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Tuesday 17th of March lesson reflection.
Today was way better than yesterday in terms of student attendance and classroom participation.
Moreover, some students who had microphone issues, also had microphone issues solved, thus I could hear them speak and vice versa.
Overall, things are getting better day after day.

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last week we all went online because of the Covid-19

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last week we all went online because of the Covid-19

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I was lucky I started using padlet two months ago. All my students have it on their phones,. one way is  to ask students to record a short audio about the book they are reading, and take a photo of the book. I also ask them to take a photo of some their written work. I am still experimenting  with it. it's fun and simple and easy to
use.

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Jeddah Online class  reports

On Mon, 16 Mar 2020, 10:34 am saad noor, <saadnoor> wrote:

Online class report
On average I’ve had the majority attend (about 17/21). Some have been absent and have let me know why before or afterwards.Three of them have issues with internet connection and or laptops. I also have one who is unable to log into CLMS due to a email issue. I have another who I cannot hear as they don’t have a microphone but they still attend.In terms of interaction they are all very good and answer my direct questions when I nominate them by name apart the one with the microphone issue.There have been no persistent absentees. They have all attended at least two classes.
For me, I am getting much more comfortable with it and my class are even teaching me new features.

Saad Noor

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Semester 2  week 8 - 03/12/2020

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"Alone we can do so little; together we can do so much." – Helen Keller

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"If everyone is moving forward together, then success takes care of itself." – Henry Ford

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Ali and Ahmad are discussing how to use Zoom

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Ali and Ahmad are discussing how to use Zoom

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"Talent wins games, but teamwork and intelligence win championships." – Michael Jordan

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"It is amazing what you can accomplish if you do not care who gets the credit."

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"Coming together is a beginning, staying together is progress, and working together is success."

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Topic of the week : VAK learning styles
Semester 2  week7  - 2020

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Thinking attention ,motivation and practice

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The objective of the workshop room is to:
1- Create a room where teachers can be creative and supply them with the tools needed.
2- Collaborate to create visual aids that can be used and maintained.
3- Share good ideas and document them.
4- Monitor the curriculum as it is being implemented.
5- Monitor and document the development of students’ portfolios.
6- Build a team of teachers who collaborate and share their knowledge and expertise to create meaningful lessons.
7- Use our collective knowledge and experience as teachers to grow and develop as educators.
8- Develop a paper- based and an electronic course portfolio.
9- Develop a paper- based and an electronic teacher portfolio.
10- Encourage experimental teaching and make teaching a journey of discovery.
11- Create and monitor classroom projects.
We like to call it “mission control” or the “curriculum kitchen,” not just a resource room.

12- Creating a blog for the curriculum development room.

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educational games and resources

Samples of students work and portfolios

handouts and classroom supplies

snacks, coffee ,tea , and water

The curriculum kitchen is back in another location. The place is still on organize mood, but we will built it as we go. We are still moving things ,and we are preparing for new ideas. A place where we think , act, and reflect on our teaching and on students learning.

We are also working on an anther space in our general department building . W e plan to create a multifunctional space ,w ith the help of our new department head Mr. Tariq Alzahrani and teachers in the department. A resource room for our general department and a space for workshops and training. We don't have a big budget so we will keep it simple and practical. We need to empty the room of the old office furniture, and start from scratch. Nothing fancy, keep it simple, and keep it basic.

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educational games and resources Samples of students work and portfolios handouts and classroom supplies snacks, coffee ,tea , and water The curriculum kitchen is back in another location. The place is still on organize mood, but we will built it as we go. We are still moving things ,and we are preparing for new ideas.

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Mr. Eyaaz talk on using the classroom walls to help students learning and the classroom bog.

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Mr. Eyaaz talk on using the classroom walls to help students learning and the classroom bog.

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2014

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about this blog

Hi and welcome! The objective of this blog is to connect and share with teachers and educators in the TVTC Intensive English program, an on going discussion on curriculum development. This blog is an extension to our curriculum kitchen ,as we may like to call it. Or our curriculum Lab."reflecting on your teaching is an act of scholarship" - The Course Syllabus by Barbara J. Millis

Featured Post

Dear Team, We had an excellent term full of learning opportunities for students . What was the classroom task or activity that your s...

What is a teacher's portfolio?

