EXCELLENT SONG TO TEACH DAYS OF WEEK.
domingo, 14 de noviembre de 2010
viernes, 13 de agosto de 2010
Vodcast: Some pictures about my life as a rural teacher
Children in this video are allowed by parents to appeared here.
sábado, 7 de agosto de 2010
Vodcast as a tool to learn English
Video podcast or vodcast is a term used for the online delivery of video. This term is used to distinguish between podcasts which most commonly contain audio files. Web television series are often distributed as video podcasts.
Nowdays we can use this technology to teach English. Since children or teenagers are tech fans we have to look for new ways to approach to them. Because if now they have Facebook, Ipods and Cellphones; we cannot go to the front of the class with a marker or chalk in hands. Score: Teacher 0 Tech 100.
Now we have these tools and I think is imperative to use them. Since a vodcast or podcast are easy to transfer from one PC to a portable device. It is an excellent way to teach or practice English.
An example of this http://www.youtube.com/watch?v=J5E9SWg6_fw
With this video a student can learn about Past Simple easily. And if it is in his/her portable device the student can watch it as many times he/she wants and in that way the student can review the content or check it out whenever he wants.
jueves, 5 de agosto de 2010
Lessons for Chaos. What is it?
Chaos. When I read this word a picture of a big mess comes to my mind, where nothing is in order and everything is lost. However, it is quite different when you see it from Dynamical System view. This kind of system -a field of study of Mathematic, Physics, Economy and Philosophy-, it is extremely sensitive to initial conditions, this sensitivity is also known as the Butterfly Effect where small differences in initial conditions yield widely diverging outcomes for chaotic systems, rendering long-term prediction impossible in general.
An example of chaos in nature is weather. Hurricanes, storms and tornados show this theory since it starts with a trigger. For instance, a hurricane starts with a change of the ocean’s temperature and finishes with a complex and destructive natural phenomenon. In other words, a tiny change of regular condition provokes a huge outcome capable of devastate a whole state or even a country (Hurricane Mitch in Central America or Katrina in U.S.A).
Since this theory is presented in daily life, seven rules to deal with this have been developed by John Briggs and F. David Peat in their book. Text in italics is my personal opinion of each lesson.
1. Be Creative: how to engage with chaos to find imaginative new solutions and live more dynamically. When people are having problems usually put all their efforts to solve it, but it is stressing and worrying for them. So, the first rule says people should occupy their time in solving the problem instead of being worried about it.
2. Use Butterfly Power: how to let chaos grow local efforts into global results. As the hurricane example we can use this lesson to create excellent things. Doing something good, a little tiny thing can provoke a great change in the future. Remember; the little details are the most important ones.
3. Go with the Flow: how to use chaos to work collectively with others. We have to remember that always after the storm comes a time of relax. A time where people can think about they have done wrong and what they could do to solve and redirection their fate.
4. Explore what’s between: how to discover life's rich subtleties and avoid the traps of stereotypes. Life teaches that even during difficult time we can find peace and the time to reflect very well about what the next step will be.
5. See the Art of the World: how to appreciate the beauty of life's chaos. This world, this planet is beautiful during the time of chaos let’s take a look at what is surround us, see the beauty we have around, this will help us to find the best way out.
6. Live Within Time: how to utilize time's hidden depths. Sometimes (or all the time) time is our enemy, but we have to learn that time is only time, we have life and while there is life there is hope. Let’s use time as a tool not as a death-line.
7. Rejoin the Whole: how to realize our fractal connectedness to each other and the world. Remember, even when we feel alone, we are not. We have family and friends, and if we do not have those, we still have, in this time of social networks, the “cyber-family”. Anytime we can talk with them. Let’s be connected, physically or on line, but be always in touch with someone.
If you have ever felt your life was out of control and headed towards chaos, science has an important message: Life is chaos, and that's a very exciting thing. Also, remember DON’T WORRY BE HAPPY IS EASIER IN THAT WAY.
viernes, 30 de julio de 2010
What is the Common European Framework of Reference for Languages?
The CEFR stands for Common European Framework of Reference for Languages, is a guideline used to establish how much a person knows about a specific language across Europe and now America. It was made by the Council of Europe around 1986 and 1996 as the main part of the project "Language Learning for European Citizenship". The major purpose is to give a method of assessing and applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The reference levels are becoming widely accepted as the European standard for grading an individual's language proficiency.
