5 lý do apply học bổng E-Teacher của Chính Phủ Mỹ

Tuy chỉ là một khóa online thôi nhưng đây cũng là một học bổng rất chất lượng của Chính Phủ Mỹ. Hồi tháng 10 năm ngoái mình được chọn học khóa Using Educational Technology in English Learner Classroom của Oregon. 5 lý do mình nghĩ mọi người nên apply:
1. Giảng viên rất nhiệt tình và chuyên nghiệp. Cô giúp mình hiểu thế nào là excellent online tutoring skills.
2. Bạn học (khoảng 20 người) đến từ chục nước khác nhau, có cả các đồng nghiệp đền từ Châu Phi. Và mình phải học cách tương tác online ạ.
3. Chương trình học và nội dung rất thú vị, giúp người học hiểu sâu phần pedagogies của các tech tools.
4. Đặc biệt hàng tuần có phần viết blog, giúp người học phát triển reflective skills. Blog của mình của khóa trước: http://tien-mai.blogspot.com/ Sau khóa học em dùng blog của em để làm mẫu cho các bạn sinh viên 🙂
5. Cuối khóa học phải làm bài action research project, mình có thể dùng bài này để đăng journal nho nhỏ ạ.
Rất mong mọi người tham dự chương trình này!

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“You may want to marry my husband.”

R.I.P Amy Krouse Rosenthal
Thứ ba tuần trước giao bài này cho các bạn lớp luyện dịch. Tác giả là cô Amy, viết về người chồng tuyệt vời của mình với mục đích đăng báo tuyển người mới chăm sóc cho chồng, sau khi cô biết tin mình bị ung thư.
Tối chủ nhật lấy bài ra xem, hỏi vợ một số đoạn khó không biết dịch thế nào. Sáng hôm nay mình với cả lớp loay hoay chuyển ngữ, cuối cùng cũng xong.
Rồi hỏi các bạn, chuyện cô Amy đăng báo này có thật hay chỉ là chuyện ngôn tình. Các bạn bảo cô này bị ung thư thật thầy ạ.
Mình tìm thêm thông tin về cô Amy thì mới biết cô Amy mới mất vài giờ trước đó. Cái chữ “dies” đập vào mắt mà mình cũng không tin nổi.
Đứng giữa lớp, cũng không nghĩ sẽ có lúc phải đọc những tin buồn thật buồn như vậy.
Đọc bài  trước khi mất của Amy ở đây: You may want to marry my husband.
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Teaching Chants

Chanting is arguably one of the most exciting activities in the young learners’ classroom. as it ignites creative and musical aspects of language. This post will show the instruction of chanting, including lesson stages, body movements, vocabulary and grammar chants.

  1. LESSON STAGES

What’s this?

  • What’s this? a cat a cat a cat meow meow
  • What’s this? a dog a dog a dog woof woof

The clip shows how the lesson should be SEQUENCED:

  • Teacher’s Modelling
  • Students’ pointing to text when CD playing
  • Whole class chanting
  • Flashcard repetition

2. BODY MOVEMENTS

What’s the weather?

  • What’s the weather?
  • What’s the weather?
  • What’s the weather like today?
  • Tell us Jonny?
  • What’s the weather?
  • What’s the weather?
  • What’s the weather like today?
  • Is it sunny
  • Is it cloudy
  • Is it rainy out today?
  • Is it snowy
  • Is it windy?
  • What’s the weather like today?

The clip shows how teacher MODELS the MOVEMENTS in the chant.

3. VOCABULARY CHANT

Vocabulary Chant

Check the clip from 4:30 to learn how to help learners chant vocabulary. Accordingly, there are 3 steps:

  • Pick a topic
  • Write down 10 words
  • Separate word by syllables

And an example of pattern 2-3-1 is given:

  • Ruler (2 syllables)
  • Eraser (3 syllables)
  • Chair (1 syllable)

4. GRAMMAR CHANT

To teach present continuous (What are you doing?), teachers might check these two clips:

What are you doing? Sing – Singing – I’m Singing a Song

What is he doing? He is jumping.

The second clip shows a group of 3 asking, answering and demonstrating actions that follow.

Total Editing Time

Time Working on the file

I didn’t know Word 2013 had this handy tracking function: it recorded the amount of time users spend working on a particular file.

