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Titlethe teacher james | ideas and opinions on teaching english as a foreign language

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the teacher james
menu
i’ve heard of ttt vs stt, but what does that really mean?
150 elt blog post ideas for when you’ve hit writers block
book review – 50 activities for the first day of school
songs in the key of elt – new york i love you
book review: punctuation…? by user design
think! – it’s all in the mindset
think! – two mindsets
posts navigation
about me
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H2
ideas and opinions on teaching english as a foreign language
tell them about the growth mindset
tell them how learning can affect the brain
help them identify strengths and weaknesses
value effort and learning
help them find the right strategies
make a vivid, concrete plan
H3
H4 to see more of my songs in the key of elt , click here.
H5 this post was previously published on a now defunct blog called think! language and culture i used to write. i’ve dusted it off and republished it here for your reading pleasure.
H6
strong
stt
ttt
shuttered your stores
new york, you’re perfect
don’t please don’t change a thing 
so the boring collect
i mean all disrespect 
there’s a ton of the twist
but we’re fresh out of shout
like a death in the hall
that you hear through your wall
references:
b
stt
ttt
shuttered your stores
new york, you’re perfect
don’t please don’t change a thing 
so the boring collect
i mean all disrespect 
there’s a ton of the twist
but we’re fresh out of shout
like a death in the hall
that you hear through your wall
references:
i
stt
ttt
shuttered your stores
new york, you’re perfect
don’t please don’t change a thing 
so the boring collect
i mean all disrespect 
there’s a ton of the twist
but we’re fresh out of shout
like a death in the hall
that you hear through your wall
references:
em stt
ttt
shuttered your stores
new york, you’re perfect
don’t please don’t change a thing 
so the boring collect
i mean all disrespect 
there’s a ton of the twist
but we’re fresh out of shout
like a death in the hall
that you hear through your wall
references:
Bolds strong 12
b 12
i 12
em 12
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the teacher james https://theteacherjames.com/
home https://theteacherjames.wordpress.com/
other writing & video https://theteacherjames.com/other-writing-video/
other projects https://theteacherjames.com/other-projects/
lesson ideas https://theteacherjames.com/category/lesson-ideas/
students https://theteacherjames.com/category/for-students/
i’ve heard of ttt vs stt, but what does that really mean? https://theteacherjames.com/2017/03/15/ive-heard-of-ttt-vs-stt-but-what-does-that-really-mean/
https://theteacherjames.com/2017/03/15/ive-heard-of-ttt-vs-stt-but-what-does-that-really-mean/
james taylor https://theteacherjames.com/author/theteacherjames/
leave a comment https://theteacherjames.com/2017/03/15/ive-heard-of-ttt-vs-stt-but-what-does-that-really-mean/#respond
the belta blog http://www.beltabelgium.com/belta-blog
- https://theteacherjames.files.wordpress.com/2017/03/10997835056.png
this cheeky post https://theteacherjames.com/2012/10/11/shut-up/
this post http://www.brainpickings.org/2015/01/13/paul-goodman-silence/
150 elt blog post ideas for when you’ve hit writers block https://theteacherjames.com/2017/02/23/150-elt-blog-post-ideas-for-when-youve-hit-writers-block/
https://theteacherjames.com/2017/02/23/150-elt-blog-post-ideas-for-when-youve-hit-writers-block/
james taylor https://theteacherjames.com/author/theteacherjames/
11 comments https://theteacherjames.com/2017/02/23/150-elt-blog-post-ideas-for-when-youve-hit-writers-block/#comments
- https://theteacherjames.files.wordpress.com/2015/05/sts-work-copy-2.jpeg
i saw this list the other day http://thesundaychapter.blogspot.com/2015/02/150-blog-post-ideas-for-when-you-have.html
- https://theteacherjames.files.wordpress.com/2015/05/sts-work-copy-3.jpeg
book review – 50 activities for the first day of school https://theteacherjames.com/2016/11/26/book-review-50-activities-for-the-first-day-of-school/
https://theteacherjames.com/2016/11/26/book-review-50-activities-for-the-first-day-of-school/
james taylor https://theteacherjames.com/author/theteacherjames/
leave a comment https://theteacherjames.com/2016/11/26/book-review-50-activities-for-the-first-day-of-school/#respond
- https://theteacherjames.files.wordpress.com/2016/11/cover-360x570.jpg
here http://www.alphabetpublishingbooks.com/buy-50-activities-first-day-school/
a support website http://www.alphabetpublishingbooks.com/first-day-of-school-free-worksheets/
here http://www.alphabetpublishingbooks.com/book-author/walton-burns/
songs in the key of elt – new york i love you https://theteacherjames.com/2016/11/07/songs-in-the-key-of-elt-new-york-i-love-you/
https://theteacherjames.com/2016/11/07/songs-in-the-key-of-elt-new-york-i-love-you/
james taylor https://theteacherjames.com/author/theteacherjames/
leave a comment https://theteacherjames.com/2016/11/07/songs-in-the-key-of-elt-new-york-i-love-you/#respond
- https://theteacherjames.files.wordpress.com/2014/05/james_murphy_2010.jpg?w=300
my extremely occasional series of lesson ideas based on songs https://theteacherjames.com/category/songs-in-the-key-of-elt/
lyrics: http://songmeanings.com/songs/view/3530822107858643688/
here https://docs.google.com/drawings/d/1j5bx8zdg64uj4iq1i77f6rfpehcjjlcyrkzl5fawvzo/edit?usp=sharing
a quick online search https://uk.answers.yahoo.com/question/index?qid=20081109061725aag8m03
- https://theteacherjames.files.wordpress.com/2014/05/newyorkdescriptionlessonelteflenglish.png?w=300
oxford 3000 text checker http://www.oxfordlearnersdictionaries.com/us/oxford_3000_profiler.html
- https://theteacherjames.files.wordpress.com/2016/11/screen-shot-2016-11-07-at-10-54-57.png
click here https://theteacherjames.com/category/songs-in-the-key-of-elt/
book review: punctuation…? by user design https://theteacherjames.com/2016/09/27/book-review-punctuation-by-user-design/
https://theteacherjames.com/2016/09/27/book-review-punctuation-by-user-design/
james taylor https://theteacherjames.com/author/theteacherjames/
leave a comment https://theteacherjames.com/2016/09/27/book-review-punctuation-by-user-design/#respond
- https://theteacherjames.files.wordpress.com/2016/09/user_design_books_punctuation_w_cover.jpg
a previous post https://theteacherjames.com/2016/05/10/punctuation-matters/
punctuation…? by user design http://userdesignillustrationandtypesetting.com/books/
david shrigley http://davidshrigley.com/
spike milligan https://en.wikipedia.org/wiki/spike_milligan
- https://theteacherjames.files.wordpress.com/2016/09/user_design_books_punctuation_p12_13.jpg
click here http://userdesignillustrationandtypesetting.com/books/
think! – it’s all in the mindset https://theteacherjames.com/2016/09/06/think-its-all-in-the-mindset/
https://theteacherjames.com/2016/09/06/think-its-all-in-the-mindset/
