Tuesday, 15 November 2016

Teaching Vocabulary


I share  another video with you. It is the same I showed you in the presentation of Teaching Vocabulary.




Tuesday, 18 October 2016


The Guardian



 The problem of perfectionism: five tips to help your students

Striving for perfection doesn’t only make young people unhappy – it also affects their development. Here are some ways to get your pupils to think differently.

It can be an ongoing battle to remind teenagers that no one’s life is as perfect as it might seem. We’ve all felt it: the desire to be perfect. Teenagers seem to experience this more keenly than most, seeking an imagined ideal in their looks, social status, friendship group or achievements. High standards are good – but perfectionism is a problem. I run workshops in schools, where many teachers say students have high levels of stress, anxiety and perfectionist traits, especially high-achieving females. Evidence suggests perfectionism is indeed more common in females , although both males and females are affected. A recent survey by the Department for Education also found that a third of teenage girls report issues around anxiety and depression.As well as affecting  general well-being to read, perfectionism can lead to  fear of failure.When your whole self-worth and identity are tied to your success, mistakes and setbacks are seen as a threat and you avoid taking risks.We need to talk about these issues – but where to begin? Here are some tips for students manage and.. overcome perfectionis




Foster understanding

Educate your students about perfectionism and its consequences. One study found that “a brief low-cost intervention is effective at decreasing the psychological distress in maladaptive perfectionists”. Talk to them in a helpful and non-judgmental manner, and make sure the environment is non-threatening. Try discussing hypothetical situations. Ask them to give advice to a hypothetical student who worries about being perfect in all aspects of life. Leave them time to reflect on how they could follow their own advice.

Strive for excellence, not perfection

Research suggests that teaching students about the difference between having an ethic of excellence and chasing unobtainable perfectionism will “enhance resilience and reduce levels of risk among perfectionists”.
Ron Berger, author of An Ethic of Excellence: Building a Culture of Craftsmanship with Students, suggests you set students long-term projects so they develop a sense of pride in their work, get high-quality regular feedback from teachers, and are encouraged to draft and re-draft their work before submitting it.
Teachers can help make the difference between an ethic of excellence and perfectionism. Excellence is focused on becoming as good as you can be and developing your skills; perfectionism focuses on not making any mistakes and avoiding looking bad. In an ethic of excellence, mistakes are viewed as possible learning opportunities and not something to be covered up, embarrassed by or judged on.

Develop a growth mindset

Unhealthy perfectionism is associated with a fixed mindset (the belief that your basic abilities are unchangeable). A growth mindset (believing abilities can be developed) shifts students towards improving their abilities rather than proving their abilities. The former is associated with learning and development, the latter with comparing yourself to others and a fear of failure. This is something Carol Dweck, professor of psychology at Stanford University, has spoken extensively about.
Focus on natural ability, avoid labels such as “smart” and “gifted and talented” and try asking students questions that encourage them to reflect on their mindset. This helps them see themselves as a constant work in progress and motivates them to get better instead of worrying about not being good enough and demotivated as a result.



Explain that no one is perfect

Many students suffer from what’s become known as FOMO (fear of missing out). It can be an ongoing battle to remind them that no one’s life is as perfect as it may appear on Facebook.
Get a discussion going about this issue using some real-life examples. The story of Essena O’Neill, an Australian teenager who had 612,000 Instagram followers but quit social media because of its “contrived perfection”, could be a starting point.
Only by understanding what’s going on behind the scenes with others, and developing skills such as self-compassion, can students have a healthy relationship with their own flaws and understand that this is part of what makes us all unique.

Build supportive relationships

Evidence suggests that positive statements by teachers have a direct impact on the number of positive statements students make about themselves. These comments from teachers were also found to have a positive impact on how the students perceived themselves as learners.
Trust is important, too, if pupils are to take your guidance on board. In one famous study on the ability to delay gratification (putting off short-term rewards for long-term gain), students who trusted the person giving them instructions were found to improve their performance considerably. Providing consistency and demonstrating you care will help build this trust and encourage your students to talk to you.

Bradley Busch is a registered psychologist and director at InnerDrive. Follow @Inner_Drive on Twitter.

The Guardian


 The problem of perfectionism: five tips to help your students

Striving for perfection doesn’t only make young people unhappy – it also affects their development. Here are some ways to get your pupils to think differently.

It can be an ongoing battle to remind teenagers that no one’s life is as perfect as it might seem. We’ve all felt it: the desire to be perfect. Teenagers seem to experience this more keenly than most, seeking an imagined ideal in their looks, social status, friendship group or achievements. High standards are good – but perfectionism is a problem. I run workshops in schools, where many teachers say students have high levels of stress, anxiety and perfectionist traits, especially high-achieving females. Evidence suggests perfectionism is indeed more common in females , although both males and females are affected. A recent survey by the Department for Education also found that a third of teenage girls report issues around anxiety and depression.As well as affecting  general well-being to read, perfectionism can lead to  fear of failure.When your whole self-worth and identity are tied to your success, mistakes and setbacks are seen as a threat and you avoid taking risks.We need to talk about these issues – but where to begin? Here are some tips for students manage and.. overcome perfectionis



Foster understanding

Educate your students about perfectionism and its consequences. One study found that “a brief low-cost intervention is effective at decreasing the psychological distress in maladaptive perfectionists”. Talk to them in a helpful and non-judgmental manner, and make sure the environment is non-threatening. Try discussing hypothetical situations. Ask them to give advice to a hypothetical student who worries about being perfect in all aspects of life. Leave them time to reflect on how they could follow their own advice.