Remarkably, sixteen hours and fifty-two minutes on my paper, Demand High Learning, for the 4th TESOL Conference at Ho Chi Minh City Open University.

Worth the efforts, isn’t it?

Lost but not last

It’s nearly been 14 months since I left the school that fed me well, physically and materialistically, to gain mental and academic freedom.

And I’ve undergone quite a few challenges: being a novice teacher trainer, a lecturer, and a researcher. I wouldn’t say I’m free, not yet. Time management (or maturity?) is still a serious puzzle. I tend to say YES to all requests at my new workplace. I tend to regret just 5 seconds after that. I tend to forget what really fulfills me.

Emptiness.

When you’re overwhelmed.  When everything you’re up to is only half-way. When you have like 10 ambitious plans, all of which are partly executed. And none shows tangible outcomes.

I’m aware of my lack of professional directions: I don’t know what I’m heading to or what I want to be. A drifting log might have my companion.

Last week my first official observation was terrible. I prepared lessons for 3 hours the night before, but I ended up with teaching the lesson which I didn’t think I would cover. Sometimes you should taste insanity?

Two basic questions I’m still figuring out at the moment:

  1. How can I help my learners succeed? 
  2. How can I make a contribution to the academic community?

For sure, I’m temporarily lost.

But with all my intentions, I do hope that this will not last.

Blogging might help?

 

What does it take to be successful?

(Reading 1 Course for English Majors at HCMC Open Uni)

Take a look at my classroom’s board notes on success – a classic theme that is never absent from any English coursebooks for EFL learners.

Can you guess what we were talking about?

 

Yeah I mentioned the seven habits of highly effective people, self control (the marshmallow test), grit and deep practice (the 10.000 hour rule)

For each subtopic listed above I assigned group presentations.

I didn’t make the board illustrations. Students all by themselves. I simply asked them to support their PowerPointless presentations by doodling. The doodle idea works like a charm, and I’m thankful for having attended the online webinar on creativity hosted by Alan Maley, British Council a few months ago.

Back to the session, I ended the discussion by neatly jotting down the small-size talent on the bottom right corner of the board. Had to squat writing but heard some giggles, owing to my unfamiliar posture?

I supposed my fresh undergraduate minds had been notified of the true status of talent – the last, the lone and the least important attribute – when we were trying to portray success.

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World-class teaching – a work in progress.

I’ve made myself crystal clear  that whoever be in my class has the right to world-class learning. I mean they will receive the most enjoyable, innovative, practical experience learning English. The first-rate educational systems do not certify Vietnam’s qualitication, but I’m trying to internationally certify my own class. I’m trying to be an inspiring teacher.

Class is expected to start at 6:00 PM. This is what it exactly looks like at 5:57 PM today.

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23 minutes later. 6:20 PM

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I was planning to have an early rest when she came, at 6:30

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Thank you for the heart-warming smile, but it doesn’t not really save my teaching yet.

Then, she begged me to let her go home. ‘Teacher, I’m the only student (out of 6). Please’

Later I tried to tactfully release her at 8:00 P.M, after her completing a reading-oral reporting task. I think the reason she came was because of her absence on the previous day, when I commanded a heavy workload assignment before dismissing class at 8:45 P.M, the time when one student complained to a floor janitor that ‘This teacher’s weird. Normally we finish at 8:15. We’re totally exhausted. I’ve been working all day.’

Please accept my apology class, I’ll fix it next time!

Right now I’m enjoying my guilt.

Reality checked.

IATEFL Manchester Moments Part 1: The ordinary sides of ELT heroes

April 2015

Manchester, England

It’s hard to put your feelings into words when you realized the door keeper of Manchester Central on the first day of 49th IATEFL Conference was Gavin Dudeney. He welcomed guests to enter the venue. He smiled at participants. He gave directions. He was an ordinary person among us. Not the Edtech hero who has inspired teachers worldwide in appropriate pedagogy of technology integration in the classroom.

Then when you attended sessions, you’d be amazed when you happened to see the thinking face of Jeremy Harmer. What was he questioning? I remembered that session was about inclusion strategies of dyslexic children in the classroom. Did he agree with me that the presenter was not very convincing and the session was a bit full of de-motivation?

