Tag Archives: international teaching

Planning – end of term review

In the lead up to the term I’ve just completed, I’d participated in a webinar which awoke an interest in reflecting on how I plan lessons. I decided to use the questions below to analyse the way  that I plan. … Continue reading

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eBeam – the students’ perspective

At the end of the eBeam trial I asked students to (anonymously) write down what they thought of it. Here are their responses (with permission): “It’s not really neccessary, we can use it sometimes, but not each course. Sometimes it … Continue reading

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Using eBeam tools

It can be gleaned from my previous eBeam post that eBeam didn’t work as I had hoped it to as a whiteboard, but I thought it wasn’t too big a deal (I’ve managed without whiteboards for years) because I could … Continue reading

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Using eBeam as a whiteboard

Using eBeam as a whiteboard was one of the eBeam  features that I was most excited about (yes – I should get out more!). Most teachers, especially those in EAP using university teaching rooms, have at some point been in … Continue reading

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eBeam me up scotty 1

At the beginning of this teaching term I was asked to trial the eBeam for the college I teach at. I hadn’t heard of eBeam  before, so the first thing I did was google it. What is eBeam? What I … Continue reading

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Does listening improve listening?

This term I’ve been given an IELTS listening class. It’s the first time I’ve taught Listening and only listening. I’ve had many Speaking and Listening modules and often tutored writing only courses, but never Listening.  I was curious about filling … Continue reading

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ring, ring, tweet, tweet: mobile nuisances

  Mobiles, mobiles, mobiles – what to do with them? At the start of each term, there’s the usual spiel about using mobile phones in class: Should we be concerned if students keep checking their phones? Is it the new … Continue reading

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Using phonemic script

I was first introduced to the International Phonemic Script (IPA) at university on a module where I had to transcribe written French (it wasn’t my favourite module!) and I’ve now come to think that this affected my attitude to using … Continue reading

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How far should you go?

A while back I set up an activity in the classroom and waited for students to respond. Nothing happened. I double checked understanding and asked students to move. Nothing happened. At this stage I wondered if the students had really … Continue reading

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Back at the chalk face

This week has been my first week back teaching after a break of nearly a year, writing materials. I have to admit that I was really apprehensive about going back into the classroom. Surprisingly, I managed to slip back in … Continue reading

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