to how it continues to change under Web 2.0.
Please understand this raving about online tools doesn’t mean I never get overwhelmed by them. When I attend a tech-heavy professional development session, I still leave with my head in a cloud and experience the same amount of panic all of us feel when something new is put on our plates. What I have learned about the benefits of embracing these tools is that I just need to always be on the hunt for technology that will make me a more effective and more efficient teacher. “Doing technology” just for a check-mark on my summative evaluation is not going to achieve anything substantial.

Friday, August 5, 2016

Blended Learning vs. Flipping Learning


According to Horn and Staker, blended learning is:

Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.

Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.

The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.

Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.

Flipped Classrooms provides pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.

This is the perfect way to “invert” doings in the class with activities outside the teaching space.

Flipping is not just about video and technology.

Moreover, technology does not replace good teaching. It enhances good teaching.

Flipping helps us to get the best use of class time. It is a methodology that permits the instructor to involve students intensely in the collaborative community and produce a shared problem-solving workshop.


Sometimes, instead of giving lectures, I call for scholars to watch chosen PPT, videos or podcasts at home, so when we gather in the course of work, we can concentrate on the debate, as well as interpretation of the problem.

In my point of view, there are some significant ways to involve students during a lecture such as short demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.

I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further learning, or else to mature students' thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.


Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.

During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.

Wolff, Lutz-Christian, and Jenny Chan. "Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.


 



http://www.christenseninstitute.org/blended-learning/


 

Blended Learning vs. Flipping Learning


According to Horn and Staker, blended learning is:

Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.

Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.

The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.

Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.

Flipped Classrooms provides pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.

This is the perfect way to “invert” doings in the class with activities outside the teaching space.

Flipping is not just about video and technology.

Moreover, technology does not replace good teaching. It enhances good teaching.

Flipping helps us to get the best use of class time. It is a methodology that permits the instructor to involve students intensely in the collaborative community and produce a shared problem-solving workshop.


Sometimes, instead of giving lectures, I call for scholars to watch chosen PPT, videos or podcasts at home, so when we gather in the course of work, we can concentrate on the debate, as well as interpretation of the problem.

In my point of view, there are some significant ways to involve students during a lecture such as short demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.

I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further learning, or else to mature students' thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.


Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.

During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.

Wolff, Lutz-Christian, and Jenny Chan. "Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.


 



http://www.christenseninstitute.org/blended-learning/