The secret of working with children
1. Comment on the
following video: Carol Read: The secret of working with children
http://www.teachingenglish.org.uk/article/carol-read-secret-working-children
Wow, she own a
powerfull method, with the potential to change the perception of any
school and pupil; as a resume I can remember that what we have to use
is:
S ensory
accuraty: The skill to fell what is happening.
E motional
inteligence: The skill to understanding the other´s perspectives.
C orporal
language: The ability of expresing and reading non-verbal languages.
R apport or
relationships: The balance and good socialization with pupils and
others.
E valuation:
The self-evaluation of the process as teachers
T actical
talk: The capability of making a common conclusion in a conversation,
mostly focused on allowing to choose.
To conclude I need
to say that it´s more extense as needed but that I´m absolutely
convinced of that the type of evaluation gived by her is the most
important, not to mention that is the only effective one (either
because other ones are not to the only person we could change and
also because the other´s feedbacks are conditioned by so much
variables, making a false sense of security and accuracy)
Ideas for using flashcards
2. Comment on the
following video: Carol Read: Ideas for using flashcards
https://www.youtube.com/watch?v=X9KebTgfLJI
Well, that´s an
amazing video full of resources for teaching English; not just
vocabulary, but also for classifications, spelling and much more….
As a resume of the video I´ll explain in my own words what it´s
exposed:
Flash: Just
to ask with the images and repeat the respective names.
Slow, slow:
Mostly the same, but including a competition factor while the image
is being showed, because they could guess before the completely image
is visible.
What,s missing:
It´s trying to guess what
image had disappear.
Magic eyes: Like
the last activity, but making disappear all of them and one by one.
Lip reading:
Exactly and literary what
everyone infers about the title.
Flashcards
riddles: To describe the
meaning to promote the guessing.
Flashcards
groups: To order something
particular to each flashcard, taking in account that each flashcard
represents a group.
Hands on heads:
To name the cards, waiting the
respective group to put their hands on their heads.
Flashcards
chains: It,s a cycle of
questions about the card and
to the next partner.
Kim´s game: It´s
about remember and repeat with a partner the most cards as posible.
The Pygmalion Effect and the Power of Positive Expectations
3. Comment on the
following video: The Pygmalion Effect and the Power of Positive
Expectations https://www.youtube.com/watch?v=hTghEXKNj7g
That video explains
an important psycology effect to take account of, the famous
Pigmaleón effect. From my point of view is a simple perspective that
doesn´t includes the hermeneutic needs at it´s assimilation (I mean
that it´s important to take conscience of that it exist, it should
exist to all population as sistem-teacher relations, and not just to
teacher-pupils ones) and, in the same way, it´s not related with
more effects that are co-related as the Halo effect (to the extent
that if a docent start thinking well about their discents, that
docent will start a possitive perception of him/her at them).
But anyway, that´s
an old-fashioned video that is showing the start of a new educational
perspective in a few minutes, so I really enjoyed it and that every
docent could see, because the cost is insignificant in relation to
the benefits that it´s offering us.
Inclusive assessment
approaches:
4. Comment on one
article: In the following link you will find practical teaching
articles for teachers working in the primary classroom. Choose one of
them and comment on it.
http://www.teachingenglish.org.uk/teaching-kids/articles
Inclusive assessment
approaches:
That absolutely
impossible to get better article (At least from my point of view) is
telling us how to adapt our class dynamics to special needs. At first
is explaining the concept, to highligh the fact of that everyone
could be interpretated as a person with (more or less) “special”
needs, according to that this people isn´t just the different
intelectual leveled, and it´s more related with a problem to learn
in a particular (o generalized) situation.
One important thing
to remember is that our job as teachers isn´t to diagnose them, but
it´s to adapt our teaching to everyone….. So we´ll forget the
classiffication and start focussing at the recognition factors
(behaviour, sociality, cognition….), followed by the types of
enviroments that are causing it (everyone, just a class, just a
methodology….), the ways to solve or adapt the problem (possitive
feedback, changing evaluation process….) to particularities and
finally some advices to perform dialectics to parents (the most
important is to avoid the negative terms by substitution with
possitive potentialities at reach).
As a conclusion, I
can just add that thank´s to Marie for this effort to help teachers
and pupils in bad situations! :D
