It’s been a while since a guest post on ELT Planning. Michael Walker is a PGCEi-qualified teacher who has spent a while teaching EAP at a university in the Republic of Korea. In this cool post, Michael describes the impact of using reflection journals on his practice and on student learning.
I may be a bit of an anomaly in the EAL field, truth be told, teaching English doesn’t excite me, never has. What does get me up in the morning and into the classroom is developing a student’s interest in learning.
Like many EAL teachers, I fell into language teaching. Spending a year in a foreign clime teaching well-behaved children was and probably still is a cushy option for a recent graduate. However, my interest in learning never left me. In fact, after several years teaching elementary students I found myself voluntarily searching for pedagogical literature, having discussions with other staff members on how to excite and inspire students, and spending hours developing materials that will appeal to a diverse bunch of learners. Not because I was overly passionate about instilling an understanding of comparative adjectives into my students, but just because I wanted the students to develop a love of learning. (more…)
I’ve been thinking about an interaction I had in class last week. I’ve transcribed it roughly below. For a bit of context, the language point was going to for future plans, and the language had been presented through a listening. This was a controlled practice stage. (more…)
What are coursebooks to you? This question prompted plenty of discussion on our materials development course. We were given various metaphors to choose from – a springboard, a straitjacket, a recipe, a compass, etc. I opted for a crutch, as I felt it was something that supported the students learning (and my planning). Mind you, one coursebook I used recently felt more like a headwind. More specifically, a headwind while running on a sloping, pebbly beach in winter during a mild storm. I won’t name the book in question…!