I recently read this blog post in Path to Proficiency and began to reflect on my own sub plans for when I am not able to be in class. How can students effectively use class time to continue their work towards proficiency? Will they actually do what I leave them?
So you are used to seeing High Tech Low Tech articles that discuss options for improving your students language learning experience. These options are presented in various ways requiring different amounts of technology or none at all. The outcomes are intended to be the same regardless of whether you
Feedback is one of the most powerful influences on learning and achievement, but this impact can vary, dependent on when and how it is used . Evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective.
I recently wrote the following in a personal statement of my teaching philosophy: I value a safe and culturally rich classroom environment where risk-taking in the target language is encouraged thus preparing students to communicate in real-life situations using communicative, collaborative and creative skills they have gained as they apply
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