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10 top tips to help you connect with your student’s parents

Parents and carers sometimes can be difficult to deal with; they didn’t learn English like their children, none of the current digital tools were available to them. Many don’t understand the benefits of modern methodology. For this reason, it would be helpful for you and your students to start the year with a parent meeting. Show them the course book and all of the associated digital resources, and in doing so, gain their confidence. This is your chance to answer their questions, clarify their doubts, and give them the clarity they need surrounding your teaching methods.

Here are 10 tips to help you make that meeting a success!

1. Start by telling participants how varied your class is in terms of mixed-ability and learning disabilities, give them numbers for context. It is important that parents are aware that all students learn in different ways and at a different pace. Once they understand that, they’ll appreciate why it’s important to have such a wide variety of resources, including digital ones, to appeal to different learning styles and cater to differing special needs.

2. Walk parents through a unit, get them to listen to the dialogue, read the text, watch the video, and if the material you’re using has Interactive Whiteboard (IWB) resources try a couple of them too! This will give parents an understanding of the methodology. As well as this, showing parents the type of content and resources their children can use will show them that learning a language nowadays can be fun and effective at the same time. If you have a YLE course, do a song, a game, or a craft activity from the book with them in the same way you would do with your students. You only need to spend fifteen minutes or half an hour at the most on this. It’s a small investment in time but the benefits are vast. This will let parents feel the pleasure kids have working this way in class. Hopefully, then they will understand that although it seems that they are “doing nothing” because they sing songs and play games, they are actually learning and most importantly, they are enjoying learning.

3. Homework time can be tricky for parents for various reasons. Showing them which pages and resources are useful for supporting kids with homework is a great help. Walk parents through the course book, paying special attention to the pages where they will find resources like the Irregular Verb List, Pronunciation Guide, Grammar Reference, Vocabulary Bank, Glossary, Key Phrases Bank, and so on. Parents will focus on those pages when supporting their children with homework.

4. Our students may be digital natives (born after the year 2000), but that doesn’t mean that they are digitally literate as a study run by MediaSmarts (Canada’s Centre for Digital and Media Literacy) has demonstrated: “Young people are mistakenly considered experts in digital technologies because they’re so highly connected, but they are still lacking many essential digital literacy skills”. It’s important to support students at home and parents will play an important role here. Nowadays, most courses have online practice components on platforms, apps and/or e-books. Show parents how to download the e-book or app, and show them how to access and use the platforms. Parents must know how to do this. Navigating these digital materials is usually intuitive, but for the sake of clarity, you might want to show them the main navigation tools.

5. If you’re going to use the Learning Management System (LMS) functionality of the course, explain to parents the benefits. For example, you will have more time in class to get students to practise language.

6. If students are going to use the online course materials autonomously, then you might want to give them an Online Learning Record like the one below (I was inspired by the “website learning record” of Headway and English File). Stress to parents how important it is that their kid’s keep this updated! This will help students to develop their study skills and to stay focused.

Example of an Online Learning Record

ACTIVITY DATE SCORE ACTION
U2 ex3 Vocabulary 12th Oct 4/10 Revise vocabulary bank
 

 

7. Remember that students with learning disabilities will benefit enormously from using content in digital format. You might want to inform parents of SEN students what aspects of the digital content you have are especially good for them. For example, if you have content on the Oxford Learner’s Bookshelf the audio functionality gives you the possibility to slow down the speed. Karaoke-style scripts of the listening found on some coursebook e-books are also an excellent tool for some types of SEN students. If you are in Italy, the student’s website of OUP course books used in the country will have a dyslexic-friendly version of the readings in the course book. Click here for an example for English File Pre-Int. Also, some OUP eBooks offer the course book readings in a dyslexic-friendly format. When this option is active, you will see an icon and you just need to tap it to get the dyslexic-friendly version of the reading. I’ve added this information. This function is available on selected OUP courses, like English File, Headway or Insight.

8. Another important point to consider before you decide to implement the use of online resources is how parents feel about their kids being online. Some parents have reservations about internet safety so they prefer kids not to use the internet or have a negative attitude towards digital. This could be an obstacle for the student’s digital skills development which is crucial for the future of any child. It could also be an obstacle for you to carry out your lessons with online content. For this reason, it is a good idea to run parents through the online activities their children will be participating in, acknowledging their concerns along the way. Fortunately, there are ways to protect them online. Sometimes local internet providers will have free parental controls that filter out inappropriate content. Make sure you understand the concept of parental controls, and how parents can utilise them. Widespread concerns from parents on internet safety can be a real blocker, if you’re facing this you should dedicate time to walk through the above with parents.

