Meet My PLN (Personal Learning Network) Series: Part 3

As part of this series I've interviewed Barbara Hoskins Sakamoto, a teacher of English currently living in Kitakyushu, Japan. She´s taught English as a second language for a little more than 20 years and she´s a valuable member of my PLN. The following are her replies:

• Why have you decided to start the teaching career?

Barbara: I never actually wanted to be anything except a teacher. Even as a child, when we played school I was ALWAYS the teacher--I'm sure it was quite annoying for my sister and friends. To be perfectly honest, there was a two week period in junior high school when I wanted to be a flight attendant. We'd gone on a field trip to the airport and I thought it would be lovely to have a job where I was paid to travel. Unfortunately, I realized that I'd never reach the minimum height requirement, so I happily returned to wanting to be a teacher.

• In your opinion, what are the advantages of using technology in the classroom?

Barbara: There are times when technology can improve on what you are already doing. For example, having my students write their own alphabet book helps them "own" their learning. Typically, they would make a page for each letter, and add words that begin with that sound. In the past, I would make a copy of the book for each student, and that was the end of the project. This past year, however, I added a technology twist to the project by using Voicethread for their book. Each page was uploaded as a separate slide, and the children recorded their words as comments on that "page". The advantage of using technology was that it allowed other people to collaborate on the project by adding their own words to the letter pages. The volunteers included native and non-native speakers of English from around the world, so that my students understood from a young age that English has many varieties, and that all speakers don't sound like me. A first grade class in the US adopted my students' alphabet book as their project too, and added words. My students were surprised to learn that children in the US were learning the same thing that they were, and impressed with how many words those children knew!

I could download copies of the book for my students, so they could watch and listen at home, and students were able to share the link with friends and grandparents. Since the book is online, other classes can use the alphabet book or continue to add words--it's an ongoing, global collaboration.

In this case, adding technology improved on what I'd be able to do in class without the technology. That made it worth the additional time it took for me to learn how to use the tool, and for my students to use it. Everything has a learning curve, and I have to weigh that cost against the benefits. I only have a finite amount of time with my students, and I want to make the best use of it that I can.

• As you see it, what factors determine that a class has been successfully taught?

Barbara: If my students leave knowing something they didn't know when they arrived at class, if they leave feeling more confident in their skills as language users, if they are happy and excited to return to class the following week--these are my signs that things went well.

• Is there a teaching method you favour? If so, which one?

Barbara: I don't really favor one method over another. I'm more of a "whatever works" kind of teacher. I believe in learning as much as I can about many different methods so that I can pick from among them depending on the needs and personality of each class.

• What technique do you use to correct your students' mistakes?

Barbara: I use a variety of techniques, depending on the age, skill level, and personality of my students. I'll often shadow my students, repeating what they were trying to say (correctly) or I'll do a quick mini-lesson focusing on a mistake that several students have been making. I try to focus on errors that interfere with understanding rather than correcting every mistake. If I focus on a few important corrections each class students stand a better chance of remembering (and changing) than if I try to correct too many things. I also try to use humor in error correction, partly because it makes students laugh and reduces their feeling of being criticized and partly because it makes the correction easier to remember.

• Should technology be present in the students' assessment? In what way?

Barbara: I think it depends on the class, of course. If technology is used throughout the course, then it makes sense to assess students the way they've been taught. However, I think there's a risk that you might end up testing their ability to use the technology more than their understanding of the language. I think it's important to be sure that you're actually testing what you intend to test.

• What is an effective way of assessing students?

Barbara: The most effective way I've found is informal--I keep notes about student progress, problems, areas to strengthen, and preferences. I'm not currently teaching in a formal school setting, so my assessments are simply a way for me to improve my own instruction or to give suggestions to parents who want to include additional enrichment at home. Several of my students have recently decided that they'd like to take a standardized English test that's popular here in Japan (Step Eiken) so we've been including practice for test-taking skills in class. What's interesting is that the test is not really serving as an assessment as much as it is providing another topic for our lessons. I'm looking forward to hearing their feedback about the test after they've taken it.

a final question, What is your recommendation for new teachers?

Connect. Join a teacher's group in your country, go to conferences and attend workshops. Join Twitter and/or online groups for teachers. There are so many fabulous, experienced teachers around that there's no reason to try and figure everything out on your own. Ask questions and ask for help--I can guarantee that there is some teacher somewhere who has been in a situation similar to yours, and you'll discover more support and experienced advice than you could ever imagine! Even after you've finished your formal training, continue to learn as much as you can about methods, philosophies, techniques, and materials so that you can choose what will work best for your students. And finally, (my personal motto!) always try new things :-)

Thank you very much for your time, Barbara! And thanks for sharing your expertise with all us.