james taylor https://theteacherjames.com/author/theteacherjames/
2 comments https://theteacherjames.com/2016/09/06/think-its-all-in-the-mindset/#comments
my earlier post on mindsets https://theteacherjames.com/2016/08/07/think-two-mindsets/
carol goodey http://cgoodey.wordpress.com/
mindset: how you can fulfil your potential http://amzn.to/t6kivz
by carol dweck http://amzn.to/t6kivz
- https://theteacherjames.files.wordpress.com/2015/02/mindset-book-cover.jpg
dweck’s recent book: http://amzn.to/t6kivz
mindset: how you can fulfil your potential http://amzn.to/t6kivz
vicky loras’s blog http://bit.ly/jtvhjk
- http://www.gurdon.cam.ac.uk/jbg-report.html
dweck, c. (2012). mindset: how you can fulfil your potential. kindle edition. http://amzn.to/t6kivz
gardner, h. (1997). extraordinary minds. new york: basic books. http://amzn.to/t6m6ok
@cgoodey https://twitter.com/cgoodey
here http://cgoodey.wordpress.com/
think! – two mindsets https://theteacherjames.com/2016/08/07/think-two-mindsets/
https://theteacherjames.com/2016/08/07/think-two-mindsets/
james taylor https://theteacherjames.com/author/theteacherjames/
3 comments https://theteacherjames.com/2016/08/07/think-two-mindsets/#comments
- https://theteacherjames.files.wordpress.com/2015/02/two-mindests.jpeg
here http://www.theteacherjames.com/search/label/learner%20diaries
older posts https://theteacherjames.com/page/2/
i’ve heard of ttt vs stt, but what does that really mean? https://theteacherjames.com/2017/03/15/ive-heard-of-ttt-vs-stt-but-what-does-that-really-mean/
150 elt blog post ideas for when you’ve hit writers block https://theteacherjames.com/2017/02/23/150-elt-blog-post-ideas-for-when-youve-hit-writers-block/
book review – 50 activities for the first day of school https://theteacherjames.com/2016/11/26/book-review-50-activities-for-the-first-day-of-school/
songs in the key of elt – new york i love you https://theteacherjames.com/2016/11/07/songs-in-the-key-of-elt-new-york-i-love-you/
book review: punctuation…? by user design https://theteacherjames.com/2016/09/27/book-review-punctuation-by-user-design/
my facebook page https://www.facebook.com/theteacherjamesblog
my facebook page https://www.facebook.com/theteacherjamesblog
- http://jamieceltblog.wordpress.com
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- http://swisssirja.wordpress.com
- http://breathyvowel.wordpress.com
- http://kirstyevidence.wordpress.com
- http://bethanycagnol.wordpress.com
- http://authenticteaching.wordpress.com
- http://annloseva.wordpress.com
- http://rosebardeltdiary.wordpress.com
- http://eltexperiences.com/
- http://wherenglishisfun.wordpress.com
- http://teacherrebootcamp.wordpress.com
- http://shauns365.wordpress.com
- http://amodisco.wordpress.com
- http://russellstannardblog.wordpress.com
- http://eflthoughtsandreflections.wordpress.com
- http://chiasuanchong.com
- http://www.teachthemenglish.com/
- http://benteachesenglish.wordpress.com
- http://ichasarwono.wordpress.com
- http://barbarahoskins.org/
- http://translationhandout.wordpress.com
- http://theportableteflist.wordpress.com
- http://classroom201x.wordpress.com
- http://languagemoments.wordpress.com
- http://ratnavathy.wordpress.com
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- http://valeriabfranca.com
- http://barbyorama.wordpress.com
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dogme elt https://theteacherjames.com/category/dogme-elt/
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english grammar in use https://theteacherjames.com/category/english-grammar-in-use/
for students https://theteacherjames.com/category/for-students/
getting to know you https://theteacherjames.com/category/getting-to-know-you/
grammar https://theteacherjames.com/category/grammar/
guest post https://theteacherjames.com/category/guest-post/
humour https://theteacherjames.com/category/humour/
iatefl https://theteacherjames.com/category/iatefl/
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listening https://theteacherjames.com/category/listening/
literature https://theteacherjames.com/category/literature/
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music https://theteacherjames.com/category/music/
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tesol france https://theteacherjames.com/category/tesol-france/
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think! https://theteacherjames.com/category/think/
time management https://theteacherjames.com/category/time-management/
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jamie clayton's elt blog http://jamieceltblog.wordpress.com
tekhnologic http://tekhnologic.wordpress.com
film english http://film-english.com/
elt-cation http://eltcation.wordpress.com
elt on the rocks http://hadalitim.wordpress.com
anthony teacher http://anthonyteacher.wordpress.com
t in elt - teaching reflections http://tveigga.wordpress.com
ieltsacademicresources http://ieltsacademicresource.wordpress.com
learn english with james http://learnenglishwithjames.org
adaptive learning in elt http://adaptivelearninginelt.wordpress.com
chronotope http://chronotopeblog.com
the secret dos http://thesecretdos.wordpress.com
elt sustainable http://eltsustainable.com
the other things matter http://theotherthingsmatter.wordpress.com
psychology for educators [and more] http://eltnick.wordpress.com
tefl material http://teflmaterial.wordpress.com
elf pronunciation http://elfpron.wordpress.com
tefl equity advocates http://teflequityadvocates.com
teacherpants http://joannalw.wordpress.com
six things http://mysixthings.wordpress.com
mrchrisjwilson http://mrchrisjwilson.wordpress.com
unplugged reflections http://unpluggedreflections.wordpress.com
ela wassell's blog http://elawassell.wordpress.com
pains and gains of a teacher woman http://swisssirja.wordpress.com
the breathy vowel http://breathyvowel.wordpress.com
kirstyevidence http://kirstyevidence.wordpress.com
bethanycagnol http://bethanycagnol.wordpress.com
willy cardoso http://authenticteaching.wordpress.com
ann loseva's space http://annloseva.wordpress.com
rose bard - teaching journal http://rosebardeltdiary.wordpress.com
elt experiences http://eltexperiences.com/
english is fun http://wherenglishisfun.wordpress.com
teacher reboot camp http://teacherrebootcamp.wordpress.com
shaun's 365 http://shauns365.wordpress.com
amodisco http://amodisco.wordpress.com
russell stannard's blog http://russellstannardblog.wordpress.com
efl thoughts and reflections http://eflthoughtsandreflections.wordpress.com
chiasuanchong http://chiasuanchong.com
teach them english http://www.teachthemenglish.com/
benteachesenglish http://benteachesenglish.wordpress.com
icha sarwono http://ichasarwono.wordpress.com
barbara hoskins sakamoto http://barbarahoskins.org/
translationhandout http://translationhandout.wordpress.com
the portable teflist http://theportableteflist.wordpress.com
phil bird http://classroom201x.wordpress.com
language moments http://languagemoments.wordpress.com