9. To raise awareness of internet safety, why not join the hundreds of activities done globally on the occasion of the Safer Internet Day (SID)? It is celebrated every year in February to promote the safe and positive use of digital technology by students. The next SID will be on 5th February 2019 so save the date and start planning ahead. The UK Safer Internet Centre has a resourceful website where you can find online safety activities and more free resources for download. Do check for Safer Internet Day activities in your own country and join the bandwagon!

10. Finally, I would give parents a handout with platform URLs, links to tutorials (always check on YouTube to see if your digital tools have tutorials), info of online parental controls by local internet providers, information about the Safer Internet Centre in the area (if there is one), the online learning record, and the list of student’s resources (e.g. student’s website, vocabulary app, verb tables, etc). Think of this handout as a reference for parents to have handy when they need to help their kids with homework or revising for a test.

 Use the above information as you see fit. If you have other ideas, please take a moment to share them with me in the comments section, or send me an email.


Gina Rodriguez is a Senior Educational Consultant for OUP in Italy. She is a CELTA qualified teacher, teacher trainer and speaker. She generated the idea to have the existing “Genitori Studenti”  page (“Parents and Students” page) on the OUP Italian website as a way to support parents and students in managing their digital resources and supported the marketing team with the content. She firmly believes that being a digital native does not mean being digitally literate. Students need support on developing digital literacy both from school and home. Getting parents and carers involved in it will increase the chances of school success and reduce digital issues.


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Too many to talk! Helping students interact in large classes

As ELT teachers we aim to create purposeful communication in the classroom because for many of our students it is their only exposure to the language. Institutions may, for a variety of reasons, try to get as many students into a single classroom as possible, inevitably creating large class sizes. So how do we manage to give students in such a setting the opportunity to really interact orally in the target language (TL)?

How large is large?

Firstly, it is worth considering whether size actually matters:

“the size is relative and a matter of perception that varies from teacher to teacher.” (Shamin et al, 2007)

I went from a relatively small class size of 15 in the UK (feeling it was a large class when asked to teach 17/18), to teaching classes of 60-80 in rural Nepal, which felt truly daunting.

In order to do the teacher training required, I needed to experience and understand the difficulties of the teachers to try to help them find solutions. One such solution was to divide the class into units: 10 groups of 6 students were somehow easier to deal with mentally than 60 students. If you are going to break the class down in this way, you do not need to have them all doing the same thing at the same time.

It’s not only the what, but the how

Various studies have been carried out over the years on the effects of class size upon learning, but the conclusions are mixed. Interestingly, the disagreement is often over whether the main factor is the class size or methodology.

I would dare to suggest that the key is to adapt our methodology. If we use the same methodology that we would use with 15 students, with 60-80, then we’ll forever be fighting to keep all our students attention. The class takes on a controlling environment, for the teacher to be able to get the same message across to everyone at the same time.

When you change the methodology, you also change the role of the teacher. You may need some adjustment. I have found that it takes a lot more preparation, for example, for the different groups to be getting on with their task smoothly. Clear instructions that are written down (either on the board, a slide, or on a worksheet) allows students to double-check should they forget along the way, what it was that they were supposed to focus on. This frees up the teacher because students don’t need to keep checking with them, thus allowing some quality time to be spent with each, or a select group of students. The teacher gets regular snapshots of the students’ language abilities, as well as being able to add relevant input if required to keep students on the right track. The teacher, therefore, becomes a source of advice/suggestions and needs to think on their feet according to the task/the students in the group/the difficulties.

If the teacher knows their students well and has carefully planned the tasks around them, many of the issues can be anticipated. Which brings me on to a crucial question, how do we get to know our students if there are so many of them? I’ll be talking about this and more on encouraging oral interaction in particular in my upcoming webinar “Too many to talk!” on the 13th and 14th September! Places are limited to register today, and I’ll see you there.


Zarina Subhan is an experienced teacher and teacher trainer. She has taught and delivered teacher training at all levels and in both private and government institutions in over fifteen different countries as well as in the UK. Early on in her career, Zarina specialised in EAP combining her scientific and educational qualifications. From this developed an interest in providing tailor-made materials, which later led to materials writing that was used in health training and governance projects in developing countries. Since 2000 she has been involved in Content and Language Integrated Learning (CLIL), materials writing, training trainers and teachers in facilitation techniques and teaching methodology. Zarina is published and has delivered training courses, presentations, spoken at conferences worldwide, and continues to be a freelance consultant teacher educator.


Reference:

Shamin. F., N. Negash, C. Chuku, N. Demewoz (2007) Maximizing learning in large classes: Issues and options. Addis Ababa, British Council.


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Myths and Legends EFL teaching resources | OUP

Myths and Legend resources

Inspire your students with our free Myths and Legends lesson packs

Wherever you travel in the world, you will find people telling stories of their homelands, families, landscapes, histories, and much more besides. They are a part of every culture on the planet and many of these stories have been passed down through many generations.

