Download PDF of blog here. Different models of online classes In Part 2 of 3, we discussed the importance of routines and how they strengthen the affective domain – how the brain is wired to process information only when it registers a positive exterior environment. We saw how if, instead, the limbic system (the emotional […]
Download PDF of blog here. Why do I need to think about gender fluidity in my language classroom? Supportive educators save students’ lives. Having just one visibly supportive educator in a school can ensure that all our students – especially those negotiating gender fluidity – feel safe, welcomed, and encouraged to learn. Language teachers can
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Download PDF of blog here. Why rhythm? In the pre-school classroom, rhythm in synonymous with security. It helps our young students to know what to expect; it helps them to develop a sense of purpose, and more self-control. From the time our senses first light up in the womb, we learn through movement and rhythm.
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Download PDF of blog here. How do routines promote a safe learning environment? In Part 1 of 3, we discussed the importance of norms and consequences and how they promote a safe learning environment. When students are allowed to be involved in the process of creating key elements within the classroom, they become, amongst many
Download PDF of blog here. Sociologists of education have demonstrated that schools have hidden curriculums. This includes shaping students from the outside in the presumption that to shape the body is to shape the mind, ultimately making manipulated differences appear and feel natural. In language classes, we have a unique opportunity to address this issue
Download PDF of blog here. Do routines promote strong learning environments? Easy answer: YES! Yes they do!!! How to begin… Jane Nelsen, Positive Discipline Is most of your time carrying out lessons you’ve carefully planned for your students? Or do you find that most of your energy in class is spent trying to find ways
Download PDF of blog here. This means that, if we assume that a child is exposed to language for at least six hours a day, by the time she is six years and four months old, she will have been learning and using her home language/s for 13,797 hours.* This is what is called language
How does Scaffolding Augment Language Acquisition? Read More »
Download PDF of blog here. Scaffolds. What are they and why should we care? Let’s take the first part of the question first: What in the world are scaffolds? You’ve heard the term over and over again, but you haven’t really been able to figure out what it has to do with you – with
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************ ************ ************ Download PDF of scaffold here theory behind scaffold… Studies show that memorising academic language is ineffective in the long-term*. Students may be able to pass an exam they are studying for, but without having used the terms to analyse, compare, categorise, and defend their own ideas, most students will forget the meanings
Scaffolding Academic Language by Identifying Visual Differences (Higher Education) Read More »
You caught a beauty!!! ************ ************ Download PDF of scaffold here. theory behind scaffold… Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking, and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original
Scaffolding Graphs with Higher-Order Level Questions (Pre-School/lower primary) Read More »