IH Journal of Education and Development

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20170615 IH Journal_42 v2 25

What is this article? In the previous article, I spelt out what could be considered the tendency towards a ‘dumbing down of teacher training’, using the example of the overuse of jargon. However, I think this example is indicative of much deeper, more fundamental issues. Here, I will illustrate this phenomenon with further examples I have ...

20170615 IH Journal_42 v2 29

Post-CELTA Observations As a Director of Studies, it is part of my job to observe teachers. One particular observation was of a teacher – let us call her Jill – who had recently completed her CELTA. Jill had previously worked at the school, so I was familiar with her teaching style and preferences. In this particular ...

20170615 IH Journal_42 v2 33

Introduction Governments and education providers around the world are increasingly requiring tertiary teachers to engage in professional learning in order to enhance course quality and achievement outcomes (SOLAS, n.d.). Certainly, as teachers we want to participate in professional learning activities—such as reflecting upon our teaching, observing and being observed, and being mentored—to improve our practice. This article ...

20170615 IH Journal_42 v2 37

“I want to improve my teaching practices so students learn better”. Most teachers will say it, or why would we bother doing this job (it's probably not to get rich)? However, as with anything, there´s a wide schism between intentions and making them reality. Observations are commonly used to bridge this gap and help teachers with ...

20170615 IH Journal_42 v2 40

Towards the end of last year, I was privileged to be invited to Jakarta to run some tech-related training sessions. One of the sessions was on reading skills, in which we looked at the influence of screens and e-books on reading skills. In the break at the end of it, we were discussing the session ...

20170615 IH Journal_42 v2 42

For a given value of ‘learnt’, I’ve ‘learnt’ ten or more different languages. For at least the last five, Russian, Thai, Italian, Mandarin and Polish, my studies have been largely computer-based. I’ve found making languages a part of my everyday life, including at weekends, has given me the largest amount of progress. So how do ...

20170615 IH Journal_42 v2 45

When I meet a new class, one of the first orders of business, along with ice breakers, learning names and clarifying schedules and textbooks, is to set up a class messaging group. I used to use this group as an administration tool - a way for the students to contact me about grades or absenteeism, ...

20170615 IH Journal_42 v2 49

Apps and tablets are buzzwords in classrooms. Using technology is something teachers all around the world are encouraged to do but it makes teachers nervous, especially as it tests some people’s digital literacy skills and adds an extra layer to planning lessons. For some it just doesn’t add enough value to try or they have ...

20170615 IH Journal_42 v2 52

As the exam date starts to loom larger in our students’ lives, their thoughts inevitably turn to making a final push towards success. In the final weeks before the exam, the coursebook is relegated to the shelf over the desk and the practice test book is dusted down and given a starring role in proceedings. ...

20170615 IH Journal_42 v2 55

We ask a lot of our teachers, I think. We ask for high professional standards, for well-planned and effectively executed lessons, for them to take time to give student feedback, be at Parents’ Evenings, deliver pastoral care; to look after the wellbeing of their learners in a number of ways. But we don’t always focus ...