Ms. Glenda´s ESL teaching Blog.: TECHNOLOGY IN THE CLASSROOM - RESOURCESFOR STUDENTS

Ms. Glenda´s ESL teaching Blog.: TECHNOLOGY IN THE CLASSROOM - RESOURCESFOR STUDENTS

Ms. Glenda´s ESL teaching Blog.: TECHNOLOGY IN THE CLASSROOM - RESOURCESFOR STUDENTS

Ms. Glenda´s ESL teaching Blog.: TECHNOLOGY IN THE CLASSROOM - RESOURCESFOR STUDENTS

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TECHNOLOGY IN THE CLASSROOM - RESOURCESFOR STUDENTS

Por el lapso de casi dos años he utilizado diferentes portales electrónicos con mis alumnos de Cuarto Italiano-Inglés A3 y corroboró su efectividad por que les ha proporcionado autonomía en el aprendizaje, destreza en el uso de programas, concienciación  de sus conocimientos y áreas que se deben  mejorar. Mi función como docente fue guiarlos en la búsqueda de los portales académicos que les brinden los recursos necesarios y el mérito del trabajo organizado semana a semana  fue totalmente de mis alumnos.  Como siempre los felicito y cada esfuerzo que hicieron tiene un propósito y una gratificación en conocimientos. 

One of the greatest challenges educators face in  this age of enormous changes  is the  appropriate use of technology resources  as an important tool in a language classroom. This information does not mean that computers and applications will substitute teachers and activities, rather its use will enhance delivery of teaching material as a classroom resource and  as a tool in the students´ independent work,  Thus students apply self-reliance and become responsible of their own learning.

As a languge educator, I am open to  to new alternatives to make my students´ learning enjoyable, innovative and up to date with the latest trends.  It is one´s  resonsibility  to look for proven technological resources to help the students to become proficient and autonomous learners.

During half of the 2012 school year and the complete 2013 school year, the Italian-English Fourth Level students (A-3) have been practicing a variety of  internet link materials in the different areas  of reading, listening, writing, some vocabulary and grammar activities.  All these activities have been strategically and perfectly proven to work  as extra-curricular activities.

Another great benefit from the use of these links is that most of the activities are graded;  they offer useful grammar feedback and help my students visualize their strengths and weaknesses. 

I am convinced based on my students hard work, that procedures to get the results and the percentage of improvement have helped my students to become responsible, enthusiastic, knowledgeable and independent learners. 

I appreciate all of my students´ hard work and it is their responsibility as teachers to share all that interesting knowledge with everyone else. All their expriences are posted on the Main floor at the School of Languages. Check it out!!

CUARTO CURSO A-3 INGLES -ITALIANO  

Un trabajo extraordinario y  como siempre aliento en mis alumnos la solidaridad, tenemos el deber y la responsabilidad  de compartirlo. El buen conocimiento se transmite para sentir la satisfacción del trabajo realizado!! MSc. Glenda Morales

www.learnamericanenglishonline.Great creativity in their postes. Gabriela, Paola and Jazmin.

www. esl-lab.com
Recommended for grammar, and listening complete exercises. Karen, Anny, Mirella and Maria Jose. 

www.eslfast.com
Great link with 365 short reading stories with comprehension questions.
Andrea Mera, Fabiola Escobar and Christian Carillo

Isa Abraham, Evelyn Guevara, Jessica Nieves, Genesis Pachecho y Teresa Zambrano
www. learn4good.com Excellent link for TOEFL graded-practice.

www.examenglish.com
TOEFL Practice
Nathaly Cortez, Fernanda Cedeño, Angie Herrera e Ivonne Pérez

AMERICAN LITERATURE 2013 

ENGAGING ACTIVITIES TO PROMOTE HIGHER LEVEL THINKING SKILLS 

The class of American Literature   offers the students several benefits in developing reading habits and study skills. During the introductory class, I inform the students that importance of this subject and the responsibility they need to have with their daily readings.
One of theengaging  keys to motivate students to travel  in this new learning is supplementing the activities   using audios, videos, films, all kind of resources to enhance even further the richness of the sensory input.

According to Clandfield, L, There are many good reasons for using literature in the classroom. Here are a few:

"Literature is authentic material. It is good to expose learners to this source of unmodified language in the           classroom because the skills they acquire in dealing with difficult or unknown language can be used outside the class.

• Literature encourages interaction. Literary texts are often rich is multiple layers of meaning, and can be effectively mined for discussions and sharing feelings or opinions.
• Literature expands language awareness. Asking learners to examine sophisticated or non standard examples of language (which can occur in literary texts) makes them more aware of the norms of language use (Widdowson, 1975 quoted by Lazar 1993).
• Literature educates the whole person. By examining values in literary texts, teachers encourage learners to develop attitudes towards them. These values and attitudes relate to the world outside the classroom.
• Literature is motivating. 
• Literature holds high status in many cultures and countries. For this reason, students can feel a real sense of achievement at understanding a piece of highly respected literature. Also, literature is often more interesting than the texts found in coursebooks.

Nathaniel Hawthorne -The Scarlet Letter, "sin, passion and lust" .Relevant information told by Teresa Zamabrano.

