Hamdi is a teacher I recently met on Facebook. He has taught EFL for 12 years in Tunisia and has recently begun to explore Facebook and Twitter as places to connect with other teachers around the world. Hamdi doesn’t have a computer at home, so he accesses the Internet at cybercafes and at school. In Hamdi’s Facebook profile, he says that he would like to get acquainted with teachers from all over the word to promote his teaching experience, exchange ideas about ways of teaching and more… (more…)
Personal Learning Network
I love initiatives like this one, that give us a chance to introduce great people to other great people. “Vale a pena ficar do olho nesse blog” means “It’s worth keeping an eye on this blog”.
I’m honored to be have been tagged by five teachers I admire whose blogs I really enjoy: Janet Biachini in Italy, Sheetal Makhan in Korea , Marta Mrozik in Poland, Sue Lyon-Jones in the UK, and Anita Kwiatkowska in Turkey. Their lists contain some fabulous blogs, and are definitely worth taking a look at! (more…)
Earlier this month, I awoke to a lovely message telling me that Teaching Village was the TEFL Site of the Month. While always thrilled to get an award of any kind, I’m a bit embarrassed to admit that I wasn’t sure what this award was for (I’m still sort of new to this blogging business). So, I went over to TEFL.net and learned Teaching Village was being recognized for having developed “a rich community of English teachers from around the world.” (more…)
More on Hadley’s adventures in online collaboration. If you’d like to read the beginning of this adventure, check out “New Friends”
It was a marvelous day for my students when we got to share the learning that went on in our classroom with people living in Japan. Because of the contacts that I made through Twitter with Barbara, the middle school teachers at my school decided to create a Japan Day, using interdisciplinary activities to enhance the connections that we had with people there. The Drama teacher created a lesson on Noh theater; the art teacher and a classroom teacher had a lesson on calligraphy and modern Japanese art; the music teacher led a session on the pentatonic scale and chanting. At another station, we planned for them to learn about the tea ceremony and to then watch a video of one as a silent meditation, with the students sitting silently on the floor, attentive to the sounds and movements of the woman conducting the ceremony. (more…)
This morning, while enjoying my second cup of coffee, I saw a tweet from Kim McBrien in Canada (@indigodragonfly on Twitter). She wanted to show her students how far a message can travel on Twitter. The way her message spread throughout Twitter provides a great example of how retweeting works, and why hashtags matter. (more…)
“That is so cool!”
“How did you do that?”
“What are all the red dots about? They are awesome. Look there’s one in Japan.”
“And one on New Zealand!” (more…)
“Don’t worry when you are not recognized, but strive to be worthy of recognition.”
I started blogging to explore a belief that “we are stronger, better teachers when we work together, share our knowledge, and connect with others.” I’m only marginally better at the tech stuff now than I was at the start, but I’ve learned a lot about the power of the internet to create a community of teachers.
(Note: If this is the first post you’ve read in this series, and you’re mystified by the PLN acronym, start with What’s a PLN, anyway?)
The seven guest authors for the “Front Lines of EFL” series have been the members of my personal learning network I’ve shared with most intensively in the past few weeks, so I thought I’d share what I’ve learned from them. If you haven’t read all of the posts in this series, then perhaps it will provide a good summary as well, before moving on to more stories.
This week was about motivation–both mine and my students’. It started with an #edchat conversation on Twitter about the value of homework. Alfie Kohn (a man decidedly against homework!) shared an article from the journal Theory and Research in Education about self-determination theory as regards motivation. While the article was interesting enough, what really got me excited was discovering that ALL of the articles from the “Symposium on self-determination theory” were available for free download. I particularly enjoyed “Virtual worlds and the learner hero: how today’s video games can inform tomorrow’s learning environments.” In terms of motivation (at least from the self-determination point of view), the qualities that cause engagement in games–relatedness, autonomy and competence–can also create engagement in learning.