When a student takes this test will be graded and placed on one of the following categories described below:
level description
A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C1 Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
C2 Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
The C.E.F.R can be applied to many purposes, for example, when an employer wants to know the level of English of his employees, or as a request for hiring. An example of this happened some years ago when, as a request, M.E.P asked for a certified level of English in order to assign tenures and also to hire new teachers. This process was an advantage, because students will have teachers who really know English.
The only disadvantage I see is that many times the result might not be 100% truth, thanks to external factors. For instance, if a student takes the test and suddenly nervous start to rush, probably they will affect the student’s performance and the grade definitely will not reflect the student’s real proficiency.
In conclusion, C.E.F.R is a good tool when a person or companies want to know their level of English or when a certified level of English is necessary for work purposes. The only disadvantage is that as any other test, the outcome can be contaminated for external factors.
When a student takes this test will be graded and placed on one of the following categories described below:
level description
A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C1 Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
C2 Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
The C.E.F.R can be applied to many purposes, for example, when an employer wants to know the level of English of his employees, or as a request for hiring. An example of this happened some years ago when, as a request, M.E.P asked for a certified level of English in order to assign tenures and also to hire new teachers. This process was an advantage, because students will have teachers who really know English.
The only disadvantage I see is that many times the result might not be 100% truth, thanks to external factors. For instance, if a student takes the test and suddenly nervous start to rush, probably they will affect the student’s performance and the grade definitely will not reflect the student’s real proficiency.
In conclusion, C.E.F.R is a good tool when a person or companies want to know their level of English or when a certified level of English is necessary for work purposes. The only disadvantage is that as any other test, the outcome can be contaminated for external factors.
Ya no estamos seguros en nuestras aulas
La violencia en el Sistema Educativo Costarricense se ha hecho más que evidente en los últimos años. Cuando se habla de violencia en las aulas, cada uno se imagina algo diferente, un jalonazo de pelo, una patada, un empujón o una discusión entre una pareja peleándose una chiquita. Esto era en el pasado. Ahora los estudiantes hablan y actúan diferente, con mucho más violencia tanto física como psicológica.
Hace meses y casi años hemos visto noticas al respecto. Donde algunos estudiantes no dudan en introducir armas blancas y hasta de fuego al colegio o escuela ni tampoco dudan en usarlas contra sus compañeros. Hay muchos ejemplos de estos en Internet, debido a que otros estudiantes los graban con sus celulares y los suben a las redes sociales o Youtube, alimentando el morbo de los cibernautas.
Meses atrás llegó el acabose de la violencia en las aulas cuando un estudiante acabó con la vida de la directora de un centro educativo privado, Nancy Chaverri (q.d.D.g), este acto criminal ha venido a representar el clímax de los problemas que tiene el sistema educativo en disciplina y conducta. Este evento tan desafortunado se llevó a cabo en el Colegio Montebello localizado en Heredia y muestra las deficiencias que tiene el sistema e igualmente es un llamado de atención para las autoridades ministeriales que hasta el momento han hecho nada o muy poco al respecto.
El asesinato de esta educadora debería ser una llamada de atención para el Ministerio de Educación Pública y otras instituciones. Ya deberían de darse cuenta que los educadores no son los culpables de todo, que no son los que provocan estas situaciones, los reales culpables están en casa, en la calle, en la suciedad misma, digo sociedad. Los culpables de estas acciones se llaman; desintegración familiar, violencia doméstica, drogas, falta de valores y sobre todo falta de Dios, falta de esa relación espiritual que da paz a las personas. Todo este combo de problemas sociales que aquejan nuestros hogares se manifiestan en diversos puntos de escape, un ejemplo es este hecho de sangre.
Los educadores son los que están más en contacto con esta población pero poco pueden hacer al respecto. Las múltiples leyes que protegen a los niños(as) –que aveces son aplicadas o interpretadas de forma muy sobreprotectora- y la falta de apoyo logístico al docente obstaculizan una acción más efectiva a la hora de actuar al detectar un estudiante con tendencias suicidas.
Para que esta violencia en las aulas termine se necesita de la convergencia de muchos factores. En los colegios de riesgo se necesita de una mayor revisión antes de ingresar a la institución como medida inmediata. Una detección de posibles agresores es imprescindible a la hora de evitar ataques como de la que fue objeto esta directora, y más importante aún es ver las posibilidades de recuperación de estos estudiantes; un tercer paso sería atacar la raíz del problema, o sea, ver y analizar el núcleo familiar de los estudiantes y los posibles traumas que el estudiante tiene y tratar de ayudarlo(a) a superarlos.