ratna's elt journey http://ratnavathy.wordpress.com
teacher phili http://teacherphili.wordpress.com
valéria's blog http://valeriabfranca.com
magic tricks in elt http://barbyorama.wordpress.com
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the teacher james ideas and opinions on teaching english as a foreign language menu skip to content home other writing & video other projects lesson ideas students search search for: i’ve heard of ttt vs stt, but what does that really mean? march 15, 2017march 15, 2017 / james taylor / leave a comment this article was originally posted on the belta blog. a few years ago i wrote this cheeky post, reminding teachers that sometimes it’s a good idea to shut up for a while. i’m returning to this idea in a slightly more reflective way due to this post on brainpickings about the twentieth-century novelist, poet, playwright, and psychiatrist paul goodman who examined “the nine types of silence present in life” in his 1972 book speaking and language. goodman says: “not speaking and speaking are both human ways of being in the world, and there are kinds and grades of each. there is the dumb silence of slumber or apathy; the sober silence that goes with a solemn animal face; the fertile silence of awareness, pasturing the soul, whence emerge new thoughts; the alive silence of alert perception, ready to say, “this… this…”; the musical silence that accompanies absorbed activity; the silence of listening to another speak, catching the drift and helping him be clear; the noisy silence of resentment and self-recrimination, loud and subvocal speech but sullen to say it; baffled silence; the silence of peaceful accord with other persons or communion with the cosmos.” in our training as teachers we are often told about the balance between teacher talk time (ttt) versus student talk time (stt), but i think this is far too simplistic. for a start, it forgets about silence. silence is an essential part of any lesson and the idea of getting to the end of a lesson without any of it sounds horrible to me. apologies to anyone reading this who teaches young learners as i have a feeling you may be scoffing at this idea. i teach adults and teenagers, so this is a realistic goal for me. our students have to be silent for a number of reasons. there are times when they need to listen attentively, whether it’s to you, to another student or to audio or video. they will probably have to do some reading or writing at some point, even if it’s only for a moment to complete an activity or to read a grammar explanation. perhaps the most difficult one for teachers and other students is the thinking time some students need when asked a question. extraordinary levels of patience can be required to wait without rushing in. i also think that the idea of stt and ttt are too basic. what kinds of stt and ttt are taking place? here are some possibilities. stt student talks to class very briefly (e.g. ‘yes’ or ‘no’ answer) student talks to class briefly (e.g. answers a question in the coursebook with a sentence) student talks to class for medium duration (e.g. answers the question “how was your weekend?”) student talks to class in long form (e.g. gives a presentation on a subject) student interviews a partner using pre-prepared questions student has a conversation with partner with no preparation student has a conversation with the teacher student repeats phrases (drilling) student participates in a group discussion student leads a group discussion student talks about something irrelevant to the lesson to another student, possibly in l1 ttt teacher engages one student in spontaneous conversation teacher leads a group conversation teacher offers ‘hot correction’ during a productive activity teacher answers a student question on language teacher answers a student question on culture teacher answers a student question on something irrelevant to the objectives of the lesson teacher explains a grammar point teacher explains how vocabulary is actually used in the real world … and i’m sure there are more examples. all of these exchanges are potentially worthwhile in a lesson, and equally there are times when they are inappropriate. in order to evaluate whether we are using the student’s time productively, we need to have a better understanding of exactly what is happening in that period of stt or ttt. there are times when a teacher spending a few minutes to make sure his students really understand what is going on is very valuable, but if he or she doesn’t know when to stop and continues rambling on for too long, it has become a problem. equally, we want our students to produce as much as possible, but if they ‘over-produce’ and don’t allow other students a chance (and we’ve all had those students…), we’ll have to step in and do something about it. also missing from the equation are other forms of input such as recorded audio and video (from both authentic sources and from coursebooks), and listening to other students (if we think of this as being from a student’s point of view) which should also be taken into account. all of these inputs and outputs need to be assessed in the same light – are they justified? is this the right time for this to be happening, and if yes, for how long? if no, what should i be doing instead? a more nuanced approach to ttt vs stt will lead to more reflective, analytical, and ultimately, better teachers. this article was originally posted on the belta blog. 150 elt blog post ideas for when you’ve hit writers block february 23, 2017 / james taylor / 11 comments i saw this list the other day, and i thought it was perfect for adapting for elt bloggers. so i present, ripe and ready for your pinterest board… 150 elt blog post ideas for when you’ve hit writers block product review – something you use in the classroom which isn’t a book describe your perfect classroom describe your perfect student describe your perfect boss invite someone to do a guest post (but only if they have a track record or you trust them) tell us who you are. who you really are. top 5 resources a day in your life or a day in someone else’s life write about the elt scene in your country an activity idea top 10 blogs you read wishlist – what would change about elt if you could? what’s your favourite app to use in class? what’s your inspiration? how do use photos in the classroom? 