My two latest Prezis - created for my primary school colleagues. They're both in Croatian. The second one is nothing new, just a little bit different. But I've never made a Prezi on Comenius before.
If you're one of the people I spoke to today - thank you for taking the time to find my work. I hope you'll find it useful.
If you're one of the people helping me through all of my ventures - You are precious and I love you to bits.
Over&out,
Dora
Showing posts with label aims of attending the course. Show all posts
Showing posts with label aims of attending the course. Show all posts
Tuesday, 4 December 2012
Sunday, 8 July 2012
The Aims
So what is it that I want to achieve by going to Canterbury? If you've read my last post and tried to answer the question ending it, you might have some ideas on how I had written that part of my applications. What follows is a somewhat edited version of the text in my application - an attempt to make it more interesting and relevant to the audience of this blog:
The classes I teach
are multilevel and invariably include students affected by family crises or
conditions which affect their ability to concentrate, participate, interact
and, finally, learn. It is not a rare occurrence that the behaviour of such a
child disrupts the work of the whole class, which either leads to the isolation
of the child by his or hers classmates or a situation which is not favourable
to learning. As a teacher of a foreign language my task is to improve students'
competence in communication, which means the lessons I teach are interactive.
As the moderator of interaction I need to be a skilled communicator, especially
with disruptive students, and know how to meet their needs in order to steer
their energy towards learning and away from disruption - if I do not understand
the underlying reasons for a student's behaviour, it is impossible for me to do
my job well. I have also encountered a noticeable amount of violence and an
equally striking lack of empathy among the schoolchildren I have taught so far.
As a teacher I need tools to tap into the sources of empathy in order to
prevent violence to the best of my ability in order to make the schools I work
in and, ultimately, the society I am a part of more amiable. My third role
consists of tailoring learning materials to students’ needs, which brings me
back to identifying students’ needs.
The classes I teach
are multilevel and invariably include students affected by family crises or
conditions which affect their ability to concentrate, participate, interact
and, finally, learn. It is not a rare occurrence that the behaviour of such a
child disrupts the work of the whole class, which either leads to the isolation
of the child by his or hers classmates or a situation which is not favourable
to learning. As a teacher of a foreign language my task is to improve students'
competence in communication, which means the lessons I teach are interactive.
As the moderator of interaction I need to be a skilled communicator, especially
with disruptive students, and know how to meet their needs in order to steer
their energy towards learning and away from disruption - if I do not understand
the underlying reasons for a student's behaviour, it is impossible for me to do
my job well. I have also encountered a noticeable amount of violence and an
equally striking lack of empathy among the schoolchildren I have taught so far.
As a teacher I need tools to tap into the sources of empathy in order to
prevent violence to the best of my ability in order to make the schools I work
in and, ultimately, the society I am a part of more amiable. My third role
consists of tailoring learning materials to students’ needs, which brings me
back to identifying students’ needs.
I have extensive
knowledge of teaching English to speakers of other languages methodology theory
as well as linguistics relevant to it, however I only possess basic theoretical
and some practical insight into what ADHD, autism, bullying, mental illness and
family trauma can do to a child's ability to learn. That makes me a skilled
professional in the field of teaching English to an average learner, but leaves
me wanting with respect to learners with all sorts of special needs. The course
I have applied for covers themes such as effects of trauma, domestic violence,
abuse, neglect, etc. on learning, overcoming learning blocks, and also offers
fresh ideas on how to asses children and gives ready-made classroom activities
which can help with dealing with conflict and behaviour management. University
education, internship, cooperation with school counsellors and all of the
workshops and lectures I have so far attended have helped me to make do in
reaching difficult learners, but none have offered such an extensive insight
into the topic and as such, I believe this course will make me a more confident
and knowledgeable teacher and my students happier learners.
Hopefully I haven’t bored you by now. The whole point of me
publishing the two paragraphs is making clear what I want to achieve by going
to Pilgrims and writing this blog. In my application I promised to disseminate the
results of my training online. I did so for three reasons:
- …what I learn becomes visible to others and the communication with the inhabitants of the blogosphere always enriches the learning experience,
- I like writing a blog because it usually results in me learning far more than I imagined I would…
- …and I’m rarely able to make myself write one, unless I create a situation in which I MUST write it for whatever reason.
So this is my homework, for the next three weeks at least…
Hopefully I won’t be the only person finding it useful. ;)
All my love,
D
Subscribe to:
Posts (Atom)