Wednesday, March 28, 2012
Monday, March 26, 2012
TESOL 2012
I'll be at TESOL Wednesday-Friday this week.
I'm speaking on Thursday and Friday and I hope to see you all there!
Spring Cleaning: Drawing from Student Evaluations to Update Lessons
There comes a time in the semester when I feel like everything has become routine. It's time to freshen up.
So, today I asked my students 3 simple questions about the class:
1. What is helpful?
2. What is not helpful?
3. What comments/suggestions do you have?
They wrote their responses on pieces of scrap paper and, after 5 minutes, I very happily collected their notes.
Why I love mid-semester course evaluations by students:
1. Give me new ideas (question #3 especially). Students are creative!
2. Force me to reevaluate what may not be working and make adjustments.
3. Encourage me to build on what is working and push the students harder.
4. Show the students that their opinions are valuable. I want to hear their thoughts!
This type of evaluation would be useful at any level: K-12, adult, one-on-one tutoring, English for specific purposes, etc. It's quick, easy and super-useful for the teacher. It feels like I'm "spring cleaning" my lesson plans. Love it!
So, today I asked my students 3 simple questions about the class:
1. What is helpful?
2. What is not helpful?
3. What comments/suggestions do you have?
They wrote their responses on pieces of scrap paper and, after 5 minutes, I very happily collected their notes.
Why I love mid-semester course evaluations by students:
1. Give me new ideas (question #3 especially). Students are creative!
2. Force me to reevaluate what may not be working and make adjustments.
3. Encourage me to build on what is working and push the students harder.
4. Show the students that their opinions are valuable. I want to hear their thoughts!
This type of evaluation would be useful at any level: K-12, adult, one-on-one tutoring, English for specific purposes, etc. It's quick, easy and super-useful for the teacher. It feels like I'm "spring cleaning" my lesson plans. Love it!
Saturday, March 24, 2012
A New Kind of Book Club
Book club + cocktail party = Paris' 21st Century Literary Salon
I read this article recently about a popular new literary club for young people in Paris. The concept is simple: come to the "party" and bring a copy of your favorite book to trade. The books act as conversation pieces. Rather than awkward introductions or forced small talk with strangers, you have engaging and interesting objects to discuss and then you exchange them.
What a fun idea that can be adapted for an ESL class or an IEP!
Example modifications:
Show & Tell favorite books
Lunch Table book conversation
After School Book Club
If I ever host any activities outside of class (after school, lunchtime), I like to invite American students to join us as much as possible. It adds to the diversity of the conversation and helps build friendships.
What do you think? How would you use this new kind of book club?
I read this article recently about a popular new literary club for young people in Paris. The concept is simple: come to the "party" and bring a copy of your favorite book to trade. The books act as conversation pieces. Rather than awkward introductions or forced small talk with strangers, you have engaging and interesting objects to discuss and then you exchange them.
What a fun idea that can be adapted for an ESL class or an IEP!
Example modifications:
Show & Tell favorite books
Lunch Table book conversation
After School Book Club
If I ever host any activities outside of class (after school, lunchtime), I like to invite American students to join us as much as possible. It adds to the diversity of the conversation and helps build friendships.
What do you think? How would you use this new kind of book club?
Monday, March 19, 2012
Blogging Lesson
Last Friday we went to the computer lab to upload new essays to our Reading/Writing class blog. Students uploaded their narrative essays (stories) and in the process, I learned a few things about classroom blogging.
Some Glitches:
1. Two students never handed in their rough drafts yet directly uploaded their writings to the blog. Minor frustrations!!
2. As I was reviewing one of these rough drafts in "edit post", I clicked one wrong button and accidentally deleted the essay. So, I contacted the student and asked him to upload it again (*face palm*). We're on spring break so it might take some time before he responds.
Some Surprises:
1. Students got more involved in the comments. First, I must admit that they are assigned to write constructive comments on their classmates essays. It's forced participation. However, this time around some of the comments have turned into conversations. Students are starting to find pleasure in reading peer feedback about their essays. They've been checking on their comment section for the past few days and responding.