5 go-to activities describe project work with students last minute lesson ideas what’s in your teacher’s bag? in other words, what do you take to every class? what’s on your phone, apart from apps, that you use in the classroom? top 5 apps can you use apps like instagram in the classroom, or is it not worth it? five things that make your students happy what’s your recipe for the perfect class? is there a difference in teaching in the daytime to the night time? blogging tips 20 facts about yourself quick & easy homework ideas does it matter what you wear to teach? songs you use with your students fitness & health tips for teachers have a clear out teacher of the day / week / month / year review of a conference places to watch webinars how you stay organised 5 things you learned this week seasonal post eg. favourite halloween lesson ideas do you have a routine? teach paperless how to eat well quickly how you choose your photos behind the scenes of your blog why you started blogging an experience/story you went through an old favourite activity that never lets you down tell us about a time it went wrong disappointing things about teaching monthly favourites your teachers bucket list favourite places to get away from work, online or offline react to another blog post 10 quotes you love the moment when everything changed the awkward student top budget book buys a post about methodologies you don’t use blogging goals or resolutions favourite tv series’ for students to improve their listening what you did in your first year as a teacher how do you treat yourself? a recent event you attended is it different teaching in winter as opposed to summer? blogging advice/your success how you promote your blog a personal post about something you deal with the unteachable student how you achieve clear instructions favourite writing topics campaign to change things for the better interview a professional/blogger professional inspirations where should i work? crafting in the classroom things you’ve learned since turning __ gift ideas for teachers currently trending a new release working at home places you want to teach how to develop online for free how to make a class go smoothly how to manage time how to stop your students from falling asleep things to do when you’re bored of teaching then & now pictures your school experience things you’d tell your younger self guilty pleasures book review books to read affordable software how to curb unhealthy habits in your teaching how to curb unhealthy habits in your students how to overcome writers block what is currently inspiring you how to teach ____ recently watched presentations what blogging has taught you favourite stationery a before & after find an influence from outside elt underrated & overrated ideas in elt what does every student need to learn? write something funny write something in a different person’s voice 10 life lessons job interview tips diy activities places you’ve traveled to in the classroom highlight milestones, launches & important events share a free resource flashback post on your life the best advice you’ve received pros & cons post a diary entry an open letter a link roundup an faq a beginners guide to blogging tips for improving your instructions what i learned from ___ your process for creating & publishing blog posts how to make money blogging* a free printable worksheet a comparison post (eg dogme vs demand high) your blogging mistakes new methodology ideas tell us a story a tradition of yours products every teacher has to own summarise an #eltchat the best ways to teach vocabulary grammar – overrated or the backbone of language learning? your workplace how you improved (or need to improve) your boardwork a new routine how to get ready for a class in 10 minutes a 5 minute activity favourite youtubers/youtube videos top 5 websites to learn from ____ how important are qualifications, really? let’s collaborate thoughts on learning online how do you deal with new students arriving during a course? how to switch off and relax elt specialities – have you taught something or someone not many people have? why bother testing? revisit and rewrite an old blog post and don’t ever say you’ve got nothing to write about again! *let me know if you write this one 😉 thanks to my pal daniela sanchez medina for the drawings. book review – 50 activities for the first day of school november 26, 2016 / james taylor / leave a comment 50 activities for the first day of school, published by alphabet publishing, is, as the title suggests, a highly practical resource book for teachers looking for ways to add some variety to their first day activities. the author, walton burns, has created this ebook as a handy guide containing a variety of tasks mainly for lower level learners, although they are easily adaptable for all abilities and ages. in fact, one of the book’s main strengths is the flexibility the activities have, and it’s easy to imagine them being tweaked for use in any lesson. walton starts with the most famous of first day activities, getting to know you. this is such a classic of english teaching, you could forgive him for a lack of originality. and while he does include familiar tasks like find someone who…, he also includes more unusual tasks like snowball fight, where learners write questions and throw them around the classroom, and time capsule in which students leave messages for themselves to open at the end of the course (the version of this involving filming interviews with the students which they watch on the last day i found particularly interesting). as a result, i found this chapter to be full of great ideas, ready for use by teachers.  the second chapter looks at assessing and evaluating, and includes ways of encouraging the students to produce in english with whatever they are able in order to allow the teacher to get a sense of their level. personally, i’ve never done specific activities with this in mind, preferring to get a sense of the students’ level over time, but i enjoyed these tasks and i think they have a lot of potential, particularly with lower levels. the final chapter contains 6 activities for setting the tone in a course, a crucial and easily underestimated part of a first lesson. while i enjoyed the activities he included, i felt that this chapter could perhaps have been expanded to include a greater variety of tasks. this minor criticism aside, the book is a very good resource for teachers, particularly those in the first few years of their careers, looking to add some variety to their lessons. it’s always a good idea to have a suite of activities to rely on, but these tasks can easily become stale. walton burns book is a great help in keeping your first day activities fresh and motivating for your learners. the ebook is available here. it is accompanied by a support website containing online resources including printouts. find out more about the author walton burns here. songs in the key of elt – new york i love you november 7, 2016november 7, 2016 / james taylor / leave a comment it’s time for the third part of my extremely occasional series of lesson ideas based on songs, especially the kind of songs that don’t usually appear in coursebooks. here’s a track by one of my favourite bands of all time… artist: lcd soundsystem song: new york, i love you but you’re bringing me down written by: james murphy lyrics: new york, i love you but you’re bringing me down new york, i love you but you’re bringing me down like a rat in a cage pulling minimum wage new york, i love you but you’re bringing me down   new