Lately I have been thinking to use Skype to practice Italian with my intermediate group of students.
I found 3 hours ago through Pinterest this address https://education.skype.com/projects and I contacted one Italian teacher in Honduras University. I hope we can arrange a lesson when the students can break the ice and introducing themselves in Italian. In fact the Italian will be the only language that they are going to use. It will be a big step for them in order to win the shyness. I have been thinking also to (re)motivate myself using more technology in my job. I think in kansalaisopisto the language learning is still too much in old fashion way. We have talented and devoted teachers. They are smart, they master their subjects (like languages) but they are not using enough other learning methods than book and games. In my opinion, to use platform as skype as a learning resource is one of the most useful way to learn a language, a culture and built a net.
I have heard comments from my colleagues like this "The students in kansalaisopisto are there just for the company and fun not for real learning, especially languages. They want to learn how to order a beer or buy a postcards". Maybe for most of them this is true. But I know that there are others (maybe a minority) that they want to learn more than that. I know that I need to give them always something new and different. I can propose them stories, games, videos and much more learning exercises. However - to be a teacher means for me to give my students the best opportunities at the moment available. Why? because they deserve that. They choose to take part to my course and I want to give them the best service that they can have it. This includes all learning methods and resources that can be used to improve their language skills and build their self confident to use the language.
I think that - as a kansalaisopisto teacher -I should honor my students just for fact that they choose me as their facilitator. That´s the reason why I want to give them the best service as possible, 360 degrees way of learning Italian language, culture,food, people.Using all the material out there, having always in mind 2 things:
1) what is the best for their learning
2) having fun during the learning
Amen.
Visualizzazione post con etichetta Communication. Mostra tutti i post
Visualizzazione post con etichetta Communication. Mostra tutti i post
17/03/13
Global and Culture Competence - task 2 - 2nd part
Task: In pakistan your will be working in a school with a group of students who aspire to pursue studeis in states or similar countries in the west. How will you plan your course to help them to acclimate into the culture?
I would organize a training of 6 meetings where students can express themsleves and if it´s necessary share with others their feelings about different cultures. I would choose working in small groups, discussions, sharing own personal experience. I would choose traditional presentation for giving practical information about working policies of different countries, case studies for deeping a specific situation, role play and simulation for processing identification in real life situation and personal limits in different contest. I would add energizers (to build the group) and creatives activites to stimulate also other communicative ways of approaching.
1st lesson: Working on getting to know each other, presentation about the course methodology, the programme and definition of the time, the way and the work places. Expectation about the course.
2nd lesson: Starting from students ideas: where would you like to go to work and why? Differences and similarities on those ideas. The role of a foreigner worker in west countries and working policies of the chosen west countries/states.
3rd lesson: what do you think will be your working day? comparison with the expectation and real day routine. Reflections of moving abroad.
4th lesson: Comparison and exchange on culture peculiarities of home country and west countries/states.
Why the dialogue is important in different cultures. Prejudices and Stereotypes. Why differences in culture are positive.
5th lesson: Tollerance and integration: reflection on own membership and nationality (in this case Pakistan)
Case study: analyse a concrete situation and different modalities of adaptation and integration.
6th and last lesson: analyse of the real opportunities on western markets. Reflection on ideas, projects, organizations and evaluation of own idea. Looking for already implement projects and analyse them from the culture point of view.
I would organize a training of 6 meetings where students can express themsleves and if it´s necessary share with others their feelings about different cultures. I would choose working in small groups, discussions, sharing own personal experience. I would choose traditional presentation for giving practical information about working policies of different countries, case studies for deeping a specific situation, role play and simulation for processing identification in real life situation and personal limits in different contest. I would add energizers (to build the group) and creatives activites to stimulate also other communicative ways of approaching.
1st lesson: Working on getting to know each other, presentation about the course methodology, the programme and definition of the time, the way and the work places. Expectation about the course.
2nd lesson: Starting from students ideas: where would you like to go to work and why? Differences and similarities on those ideas. The role of a foreigner worker in west countries and working policies of the chosen west countries/states.
3rd lesson: what do you think will be your working day? comparison with the expectation and real day routine. Reflections of moving abroad.
4th lesson: Comparison and exchange on culture peculiarities of home country and west countries/states.
Why the dialogue is important in different cultures. Prejudices and Stereotypes. Why differences in culture are positive.
5th lesson: Tollerance and integration: reflection on own membership and nationality (in this case Pakistan)
Case study: analyse a concrete situation and different modalities of adaptation and integration.
6th and last lesson: analyse of the real opportunities on western markets. Reflection on ideas, projects, organizations and evaluation of own idea. Looking for already implement projects and analyse them from the culture point of view.
Global and Cultural Competencies - Task 2 - 1st part
The Global and Culture Competencies asked to give a short answers (Around 250-500 words) on these questions:
How I will prepare myself for a group of students from different cultures? (Finnish language teacher)
What I will do to help the student that speaks only arabic to learn Finnish?
To have a multiculture classes is a challenge but it´s not impossible to deal with students from different cultures. I would at the beginning find out their personal information (for instance where are they from, what schools they attended and so on) and then organize a previous meeting with them and/or with their families.
If it is absolutely necessary I would ask the help of a translator, but at the beginning I would probabily find out their knowledge in Finnish language.