2. Students in other classes have visited the blog. This is how I know: a few students have commented directly on the blog. And, a former student of mine referenced a story from the blog on Facebook: I liked it ;) Cool story :)
Some Revelations:
1. The class blog will be a keepsake. Half the class will leave SUNY New Paltz after this semester. They are exchange students. As a group, we will never be together again. The blog can become a kind of souvenir. This gets me thinking of how we can make it more oriented on current experiences.... Next up is comparison essays so perhaps they could be on the topic of their life in the U.S.
2. Promoting the blog adds excitement. I've posted our class blog on various TESOL/ESL Facebook pages, including our department ESL page and have e-mailed it to teacher friends. When an outsider comments on a student's essay, now that is exciting and it is so gratifying for the writer! Love it!
So, please visit La Paloma, our Spring 2012 Reading/Writing class blog and leave a comment if you'd like! :)
Some Glitches:
1. Two students never handed in their rough drafts yet directly uploaded their writings to the blog. Minor frustrations!!
2. As I was reviewing one of these rough drafts in "edit post", I clicked one wrong button and accidentally deleted the essay. So, I contacted the student and asked him to upload it again (*face palm*). We're on spring break so it might take some time before he responds.
Some Surprises:
1. Students got more involved in the comments. First, I must admit that they are assigned to write constructive comments on their classmates essays. It's forced participation. However, this time around some of the comments have turned into conversations. Students are starting to find pleasure in reading peer feedback about their essays. They've been checking on their comment section for the past few days and responding.
2. Students in other classes have visited the blog. This is how I know: a few students have commented directly on the blog. And, a former student of mine referenced a story from the blog on Facebook: I liked it ;) Cool story :)
Some Revelations:
1. The class blog will be a keepsake. Half the class will leave SUNY New Paltz after this semester. They are exchange students. As a group, we will never be together again. The blog can become a kind of souvenir. This gets me thinking of how we can make it more oriented on current experiences.... Next up is comparison essays so perhaps they could be on the topic of their life in the U.S.
2. Promoting the blog adds excitement. I've posted our class blog on various TESOL/ESL Facebook pages, including our department ESL page and have e-mailed it to teacher friends. When an outsider comments on a student's essay, now that is exciting and it is so gratifying for the writer! Love it!
So, please visit La Paloma, our Spring 2012 Reading/Writing class blog and leave a comment if you'd like! :)
Thursday, March 15, 2012
Spring Fever
Well, it's been a busy few weeks. We've just passed midterms and are preparing for spring break which begins tomorrow afternoon. The students definitely have spring fever as the weather is warming up and they are getting super antsy. "Can we have class outside today, pleeeease???"
Anyway, tomorrow is Friday and we are going to the computer lab to update our class blog. Students have been working on narrative essays. I'll post the updates tomorrow for you to check out.
My Reading & Writing students also recently completed their first pleasure books and wrote reviews. I will submit the best ones to our campus library blog within the next few days. In the meantime, you can check out some reviews written by my students from last semester.
I'll write more about pleasure reading in another post. It deserves much attention as I'm a huge advocate of teaching "reading for pleasure" in the ESL classroom.
Spring is near!
Anyway, tomorrow is Friday and we are going to the computer lab to update our class blog. Students have been working on narrative essays. I'll post the updates tomorrow for you to check out.
My Reading & Writing students also recently completed their first pleasure books and wrote reviews. I will submit the best ones to our campus library blog within the next few days. In the meantime, you can check out some reviews written by my students from last semester.
I'll write more about pleasure reading in another post. It deserves much attention as I'm a huge advocate of teaching "reading for pleasure" in the ESL classroom.
Spring is near!
Friday, March 9, 2012
Midterm reviews
We've come to mid semester at SUNY New Paltz so I asked the students to share their opinions with me about the class thus far. It's always refreshing to hear back from the students about the class, especially at this point in the semester. Waiting until the end of the semester to get student feedback is potentially disastrous because there is no time left to make changes, if needed.
Tuesday, March 6, 2012
ESL Department Facebook
Do students ever log OFF of Facebook? With this revelation in mind, I've collaborated with colleagues and students to grow our department Facebook page, ESL New Paltz. It has become an active online community for our students, alumni, friends and faculty.
The best way to generate activity is to have it student-centered. Here are some ways to keep your page fresh and exciting to attract responses by students.
