I met Eric Kane in 2013 when I attended my first JALT conference in Kobe, Japan. Eric is that kind of guy that you will remember him after you have met him. He is a kind, creative, and energetic teacher who is always singing, thinking, and sketching how his ideas can become either songs, books, or videos. It's my great pleasure to interview Eric, who is both a friend and a professional that I admire and respect immensely.
I would like to thank Jim George from Luna International in Matsumoto, Japan and Ansemf Bae from FIN English in Daegu, South Korea for having gracefully created videos of me during my sessions and shows. These sounds and images have allowed me to know myself better and are valuable gifts that I will keep forever.
I had the privilege of meeting Kylie Malinowska last August when we both taught novice English teachers at the CTS course with SeltAcademy for two weeks in Konya, Turkey.
During this time we talked a lot about teaching young learners and became good friends. Today I have the pleasure to interview Kylie sharing her experience teaching English to children through songs here in this blog!
Buddy and I were not interviewed once, but twice in Queenie's show! But how did that happen?
Well, Queenie first interviewed us on how teachers can teach using puppets and then many of the parents that follow her parenting channel liked our interview so much, that they asked us to come to Queenie's parenting channel to talk about how parents can have quality time with their children living imagination and creativity with puppets.
Flashcards, Flashcards. How can we live without them? What can we say about them?
I bet every single language teacher around the world has at least a set of flashcards. Some like me, certainly have a collection. I would say that teachers love flashcards because they are visual, clear, objective, and holdable. They can also be used in many different and creative ways.
I have compiled here 50 affective and effective ways in which flashcards can be used to foster engaging and significant language learning in your classes. Enjoy!
The Affective Language Learning Certificate was created to empower educators with postures and practices that foster caring, supporting, and energizing language learning environments. The course is the result of over 20 years living, studying, discussing, and sharing how positive emotions boost students' self-esteem, confidence, and motivation to learn a foreign language.
Photo courtesy of Jenn Durfey via Flickr Ritsuko Nakata, co-author of Let’s Go, looks at why children forget what they’ve learned and shares her top tips for getting young learners to remember new language.
It is with great pleasure that I am part of the February issue on Teachers as Travelers of the iTDi blog! Check my contribution in which I reflect on the similarities and differences of being a tourist or a traveler in education and in life. Make sure you also read the articles written by my dear colleagues Anna Loseva and Chuck Sandy on how they have evolved personally and professionally being on the road.
Certificate in Affective Language Learning in Brazil!!!
Are you passionate about teaching English to Young Learners? Would you like to understand and nurture your students' emotions while they are learning? Then I invite you to participate in my Affective Language Learning workshops!
Certificate in Affective Language Learning with Juan Uribe February 20th and 21st, 2015 - Rio de Janeiro, Brazil February 27th and 28th, 2015 – São Paulo, Brazil
Today I explore the very famous taboo cards that probably many of you have already seen around, played with your friends, or maybe even have already used in class. Taboo is a card game in which players have to describe a thing without using the most common words associated with it. These words are considered them taboo and shouldn't be said. Taboo was originally designed for native English-speaking adults and one can notice that it requires a good command of language in order to play it properly. I have in this post adapted, created, and organized a list of 30 different ways in which taboo cards can be used. Enjoy it!
As I planned to come back to Japan, I hoped to be able to return to Hanazono to puppeteer with Buddy the Frog. But would I have the same feelings? Could I run the risk of losing that great memory that I had experienced? It was even better!
I am very happy that you have enjoyed my work so much that you are considering hiring me. It will be my great pleasure to be with you and to share my experience empowering you and your staff to foster affective language learning with your students. But how can you hire me?
I was recently in Konya, Turkey with a great team of teacher educators from SELT Academy giving an initial teacher training program to Algerian teachers who are going to teach in Turkish schools. Everyday we had lots of fun telling jokes during our a 30-minute van ride to school. Here I share one topic we really enjoyed: alphabet riddles.
Cuisenaire rods are great resources for warm ups, storytelling, grammar, classroom management, and many more! They allow students and teachers to bring their originality and creativity making language very alive and concrete. Students usually smile as soon as they see them coming out!
During the residency (1 or 2 weeks) I can contribute doing the following activities: Teaching affective language learning classes Conducting customized teacher developmentObserving classes before and after development sessions Discussing the methodology you use with your young learnersPresenting my storytelling/ puppeteering show to your students and parents Giving consultancy on affective management and marketingHelping you doing any other thing I can!
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