When I heard that sound
When the walls came down
I was thinking about you
About you
When my skin grows old
When my breath runs cold
I'll be thinking about you
About you
Seconds from my heart
A bullet from the dark
Helpless, I surrender
Shackled by your love
Holding me like this
With poison on your lips
Only when it's over
The silence hits so hard
'Cause it was almost love, it was almost love
It was almost love, it was almost love
When I heard that sound
When the walls came down
I was thinking about you
About you
When my skin grows old
When my breath runs cold
I'll be thinking about you
About you
When I run out of air to breathe
It's your ghost I see
I'll be thinking about you, about you
It was almost love, it was almost...
We bleed ourselves in vain
How tragic is this game?
Turn around, I'm holding on to someone
But the love is gone
Carrying the load, with wings that feel like stone
Knowing that we nearly fell so far now
It's hard to tell
Yeah we came so close, it was almost love
It was almost love, it was almost love
When I heard that sound
When the walls came down
I was thinking about you
About you
When my skin grows old
When my breath runs cold
I'll be thinking about you
About you
When I run out of air to breathe
It's your ghost I see
I'll be thinking about you, about you
I reached out for your hand
When the walls were caving in
But I see you on the other side
We can try all over again
When I heard that sound
When the walls came down
I was thinking about you
About you
When my skin grows old
When my breath runs cold
I'll be thinking about you
About you
When I run out of air to breathe
It's your ghost I see
I'll be thinking about you, about you
'Cause it was almost love, it was almost love
It was almost love, it was almost love
How To Design Learner-First Training:
Check how to Design Learner-First Training and discover this approach as it is simple but radically different from the way a lot of organizations train.
Want to know what you need to build an effective Blended Learning Classroom? Check the 6 essential elements of an effective Blended Learning Classroom.
Effective communication between the teacher and students needs to be established to achieve improved learning outcomes in a blended learning program. There should be an adequate exchange of queries and feedback with regular classroom discussions. Teachers can provide their contact information and encourage students to communicate in case of queries and concerns to establish a favorable rapport. Toward the end of a course, they can also engage learners in live or online surveys, evaluations, and opinions on the quality of the course and its delivery.
Providing regular and constructive feedback is an important element of effective communication. By opening up lines of communication, teachers can indicate the availability of a perennial support system.
A Well-Trained Teacher
A blended learning course necessitates the proper teacher training to facilitate optimal learning. They must understand student needs and accordingly design courses. Effective blended-learning professional training must include instructional approaches that are based on understanding student perspectives. By encouraging teachers to experience blended learning as learners, they receive the first-hand experience that’s required to create relevant and interactive content for students.
Since blended classrooms can be difficult to plan and manage, teachers must also be trained in management strategies tailored for such classrooms. They must be well-versed with the technology required to execute blended learning, and thus need training on software and hardware management as well.
The song for Syrian kids has been published by my friend.
Today I will not die is a song of hope written for Syrian refugee kids and all children of war in the world.
Lyrics: Turgay Evren Melody: Muhammet Kahraman Arrangement: Emre Moğulkoç
Today I will not cry
Today I will be happy
Today I will not die Today my land is Turkey
Dreams were my home The jets hijacked
Green was my land Before the sunset, I will not give up I will leave behind Blood and death My orphan heart is my best friend My smile sets my path
We are the children of heaven Our love will beat all the weapons We are the roses of all seasons Compassion will conquer all the vengeance We are all brothers and sisters We deserve the world much better
Today I will not complain Today I will be content Today I got no space for pain Hope will spread to every tent
My toys are bombs Raining from the skies Human rights are a song Composed of white lies My soul will not starve Hope will not drown In the sea of blame My heart will not go lame My innocence will rise again
Dreams were my home The jets hijacked
Green was my land Before the sunset I will not give up I will leave behind Blood and death My orphan heart is my best friend My smile sets my path
We are the children of the heaven Our love will beat all the weapons We are the roses of all seasons Compassion will conquer all the vengeance We are all brothers and sisters We deserve the world much better
Simulated immersion is based on the idea that the best way to improve your listening is to be immersed in the target language in a native speaking environment. In the absence of such an opportunity, we try to simulate the conditions that make immersion favorable.
Those conditions are:
Large amounts of time spent simply hearing the language - several hours per week rather than mere minutes spent in a typical class
Maximal exposure to authentic texts
Exposure to a wide range of situations and language forms
Emphasis on bottom up processing to aid in real-life scenarios
Practical ideas
This is my daughter listening.
Hearing versus listening
In class, teachers invariably set tasks to accompany ‘listenings’. This is understandable - it would be a bit weird to simply press play and hope the students got some value from it.
But simply hearing a language - being exposed to it in the background, in the car, on the radio or TV, or in the form of music, for example, is extremely valuable. It’s a much looser, less structured form of practice than is found in class, but it acclimatizes the learner to the sound systems and structures of the language. I will call this type of listening passive listening.
Technology is everywhere in education: Public schools in the United States now provide at least one computer for every five students. They spend more than $3 billion per year on digital content. Led by the federal government, the country is in the midst of a massive effort to make affordable high-speed Internet and free online teaching resources available to even the most rural and remote schools. And in 2015-16, for the first time, more state standardized tests for the elementary and middle grades will be administered via technology than by paper and pencil.
Welcome to Halina’s Conversational English online course
A bit about me.
I have been teaching languages for over 40 years.
