Category Archives: Teacher development

(The lack of) Dogme moments with my Japanese teachers

Today I had my third Japanese lesson. Just before we started, I had a brief chat with my other two classmates. Not surprisingly, none of us had had the chance to go over the materials we did in the previous … Continue reading

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Why feedback after task?

I was reading┬áKen Wilson’s post on his second German lesson on a crowded Tokyo train on my way home, like most of his readers, I found it difficult to contain my chuckles. I cannot emphasise how useful it is for … Continue reading

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The future of language teaching

In my last post a talk by Professor Richard Johnstone got me all worked up about the whole identity issue. What do we know about current modern language teaching around the world? How does that knowledge help us plan for … Continue reading

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Being bilingual

What is the future of language teaching? How do you feel about bilingual education? What is your own experience of learning a language? A couple of weeks ago, I went to a talk by Professor Richard Johnstone on modern language … Continue reading

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A learner’s perspective

The other day I suddenly realised I was finally ready to study Japanese properly. So I went along to a demo lesson. I am so excited to be a learner again. It was a 20-minute demo lesson. There were only … Continue reading

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Putting yourself into a learner’s shoes

With my classes taking a short break for Christmas and New Year, I finally got my act together and have gone back into my own learning, of teaching and more importantly, of some Japanese. Here is the status of my … Continue reading

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So you want to be a teacher…

I wanted to become a teacher when I was at primary school. As to what kind of teacher, I wasn’t sure, but it was the first thing I wanted to be. In my family, there are quite a few teachers. … Continue reading

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Evidence of differentiated instruction in a classroom

What would an effective differentiated classroom look like? What would an administrator want to see as evidence that you are differentiating effectively? For the teacher to start where the students are, she must know her learners in terms of their … Continue reading

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