It is a collection of documents that represents the best of one's teaching and provides one with the occasion to reflect on his or her teaching with the same intensity devoted to scholarship or research.

(Murrry 1994)

What is a student portfolio?

An organized , goal-driven documentation of student's effort, learning growth and achieved competence.

the old Staff

1- Samir Fatani
2- Oybek
3- Bilal
4- Imran
5- Michael
6- Shamusl
7- Raymond Kruk
8- John Truesdale
9- Ali Bashi

10- Abdullah

11- Abdullah Alkishi
12- Rayan
13- Redwan

we will add members as we develop

Quotes On Learning

1-"reflecting on your teaching is an act of scholarship" - The Course Syllabus by Barbara J. MillisThe best teachers are those who show you where to look, but don't tell you what to see.
2- "Courses that take away the sense of ownership kill one of the strongest elements in lasting learning."
3- "Learning is an active, constructive, contextual process." - The Course Syllabus by Barbara J.
4- Our deepest learning comes from inside out.
5- The only way you can engage someone is if you know them.
6- I like a teacher who gives you something to take home to think about besides homework. Lily Tomlin
7- A good teacher can inspire hope, ignite the imagination, and instill a love of learning. Brad Henry
8- Education's purpose is to replace an empty mind with an open one. Malcolm Forbes
9- When a subject becomes totally obsolete we make it a required course. Peter Drucker
10- Change is the end result of all true learning. Leo Buscaglia
11- All real education is the architecture of the soul. William Bennett
12- I am convinced that we, as teachers, must be activists. Valerie Strauss
13- A discussion is an exchange of knowledge; argument is an exchange of ignorance.
14- Good teachers teach from the book. Excellent teachers teach from the heart.
15- Give students legacy and meaning: Build Intrapersonal Communications into your curriculum.
16- "How do we expect inspired learners if we do not have inspired teachers?" Dr. Pak Tee Ng
17- A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. Horace Mann
18- Education is not received, it is achieved. Quote
19- Nine tenths of education is encouragement. Anatole France
20- Some people will never learn anything well, because they understand everything too soon.
21- Education is what remains after one has forgotten what one has learned in school. Albert Einstein
22- EINSTEIN: Everything should be made simple as possible,but not simpler.
23-
Alexandra K. Trenfor

curriculum kitchen objectives

The objective of the workshop room is to: 1- Create a room where teachers can be creative and supply them with the tools needed. 2- Collaborate to create visual aids that can be used and maintained. 3- Share good ideas and document them. 4- Monitor the curriculum as it is being implemented. 5- Monitor and document the development of students' portfolios. 6- Build a team of teachers who collaborate and share their knowledge and expertise to create meaningful lessons. 7- 8- Develop a paper- based and an electronic course portfolio . 9- Develop a paper- based and an electronic teacher portfolio. 10- Encourage experimental teaching Use our collective knowledge and experience as teachers to grow and develop as educators. and make teaching a journey of discovery. 11- Create and monitor classroom projects. We like to call it "mission control" or the "curriculum kitchen," not just a resource room.

12- Creating a blog for the curriculum development room.

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Mr. Eyaaz talk on using the classroom walls to help students learning

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Hi and welcome! The objective of this blog is to connect and share with teachers and educators in the TVTC Intensive English program, an on going discussion on curriculum development. This blog is an extension to our curriculum kitchen ,as we may like to call it.

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Technology use in the classroom and beyond

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Educational Leadership: How does it make a Difference to Student Outcomes?

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The danger of over-correcting is that students will lose motivation and you may even destroy the flow of the class or the activity by butting in and correcting every single mistake. The other extreme is to let the conversation flow and not to correct any mistakes. There are times when this is appropriate but most students do want to have some of their mistakes corrected as it gives them a basis for improvement.

So, the question is; When and how should you correct your students?

Every teacher will have different views on this and different ways of correcting their students and it's a case of finding out what both you and your students feel comfortable with. I would like to offer several ideas of how to go about it.
Ask the students how they want to be corrected

This sounds obvious but it can be easily overlooked. Talk to your students about error correction and to find out from them how they like to be corrected. Often students have clear ideas about how they would like you to correct them. With large groups you may have to go with the majority, but if you have a small group you can cater for individual needs.