En conclusión, tanto las autoridades gubernamentales como todo el pueblo de Costa Rica deberían poner su granito de arena en la recuperación de la paz en las aulas, algo importantísimo para el buen aprendizaje de los alumnos y el correcto proceso de enseñanza. Todos debemos de ser tolerantes con los demás, aprender que la libertad mía termina donde empieza la del vecino y que no deberían hacer nada que no les gustaría que le hicieran. Ahora con este asesinato esperaremos las acciones que tomarán las autoridades y que sean las mejores por el bien de todos.
Hace meses y casi años hemos visto noticas al respecto. Donde algunos estudiantes no dudan en introducir armas blancas y hasta de fuego al colegio o escuela ni tampoco dudan en usarlas contra sus compañeros. Hay muchos ejemplos de estos en Internet, debido a que otros estudiantes los graban con sus celulares y los suben a las redes sociales o Youtube, alimentando el morbo de los cibernautas.
Meses atrás llegó el acabose de la violencia en las aulas cuando un estudiante acabó con la vida de la directora de un centro educativo privado, Nancy Chaverri (q.d.D.g), este acto criminal ha venido a representar el clímax de los problemas que tiene el sistema educativo en disciplina y conducta. Este evento tan desafortunado se llevó a cabo en el Colegio Montebello localizado en Heredia y muestra las deficiencias que tiene el sistema e igualmente es un llamado de atención para las autoridades ministeriales que hasta el momento han hecho nada o muy poco al respecto.
El asesinato de esta educadora debería ser una llamada de atención para el Ministerio de Educación Pública y otras instituciones. Ya deberían de darse cuenta que los educadores no son los culpables de todo, que no son los que provocan estas situaciones, los reales culpables están en casa, en la calle, en la suciedad misma, digo sociedad. Los culpables de estas acciones se llaman; desintegración familiar, violencia doméstica, drogas, falta de valores y sobre todo falta de Dios, falta de esa relación espiritual que da paz a las personas. Todo este combo de problemas sociales que aquejan nuestros hogares se manifiestan en diversos puntos de escape, un ejemplo es este hecho de sangre.
Los educadores son los que están más en contacto con esta población pero poco pueden hacer al respecto. Las múltiples leyes que protegen a los niños(as) –que aveces son aplicadas o interpretadas de forma muy sobreprotectora- y la falta de apoyo logístico al docente obstaculizan una acción más efectiva a la hora de actuar al detectar un estudiante con tendencias suicidas.
Para que esta violencia en las aulas termine se necesita de la convergencia de muchos factores. En los colegios de riesgo se necesita de una mayor revisión antes de ingresar a la institución como medida inmediata. Una detección de posibles agresores es imprescindible a la hora de evitar ataques como de la que fue objeto esta directora, y más importante aún es ver las posibilidades de recuperación de estos estudiantes; un tercer paso sería atacar la raíz del problema, o sea, ver y analizar el núcleo familiar de los estudiantes y los posibles traumas que el estudiante tiene y tratar de ayudarlo(a) a superarlos.
En conclusión, tanto las autoridades gubernamentales como todo el pueblo de Costa Rica deberían poner su granito de arena en la recuperación de la paz en las aulas, algo importantísimo para el buen aprendizaje de los alumnos y el correcto proceso de enseñanza. Todos debemos de ser tolerantes con los demás, aprender que la libertad mía termina donde empieza la del vecino y que no deberían hacer nada que no les gustaría que le hicieran. Ahora con este asesinato esperaremos las acciones que tomarán las autoridades y que sean las mejores por el bien de todos.
lunes, 26 de julio de 2010
The Gospel Message
THIS GREAT MAN CAN HELP YOU OUT IN YOUR JOB AS A TEACHER. I AM PRETTY SURE ABOUT IT. AND NOT ONLY IN YOUR JOB, IN YOUR LIFE TOO.
domingo, 25 de julio de 2010
What is an effective English Lesson?
The following link leads you to the article "RELIABLE AND PRACTICAL GUIDELINES FOR PLANNING AN EFFECTIVE ENGLISH LESSON" wrote by Mayra Solís Hernández and published by Revista de Filología, Lingüística y Literatura. Volumen 33, número 2, 2007. I really liked this article I hope you will too.
http://www.latindex.ucr.ac.cr/
http://www.latindex.ucr.ac.cr/
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