Idioms with parts of body
Breaking the language barrier | Tim Doner | TEDxTeen 2014
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TIPS FOR TEACHING 7
Use the target language in lessons The more you expose your students to the target language, the better. Occasionally, speaking English may be necessary, but a lot of the time, it is not. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. If they are struggling, the students can help them improve their language skills. If they already speak to a high level, it shows the communicative value of language skills. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key. Language assistants are able to provide support to teachers, particularly those who haven’t spoken ...
TIPS FOR TEACHING 8
5 Tips for Teaching the Tough Kids Every teacher remembers his or her first "tough kid" experience. Maybe the student ignored your directions or laughed at your attempts to utilize the classroom discipline steps. We all have at least one story to share, and for some teachers, teaching a tough kid is a daily challenge. It seems that no matter what teaching techniques you try to pull out of your educator hat, nothing changes their behavior. I've had the privilege of teaching some tough kids. I say "privilege" for a reason. Teaching these students pushed me to be a better educator and a more compassionate person. I've detailed below five methods that have reduced misbehavior in my classroom and, better still, helped transform these students into leaders among their peers. 1. Set the Tone I firmly believe that a student's misbehavior in the past does not necessarily equate to future indiscretions. At the beginning of the school year, I would wal...
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