In the Classroom

Applying Elements of Embodied Cognition to ELL Poetry Read-a-Thons

Dec 22nd, 2016 | By
Patrick T. Randolph

—By PATRICK T. RANDOLPH I. Introduction One of the inspiring aspects of English language teaching is that the pedagogy is in a constant state of evolution in an attempt to make the teaching methods more effective, creative, and useful for all levels of learners. This article will focus on one such method—applying ideas in embodied
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The 300Gardens Project: Teaching Business English, Benefiting Public Gardens Worldwide

Dec 22nd, 2016 | By
Deb Grove

By DEB GROVE —Ample pedagogical literature suggests and concludes that real-world projects to solve real-world problems result in higher-quality assignments from students. Not surprisingly, after international students in my class visited public gardens in the San Francisco Bay Area, they wanted to support plant conservation. That was part of the impetus behind the creation of
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Why Use Digital Class Games in Teaching ESL?

Dec 22nd, 2016 | By
Christine So

By CHRISTINE SO —From neuroscience we know now that arousing emotions increases memory. Dopamine, that neurochemical released when people laugh—or do drugs—is the key. John Medina, director of the Brain Center for Applied Learning Research at Seattle Pacific University, writes, “Emotionally arousing events tend to be better remembered than neutral events. … When the brain
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Within the Silences: Facilitating Effective Group Discussions

Sep 24th, 2016 | By
bowl with sentence strips for group discussions lesson

By ROGERS WALKER —One day after class, I noticed a normally upbeat student with his head hanging somberly in his hands. When I asked him what was wrong, he explained that he was frustrated because classmates had been interrupting him during group discussions. Group conversations are a common source of conflict in the English language
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Active Learning: Producing a Student Newsletter

Sep 24th, 2016 | By
image of ESL student newspaper logo at Pasadena City College

By PAULETTE KOUBEK-YAO —With the start of Apple Macintosh and its desktop publishing in the late 1980s, student newsletters became an uncomplicated way for student writing to be read by larger audiences. Since that time, the accessibility of graphics and unique fonts has grown tremendously along with the students’ expertise in using the various programs
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Harnessing an Awareness of Mirror Neurons
for English Language Teachers

Sep 24th, 2016 | By
image of two faces for mirror neurons feature

By PATRICK T. RANDOLPH —I. Introduction Have you ever watched a romantic scene in a film, perhaps one in which a couple is holding hands on a beach, and felt your heart swell with genuine love and deep emotion? Have you asked yourself why it is that you cry or at least tear up when
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Classes That Thrive: Negotiating Classroom Community Values

Sep 24th, 2016 | By

By ROGERS WALKER —Too often in teaching we focus on encouraging students to conform to behavioral norms, as opposed to helping them explore and develop a system of values that can drive optimal classroom performance. Addressing behavior only when disruptive incidents arise is akin to a game of whack-a-mole: New behaviors and situations will emerge
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Guilt and Shame

Sep 24th, 2016 | By
break free image for Fall 2106 Inner News

By LYNN FRANCIS, MA, MS You are teaching in the class and there is a rule never to leave the class without a teacher present. You have diarrhea and need to head to the bathroom. You have an appointment and need to leave 10 minutes early. If you ask the answer might be no. You
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Embracing the Sound of Words:
Evoking the Inner Experience

May 10th, 2016 | By
image of treble clef

By PATRICK T. RANDOLPH — “As soon as we have the thing before our eyes, and in our hearts an ear for the word, thinking prospers.” —Martin Heidegger I. Introduction The wisdom of the ears knows the magic of words. The memory is as vivid as they come: I was 4 years old, rolling in
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Keep Students Talking After Class

May 10th, 2016 | By
image of woman on smartphone

By BRENT WARNER —One of the biggest challenges facing teachers of ESL students is getting them to use English outside the classroom. It’s a blessing and a curse to be in such a diverse community, where our students feel empowered by the support of people from their own community but have little incentive to use
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