Meet My PLN (Personal Learning Network) Series: Part 2

As part of this series I've interviewed another member of my PLN, Vicky Loras (@vickyloras), who's a Greek Canadian teacher of English. Vicky is really supportive and open-minded. Here are her replies:

• Why have you decided to start the teaching career?

Vicky: The truth is that ever since I remember myself, I wanted to become an attorney. I was in love with Law School. In our final entrance exams for university, for half a grade I did not make Law School, but succeeded in getting into what was my second choice - English Language and Literature. When I began to study that, I realised how wrong I had been all those years for not giving the thought of teaching a chance. I love it and I am so happy I teach!

• In your opinion, what are the advantages of using technology in the classroom?

Vicky: Nowadays, we have access to so many technological developments. The best thing we can do is put them into practice in the language classroom, as students can both learn how to use the respective technological tools and learn the language in the process. I believe technology increases the interest in learning and gives it a whole new dimension. For instance, I teach some students through Skype and it is amazing what we can do with this fantastic tool. Student and teacher are literally face-to-face, we can use the chat feature as a board when we want to make notes of something, share files and send files...the potentials there are so many!

• As you see it, what factors determine that a class has been successfully taught?

Vicky: I believe that it shows throughout the lesson. If the teacher is interested and enthusiastic, then the students are as well. If the lesson comes to an end and the students are motivated and excited, that means that they have also learned and then go home to study with a different approach to lessons. In addition, if the students apply what they have learned in the subsequent lessons as well at their own initiative, then that means that the teacher has succeeded in pressing that magic button that has turned on learning.

• Is there a teaching method you favour? If so, which one?

Vicky: I absolutely love role-playing. Here in Switzerland I use it a lot in my adult classes (I mainly teach adults) and it is so impressive to see the responses and how their English comes out so beautifully and spontaneously. I even take part in them and we always have a lot of fun, laughs and it is amazing how much they can learn. My adults love it so much, they keep asking for role-playing! They are so eager to do it, as it puts them in realistic situations.

• What technique do you use to correct your students' mistakes?

Vicky: Reformulation is my favourite technique. I believe it is important that students can hear the correct answer or sentence right after their own, so they can realise the mistakes that have been made. It also does not demotivate them and is a softer way of correcting.

• Should technology be present in the students' assessment? In what way?

Vicky: Well, perhaps it would be useful to see how students use the technology they have utilised in the language classroom to their own benefit, that is to the benefit of learning. It should not be the sole purpose of assessment though, I believe. It should be a combination of various aspects of their presence and performance in the classroom.

• What is an effective way of assessing students?

Vicky: As I mentioned earlier, for me, assessment comes when I notice a student using a particular aspect of the language that we have learned in previous lessons. When they do this on their own, for example they use some new terminology we have learned or a grammar structure which is quite complex, then that tells me all I need to know about the students. How eager they are, whether studying at home and my assistance in the classroom has really helped them and how much the language is starting to settle down in them. When students apply what they have learned, all on their own and without teacher intervention, then that for me is an automatic assessment of their presence as students.

• A final question, what is your recommendation for new teachers?

Vicky: I would recommend that they get all the professional development they can. Fortunately, we are in a very creative profession in which we are lucky to be constantly learning. Twitter is an amazing tool that can assist them in this, as they can come into contact with excellent educators around the world from whom they can learn a great deal. Conferences and workshops are also extremely useful and helpful. They should follow these, as we have the opportunity of having lots of them organised for our profession. There is also a great number of fantastic books which can help them improve their teaching or learn about new practices and methods. In other words, teachers should be the best students themselves!

• Thank you very much for your time, Vicky! And thanks for sharing your expertise with all of us.

Vicky: I thank you very much as well, it has been a pleasure and I truly appreciate this opportunity you have given me. Many thanks, Marisa and I hope to meet you in person one day!

I have enjoyed this very much and it is the first time I have ever given an interview, thank you so very much!

My Teaching Approach: FlexiMoti

I must admit I don't believe in coincidences. I'm into the principle that states that everything happens for a reason and I feel amazed when I come across a post that catches my attention and I find out that that information is what I needed in that very moment.

That is what happened to me when I read Jason Renshaw's post about his approach to teaching, which encouraged me to reflect on my own teaching practice. In my comment to Jason's post I explained that my approach boasted flexibility in my attempt to motivate my students and Jason suggested calling it "FlexMoti", which I find suitable and I'm thankful to Jason for.