york, you’re safer and you’re wasting my time our records all show you are filthy but fine   but they shuttered your stores when you opened the doors to the cops who were bored once they’d run out of crime   new york, you’re perfect don’t please don’t change a thing your mild billionaire mayor’s now convinced he’s a king   so the boring collect i mean all disrespect in the neighborhood bars i’d once dreamt i would drink   new york, i love you but you’re freaking me out there’s a ton of the twist but we’re fresh out of shout   like a death in the hall that you hear through your wall new york, i love you but you’re freaking me out   new york, i love you but you’re bringing me down new york, i love you but you’re bringing me down   like a death of the heart jesus, where do i start? but you’re still the one pool where i’d happily drown   and oh.. take me off your mailing list for kids that think it still exists yes, for those who think it still exists   maybe i’m wrong and maybe you’re right maybe i’m wrong and maybe you’re right   maybe you’re right maybe i’m wrong and just maybe you’re right   and oh.. maybe mother told you true and they’re always be something there for you and you’ll never be alone   but maybe she’s wrong and maybe i’m right and just maybe she’s wrong   maybe she’s wrong and maybe i’m right and if so, is there?   handout: here level: intermediate / advanced 1) ask if any of your students have been to new york. if they have, ask them to share their experience (if they haven’t, skip to 2). make a note of any descriptive language the student(s) use to describe the city and put it on the board when they’ve finished.  2) ask the students to write down as many words and phrases as they can to describe new york. if you have students who have been there, you can ask them to add to what you’ve already written. if they haven’t, elicit a few suggestions and put them on the board first before asking them to add to them. 3) collect their suggestions and go through them, making sure the meaning is understood and the students have an idea of how they are used. a quick online search brought up these suggestions, although if you have students who are this good there’s probably not much point teaching them! if you want to, you can go into some quite detailed language work at this point. if you think the learners would benefit from this kind of work, i say go for it. 4) tell the students they will hear a song about new york. ask them to listen and think about the singers opinion of the city. take feedback as a class. they will probably only have a rough idea of what he is singing about, but hopefully the tone of his voice should suggest disappointment. they may also understand the idea of ‘bringing me down’. or they may just hear “new york, i love you” and not hear the rest of the line. either way, it’ll be interesting. 5) looking at the words to this song in the oxford 3000 text checker, there are very few individual words that i think the students would find difficult, but together as phrases, i think it becomes a lot more tricky.  for example: shuttered your stores   new york, you’re perfect don’t please don’t change a thing  (he’s being sarcastic)   so the boring collect i mean all disrespect  (there are many boring people now in the city, he knows this sounds disrespectful and he doesn’t mind)   there’s a ton of the twist but we’re fresh out of shout (there are plenty of good things, but there are a lot of bad things too)   like a death in the hall that you hear through your wall (a reference to new york’s small and intimate living spaces, it means that you know bad things are happening even if you can’t see them)   there’s a lot of ambiguity, double meaning, irony, dark humour and cultural referencing here, so i don’t think it’s worth spending a lot of time on the vocabulary. you can explain some of the phrases if you wish, but i don’t think the students need a detailed understanding of the song, rather they should use it as a springboard to reflect on the complexity of living not just in a big city, but anywhere.  so next i’d give them the handout of the lyrics and play the song again, asking them to underline any phrases that demonstrate how he feels about new york. 6) after listening, i hope they would notice the following phrases: bringing me down wasting my time freaking me out those are the ones i think are particularly worth talking about with the learners. 7) ask the students what they think he means by the phrase but you’re still the one pool where i’d happily drown (but despite everything, he knows that nyc is the only place where he can live. also notice how he sings “maybe i’m wrong” and “maybe i’m right”, which suggests that he can’t make up his mind.) 8) ask the students if they identify with the singer when they think about where they live. ask them to divide a piece of paper into two columns, and write 5 things they love about their city / town / village etc in one column, and 5 things they don’t in the other. 9) ask them to share with a partner and discuss the similarities and differences. when they’ve finished, put all their ideas on the board, also in two columns, and together identify the recurring themes. 10) put students in groups of threes or fours (not including their previous partner) and ask them to discuss the issues raised by these lists. do they think there is anything specific that can be done to improve the negatives and maintain the positives? you could extend this into a project where they identify problems where they live and suggest a plan of action. to see more of my songs in the key of elt, click here. book review: punctuation…? by user design september 27, 2016 / james taylor / leave a comment readers of this blog will remember a previous post in which i argue that punctuation errors by students shouldn’t be ignored… there is a temptation to ignore (punctuation errors) which must be resisted, i think. it’s very easy to think that the priority must be the vocabulary and grammar, and while i would agree with that, it doesn’t have to come at the expense of form. if the students are writing in the first place, they need to understand that in a professional capacity, which is how most students will use their writing abilities in english, poor writing can create a lasting and damaging impression. so you can imagine how pleased i was when i had the opportunity to get my hands on the book punctuation…? by user design. the book is a handy and accessible guide to the rules of punctuation, accompanied by witty and original illustrations. each chapter describes how different punctuation marks, from the often confusing apostrophe to the underemployed semicolon, are used in text that clearly and directly explains the rules. as a teacher, i particularly appreciated the straightforward nature of the descriptions and in this respect the book is an excellent resource for teachers who wish to have a quick and easy reference for checking students