This past week, I overheard some Korean teachers I had the pleasure of spending time with talking. One older gentleman says, "They speak so fast!" So I asked if he meant English speakers. He said he did. I suggested he just needed to get used to the language with practice, it does get easier. He… Continue reading “Teacher, Why Do English Speakers Speak So Fast?”
I often ask a basic knowledge or comprehension question to the class, get the answer, and following it by asking the other students to further analyze why that is the correct answer. A typical exchange looks like this: Me: What is the main idea of this paragraph? Student 1: The main idea is... Me: Great!… Continue reading Teachers Aren’t Always the Teachers Students Need
I teach required English Conversation classes at my university. The students are not English majors, but their majors are related to the medical fields as I teach at a medical university. This is important because I do not teach students whose primary focus is the English language but having good English skills will be beneficial… Continue reading Presentation/Speeches | Reflection
At my university, students are given extra credit by attending our voluntary one-hour lessons (either playing English games or having open conversations). They also can earn extra credit for taking Mock TOEIC tests. I can see these opportunities helping the students in some way, but I start to doubt what message we send when our… Continue reading Extra Credit…What Message Are We Sending?
My boss recently approached me, knowing I was interested in technology in the classroom. She had attended a conference where a new buzzword or two floated around and caught her attention: MOOCs and flipped classrooms. She asked me to dive more into them and report back what we could do at our university and I… Continue reading MOOCs
The last three days have been a whirlwind of ideas and topics. There was a small handful of topics I centered my attendance around, but one is extremely personal. As I progress in my career, thinking about my personal passions, ideas of language teaching, and my overall goals for the future, a specialization in literacy… Continue reading KOTESOL and Writing
I walk into the classroom, bag over my shoulder with my papers, book, and pen. A genuine smile adorns my face. I love doing what I do. After summoning the energy like a Japanese animation character powering up his energy attack (yes, I'm that kind of girl), I am ready to greet my students. "Hello!"… Continue reading How Much of the Class is My Fault?
Brainstorming is a common practice for preparing for writing but not quite as common for speaking. I did not do it before the semester but now that I do do brainstorming before every activity in some way large or small, I really am a firm believer that it is an integral part of the communication… Continue reading Why I Love Brainstorming With Students
I have been listening to this podcast called Masters of TESOL since it was introduced to me last week. It has great quality, thought-provoking guest interviews on real topics that would interest any EFL teacher or linguist. In episode six, Stephen van Vlack speaks on teaching language through brain-based approaches that take into consideration how the human brain learns… Continue reading Less Talk, More Action.
...their answers were not at all what I expected. South Korean students are some of the hardest working, if not the hardest working, group of students in the world. They are known for their hours of dedication to their studies, often spending more time with teachers and books than with their family on any given… Continue reading I Asked My South Korean Students How To Study, And…