Surveys (use the Question tab to ask a question and add options):
Where are you going for Spring Break?
NYC
Boston
Florida
Canada
Main Street, New Paltz
How do you best learn English?
Memorize vocabulary
Watch movies/t.v.
Read... anything!
Write (essays, journal)
Hang out with Americans (native speakers)
Which ESL subject do you like the best? (the courses that our program offers)
Grammar
TOEFL Prep.
Reading & Writing
Listening & Speaking
Special Topics
Are you going to join a club this semester?
Yes
No
Maybe
Open-ended Questions:
What's your favorite book? (this one got tons of responses)
What's your favorite song at the moment?
If you could change ONE thing about SUNY New Paltz, what would it be?
What's the funniest commercial you've seen on YouTube? Post it here (and keep it clean)!
What's your favorite restaurant in New Paltz?
Name That ______!
(this one is accompanied by an image and not so "student-centered" but it gets them excited nonetheless!)
Movie
Actress/Actor
T.V. Series
Logo
YouTube star
______ vs. ______?
The concept: choose the one you like best (not so "student-centered" but popular)
Lady Gaga vs. Katy Perry
Tokyo Sushi vs. Kyoto Sushi (local restaurants)
Rebecca Black vs. Justin Beiber
Yao Ming vs. Jeremy Lin
Some of them get a little wacky, but that is what keeps our students checking in daily. They're learning American culture, sharing ideas, exchanging knowledge and having fun at it! An active Facebook page like this is just another way to supplement the holistic experience of learning a foreign language.
Enjoy!
Monday, March 5, 2012
Comic Relief: No Language Needed
We're doing a unit in Listening/Speaking class on the health benefits of laughter. As a preview, I showed this video from a Japanese Candid Camera show. What makes it perfect is that no language is needed to make you laugh out loud.
We also watched the Indian laughter yoga guy and the students got a kick out of the novelty of it.
We also watched the Indian laughter yoga guy and the students got a kick out of the novelty of it.
Studying a foreign language in a foreign country is stressful enough. And, hey, teaching can be stressful too. Remembering to laugh out loud with my students is my therapy!
Sunday, March 4, 2012
Busy Weekend
I've had a busy weekend and didn't get a chance to write on the blog until now, Sunday night, at almost 1 a.m.
My students have been actively posting on our new blog. Check out their comments... Click here.
Monday morning will be here soon. Happy Monday, everyone!
My students have been actively posting on our new blog. Check out their comments... Click here.
Monday morning will be here soon. Happy Monday, everyone!
Friday, March 2, 2012
Pronounce It Right or No Wheat Thins!
Ever have difficulty "correcting" someone's pronunciation? Check out this commercial from Family Guy.
Thank you!
An enthusiastically genuine THANK YOU to my three awesome followers:
Laura, Roxy and Tina!
I am very grateful to have your company on OMG ESL!
Classroom Blogging: Learning Experience, Fun on the Computer or Both?
Today, I brought my Reading & Writing class to the computer lab. They learned how to use blogspot and uploaded their first essays. (click HERE to see our new class blog)
Last semester, I created a similar blog for a different group of ESL students. What I failed to do at the end of the semester was conduct a survey to generate honest feedback about their "blogging" experience. I'm really into surveys and usually give them to my students three times in a semester: first day, midterm and last day. The surveys usually consist of open-ended questions as to solicit thoughtful, personal responses. They are anonymous, by the way. Further, a survey is a way of getting the students to share thoughts that they may not otherwise share in their journals or in our mentoring sessions. Surveys especially help me, as a young teacher, adjust my plans in order to maximize the students' growth.
Anyway, here is a draft of some questions I'd like ask my students about today's blogging experience.
Blogging Survey:
1. What did you like most about using the blog? What did you like least?
2. What was the most valuable skill that you learned from blogging with the class?
3. Do you think posting essays on a class blog is helpful for your reading/writing skills? Why/why not?
4. Would you like to continue posting your essays on our class blog? Why/why not?
We've only just begun blogging so the students may not have much of an opinion this early on. They may change their thoughts by the end of the semester, once we've dedicated more time to it. Hopefully, these questions will generate some insightful opinions. At the least, the survey will get students to think more about the benefits or purposes of having a class blog and answer my big question: what is the true value?
