Meaning, form AND use?

20180903_141713 A snapshot of an ESL classroom

A shot of my recent scrawlings. Being a whiteboard that’s inside of an ESL classroom it is way too small. Put it down to whiteboard management, but, I probably need to get that duster going, but, it’s difficult to prioritize what to rub out and what to keep. Still, the students are good, the course intense enough to challenge my skills as an ESL teacher.

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Adventures in CI, atomic fission was the key

Think of the above as a S<>S interaction, with the neutrons, the TL

I had just finished my 4th grade classes, and I tried out my new interaction patterns on the class.

These were essentially changing a weakly dialogic class to something that was more student to student. Drawing on my knowledge of chemistry, I played the role of catalyst. Initiating the reaction but remained unchanged by it throughout. The task in this case was simply asking and answering a question, this going down the line of desks to the end. I had initially envisaged mad scientist style, one row of students asking the target language (how’s the weather?) with the row behind them giving them an open answer (It’s sunny) but it was hijacked by my KET, she made it by column, not row. It still worked either way. Not a bad start, but the experimentation continues. The students in pairs again, ask about the target language, as seen in the short film seen in class. Again, I initiated it, but had no part in the saying of the target language, all the input was from the video.

What was the yield? Most of the students spoke, a few did not. Those that didn’t felt it too embarrassing, but obviously their affective filter. Clearly something is needed to penetrate their ‘lead sheilding’. But the net effect was it was initiated by me, but the speaking was done on the whole, by the students. An experiment in sound if you will.

Faces and vertices, is this English?

Facesonpolygons

Run, Lola, run was in fact the film. The quote that they borrowed was from a the famous German football coach, Sepp Herberger. For more on his coaching career, you can click here. My current state of affairs, is that the English camp is going well, with the current lesson planning being easier than falling off a log, or in my case, making a powerpoint.

What they (the teacher that made up the material) had (illegally) done was photocopy all of the exercises from a book bought in the UK. The only problem is that the preparatory pages that weren’t photocopied were also important. Fortunately the material is easy enough to follow without much explanation.

However in teaching mathematics (yes, everyone had to do it), was in the abstract. Lots of stuff I didn’t know about, but once again was able to comprehend easily enough. Even the students were able to manage since they’d had been taught it before, in Korean.

For example, how many vertices and faces does a sphere have? A cylinder? The cubes and rectangular prisms were easily sorted, but spheres and cyclinders, were challenging. Anyone got an answer?

Full credit to: onlineacademics.org/math/

Why me worry if it’s so CAMP?

alfred_e_neumanNot that I minded not doing the (English) camp. It would have been at Elementary school, not my favourite age bracket for students. But over the past 3 weeks I’ve had confirmed that there will be/ won’t be a camp. Four times. Apparently it was a matter of paperwork that the teacher hadn’t done.

Since it never so much as got off the start line, why should I worry?