uteachwhatuare.blogspot.com
You Teach What You Are: Something just brought me back.
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You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Tuesday, 21 September 2010. Something just brought me back. It's definitely been ages since the last time I shared something with you. I don't really know if there is still someone there to read what I write but there are loads of things I can write about so I'll just go for it. In the end, however, certificates are indeed mere pieces ...
uteachwhatuare.blogspot.com
You Teach What You Are: August 2009
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You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Monday, 17 August 2009. A new learning experience: A very thought-provoking classroom observation. I really hope you enjoy this report! Any comments are welcome! Feel free to react to anything you find in this report (:. 3rd Report / Alejandra de antoni / Classroom Observation / Methods 2 2009. Thursday, 13 August 2009. Subscribe to: P...
uteachwhatuare.blogspot.com
You Teach What You Are: May 2009
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You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Friday, 29 May 2009. Lesson Observation Nº1: We All Teach What We Are! After observing a lesson at a Secondary School (Buenos Aires City, Argentina) I tried to take a deep look into the organism that is given birth through the interaction of a teacher with her students. The analysis carried out in this lesson is global since it's not f...
uteachwhatuare.blogspot.com
You Teach What You Are: October 2009
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You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Thursday, 22 October 2009. The more we observe others, the more we learn about us! I'm here again sharing with you another classroom observation report. In this case I observed a lesson so as to concentrate on what students actually do while doing the different activities they are assigned. Are they cognitive, affective or physical?
uteachwhatuare.blogspot.com
You Teach What You Are: What does a real-life listening activity look like?
http://uteachwhatuare.blogspot.com/2009/09/what-does-real-life-listening-activity.html
You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Wednesday, 16 September 2009. What does a real-life listening activity look like? 2 October 2009 at 02:49. Hi once again Alez! As usual, always a pleasure to share your reflections. I feel as if Id been able to sit in on the lesson myself! About the while-listening stage: Im afraid I dont quite agree with the idea that answering a mult...
uteachwhatuare.blogspot.com
You Teach What You Are: July 2009
http://uteachwhatuare.blogspot.com/2009_07_01_archive.html
You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Tuesday, 21 July 2009. An old friend of us is again in the spotlight: Why should we teach Grammar? According to John and Liz Soars, authors of Headway, there are five main reasons for them to give Grammar high prominence in their coursebook. They argue that:. 5) It will be of assistance to teachers in the planning of their lessons.
uteachwhatuare.blogspot.com
You Teach What You Are: September 2009
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You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Tuesday, 22 September 2009. Teacher's Decisions: What about the options we do not opt for? Thanks to a very enabling teacher trainer I realised that, in this report, I sounded a bit too judgemental. I would like to let you know that. Far too critical. That was never my intention. Really aware of the fact that every classroom, and withi...
uteachwhatuare.blogspot.com
You Teach What You Are: The more we observe others, the more we learn about us!
http://uteachwhatuare.blogspot.com/2009/10/more-we-observe-others-more-we-learn.html
You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Thursday, 22 October 2009. The more we observe others, the more we learn about us! I'm here again sharing with you another classroom observation report. In this case I observed a lesson so as to concentrate on what students actually do while doing the different activities they are assigned. Are they cognitive, affective or physical?
uteachwhatuare.blogspot.com
You Teach What You Are: April 2009
http://uteachwhatuare.blogspot.com/2009_04_01_archive.html
You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Thursday, 16 April 2009. Excuse me, may I come in? Getting ready for Classroom Observation. What I will be analysing first is how to get ready for Classroom Observation. Whenever we want to observe a class we first need to talk to the teacher of the course. What should we mention? What do I think I should mention? And, of course, why?
uteachwhatuare.blogspot.com
You Teach What You Are: What makes a Listening Task motivating, relevant and useful?
http://uteachwhatuare.blogspot.com/2009/10/what-makes-listening-task-motivating.html
You Teach What You Are. No matter how much you study, no matter what you study or how hard you may try to imitate others, you will just become the teacher you already are. Tuesday, 13 October 2009. What makes a Listening Task motivating, relevant and useful? The most important and useful tool teachers have to enhance students' listening skills is the quality of listening tasks they are given. The extent to which learners are given a reason to listen;. The usefulness of any while-listening work;. Secondly...