Strive for excellence, not perfection

Research suggests that teaching students about the difference between having an ethic of excellence and chasing unobtainable perfectionism will “enhance resilience and reduce levels of risk among perfectionists”.
Ron Berger, author of An Ethic of Excellence: Building a Culture of Craftsmanship with Students, suggests you set students long-term projects so they develop a sense of pride in their work, get high-quality regular feedback from teachers, and are encouraged to draft and re-draft their work before submitting it.
Teachers can help make the difference between an ethic of excellence and perfectionism. Excellence is focused on becoming as good as you can be and developing your skills; perfectionism focuses on not making any mistakes and avoiding looking bad. In an ethic of excellence, mistakes are viewed as possible learning opportunities and not something to be covered up, embarrassed by or judged on.

Develop a growth mindset

Unhealthy perfectionism is associated with a fixed mindset (the belief that your basic abilities are unchangeable). A growth mindset (believing abilities can be developed) shifts students towards improving their abilities rather than proving their abilities. The former is associated with learning and development, the latter with comparing yourself to others and a fear of failure. This is something Carol Dweck, professor of psychology at Stanford University, has spoken extensively about.
Focus on natural ability, avoid labels such as “smart” and “gifted and talented” and try asking students questions that encourage them to reflect on their mindset. This helps them see themselves as a constant work in progress and motivates them to get better instead of worrying about not being good enough and demotivated as a result.


Explain that no one is perfect

Many students suffer from what’s become known as FOMO (fear of missing out). It can be an ongoing battle to remind them that no one’s life is as perfect as it may appear on Facebook.
Get a discussion going about this issue using some real-life examples. The story of Essena O’Neill, an Australian teenager who had 612,000 Instagram followers but quit social media because of its “contrived perfection”, could be a starting point.
Only by understanding what’s going on behind the scenes with others, and developing skills such as self-compassion, can students have a healthy relationship with their own flaws and understand that this is part of what makes us all unique.

Build supportive relationships

Evidence suggests that positive statements by teachers have a direct impact on the number of positive statements students make about themselves. These comments from teachers were also found to have a positive impact on how the students perceived themselves as learners.
Trust is important, too, if pupils are to take your guidance on board. In one famous study on the ability to delay gratification (putting off short-term rewards for long-term gain), students who trusted the person giving them instructions were found to improve their performance considerably. Providing consistency and demonstrating you care will help build this trust and encourage your students to talk to you.

Bradley Busch is a registered psychologist and director at InnerDrive. Follow @Inner_Drive on Twitter.

Wednesday, 5 October 2016

Active listening activities

Students are often asked to listen to audiotracks or to their teacher talking, but it can be just as useful to encourage them to listen to each other in a more active way.

Learning to listen to each other more carefully can build their ability and confidence in real-life situations, in which they will need to focus on both listening and speaking. The following activities are a fun way of getting students to concentrate more and to remember information.



  • Dual dictation. Ask students to get into pairs to write a dialogue. When student A is speaking, student B should write down what they are saying and vice versa. When they have finished the conversation, they should check what each other has written and put the two sides of the conversation together. You could then ask students to perform their dialogues again to the rest of the class, or to swap with other pairs.
    This activity works best if you give students a theme or role-play, for example:
    • A conversation between friends about holidays
    • An argument between siblings
    • An interview with a famous person
    • A scene from a film
  • Class memory quiz. Ask one student at a time to go to the front of the class. Ask the rest of the class to ask them any questions they like (as long as they are not too personal!),
    e.g.
    • What is your favourite colour/food/band?
    • What did you have for lunch?
    • Which country would you most like to visit?

    Try to make a note of some of the answers. When all of the students (or half of the students, if you have a large group) have been interviewed, explain that you are going to hold a quiz about the class. Get the students into small teams and ask them to put their hand up if they know the answer to a question, for example:
    • Which student likes Oasis?
    • What is Marie's favourite food?
    • Which two students would like to be famous actors?

    Award a point to the first team to answer correctly. This game can be a lot of fun, and encourages students to listen to each other.
  • Listen for lies. Divide the class into two teams A and B. Ask one student at a time to come to the front of the class and read aloud a passage which you have chosen, e.g. a story or newspaper article. Then ask them to read it aloud again, but to make some changes. Each time a lie (or change) is read out, the students must stand up. The first team to stand up gets a point. This game requires students to listen carefully and encourages them to remember important information and details.
Author: Kate Joyce