The Witch Trials of Salem, mentioned by Maribel Hernandez

Emily Dickinson and her Dark romantic poetry.

Abraham Lincold and his famous speech at The Gettysburg Address, 

Students during a lesson. They proved themselves that reviewing and being attentive in class presentations, help their individual learning. 

Francias S. Fitgerald and "The Great Gatsby"

literature offers several benefits to ESL classes. It can be
useful in developing linguistic knowledge both on a usage and use level.
Secondly, to the extent that students enjoy reading literature, it may increase
their motivation to interact with a text and thus, ultimately increase their
reading proficiency. Finally, an examination of a foreign culture through
literature may increase their understanding of that culture and perhaps spur
their own creation of imaginative works.

ENGLISH V- 4TH  COURSE STUDENTS 2013 
SCHOOL OF LANGUAGES - UNIVERSIDAD DE GUAYAQUIL

MOCK INTERVIEW 

Undergraduate Teaching Students
Activities that  reflect on learning. 

Students Any Barahona, Stephanie Cruz, Jose Castro, MSc. Glenda Morales (teacher), Fabiola Escobar, Isa Abraham, Christian Carillo and Fernanda Escobar. 

LEADERSHIP , INITIATIVE AND LIFE-LEARNING EXPERIENCES 

Geoconda Torres, Stefanie Vera, Nathalie Cortez, Teresa  Zambrano, Paola Valenzuela, Carla Arana, Jessica Medina and Monica Zambrano.

Jazmin Sanchez, Gabriela Prado, Mirella Olaya, Genesis Pachecho,
Karen Sanchez, Sara Torres, Marjorie Gazmez, Andrea Romero, Betty Quijije
and Ivonne Perez.

                                                                                                                                          AND PROBLEM SOLVING TOPICS.

The Mock Interview Activity helps the undergraduate students to gain experience and practice  answering different kind of questions they might be  asked in a teacher´s interview in a short time   . 

It was  also a valuable and worthwhile practice because it enriched the students´  educational vocabulary  and developed their speaking skills.  

The purpose of the Mock Interview Activity, which was part of the scheduled activities for the semester,  was to enhance the students´ knowledge and assess their own practice. At the beginning the students were assigned to read short texts on "Teaching practices,and Dressing well for success", their next task was to write a two-page essay related to  questions  normally asked on  a professional interview.

INTERVIEW FOR A TEACHING JOB INTERVIEW

Be Alert and Listen

 Make sure that you are actually answering the question that was asked - you can have the interviewer repeat a particularly complicated question, but you don't want to have them repeat every question to you. Respond to nonverbal cues from your interviewers.

 Shake hands firmly and avoid being nervous. Feel calm.

Make a Good First Impression

Arrive ten minutes early. Shake hands firmly. Smile and appear happy and enthusiastic. Wait to be asked to take a seat. Make sure that you are not chewing gum before going into the interview. The first few minutes of your interview are very important.

Maribel Hernandez, Fanny Navarrete, Angie and Jessica Nieves.

Wear Professional Dress 

This might seem obvious but it often occurs that individuals come to interviews dressed inappropriately. Remember, you are making an impression about your professionalism so make sure to iron your clothes and keep your skirts/pants  at an acceptable length. Brush your hair professionally, too. 

Do not make excess of noise when sitting.

Be Prepared for Key Questions

Research and prepare yourself on possible teacher´s interview questions so that you can keep surprises to a minimum. While you don't want to look too rehearsed, you also don't want to appear as though you are searching for what to say.

Show Enthusiasm for Teaching

Be enthusiastic. REcruiters have seen in too many interviews where prospective teachers don't act like they even like students. They are more interested in their content than in the actual teaching of it. Be enthusiastic and energetic. Remember, teaching is all about helping students learn and grow. This should be your focus.

Show Interest in Professional Growth

When you are asked questions about your future or your personality, make sure that you show an interest in growing in the profession. This will give interviewers further information about your enthusiasm and interest in teaching.

Be Polite and Tactful

Use your best manners - always say please and thank you just like your learned at home. You should also make sure that you are tactful when you make statements. For example, when you are speaking about your previous teaching positions and fellow teachers, do not stop to idle gossip or petty statements.

Working on the two writing drafts was a demanding task  because  the students had to organize their ideas and not depend on memorization, which made them feel  more aware of their strengths, weaknesses,  and complemented their teaching practicum.

Even though it is a new activity/practice  for my Fifth Course students (undergraduate), I am a great believer that ACTION is important in classes.. 

The Mock Interview was a great work   because the students invested all their effort, they created,  researched, worked in groups  and,as alwyad did their best to make this task  more realistic and long-lasting.
It is important to emphasize that questions were assigned randomly because the idea was to break from memorized answers.

At the end of this four-day enriching and amazing activity, I gave a detailed feedback to every student  for future interviews. They finished this task feeling confident, more aware of their knowledge, strengths and weaknesses. I AM PROUD AS ALWAYS OF MY STUDENTS´ CREATIVITY!!!


Source keys for a successful tips interview -some ideas
http://712educators.about.com/od/jobinterviewresources/tp/job_interview_dos.htm