The main feature of my approach is flexibility as I adapt my teaching practice to my students in one-to-one classes or in group classes with the aim of meeting their individual needs and of motivating them to learn the English language in a way that suits their likes and dislikes. To make use of a flexible way of teaching I rely on my experience as a teacher and look for inspiration in my PLN members' educational posts, which provide a valuable possibility of improving my teaching career and of renewing my approach. I feel as if I were attending teaching lectures all the time from the comfort of my home and when I can spare time to do so.

I invite you to make comments as to your source of inspiration for your teaching practice.

Meet My PLN (Personal Learning Network) Series

As part of this series, I have decided to interview some of the

members of my PLN. I have started by interviewing one of the

most supportive and encouraging educator I have met: Shelly

Terrell (@shellterrell). Shelly is a freelance technology trainer

and social media consultant for language institutes, schools and

educational organizations worldwide. She's the creator, moderator

and coordinator of #Edchat, a weekly discussion on Twitter involving nearly 1000 educators all around the world.

These are the questions I asked Shelly:

• Why have you decided to start the teaching career?
• What are the advantages of using technology in the classroom?
• What elements determine that a class has been successfully taught?
• Is there a teaching method you favour? If so, why?
• How do you correct your students' mistakes?
• Should technology be present in the students' assessment? In what way?
• What is an effective way of assessing students?
• What is your recommendation for new teachers?

Shelly has recorded her replies: Shelly's Recording.

Thanks a lot, Shelly, for sharing your expertise!

A Touching Surprise

As part the the series My Personal Learning Network/What you

can Learn from my PLN in her blog Teaching Village, Barbara Hoskins

Sakamoto (@barbsaka) had a brilliant idea to recommend posts from

blog archives and to encourage colleagues to read "hidden gems".

Barbara created quizzes based on those posts and offered prizes

as a reward.

I took quiz #3 and I was drawn among the winners! Solving the quiz was an enriching experience and I had fun doing it. Barbara asked me for my address and yesterday I received the prize: Japanese chocolates, a fan (as a touch of Japanese culture) and a lovely card handwritten by Barbara herself. I was moved when I opened the package and thought it was coming from far away. I felt I was receiving Barbara´s warmth in that package, which had travelled such a long distance. I shared the chocolates with my nieces, who were amazed by the exotic boxes and the delicious taste of bear cookies filled with chocolate.

I would like to thank Barbara for sending me the presents and for expressing kind and friendly feelings, which are an encouragement to go on interacting in this virtual world and meeting such lovely people.

Students' Studying Strategies

Have your students ever asked you how they should study?

I teach English to intermediate, upper intermediate and advanced students

and it is when they reach these levels that they realise they need to study as

what we do in class is not enough. Then, they ask me to recommend how

they should do so.

My recommendations are:

• Reading as much as they can since it helps students widen their vocabulary scope and strengthens their use of the language;
• Doing exercises as extra practice;
• Keeping records of their corrections so as not to repeat mistakes;
• Taking down notes and reading new words and phrases in context;
• Making pictures since they are great memory aids;
• Meeting peers to practise conversation skills;
• Singing songs to practise pronunciation;
• Listening to podcasts.

I am convinced we, in our capacity as teachers, should help our students develop life-long skills and become independent learners no matter how much they resist changing habits.

To collect other teachers' tips and hints I've created a wallwisher: Students' Studying Strategies

Some educators have included their suggestions via Twitter. Feel free to include yours.

Extensive Reading In The Classroom

My teenage students often admit to not enjoying reading in their native language or in English. For that reason, I decided not to

assign reading a book or a chapter for homework long ago after

finding out it was useless as only four or five out of 15 students

read them and were ready for the class tasks I had planned to strengthen, reinforce, confirm and deepen their knowledge of the

English language. Image courtesy of Free Foto.Com

In my attempt to adapt the use of extensive reading, I've decided to make use of adapted readers that include a CD recording, which is highly motivating as it includes sound effects.

For my upper intermediate students I chose The Phantom of the Opera and to introduce the reader I made my students watch the movie trailer of the latest film based on the book. After that, we found out data about the author: Gaston Leroux.

On different classes throughout the learning year, we listened to chapter after chapter and used it as a talking point in class while highlighting on the board significant data like names of the characters, relevant events, settings and so on.

So as to systematise the tasks I've prepared some material to upload in the blogs/wikis I share with my students: The Phantom of the Opera

How do you implement extensive reading your classes? I'd like to hear about it.