work and explaining the functions and use of punctuation marks to their students. i also enjoyed some of the more esoteric punctuation marks described. these include the pilcrow, guillemets and the interpunct. admittedly, these aren’t very useful for your everyday teacher, but if you’re a bit of a word nerd, you’ll find them interesting. what sets the book apart from other reference books are the illustrations. each entry is accompanied by a series of humorous drawings which provide the reader with an amusing visual representation of the rules and examples in the text. i especially enjoyed the apostrophe snakes and the colon footballers, but any of the david shrigley or spike milligan-esque figures with their long noses and longer limbs are a part of the unique look of the book. all in all, i’d recommend punctuation…? as a handy guide for teachers who need a convenient guide to that most underrated aspect of english writing, punctuation. to find out more about punctuation…? click here to go to their website where you can see more images and find out all the places it can be bought. think! – it’s all in the mindset september 6, 2016september 6, 2016 / james taylor / 2 comments in this follow up to my earlier post on mindsets, carol goodey reviews mindset: how you can fulfil your potential by carol dweck. in my original piece, i reflected on an infographic which described an open vs a closed mindset, and laid out some ideas for how a teacher could encourage their students to adopt the former, with the aim of helping them reach their language learning objectives. now carol reviews the book that inspired the image, and gives us a more detailed look at how it can affect us as educators. in james’s earlier post, he shared a graphic of the two mindsets identified by stanford university psychologist carol s. dweck ph.d in her research. the graphic is a succinct summary of the two sets of beliefs about learning. i’ll quickly reproduce that information here before going on to highlight some implications for learning from the rest of dweck’s recent book: mindset: how you can fulfil your potential – a book that i had coincidently started to read before james published his post. this is not a weighty, academic book, but the ideas in it are based on years of academic research and it serves as a good introduction to these. so, looking at the graphic, we find out that people with a fixed mindset believe that intelligence is static. this belief leads to a desire to look smart and therefore a tendency to:  avoid challenges; give up easily; see effort as fruitless or worse; ignore useful negative feedback; and, feel threatened by the success of others.  by acting on the belief that our qualities are fixed, people are less likely to reach their full potential. opposite this, we see that the belief that intelligence can be developed underlies the growth mindset and leads to a desire to learn. there is, therefore, the tendency to: embrace challenges; persist in the face of setbacks; see effort as the path to mastery; learn from criticism; and, find lessons and inspiration in the success of others.  because of these tendencies, people are more likely to achieve higher levels of success. dweck found that very young children already displayed beliefs related to one mindset or another. in one study, four-year-olds were offered a choice between redoing an easy jigsaw puzzle and trying a harder one. some chose to play it safe and not risk exposing themselves to failure. smart kids “don’t do mistakes” they said. the other children couldn’t understand why they wouldn’t try to do the harder one. dweck found that “children with the fixed mindset want to make sure they succeed. smart people should always succeed. but for children with the growth mindset, success is about stretching themselves. it’s about becoming smarter.” (dweck 2012 ch.2) from an early age, we are continuously interpreting and making sense of the world around us, attaching meaning to what people say and do, and forming beliefs about our and other’s abilities. these beliefs can have a huge impact on our actions and the lives we choose to lead.  mindsets, according to dweck, are an important part of our personalities, but just as intelligence is not set in stone, neither are our mindsets. we can change our mindset, even if temporarily. so, assuming that the growth mindset is most conducive to learning, what can we, as educators, say and do to influence our learners. tell them about the growth mindset as james suggested in his post, we can share what we know about the mindsets. show them the graphic. dweck claims that “just by knowing about the two mindsets you can start thinking and reacting in different ways.”  even if someone generally has a fixed mindset, this doesn’t mean that they will always be in that mindset. dweck found in her studies that they were able to put people into a growth mindset. “we tell them that an ability can be learned and that the task will give them a chance to do that.” (dweck 2012 ch.2) so, we can let people know about the mindset, and we can also highlight how we expect activities to help them learn and develop. (we can then ask them to reflect on whether they think we’re right!) tell them how learning can affect the brain dweck and her colleagues developed a series of workshops to teach students about the growth mindset. in it, students find out how the brain develops when people practise and learn new things. “when you learn new things, these tiny connections in the brain actually multiply and get stronger. the more that you challenge your mind to learn, the more your brain cells grow. then, things that you once found very hard or even impossible—like speaking a foreign language or doing algebra—seem to become easy. the result is a stronger, smarter brain.” (dweck 2012 ch.8) on learning about the brain in their first workshop, one disengaged student asked emotionally “you mean i don’t have to be dumb?” following the workshop, his teacher reported that he was putting a lot of effort into his homework, where before he didn’t submit any, and as a result of this increased effort improved his grades considerably. it may be important to note here that growth-minded people don’t believe that anyone can become anything, but that a person’s true potential is unknown and unknowable. help them identify strengths and weaknesses dweck quotes howard gardner who concluded in his book extraordinary minds that very successful people have “a special talent for identifying their own strengths and weaknesses.” this, dweck remarks, is a talent that people with the growth mindset have. we can help people identify what they need to learn, and we can help them to be realistic about what they can’t do… yet! some people with a fixed mindset may think they are not capable of some things but others may also have inflated ideas of their abilities, which will also affect their learning. we also need to encourage people to recognise what they can do and what they have learned either with you or in other (perhaps less formal) contexts. value effort and learning we all want to help our learners to feel good about themselves but we need to be careful how we do this. from her studies, it became very clear to dweck that “praising children’s intelligence harms their motivation and it harms their performance.”  