I approach my lessons by planning engaging activities that promote spontaneous production of language. Through scaffolding the building blocks of language, and finding creative ways of practicing these skills, my students comfortably advance towards fluency.
The ‘Talking for Writing’ technique structures my lessons as vocabulary words and grammar elements are first learned through visual aids and gestures following language exemplars. Through activities, including games and challenges, students practice and internalize these language elements eventually becoming comfortable creating spontaneous language, using the elements correctly and fluently.
Equal time is spent on the four pillars of language learning: Talking, Listening, Writing, and Reading. By weaving the focus of each lesson into the four pillars, students have a chance to practice the element through various channels.
Finally, differentiation is key. Every learner is different and I tailor each lesson to their learning style.
I am a Canadian secondary teacher with a degree in Education from the University of Alberta and a degree in International Development and Anthropology from McGill University. I am the daughter of immigrants and recognize the difficulties faced when settling in to a new country. I aim to support my students in this transition and provide exceptional language classes.
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