Activities that help create a safe classroom space

By Angelika Becker
@diebestefrau

At the beginning of the school year I like to ignore the old advice “don’t smile before Thanksgiving” and start with a big smile on my face and a lot of community building. Students need to know that my classroom is a safe place to learn and that it is okay to make mistakes; they need to know that I care about each and every individual student and they need to know that their classmates will be supportive.

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Acquiring vocabulary part III: 10 ways to get students moving

By Deborah Espitia
@despitia
Instructional Strategist

In Part I of our series, Acquiring vocabulary: 5 strategies to create meaning in learning vocabulary, we set the scene for a movement in which teachers are shifting from meaningless drill and practice exercises to help students acquire new content, such as vocabulary. 

In Part II, Acquiring vocabulary: 9 strategies for creating graphic organizers , we reviewed types of graphic organizers, and sample activities to go along with them, that support vocabulary acquisition.  

In Part III, let’s get students moving, both in terms of engaging with physical models and engaging in physical activity.

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Acquiring vocabulary part II: 9 strategies for using graphic organizers

By Deborah Espitia
@despitia
Instructional Strategist

In Part I of our Acquiring Vocabulary series, we set the scene for a movement in which fewer and fewer teachers are exposing students to meaningless drill and practice exercises to help them acquire new content. Instead, teachers are moving toward truly authentic resources and communicative tasks to teach vocabulary and language structures in context.

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Acquiring vocabulary part I: 5 strategies for creating meaning in learning vocabulary

By Deborah Espitia
@despitia
Instructional Strategist

There is an exciting movement underway. Fewer and fewer teachers are exposing students to meaningless drill and practice to help them acquire new content, such as vocabulary. We are moving away from the practice of showing an image with the word, saying the word, and having learners repeat it. We have had enough of handing out the vocabulary list, turning on the projector, and hearing that audible, collective sigh that indicates learners have also had enough. 

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Introducing the unit part II: Hook, line, and sinker

By Deborah Espitia
@despitia
Instructional Strategist

In the previous post, Packing a punch with pictures, we talked about bringing James Bond into our classrooms.

Alright, so not actually bringing James Bond, but starting the unit off with an activity that pulls learners into the theme and motivates them to want to learn what we want to teach. But, how about bringing that level of motivation to every lesson every day and not just reserving it for the start of a unit?

Remember, motivation emerges from a hierarchy of motivators. 

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