when we tell someone they’re smart because they did the work so quickly, we’re communicating that if they don’t work quickly they’re not smart. if we tell someone that they’re brilliant because they got an a without studying, we’re telling them that they’re not brilliant if they need to study. we want our learners to work, to learn and to continue to develop, so it makes sense to value learning and effort rather than what they can already do with little work. help them find the right strategies if someone is finding learning difficult, we need to help them find ways that work for them. watch them as they tackle a piece of work.  ask them what they’re thinking and how they feel. let them try different ways of approaching an activity. make suggestions. tell them that there’s not just one way to learn. scaffold.  highlight when they accomplish something they originally didn’t think they could. encourage them to reflect. increase the challenge. help them see that they can learn! a lovely example of this can be found on vicky loras’s blog. make a vivid, concrete plan many of us will have had discussions with learners about work they can do independently. they usually think it is a good idea. they will agree to do it. but they don’t always manage to do it as much as they or we’d like. dweck suggests that what is needed, and what works, is making a vivid concrete plan. she gives as an example, “on wednesday morning, right after i get up and brush my teeth, i’ll sit at my desk and start writing my report.” it’s the simple things that make a difference – and i do like to keep things simple! sometimes we just need to highlight what appears to be common sense in case we take them for granted, or assume that everyone thinks or believes like we do. what’s important to me is the idea that a person’s potential is unknown. we can’t write people off as not being good language learners, or tell them that science is not their thing.  it may well be that they are finding it difficult right now, but there are different ways to learn, different approaches and strategies to try, and we should help them to explore these different ways. we can also learn from them if we don’t impose our way of learning, and are open to finding out what works for them. we don’t want to be that teacher who tells a future nobel prize winner that the idea of becoming a scientist is ridiculous because “he will insist on doing his work in his own way.” references: dweck, c. (2012). mindset: how you can fulfil your potential. kindle edition. gardner, h. (1997). extraordinary minds. new york: basic books. carol goodey is currently an adult literacies & esol worker in community learning and development with a local authority in scotland. she’s also taught general english & eap to students coming to study at university in scotland, and does some tutor training. she has an msc in tesol and really enjoy keeping up with what’s going on in the elt/esol world, via twitter (@cgoodey), forums and blogs and, whenever she gets the chance, talks and conferences. you can read her blog here. think! – two mindsets august 7, 2016august 7, 2016 / james taylor / 3 comments this post was previously published on a now defunct blog called think! language and culture i used to write. i’ve dusted it off and republished it here for your reading pleasure. if there’s an attitude that i want this series of think! blog posts to encompass, it’s right here in this infographic: taken from here. originally published in information graphics by sandra rendgren (taschen). or, and it’s something i’ve been trying is to do, is to choose the second option to push yourself down that right channel, the path of growth. i say push yourself because it’s not easy, it’s hard work and requires you to think outside of your comfort zone. i’m doing this because i know the reward is to reach a higher level of achievement, a greater sense of understanding of myself and the universe, and an increase in my self-confidence. as the image shows us, there are two ways to approach life and learning. you can adopt the approach on the left, the closed minded, “fixed mindset” that prevents us from growing and improving. every challenge is seen as a threat and any excuse to disengage is taken. i’m trying to choose the difficult path to progress rather than the easy path to atrophy. and that’s why these blog posts exist. but as language teachers and learners, we can also see how these options can relate specifically to language learning. it is clear that those students who adopt a “growth mindset” have a far greater opportunity for success than those who don’t. in fact, i would go so far as to say that those who choose the left path will never learn a language as they might say they wish. it’s at this point that i have to reflect on my own language learning and concede that i have often  chosen the path of least resistance. i’ve never been a particularly comfortable language student (you can read about my troubles here), and in part this is due to the fact that i’ve rarely had a good teacher who could even recognise my difficulties, let alone help me with them. of course i accept that it is ultimately the students individual responsibility to facilitate their own learning, but as a language teacher i feel it is my responsibility to help them along as much as i can. the position of a ‘fixed mindset’ is primarily going to be adopted because of fear. the student is frightened of looking stupid in front of the class or the teacher when they have an information gap, or realises that this part of language is something they have struggled with in the past and they don’t want to face it again, or some other reason that prevents learning. so the question i have to ask is how can i change this person’s mindset from fixed to growth? the first thing that springs to mind is openness. there’s no reason why you couldn’t print off this infographic and use it as the source of a lesson. get the students discussing their own fears, worries and hang ups. turn those fears into positive objectives which together you can plan to tackle over the duration of the course. create challenges which are in line with their objectives. ideally you want the students to be coming to you and saying “this is what i want to achieve and i want you to help me get there”. don’t confuse their needs with your own perception of what their needs are. doing some kind of needs analysis at the beginning of a course is a great way to do this. and as well as making sure you recognise their achievements, give them the mechanism to recognise their