I taught Polish as a foreign language in traditional settings at the
Wroclaw University of Technology for about 41 years. I have been teaching
English to speakers of other languages for over 25 years.
In 2000, I became an American Citizen.
In 2010, I started my online adventure mainly on WizIQ. Since that time I
have been using technology in my classes.
I have been training in both face-to-face and blended learning arrangements.
The song is broken into four verses, with a bridge between the third and fourth and a chorus sung at the beginning of the song, and after the second and fourth verses.
Musically, it is written in a Jewish klezmer style.
Through the first two verses, Tevye dreams of the material comforts that wealth would bring him. Sung boisterously and comedically, Tevye first considers the enormous house he would buy and the needless luxuries he would fill it with, including a third staircase "leading nowhere, just for show," then the poultry he would buy to fill his yard.
Tevye switches his attention to the luxuries in which he would shower his wife, Golde, in the third verse. He talks of servants to alleviate her workload, fancy clothes for her pleasure, and mountains of food. The song is sung in the same boisterous, comedic style.
The music and vocals intensify during the bridge, when Tevye starts lamenting his place in the community as a lowly milkman, and considers the esteem and importance that wealth would bring him.
In the final verse, Tevye softens as he further considers his devotion to God. He expresses his sorrow that the long working hours he keeps prevents him from spending as much time in the synagogue as he would like, and how wealth would allow him to spend less time working and more time praying and studying the Torah, and finally asking God if "it would spoil a vast eternal plan" if he were wealthy.
A repeated phrase throughout the song, "all day long I'd bidi-bidi-bum," is often misunderstood to refer to Tevye's desire not to have to work. However, in an interview with Terry Gross, Sheldon Harnick said he basically made up syllables that he thought would give the effect of Chassidic chanting. The first person to play Tevye, Zero Mostel, then replaced the syllables Harnick had written with ones that Mostel thought would be more authentic
In the mid-1950s, humanistic psychologist Abraham Maslow created a theory of basic, psychological and self-fulfillment needs that motivate individuals to move consciously or subconsciously through levels or tiers based on our inner and outer satisfaction of those met or unmet needs. I find this theory eternally relevant for students and adults, especially in today's education.
Learning means bringing changes, by learning human enters new society and culture. When they learned new understanding, they perform on it. Otherwise, they lose it.
As stated earlier, learning transfers changes (behaviorism) and creates new knowledge or increases information (cognitive skills).Education empowers our brain and beliefs, so it encourages our intellectual power to improve knowledge.
Most important theories related to language learning.
1.Behaviorist,
2.Cognitive,
3.Constructivism,
4.Chomsky’s Universal Grammar
5.Schumann’s Acculturation / Orientation in a new culture,
6.Krashen’s Monitor
7.Conversation
The conversation theory is a transdisciplinary learning theory. Developed by Gordon Pask in 1975, it is influenced by a range of cybernetics, linguistics, computer science concepts, cognitive psychology, and neurophysiology.
What learning theories do you follow and why?
How do you incorporate them into your teaching? Try to be as specific as you can.
I use the mix of different theoriesIt depends on the kind of my students.
In my view, theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
Non-formal education and informal learning are vital for improving language learning.
How People Learn and What are their Learning Styles?
Nowadays the dominant theory is socio-constructivism which can be defined as an approach according to which individual knowledge relies on its social construction of it. (Piaget, Doise and Mugny, 1984). Particularly relevant in this respect are the communication processes (learning dialogs) occurring in situations where at least two persons try to solve a problem. The social world of a learner includes the people that directly affect that person, including teachers, friends, students, administrators, and participants in all forms of activities. Accordingly, learning designs should enhance local collaboration and dialogue but also engage other actors (e.g. domain experts) to participate in certain ways. Research on collaborative learning is particularly interested in learning mechanisms that are triggered by specific collaborative activities.
Key functionalities of a socio-constructivist learning environment are:
Theoretical concepts do not produce actual prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
In the mid-1950s, humanistic psychologist Abraham Maslow created a theory of basic, psychological and self-fulfillment needs that motivate individuals to move consciously or subconsciously through levels or tiers based on our inner and outer satisfaction of those met or unmet needs. I find this theory increasingly relevant for students and adults, especially in today's education.
Additionally, I would like to highlight Constructivism as one of the hot topics in educational philosophy right now. It potentially has profound inferences for how current `traditional' instruction is structured, since it goes with several highly exposed educational trends, for example:
the transition of the teacher's role from "sage on the stage" (fount/transmitter of knowledge) to "guide on the side" (facilitator, coach);
teaching "higher order" skills such as problem-solving, reasoning, and reflection (for example, see also creative learning);
enabling learners to learn how to learn;
increasing flexibility in the evaluation of learning outcomes;
cooperative and collaborative learning skills.
For me, language learning through conversation and open communication is the most effective teaching technique.
I want my students tobecome active learners. As the brain works on a use-it-or-lose-it style, means students must apply whatever they learn.
It is necessary to use the new phrase or character in a real situation. Also learning the words and phrases through original videos helps to learn faster.
Moreover, I encourage my students to make language learning a passion.
I combine the fun of language learning with the commitment to follow through. They should remember that feeling the need to learn a new wording is not enough to take an action. Give yourself clarity on what exactly compels you to learn a new language.
My tips are;
Figure out the how to comprehend a desire to learn.
What’s the goal behind it?
What’s the bigger picture?
How will learn a new language open opportunities in future?
Just answering these questions will motivate learners to get to the much higher level to take action when necessary.