One way to give students a choice on how much they want to be corrected in a particular class or activity is for them to make a traffic light to put on their desk. A strip of card with three circles (one red, one orange and one green) folded into a triangle with a bit of sellotape does the trick. Students point the circle towards you to indicate whether or not they want correction:

o Red = don't correct me at all (they may have had a rough day or be tired!)
o Orange = correct things which are really important or things I should know.
o Green = correct as much as you can, please.

Are you working on accuracy or fluency? Self correction / Peer correction

Before you begin an activity, bear in mind whether you are concentrating on accuracy or fluency. For a class discussion for example, fluency would be appropriate. The important thing is that students are expressing themselves and thinking on their feet. However if students have had time to prepare a role-play and are then going to perform it you may want to encourage accuracy. Be clear of the aims of the task and make sure students are aware of what you expect from them. Don't present an activity as a fluency task and then pick them up on every single mistake.

The first port of call when correcting can be the students themselves. Students can often correct themselves when they realise they've made a mistake. Sometimes the mistake is simply a 'slip' and they are aware of the correct version. Give students a chance, and time, to correct themselves. Often by just raising your eyebrows or repeating the mistake students will know what you mean and back track to correct the error themselves. Some teachers create all sorts of hand signals to indicate the type of error. Pointing behind you is a classic to indicate to students that they should have used a past tense. If these work for you and your students, go ahead and create your own correction indicators.

Students can also correct one another. Peer correction often helps to create a positive class atmosphere as students realise you are not the only source of error correction and they can learn a lot from one another.

On the spot correction

One way to focus on students' mistakes is to take 'time out' of an activity and look at mistakes as a group. When students are doing a speaking task in pairs or groups I often monitor the students and listen in on what they're saying. Students will get used to you hovering around them although if it's not your usual monitoring style they may wonder what you're up to at first! I make a note of the mistakes that I hear; whether they are pronunciation, grammatical or lexical. I collect a selection of their errors and then stop the activity. I write a selection of the mistakes on the board and ask students to correct them. If students are working in pairs and you have a left over student, why not assign them the role of assistant teacher? They can have a notebook and pen and make notes of mistakes they hear. If they do their job well they could even run the correction slot with their mistakes instead of you. Usually most of the mistakes can by corrected by the students themselves.

New mistakes or the same old ones?

Correcting mistakes the second they are made has the advantage that you don't have to bring the activity to a stop as is the case with a correction slot. Students often appreciate instant correction. Think about what type of activity it is before deciding whether or not it's appropriate to correct on the spot. You don't want to destroy the flow of the task by butting in. Students can also be responsible for on the spot correction if they are encouraged to pick up on each other's mistakes.

Sometimes it's a good idea to have little tests based on the classic mistakes students make in class. It encourages students to look over their notes and try to learn from them.
Conclusion

I always remind students that if they are always making new mistakes it's okay. New mistakes are usually a sign that they are exploring new uses of language or experimenting with new vocabulary but if they are always repeating the same mistakes it's not such a good sign! By noting their mistakes students have a record of their progress and can avoid repeating the same mistakes time and time again. It's a good idea to have a set space in their notebooks to write down their errors and the correct version. One way of doing it is to divide a page into three columns:

It depends of the weather

It depends on the weather

Not the same as in Spanish

I've lived in Barcelon since six years

I've lived in Barcelona for six years

Since - for points in time

For - For periods

Whichever way you go about correcting your students, try to keep the experience positive for the learner. Being corrected constantly can be a really de-motivating, as every language learner knows. As you are listening out for your students' errors, make sure you also listen out for really good uses of language and highlight these to the group too. In the case of language learning I really do believe the classic saying, 'you learn from your mistakes'.

Useful links:
http://www.teachingenglish.org.uk/article/error-correction-1
http://www.teachingenglish.org.uk/article/error-correction-2
https://www.teachingenglish.org.uk/article/writing-correction-code

First published in 2008

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The danger of over-correcting is that students will lose motivation and you may even destroy the flow of the class or the activity by butting in and correcting every single mistake. The other extreme is to let the conversation flow and not to correct any mistakes.

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Planning a lesson is no easy task, especially if you're about to introduce a difficult topic. Sometimes, you need a little bit of something extra to really make your lesson flow. For this reason, ESL teachers usually use warmers and fillers. Warmers are used in lessons to ease the students into the topic you're going to present. Along the same lines, fillers are used to reinforce topics or follow up with extra practice for students. BusyTeacher.org has 363 warmer and filler worksheets to make your lesson run smoothly without skipping a beat.