In order to do that I think would be enough have an informal conversation. After that I could divide them in 3 different levels:
- beginners
- intermidiate
- advanced.
With the beginners I would start working on pronunciation: using a lot my body language and try to do as much as I can to involve them. One good activity might be in group to write (and it doesn´t matter if it´s not written correctly) a list of Finnish words (including names of famous Finns, food, cities and so on..) I would then with them start to work on the pronunciation of those words. If necessary I could use as a language support English/French and Italian ;)
Probabily in this group will be also that student that knows only arabic: she will be treated as the rest and if necessary I could ask help for a translator. Putting her with beginners won´t let her/his motivation going down if she/he will be if would be with advanced or intermidiate.
With the intermidiate: I would start with a simple conversation on daily routines in order to check what are their speaking skills. I would ask them also to write down a small presentation on themselves (in order to see their written skill). Based on this I could carry on a tailor made course for them too.
With the advanced: Conversations, discussions on newspapers articles, about cultures. Movies. Comments on national happenings. Same strategy than intermidiate course: build a tailored course for them.
In all of three I would teach them the Finnish culture: showing them videos (according to their level), receipts (according to their level) and everything what included the Finnish daily culture routines.
I would also recommend to have a book, an exercise book and cd that they could listening at the different dialogue and pronunciation during their spare time.
For teaching culture I would also spend some time during my lessons to let the students express themselves and talk about their own culture. I would work (beside the language itself) on the concepts of:
- communication between different culture
- expectations on the other culture actions
- building a group and a community
- the advantages of no violence approach but see the idea of conflict as a constructive opportunity to have a dialogue
- culture shock
I would use for cover this part the material used by the National Agencies from different training programmes. One of it you can find in here: salto-youth.net
How I will prepare myself for a group of students from different cultures? (Finnish language teacher)
What I will do to help the student that speaks only arabic to learn Finnish?
To have a multiculture classes is a challenge but it´s not impossible to deal with students from different cultures. I would at the beginning find out their personal information (for instance where are they from, what schools they attended and so on) and then organize a previous meeting with them and/or with their families.
If it is absolutely necessary I would ask the help of a translator, but at the beginning I would probabily find out their knowledge in Finnish language.
In order to do that I think would be enough have an informal conversation. After that I could divide them in 3 different levels:
- beginners
- intermidiate
- advanced.
With the beginners I would start working on pronunciation: using a lot my body language and try to do as much as I can to involve them. One good activity might be in group to write (and it doesn´t matter if it´s not written correctly) a list of Finnish words (including names of famous Finns, food, cities and so on..) I would then with them start to work on the pronunciation of those words. If necessary I could use as a language support English/French and Italian ;)
Probabily in this group will be also that student that knows only arabic: she will be treated as the rest and if necessary I could ask help for a translator. Putting her with beginners won´t let her/his motivation going down if she/he will be if would be with advanced or intermidiate.
With the intermidiate: I would start with a simple conversation on daily routines in order to check what are their speaking skills. I would ask them also to write down a small presentation on themselves (in order to see their written skill). Based on this I could carry on a tailor made course for them too.
With the advanced: Conversations, discussions on newspapers articles, about cultures. Movies. Comments on national happenings. Same strategy than intermidiate course: build a tailored course for them.
In all of three I would teach them the Finnish culture: showing them videos (according to their level), receipts (according to their level) and everything what included the Finnish daily culture routines.
I would also recommend to have a book, an exercise book and cd that they could listening at the different dialogue and pronunciation during their spare time.
For teaching culture I would also spend some time during my lessons to let the students express themselves and talk about their own culture. I would work (beside the language itself) on the concepts of:
- communication between different culture
- expectations on the other culture actions
- building a group and a community
- the advantages of no violence approach but see the idea of conflict as a constructive opportunity to have a dialogue
- culture shock
I would use for cover this part the material used by the National Agencies from different training programmes. One of it you can find in here: salto-youth.net
16/01/13
Teaching training journal: Working on communication
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| Picture from:http://www.keyidea.it/servizi-offerti-professionali-competenze/comunicazione-aziendale/ |
Lesson number 2: 16.01.13
"I am a great believer that any tool that enhances communication has profound effects in terms of how people can learn from each other, and how they can achieve the kind of freedoms that they´re interested in."
(Gates B., Digital Dividends Conference, Seattle, Oct. 18, 2000 This quotes is retrieved on : http://www.computerworld.com/s/article/9101838/The_quotable_Bill_Gates_In_his_own_words
The importance of communication in Social Services fields is one of the topic of today´s lesson.
Learning outcomes of the lessons:
- students will be able to spell their names and practice the listening of spelling of foreigner names and ordinal numbers.
- students will learn how to ask personal details in polite way.
- students will be able to understand what is effective interpersonal communication and what is not.
Activities:
- Energizer in pair. 5´
- group of 3: list the possible clients that would need Social Services.
- in pair:choose one client and make a background. Ask your partner the basic personal information in order to fill a form
- exercise on spelling and numbers individually (dictation from me)
- Communication activity: in pair the students are sitting back to back. Student A describes to student B a picture as precise as possible. Student B draws as precise as possible.
At the end of the activity students compare the original picture with the drawing.
- Discussion in plenum based on these questions: 1) where the biggest mistakes occured? 2) how an interpersonal communication should work to be effective?
Method:
group work, pair work, individual work and discussion in plenum.
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