Are we making tomorrow’s text any easier?

the first in a series of posts on teaching and developing learners’ receptive skills, I want to question whether we always have our learners’ best interests at heart when we plan a reading class.

What’s at the heart of your lesson?

If you’re anything like me, you’re in a constant battle with time. There are often a few details that never make it from plan to lesson because of emergent language, tricky questions, painful admin, or classroom management. I’ve found that it’s often the most valuable stuff that gets left by the wayside: corrections, feedback, or that sustainability twist. There’s a surprisingly simple solution to this which we explored in a recent module on my DipTESOL. If you find the heart of the lesson, then you plan your stages and activities to support it instead of get to it. That sustainability twist becomes a central part of the lesson, rather than a ‘skippable extra’.

Confessions of a conference junkie

Like many of us in ELT, I’m a conference junkie. But recent developments in my career have made me revisit workshops I’ve seen in the past, and ask the question what I really learnt from them the first time round.

Mental health in the staffroom

when the dust started to settle after the end of the 2019-20 academic year, it became clear that ‘lockdown’ had put enormous strains on teachers across the globe. As our industry grows more aware of the importance of mental health, is there a wider culture of stress in ELT which enables mental health issues?

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