Nowadays, you’re more likely to find characters from old tales in a hugely popular blockbuster movie, than being told about them around a fireside. Indeed, they were originally told to entertain, but that’s not all. Myths and legends were used to teach lessons; often about dangers, different cultures, and deciphering between right and wrong.

As educational tools, they’re great for language learning! Thankfully there are plenty of them, as learners really do find them captivating and worthy of classroom discussion. It’s a great way to get students talking!

Don’t worry, you don’t have to go hunting around for some old myths or legends yourself, we’ve partnered with teacher trainer Charlotte Rance to do all of that hard work for you. Download your free Myths and Legends lesson packs, available now from the Oxford Teacher’s Club!*

Inside your free lesson pack, you’ll find:

  • Myths and Legends to contextualise language
  • Vocabulary organisers
  • Diamante poem outline
  • Reading activities
  • Mythology worksheets

Choose your lesson pack below to get started.

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Had a legendary lesson with these resources? Share your experiences with the teaching community by leaving a comment below, or by Tweeting us using the handle @OUPELTGlobal.


*Not a member of the Oxford Teacher’s Club? It only take and moment to join, and it gives you access to a wide range of free-to-use online teaching resources!


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Being a dyslexic English language teacher | Philip Haines

As a child I had difficulty reading and writing and some teachers would make me feel less than intelligent which often led to anxiety and low self-esteem, if I thought my limitations were to be exposed. This was especially true when I had to read aloud, which was the perfect opportunity for the rest of the class to observe my apparent stupidity. I was subsequently diagnosed with dyslexia at the age of 15.

Having experienced language difficulties as a child, the thought of being an English teacher never crossed my mind. However, when I moved from the UK to Mexico my only real job prospect was English language teaching. I started as an English teaching rather reluctantly, but soon found that I was quite good at it. I believe that this is partly a consequence of my dyslexia. I can see three ways in which dyslexia has helped me as a language teacher.

Patience

The fact that some people need to devote a lot of time and effort to learning has always been obvious to me. If a student needs to hear, see and practice a piece of language many times, then it is my job to provide that for the student. If in the following classes more work is needed, then I accept this as being perfectly normal. Learning takes as long as it takes and getting frustrated doesn’t help anybody, least of all the students who need the most support.

Strategic awareness

As an adult I still can’t spell very well, but like many dyslexic adults I have developed strategies for remembering certain spellings. Non-dyslexic people seem to learn to spell with little conscious effort. I, on the other hand, have to approach the spelling of most words with a deliberate strategy. This has given me a level of strategic awareness for spelling that most non-dyslexic people have never had to develop. I incorporate these strategies into my teaching when needed.

Creativity

Although creativity is not exclusive to the dyslexic mind, I have a fairly good level of creativity, which comes partly from having to develop learning strategies. Also as a child I found comfort in the arts and crafts because my learning difficulties were never exposed. It’s so true that we become good at what we enjoy, and more often than not that’s because we devote more time and effort to those activities. In this context, my creative abilities had a chance to develop. Being creative in teaching has its advantages because it helps the teacher respond to the ever changing dynamics of the classroom. It also makes you feel comfortable with the creative process, which inevitably involves getting things wrong many times before finding the right solution. And finally, and perhaps most importantly, creativity in the classroom makes for a more engaging and fun teaching and learning experience.

Interested in inclusive teaching? Our latest position paper offers teachers some great tools and strategies for teaching students with learning difficulties. Click here to take a look.


Philip Haines is the Senior Consultant for Oxford University Press, Mexico. As well as being a teacher and teacher trainer, he is also the co-author of several series, many of which are published by OUP.


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Learning difficulties in the ELT classroom: How to identify them and what to do

As an English Language teacher you may have students with unidentified additional learning needs in your classroom. Often these learning difficulties are ‘invisible’, not easy to recognise in class, or hidden behind other issues such as poor behaviour, and an apparent lack of motivation.

Identifying ‘invisible’ learning difficulties

Difficulties which have not been identified by any formal assessment can surface in a variety of ways. They may first appear in an English Language class because the focus is on activities that require students to communicate and interact with other students, using all four skills of listening, reading, writing and speaking.

Although it is not the teacher’s job to diagnose learning difficulties, it’s important to know how to recognise when a student might be struggling because of a learning difficulty.

General indicators

Indicators that students might be experiencing difficulties greater than expected for their age and level include:

  • having problems understanding and following instructions
  • finding it difficult to concentrate and being easily distracted
  • having difficulty with tasks which require fine or gross motor skills
  • being able to speak much more fluently than they can write
  • finding it difficult to start tasks or never managing to finish them
  • avoiding doing tasks
  • having problems participating in whole-class or group activities
  • appearing not to listen, or not responding to questions or instructions
  • having problems making friends and maintaining relationships.

