For Teachers EdTech: Turning teachers into class logistics operators “You actually teach us stuff” “How come we learn from you?” At the risk of sounding like a braggart, these…
For Teachers Research But half my lesson’s just teacher-talk: Should we pre-teach vocab? I’m always torn over the decision to pre-teach vocabulary due to the time required. There’s an argument that if you…
For Teachers The loneliness of the public school TESOL professional In this post, I summarize several feelings of loneliness and isolation I’ve felt upon shifting my 13-year career in TESOL…
For Teachers Sentence Imitation for Incidental Learning of Academic Language The need to teach grammar without making students bored Through teaching in mostly East-Asian EFL contexts, and more recently having…
For Teachers The Power of Recognizing Patterns Nearly everything can be reduced to a pattern. In science, researchers aim to find models that fit phenomena in the…
For Teachers A Quick Collocations Activity using ChatGPT I used to scour the internet to find example sentences that used the vocabulary I was teaching. Usually dictionary websites…
For Teachers Helping newcomer MLLs find their voice in English with a Translated Sentence Scramble task Rather than allowing their minimal English ability to limit what they can communicate, this method takes away the limitations by…
For Teachers On the nonlinearity of lesson planning (Part 2) I previously wrote that when lesson planning, often a great idea comes when we least expect it: right before going…
For Teachers On the Nonlinearity of Lesson Planning (1 of 2) How much time does it take to plan a lesson? Well, assuming the lesson plan is not just doing what…
Uncategorized tom Griffith I interviewed Mr. Tom Griffith on Zoom on March 11th.He was a teacher at Showa Boston and worked in Niger…