own achievements. together, create course checklists, make goals which you pin up on the wall and come back to regularly. get them to tell you and each other when they have achieved something, instead of it always coming from the teacher. make sure that appraisal of their progress is a consistent part of their course. make criticism an integral part of their studies, and most importantly, make most of it peer criticism. they will expect you as teacher to be the one who tells them how good or otherwise they are doing, but building peer feedback into their course right from the beginning is invaluable. they will need training and guidance, but once they have an understanding in how to give and receive criticism in the correct manner from each other they will begin to use it as a part of the improvement process. give them the opportunity to find realistic role models. discuss their heroes and what they have learned from them. make them explain these characteristics and get them to discuss how they will try and include their influence in their own lives. this discussion doesn’t have to be limited to language learning, but their lives in general and hopefully the effect of consciously thinking about their influence will trickle down into their language learning. and finally, don’t be scared of taking yourself down that difficult path and do a little reflection yourself. does part of their difficulty lie in the way your class is organised? are your activities focused enough? do you give them space and time to really achieve their objectives? are you listening to them? the answers to these questions may be yes, but that doesn’t mean they shouldn’t be asked in the first place. it’s all part of having a growth mindset. posts navigation ← older posts about me originally from brighton, uk, i have taught english as a foreign language to adults and teenagers in brazil, south korea, belgium and costa rica. i now work for cultura inglesa in brasília, brazil. i am a former president and a co-founder of belta, the belgian english language teachers association. i'm also a very active member of the online elt community, and you can find me producing the tefl commute podcast, writing, mentoring teachers for itdi, blogging and presenting at conferences, online and offline. search for: recent posts i’ve heard of ttt vs stt, but what does that really mean? 150 elt blog post ideas for when you’ve hit writers block book review – 50 activities for the first day of school songs in the key of elt – new york i love you book review: punctuation…? by user design my facebook page my facebook page follow me on twittermy tweetsblogs i followcategories #eltchat ania musielak apps audio belta blog challenge blogging book review business conference conference review conversation critical thinking culture dictogloss dogme elt drama english grammar in use for students getting to know you grammar guest post humour iatefl ideas from the guardian ipad issues learner diaries lesson ideas listening literature montessori motivation music my story one to one parsnips photography poetry presentations professional development pronunciation punctuation raymond murphy reading rscon4 short films silentmovies songs songs in the key of elt students sugata mitra talks teacher training technology teens tesol france testing think! time management uncategorized video vocabulary revision writing meta register log in entries rss comments rss wordpress.com blog at wordpress.com. jamie clayton's elt blog'writing helps you solve problems'tekhnologiclearn. try. share.film englishby kieran donaghyelt-cationmy vocation is my vacation: resources, materials and ideaselt on the rocksa place to share my journey in elt hoping it helps me grow into the lifelong learner i want to beanthony teachert in elt - teaching reflectionsieltsacademicresourcesa great wordpress.com sitelearn english with jamesonline classes with an experienced teacheradaptive learning in elta blog to accompany a series of talks that i will be giving in 2014 - 2016 about adaptive learningchronotopeeducation, research and stuff.the secret dosthe little emperor strikes backelt sustainableenglish language teaching gets eco-friendlythe other things matterbecause if you tried to count up all the things that affected learning in a classroom, you'd need a million million fingers (and you'd still probably fall way short )psychology for educators [and more]boost learning by understanding human naturetefl materialefl lesson plans and resources i had lying around on my laptopelf pronunciationideas for teachers and students interested in pronunciation and listening for english as a lingua francatefl equity advocatesfor equal employment opportunities for native and non-native english speakers in eltteacherpantsit's all about the narrativesix thingsa miscellany of english language teachingmrchrisjwilsonjust another wordpress.com siteunplugged reflectionsthe musings of a tefl-er in an unplugged world.ela wassell's blogelt notespains and gains of a teacher womanhow teaching becomes learningthe breathy vowelelt, applied linguistics, korean.kirstyevidencemusings on research, international development and other stuffbethanycagnoljust another wordpress.com sitewilly cardosoeducation | training | development | language | philosophy | complexityann loseva's spaceis currently emerging rose bard - teaching journal“the more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. this individual is not afraid to confront, to listen, to see the world unveiled.― paulo freireelt experiencesexperiences of an english language teacherenglish is funa site for english students and teachers.teacher reboot campjust another wordpress.com weblogshaun's 365yeah i made a year so why not go againamodiscolove learn - eltrussell stannard's blogblogging about research, technology and language learning.efl thoughts and reflectionschiasuanchongteach them englishadam simpson's blogbenteachesenglisheverything you need for a better score on your english examicha sarwonolearning, sharing , teaching and always ponderingbarbara hoskins sakamotoauthor, teacher, presentertranslationhandouta handout / blog to accompany my talk about translation in eltthe portable teflistfits in your pocketphil birdproject co-ordinator, editor, writer, trainer, teacherlanguage momentselt ideas and resources | dale coulterratna's elt journeyclassroom ideas, thoughts and reflections of my journey in eltteacher philiself-employed english language tutor from norfolk, uk.valéria's blogmy take on teacher development and educationmagic tricks in eltbelieve me, nearly every young learner likes magic tricks. and it's contagious, like the flood of jokes at parties sometimes, you know... show kids one trick, they will come up with three. hence it is a waste of fun not to use tricks in your english lessons, isn't it? the teacher james create a free website or blog at wordpress.com. post to cancel


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