These indicators reflect three main issues : Behavioural, Communication, Social Skills

Behavioural   

Learning difficulties often first present themselves in classes through poor behaviour and non-compliance or non-completion of tasks. Many of these issues relate to impaired working memory. Working memory is the part of your brain which holds information long enough to act on it. When working memory is impaired, students find it difficult to remember and act upon instructions, to copy things down correctly from the board, to remember what they have just read in a reading text. This shows up in class as

  • Not writing things down properly or avoiding writing down from the board
  • Not following instructions or continually asking what they should do
  • Appearing to switch off when reading longer texts and losing focus very quickly
  • Appearing disorganised and forgetful

Communication issues

Learning difficulties can also show up as communication issues. They can occur in receptive language (understanding) and/or expressive language (producing). Students find it difficult to understand what they have to do or to show what they know. It can lead to students having difficulties in communicating with the teacher and their peers. They may not want to work in groups, appearing withdrawn and isolated, sometimes not understanding humour or everyday conversation.

Social skills issues

Social skills issue can relate to language issues or social and emotional difficulties. Students may have problems taking turns, showing empathy, and understanding other students’ perspectives. As the language classroom operates on social interactions, lessons can present a real challenge to these students.

These indicators do not necessarily mean a student does not care about learning. They can be indicators of students with additional needs such as dyslexia, dyspraxia, attention deficit, speech, and language difficulties or ASC (autistic spectrum condition).

However, most students experience some of these difficulties from time to time. If you’re concerned about a student in your class, gather objective information about how often the problems occur and how serious they are. Consider:

  • Is the problem across all classes and at all times of day?
  • Is the problem in certain class groupings?
  • Where is the child sitting? Can they hear and see properly?
  • Who is the child sitting with? Does this make a difference?
  • What kinds of tasks can the child do?
  • When the child is engaged, what engages them?
  • Is the work too easy or too difficult? How do you know?
  • Does the work involve a lot of writing? Sitting still? Copying from the board?
  • Is the child only noticed for negative things? What are their strengths?
  • Does the child have trouble following instructions?
  • Does the child have trouble remembering visual and/or auditory information?

Teaching principles

The important thing to remember is that all students need to feel safe and valued in their class. Good teachers provide this for all their students by maintaining positive relationships, clear structure, routines, consistency and clarity.

Use a multi-sensory approach for teaching and checking understanding. For example,  give instructions with visuals, gestures and words, use different ways to check understanding such as mini whiteboards and traffic lights signals. Use visual icons on your board to show the order of teaching in your lesson.

Focus on developing positive relationships with your students. Notice if you are only interacting negatively with some students, those for example, who are always causing disruptions or are slow to respond. Get to know them as people, beyond any labels. Every student is unique and different and brings something important to the class. Avoid jumping to assumptions that they are ‘lazy’ or ‘don’t care’.

Use an assessment for learning approach, such as 2 stars and a wish, where you encourage students to focus on their own progress against specific criteria rather than on overall attainment levels.

Celebrate their strengths rather than focusing on their weaknesses. These can be academic or personal strengths, such as kindness, perseverance, and good humour.

Create an inclusive ethos in class. To do this, try using class contracts which are value driven rather than rules driven. ‘In this class we give people extra time if they need it’. ’In this class we help each other.’

Use the English class to develop social skills in all students. Try activities like ‘find 5 things in common with your partner, or ‘5 things which are different’, this creates a sense of belonging and allows students to celebrate difference.

Remember that it is not your job to diagnose. If you are concerned about a student, gather as much information as you can. Discuss with other teachers to determine whether the difficulties are only in English, or are also in other lessons. Find out whom in your school is responsible for additional learning needs, typically a school psychologist, special educational needs co-ordinator or manager responsible for learning should be there to talk through your concerns.

For more on identifying and working with students with learning difficulties, join me for my upcoming webinar on the 20th June 2018. After the webinar you’ll understand the most common signs of learning difficulties, and will know how you to best work with students affected by them.

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Marie Delaney is a teacher trainer, educational psychotherapist, and director of The Learning Harbour, educational consultancy, in Cork, Ireland. She worked for many years with students of all ages who have SEN, in particular in the area of behavioural difficulties. She has worked with Ministries of Education and trained teachers in several countries on inclusion policy, curriculum, and inclusive pedagogy. Her main interests are bringing therapeutic approaches into teaching and learning, supporting teachers in their dealings with challenging pupils and promoting inclusive education principles for all. Marie is the author of Special Educational Needs (Oxford University Press, 2016).