Why a Pub in a Classroom

Why a Pub in the Classroom?

• It can be both fun and pedagogically effective;
• It should create an informal atmosphere since the decoration recalls free time and entertainment;
• A teacher's desk and a bar's stool can stand for perfect backgrounds to illustrate a wide range of linguistic registers, from slang to formal, which is one of the main objectives of advanced FL courses;
• It provides a permanent work-station with board games, crosswords, etc... to stimulate not only communication skills but also kinesthetic, artistic and musical activities with further word-production potential;
• A bar counter could be used as a setting to recreate quite a number of possible conversations between, say, two friends, or barman/waiter/assistant and customers...
• Eternal love has been declared in pubs, bars, dives, discos... for decades;
• Rock bands have equally inmortalized those joints where they first performed;
• Some of the best novels and works of art have been inspired and written in gargle factories;
• Not only honest business deals have been closed in barrelhouses, but also bank robberies and crimes have been perpetrated in these hideaways; and British brokers used cafes in London two centuries ago before the existence of stock exchange buildings;
• Besides, it brings back personal memories: - Where's dad? - Where's he gonna be?! At his second home!
  
  
  The real purpose behind this scheme is to provoke emotional responses linked to academic contents because that way, SS will assimilate and use them faster and longer.
  
  
  Educators are always looking for ways to increase educational outcomes for their students. One often-overlooked area that can assist in this quest is to consider the impact of interior design in classrooms. Kathleen Karlsen, Improving Education Outcomes Through Better Classroom Interior Desige 
  As a matter of fact, classroom decoration can be very motivating and inspiring for the students and the teacher as well. Make a learning environment which is very inviting for the learners so that they feel motivated to get involved in their learning process. Blaine Johnston, Some Ideas for Classroom Decoration for Teachers.
  Finally, lighting considerations can be crucial in classroom interiors. Ideally, light levels should be varied cyclically (i.e. with the rhythms of the day) to relieve monotony, activate cortical responses and avoid emotional rejection of the environment. Moderate variations versus strong variations within a single field of view will provide the greatest level of comfort. This can be accomplished by placing lamps around the room that are on for part, but not all of the day. Kathleen Karlsen, Improving Education Outcomes Through Better Classroom Interior Design. 

Sept 26th and 27th

• Why a pub in the classroom as an ice-breaker,
• Presentation on School Regulations and Course book materials,
• Phonetics chart on vowels,
• UNIT 1  Lead in activity.

Sept 28th and 29th

• We went through the Phonetics chart on vowels, first me as an example, then you all together repeating after me, and leaving ten minutes for pair practice.
• Interesting questions came up: words like hot and hand allow for different vowel allophones, that is, variations within the same phoneme,  of course, we won't mark them as mistakes, but you are expected to discriminate and produce different phonemes like in sin and seen.

• We turned the Lead-in activity of UNIT 1 into a speaking practice,

• Then, we made sure everybody heard the pronunciation of difficult words and understood new vocabulary, as to turn the reading of pgs. 10 and 11 into another speaking activity:  In groups, SS were required to summarize a paragraph with one main idea and a couple of secondary ideas, share it with the small group and then with the class group, with trainer and SS assessing their performance.

Feedback from the classroom on these activities was mostly positive.
Homework: workbook pg. 6 ex. 1, 2 & 3.

Back to the Future movie transcripts

Please follow this link to read the script and enjoy watching the movie afterwards

Paranormal Activity movie transcript

Please follow this link to read Paranormal Activity movie transcript and enjoy watching the movie afterwards.

LiveScripts Movie transcripts for fun and learning

Follow this link to read our participation in Citizen Media: a Global Innovation Competition from Changemakers.com

iDialog and LiveScripts - Using ICT to Recreate a Private Tuition Environment for STEM purposes.

Follow this link to my participation in Changemakers contest on STEM proposals,

We were supposed to go hiking with our kids by the end of the course, but it was really pouring down all morning, so we had to improvise some school activities indoor,  by the end of the morning, kids were really tired, this kid took a picture of me while i was walking around, i just looked back at her by chance. i asked her to send it to me and she did. After this, we improvised a kareoke with Waka Waka that was great and wild.