You’d be amazed too when you caught the silent gaze of Adrian Underhill in Alan Maley’s lead of the C for Creativity Open Forum. We did have a heated discussion but if it served me right he didn’t say a lot. The day after I interviewed him about his sources of inspiration for teaching. He mentioned jazz, which scared me a bit because I couldn’t play a musical instrument. Anyway the talk was fun. Just imagine you had chance to personally interview a legendary ELT improvisation expert.

Before that you’d had David Nunan, Cynthia James and Sue Garton on how research was gaining more momentum in the working agenda of IATEFL. I very much loved their sincere sharing.

And you’d had Sarah Mercer, the new coordinator of ReSIG. She admitted that all research work is a mess. And that we as teachers had to straighten them up, and had the courage to end the research show. That was really inspiring for a young researcher like me! Giving up is always a lasting temptation, even for expert researcher.

Then I finally had a chance to talk to Nickly Hockly, just to thank her and the Consultants-E for the E-moderation scholarship in 2014. Without that course, I didn’t think my writing skills would have been that sharp to win an IATEFL scholarship.

On writing this I am frozen. IATEFL is a dream that I didn’t dare to dream. And it just happens anyway.

Thank you IATEFL.

Thank you Lord.

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Adrian Underhill (right)
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Gavin Dudeney (right) presenting Quality Assurance of Online Courses
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Roy helping me to rehearse for my presentation
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with Cambridge scholarship winners and granters
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Manchester Central
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Sue Garton, David Nunan and Cynthia James

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With the Nepalese delegate

Reading Activities

Here comes the most useful reading activities to bring fun, surprise and engagement to your static classroom:

Photo credit: http://www.cmrls.lib.ms.us/srp%202008%20web%20banner.jpg
Photo credit: http://www.cmrls.lib.ms.us/srp%202008%20web%20banner.jpg
  1. Running Dictation: print texts on a wall a few meters from student B who has questions and asks student A who then runs back and forth to find answers. Variation: you can use the projector to show the text. Student B sits with their back to the board.
  1. Synonym Race: I’m not sure with TOEFL IBT reading but for IELTS students have to look for synonyms. Choose one paragraph. Show it on the projector screen. Give synonyms. Students then race to find synonyms in the paragraph. Award points to first finishers.
  2. Keyword Bingo Guess: give the title/topic of the text. Cover the text. Ask students to write down 10 words relating to the title/topic. Students then skim/scan the text to check if the text mention their predicted words. Award points to correct guessers.
  3. Text-to-speech: you can use a good text-to-speech software to begin the reading lesson with a listening activity.
  4. Miming: pick one sentence from the text that can be demonstrated via body language J Ask volunteers to learn that sentence and then improvise acting. Peers then guess what that sentence is.
  5. Find an interesting Youtube video relating to the topic. Watch and enjoy!
  6. Banana’: pick one sentence. Choose one keyword in that sentence. Read that sentence aloud, replacing the keyword with the word ‘banana’ Students then guess the original word of ‘banana’.

Top Five Unfulfilled Wishes in my ELT career

I wrote this entry back then in May, 2014 entitled “Top Five Unfulfilled Wishes in my ELT career” in an online training for online teachers offered by The Consultants-E

Thanks God item 1 has become true. Item 2 will be haft completed in November (English Teaching Professional has agreed to publish a resources article, counting days towards then).
Item 3 and 4 not as important at the moment.
I’ll add a keyword for item 5: Master by Research. I really wish to ear a graduate degree, completing a decent research paper in ELT.

“I’ve heard from somewhere that the more you talk about plans, the more likely it will become true. So here are my top five unfulfilled wishes. Surely, one day I will have them all:

1. Be a presenter at IATEFL: one of the biggest annual ELT events. If I can do it, it sounds like I am starring in a Hollywood blockbuster.

2. Publish an article in either English Teaching Professional or ELT Journal. I adore these two journals. While the first one offers the best practical tips on earth, the latter makes reading research papers a rewarding experience.

3.Be treated and paid equally to a foreign teacher in my home country. I think this is a universal controversy looking from different perspectives: educational, corporate, and even legal.

4. Open my own language school. This can be possible after taking this course. An online language school. Hopefully.

5. Item #5: not necessarily exist, the Previous Four is too much luck for me already.”

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What’s your Top Five?