Meet the Authors of Focus on Grammar, Fourth Edition
Marjorie Fuchs and Margaret Bonner
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Delegating Responsibility: Classroom Jobs
Sarah Lynn
Delegating Responsibility: Classroom Jobs
As you plan for the new school year, consider setting up a system of classroom jobs for students. The benefits are plentiful. By taking on specific responsibilities for their classroom, students practice new skills in communication and leadership. They also develop a strong sense of co-responsibility for their learning community and they usually improve their attendance.
A List of Possible Classroom Jobs:
Technology Assistant
- Cues the audio on the CD player. …
Tips for Collaborative Learning
Sarah Lynn
Tips for Collaborative Learning
Collaborative learning is a great way for students to strengthen their communication skills and build community in the classroom, but it isn’t always easy. Here are a few tips I have for managing collaborative learning in the classroom.
1. Explain the value
Group work is new to some students. Make sure you explain the value in working together. …
Better yet, ask students to explain the value of group work. My students most frequent responses are:
- “I can learn from my classmates.”
- “It’s fun to teach someone.”
- “We get more practice speaking and listening.” Continue reading
Making English Unforgettable for Over 3 Million Students
Tania Saiz, Marketing Manager
Making English Unforgettable for Over 3 Million Students
The goal of making English unforgettable is to enable learners to understand, speak, read, and write English accurately, confidently and fluently.
The Three R’s to ensure memorability in the classroom:
Relevance
All ESL learners need English to communicate with both native and non-native speakers of English. Content of lessons and materials should reflect that reality.
Re-Entry
Many ESL learners lack exposure to repeated English input outside the classroom, so lessons and materials must serve as delivery vehicles of real-world language input. This is key to avoiding fossilization. …
Reinforcement
ESL learners need to feel they are making progress. Ensuring that students view tangible progress on a daily basis reinforces their enthusiasm for learning.
Connecting Research to Practice: Memory and How We Teach English
Sarah Lynn
Connecting Research to Practice: Memory and How We Teach English
With the help of technologies such as MRIs we have recently learned a lot about how the
brain and memory work. These findings can inform our teaching in many wonderful ways.
In this article I have compiled a table connecting research to classroom practice. In the left column I list established findings on how memory works. In the right column I suggest ways those findings translate into good classroom practices. … I welcome your input and feedback. Please send your comments or classroom suggestions to the Teacher2Teacher blog.
Sarah Lynn
currently teaches at a literacy/learning program in Cambridge, MA. She has trained volunteers and led workshops on many aspects of teaching adult education students. Sarah has taught ESL for 20 years in the U.S. and abroad. Sarah is a series author and a featured instructor on the Future Teacher Training DVD.
“Ask Sarah Lynn “Our Teacher’s Helper” is
part of the Future website.
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