Pilgrims Course on Multiple Intelligences

Theory on Multiple Intelligences


Gardner conceived MI as a theory of consciousness or knowledge, that is, how our brain works, and was not originally intended for educational purposes.


The concept of Basic Competences as described by the Council of Europe and implemented in the school system of all EC members relies heavily on MI theory as we had a chance to confirm by comparing a list of both.




MI generated activities


Aquainted with the Night  by Robert Frost
Advice from a Tree by Ilan Shamir
23 Approaches to a Still Life or How to get the Most of Any Learning Situation




Entry Points activities

My own belief is that any rich, nourishing topic -any concept worth teaching- can be approached in at least five different ways that, roughly speaking, map onto the multiple intelligences. We might think of the topic as a room with at least five doors or entry points into it. 

Students vary as to which entry point is most appropriate for them and which routes are most confortable to follow once they have gained initial access to the room. 

Awareness of these points can help the teacher introduce new materials in ways which they can be easily grasped by a range of students; then, as students explore other entry points, they have the chance to develop those multiple perspectives that are the best antidote to stereotypical thinking. 

H Gardner. The Unschooled Mind, p. 245


Teaching for Understanding


Understanding is not about facts, but about the ability to take action


Understanding Goals


The power of Questions and Questions for understanding.


Authentic Assessments


In MI assessment is part of the teaching/learning process by strategies like:


1. Exhibits and presentations
2. Performances
3. Journals and logs
4. demonstrations
5. products
6. problem solving process
7. graphics
8. projects (long term)



Creation and animation of a M.I. museum

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Personal Opinion

EFL through Multiple Intelligences has been, in all trainees' opinions, a very inspiring teaching-learning experience both inside and outside our classes. I would definitely recommend this course to my colleagues and wouldn't even mind repeating it myself in order to consolidate the many hands-on activities we were given -not to mention the fact that I was quite distracted and dizzy by parties, pubs and pals.

Let us now hightlight some topics related to (1) the implementation of MI theory in actual textbooks, (2) language and identity in FLT and CLIL, (3) the effectivity of TBL as well as (4) assessment for a possible debate.

1. A great deal of our motivation in the group dynamics presented during the course was due to their novelty; now try to imagine ten teachers from ten different subjects rehearsing similar activities every day and it could turn out to be a bit tough to swallow.

2. Some students show a certain degree of adversion -whether consciously or not- towards learning a foreign language which of course affects the acquisition of the new code. After all, English could be easily taken for the language of Western ferocious economy and culture. Do you think we should address this issue in our classes? And how?

It might be interesting -and a vocab building resource- to emphasize Indo-European cognates as well as those other times in which we were more or less under the same cultural influence, for example, Megalithic architecture, European Celtic heritage, Roman Empire, Viking and Barbarian invasions...

3. As it was mentioned, quite some voices have questioned the Communicational Approach and TBL in lower levels of non target-language countries. Mastering good speaking skills require a more systematic drilling work in basic levels which should drag along improvements in the rest of skills, just like in first language acquisition, and MI theory seems ambiguous about it.

4. In MI, assessment is part of the teaching process, but it is not that easy to keep that frame of mind when we want our students to pass an exam or obtain a diploma.

These comments are made from a deep belief in corporative work and a partnership model of society like Riane Eisler suggests through her books and non-profit. In conclusion, MI theory applied to education seems to me like a creative approach to bring the world and our quotidian experiences into our classrooms for real teaching purposes.

Waiting for our dinner y in the only table available at Whitstable Oyster Festival

At the Body-Kinesthetic work station with four enthusiastic visitors

Getting ready for a Haka performance

Suppose you walk into class and find a teenage audience of tired bored faces looking at you. You know you need something to cheer up your students, a shot in the arm so to speak. Then, try Haka. (Apologies guys, Oscar and I can not be held responsible for any chaos you may cause).

 

Spread your legs, bend your knees, stomp your feet and cross your arms infront of you!

...and finally pray to the sun.