Last semester, I created a similar blog for a different group of ESL students. What I failed to do at the end of the semester was conduct a survey to generate honest feedback about their "blogging" experience. I'm really into surveys and usually give them to my students three times in a semester: first day, midterm and last day. The surveys usually consist of open-ended questions as to solicit thoughtful, personal responses. They are anonymous, by the way. Further, a survey is a way of getting the students to share thoughts that they may not otherwise share in their journals or in our mentoring sessions. Surveys especially help me, as a young teacher, adjust my plans in order to maximize the students' growth.
Anyway, here is a draft of some questions I'd like ask my students about today's blogging experience.
Blogging Survey:
1. What did you like most about using the blog? What did you like least?
2. What was the most valuable skill that you learned from blogging with the class?
3. Do you think posting essays on a class blog is helpful for your reading/writing skills? Why/why not?
4. Would you like to continue posting your essays on our class blog? Why/why not?
We've only just begun blogging so the students may not have much of an opinion this early on. They may change their thoughts by the end of the semester, once we've dedicated more time to it. Hopefully, these questions will generate some insightful opinions. At the least, the survey will get students to think more about the benefits or purposes of having a class blog and answer my big question: what is the true value?
Thursday, March 1, 2012
Computer Lab Tomorrow
We're going to the computer lab tomorrow!
They've been working on their first essay of the semester (a tedious process for many). "I HATE essays!" one student shouted aloud last week during a peer-editing session. He needed to vent. We all laughed together and continued on.
Now that they've finally gotten through the final draft, we're going to meet tomorrow at the computer lab to upload the essays to our new class blog! I told this to my husband, a Japanese-Chinese immigrant with a traditional teaching philosophy (and a great mentor for me, by the way), and he asked, "why?" When it's related to technology in the ESL classroom, he doesn't see purpose. I admit, it is frustrating to be asked "why?" but it forces me to examine more closely my purpose.
Personally, I enjoy using technology to supplement lessons but have often questioned the true value. I read an article in the New York Times a few months ago examining this same subject. In a nutshell, there is no hard evidence that connects higher scores/increased comprehension with the use of technology.
But tomorrow we are going to the computer lab. Although our experience may not improve the reading or writing skills of my ELLs, at least one of the following will happen.
The Benefits of ESL Classroom Blogging:
1. Become "published" authors.
2. Share with the world in an instant! Look what I did, mom! It's small but it may spark a little self-pride and confidence.
3. Learn about blogging in English.
4. Supplement the text with images, video and audio.
5. Enhance our community bond.
It's not as valuable as the organic pencil and paper method but as a final treat, I think it's a valid supplement. We'll see what happens tomorrow!
Have you ever had a classroom blog? How did it work out? Did the students love it? What other benefits are there to having a classroom blog?
They've been working on their first essay of the semester (a tedious process for many). "I HATE essays!" one student shouted aloud last week during a peer-editing session. He needed to vent. We all laughed together and continued on.
Now that they've finally gotten through the final draft, we're going to meet tomorrow at the computer lab to upload the essays to our new class blog! I told this to my husband, a Japanese-Chinese immigrant with a traditional teaching philosophy (and a great mentor for me, by the way), and he asked, "why?" When it's related to technology in the ESL classroom, he doesn't see purpose. I admit, it is frustrating to be asked "why?" but it forces me to examine more closely my purpose.
Personally, I enjoy using technology to supplement lessons but have often questioned the true value. I read an article in the New York Times a few months ago examining this same subject. In a nutshell, there is no hard evidence that connects higher scores/increased comprehension with the use of technology.
But tomorrow we are going to the computer lab. Although our experience may not improve the reading or writing skills of my ELLs, at least one of the following will happen.
The Benefits of ESL Classroom Blogging:
1. Become "published" authors.
2. Share with the world in an instant! Look what I did, mom! It's small but it may spark a little self-pride and confidence.
3. Learn about blogging in English.
4. Supplement the text with images, video and audio.
5. Enhance our community bond.
It's not as valuable as the organic pencil and paper method but as a final treat, I think it's a valid supplement. We'll see what happens tomorrow!
Have you ever had a classroom blog? How did it work out? Did the students love it? What other benefits are there to having a classroom blog?
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