The beauty of using warmers and fillers is that very little planning goes into using them. That's great because it cuts your planning time by a lot, and also cuts out any awkward downtime in the classroom. These worksheets are helpful when it comes to grammar, vocabulary, writing, or even listening and speaking practice.

These warmer and filler worksheets can be used in several ways. Some can be used as discussion topics to get your students speaking. Some can be used to review grammar topics you have covered in the past. Another great warmer is a writing practice worksheet, which gives students sentences like "This morning I..." and students write down what they did that morning. There are endless possibilities to what you can do in your classroom with these worksheets.

Another great feature of these warmer/filler worksheets is that most can be used for all levels. However, if you need a worksheet for a specific level, the descriptions of all worksheets on BusyTeacher.org show the levels for which they're appropriate . You can even reuse them for your other classes of different levels. Not sure if a certain worksheet is right for your lesson? No problem! Just click on the thumbnail to preview the worksheet and see if it's right for your class.

Don't worry about registering or subscribing, since all worksheets on BusyTeacher.org are free to download, and there's no limit to how many you can download! You can use one or two of our worksheets for your lessons every day. All worksheets on BusyTeacher.org were created and submitted by fellow ESL teachers from all over the world. They've been used in classrooms, too - so rest assured that these worksheets are tried and true.

If you have some worksheets of your own that you've found useful in your lessons, why not share them with other ESL teachers to use in their lessons as well? Upload your worksheets to BusyTeacher.org by clicking the link at the bottom of this page titled "Submit a worksheet," and join the hundreds of thousands of ESL teachers who already use BusyTeacher.org for their lesson planning needs.

Make BusyTeacher.org your number one online resource for worksheets by bookmarking us today. With 363 warmers and fillers, lesson planning will be a breeze. Get started by checking out our most popular warmers and fillers below.

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english as a foreign language worksheets

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363 FREE Warmers, Ice-Breakers and Fillers For The ESL Classroom

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Planning a lesson is no easy task, especially if you're about to introduce a difficult topic. Sometimes, you need a little bit of something extra to really make your lesson flow. For this reason, ESL teachers usually use warmers and fillers. Warmers are used in lessons to ease the students into the topic you're going to present.

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Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well.

Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well.

Using multiple learning styles and ï¿½multiple intelligencesï¿½ for learning is a relatively new approach. This approach is one that educators have only recently started to recognize. Traditional schooling used (and continues to use) mainly linguistic and logical teaching methods. It also uses a limited range of learning and teaching techniques. Many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for reinforcement and review. A result is that we often label those who use these learning styles and techniques as ï¿½bright.ï¿½ Those who use less favored learning styles often find themselves in lower classes, with various not-so-complimentary labels and sometimes lower quality teaching. This can create positive and negative spirals that reinforce the belief that one is "smart" or "dumb".

By recognizing and understanding your own learning styles, you can use techniques better suited to you. This improves the speed and quality of your learning.

Visual (spatial):You prefer using pictures, images, and spatial understanding.

Aural (auditory-musical): You prefer using sound and music.

Verbal (linguistic): You prefer using words, both in speech and writing.

Physical (kinesthetic): You prefer using your body, hands and sense of touch.

Logical (mathematical): You prefer using logic, reasoning and systems.

Social (interpersonal): You prefer to learn in groups or with other people.

Solitary (intrapersonal): You prefer to work alone and use self-study.

Why Learning Styles? Understand the basis of learning styles

Your learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose. We explore more of these features in this chapter.

Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style.

For example:

Visual: The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation.

Aural: The temporal lobes handle aural content. The right temporal lobe is especially important for music.

Verbal: The temporal and frontal lobes, especially two specialized areas called Brocaï¿½s and Wernickeï¿½s areas (in the left hemisphere of these two lobes).

Physical: The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement.

Logical: The parietal lobes, especially the left side, drive our logical thinking.

Social: The frontal and temporal lobes handle much of our social activities. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression.

Solitary: The frontal and parietal lobes, and the limbic system, are also active with this style.

Where to next?

Click the links in the navigation menu on the left (or above) to learn more about the individual learning styles, or go to the learning styles inventory page to try a test to discover your own learning styles.

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Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles.