Idiom

✿IDIOM✿

☆ Say a mouthful
- Meaning: If you make an important, perceptive or lengthy remark, you say a mouthful.
 - Example: The customer said a mouthful when he gave the main reason for his dissatisfaction.
--
✿IDIOM

Favorite Student - Alaa

" Tahani is one of the best students I ever met! she is in the ninth grade now and she has a special personality. She is a real leader, cares of her colleagues and TEACHER :) that's right!
Tahani is my right hand who helps and knows everything happens in the class! I always refer to her if I need to name certain students for certain purposes. When I had to take a medical leave, she organised the class as if I'm there. She also organizes our broadcast every morning and talks to students, All other 1400 students and teachers know her, she is a friend of many of them and I can tell all my family members know her! I know this girl will grow up strong and will keep going Insha'llah"

Favorite Student - Anwar

Tamer was the cleverest  sts in the class and can be described as  an entertainer. He was lovely person.  If you talk with him you will feel that this person is unusual because you find your needing and what you look for about with him he . He was in 10th grade when I taught him . He was a shy sts. and he was sensitive of humor or a joke . He was afraid of strangers,  but he took full marks in that year.and he won more competitions so I admire  him very much. Now he is a sciences  teacher in Saudi Arabia.           

Favorite Student - Fatima

 Dalal, one of my favorite  sts that can be described as  unforgettable has what we can call ( charisma), an orphan, three years older than her colleagues, extra D, she was in 3rd grade when I taught her, her teacher had to take sick leave for a week, she took the responsibility of the class, controlled everything, she even gave them Maths exams, corrected, marked the papers!! & sts were convinced that they were real exams!! In brief she was a great leader & I admired her very much. Finally  when she was in the 7th grade she  got married!!!!!!!!

Keisha

I remember the first time I saw Keisha - she was one of the students who was placed in a learning community, and I was teaching the psychology class they were all taking. It was a group of young African-American students who were at risk their first year in college. They had done poorly in high school, and didn't have really high entrance exams.  I was eager to meet with them the first day, although the room we had been assigned was very small. When I did enter the first day, I was bemused to find all 17 of them sitting in the dark, without much expression on their faces.
I gradually got most of them to wake up, after turning on the light and proceeding into the coursework. As always, I worked hard to engage them and didn't let them hide. There was one small young woman in the back though who just would not smile or participate. I assumed she had a bad attitude, but then chastised myself for giving in too easily. I learned her name was Keisha, and she became a special project of mine.
Keisha did her work, but did not talk in class at all. I began to worry about her actually, until the second week when I assigned them a unique homework assignment - they had to write me a letter introducing themselves to me, sharing whatever they liked. Most were short and friendly, but Keisha's was very long and detailed. She really opened up, and when I responded to their letters, she was very excited. I kept the letter writing activity going throughout the term, and Keisha proved herself to be a very reflective, poetic writer. Somewhere in the fifth week, when I complimented her on her superior work, Keisha smiled; a big beautiful smile, despite the very large gap between her teeth.  That self-conscious gap was what had kept her from smiling and interacting.
Keisha became quite active in the class and was a real leader. She also began to reach out to her other instructors and engaged them. By the end of the term, this painfully shy and introverted young woman went to two state conferences and presented with me on the techniques we had explored in the classroom, needless to say, she stole the show.  Keisha kept on flourishing and got a degree in computer science, making more money her first year than I was then making in my tenth year of my career. Keisha got a great job immediately out of school, and is doing what she loves. Along the way, she became a close friend of the family, and it was a real joy to watch her evolution.
I learned a lot from Keisha. I did not open her up, I was just in the right place in the right time giving her the trust she needed to do so.  No subject matter I taught her changed her life, maybe the strategies were useful, but she alone seized the opportunity to assert herself and chase down her dreams. As for me, I found out that small things sometimes yield big dividends.

Children Do As You Do

Your child\ student watches you to get clues on how to behave in the world. You’re her \ his role model, so use your own behavior to guide them.What you do is often much more important than what you say. If you want them to say ‘please’, say it yourself. If you don’t want  them to raise their voice, speak quietly and gently yourself.

Seven Habits

I'd like to start our new activity ( Let's read a book together) with Steven R Coney's book ( The 7 Habits of Highly Effective People )
 Take your time to read it (u have a week) u can share your comments & ideas about the book, the auther.......
 The Arabic translation is available if you like to read it!

Reloading

I have heard from many of you on the data requests, and I thank you.  I know you are busy and there are many things on your mind right now, but please take the next week and think about your articles, as I will be sending you a request next Thursday, inshalah.  We are heading in to the last stages, we have something special here and we want it to continue :)

The 80/80 Challenge

This is a simple, honest challenge for any teacher, anywhere. All you have to do is select a subject/topic you are comfortable with and think you teach well. After teaching it, design a test that you are sure 80% of your students could achieve an 80% score on. Give the test and examine your results.  If the results surprise you (your students don't do as well as you thought), redesign the test and keep giving it until you get the desired result. This is not an activity for a teacher who has nothing left to learn.  And if the results are a bit depressing, consider the alternative - continuing on, unaware of the true situation in your class. Of course, this brings all sorts of discussions into play about ability, testing, the proper way to measure learning, etc.  Try it, let us know what happens...............

Observing Great Teachers

On this last visit to Jordan, I was given the incredible privilege to observe several UNRWA teachers in their classrooms. I knew they would be good, I just wasn't prepared to see them in their natural environments, as I had know them only through their academy experience. I did not observe them as a supervisor would, that was not my role - I observed them as human beings interacting with children in the comfortable settings they had created. The following comments are not about them as teachers, merely as people doing their jobs, caring for the children of others:

Sultan
Sultan was the first of the teachers I got to visit. He had a room full of young boys, and I was immediately struck by the fact that he seemed like an older brother as he taught them. He was in control, but I sensed that the boys were comfortable with him. I couldn't help but notice when he subtly shifted a few of the boys around so that a struggling student could get help from a willing peer. Sultan taught with a lot of energy and the kids responded accordingly. He knew those children and cared about them, and it showed.

Salam
Salam directed her class of girls very skillfully. She moved seamlessly from task to task and the kids followed her eagerly. I recognized that they were very used to each other, and that there was a great deal of mutual respect in the room. The lesson was very scripted up to the point when the girls were to circulate and ask each other questions - one girl looked up to Salam and asked if she could interview me. Salam gave her a slight smile and a gentle nod and the young girl giddily came back to question me. From that point nearly every young lady came back to visit Bassam and I. It was the right kind of fun for a classroom, and Salam directed it perfectly, not losing control of the activity, but deftly managing the flow.

Khadijeh
I got to visit Khadijeh's English Club during a very interactive lesson. As with all these talented teachers, she had her own style - very intellectual with high expectations. The girls were very eager, and as the lesson progressed, their excitement grew. They worked together passionately on the story telling activity, and waved their hands frantically hissing "missssss, misssss." Khadijeh orchestrated the whole thing very well, and most of the girls were fully engaged. It was a quiet exercise with boundless energy. It reminded me of an old adage - there comes a time in one's education when ideas themselves can become entertaining.

Sara
Sara's class was quite different - the girls were very young and the room was very small. I was curious how she would manage this dynamic, and she did so magnificently. The girls were excited, sitting two to a desk with their colorful backpacks behind them on the benches. Sara held their attention, involved them, moved around the room, and had them come to the front. She reminded me of a kind mother, and the girls all responded to her warmly. Sara rewarded the risks they took, and these very young girls followed her lead perfectly It was a beautiful example of gentle, vibrant lesson.

Ahmad
If Sultan was an older brother, then Ahmad was a kind and wise uncle. He too had to teach in a very small room, and did a good job methodically moving through his lesson, interacting with all the young boys in the class. He was quiet and assuring, and the boys settled down and concentrated on the lesson. As I watched him, I marvelled how he and these other teachers managed to show their concern for their students in different ways. Ahmad had a lot of poise, and the boys worked very well in the class. His lesson was different, but was completely his own style, patient and kind.

Fatima
Sticking to my family theme, Fatima had to be the kind but firm mother! It probably helped that she was twice as tall as any of her students, and that she smiled approvingly throughout the lesson. The girls worked hard for her, and she had them engaged in many activities. I laughed as I realized Fatima had recognized the definite personalities of her students, particularly of two young girls who were just like her. Fatima could probably be successful at many things, but she shines in the classroom and that glow is reflected in the bright eyes of her students.

Alaa
Alaa, by contrast, wasn't twice as tall as her students, as a matter of fact, I suspect many were taller than her. Alaa definitely was the slightly older sister in the classroom, and there was a lot of subsequent respect and adoration existing in the room between Alaa and her students, in both directions. She knew her style worked well with these older girls, and their business proceeded very quietly, with a lot of dignity. She wasn't as effusive as some of the other teachers, but her students saw her approval and encouragement, and I could tell there was a great deal of trust in the room. Like her peers, she had found a way to make her style and philosophy work in her class, and I enjoyed watching it unfold. Alaa and her peers had identified their philosophies, and it was evident that they were true to their beliefs.

As I mentioned, I did not do a formal observation of these classes, these teachers have great leaders and mentors who do that very well. I had the luxurious opportunity to watch talented and caring teachers working in the very different classroom cultures they had created. My only regret is that my time with each of them was short, and that I could not get to see all of our academy teachers at work - another trip, inshalah!

The Zone of Proximal Development

Zone of proximal development (ZPD)

Zone of proximal Development (ZPD) refers to Lev Semionovich Vygotsky's concept. It is the difference between the developmental level a child has reached and the level she is potentially capable of reaching with the guidance or collaboration of a more skilled adult or peer. In theory, then, so long as a person has access to a more capable peer, any problem can be solved.
Vygotsky's concept of the zone of proximal development(ZPD) posits that human potential is theoretically limitless; but the practical limits of human potential depend upon quality social interactions and residential environment. This zone of proximal developmentis "the distance between the actual developmental level as determined by independent problem solving and the level of potential developmentas determined through problem solving under adult guidance or in collaboration with more capable peers
I have applied this technique to improve my 2nd grade sts. reading aloud fluency.4th & 5th grade sts. help them to read, decode letters, syllables & words. It's a very fruitful technique that we can us ein teaching all the language skills if we organize it well. As  a teacher you have only to organize & monitor. Then just watch & see the wonderful results!

Fatima Ramadan

Gut Check Time

Sorry for the American sports metaphor, but I seems to fit here. We like to say that late in a game or a contest, it is time to check your gut (your reserve, your fortitude) to see if you will prevail during the most crucial time of the event. It is the time when it might be easy to give in, let things go, just give up. It is the time to decide to be a participant in a losing battle, or to be a hero/heroine in heroic effort. It isn't easy or everyone would be heroes. We call it a gut check because you have to reach way down to your soul and pull that last bit up that will make all the difference. I believe we are at that point in the academy.
It is easy in the beginning - emotions and camaraderie are high, newness brings its own energy. We met, we worked together, laughed and considered things other think are ridiculous - we shared things few people can appreciate. Not all of came away from the initial experience with the same things, and I am sad to say a few might have missed them completely - but most of us felt that bond strongly, and I think we all want to continue to build upon it. The best proof of that is the number of people who have become involved from the outside of the group! This academy is so special, I hope most of you realize it.
So, these next few months will tell the story - whether we came together to continue the legacy of our efforts, or if we just let it go. The academy might have been "mine" a long time ago, but it quickly became "ours." I want this to succeed desperately, even if I cannot continue for some reason - the academy would then be "yours" all its pride, respect, and responsibilities - it should be independent like that to reach the goals we all considered a few months ago.
For now, I pledge this - I will do a better job responding to your input, will not sleep each day until I have responded to my academy duties. We have started some smaller teams and I hope everyone gets involved with committees. We are at the point when we can be selfish (by keeping this short experience for ourselves), or we can give this gift to the rest of the world. To do so will take a lot of commitment - are you ready for this gut check? I am!

Capitalization Games



There are many games you can play with your students to teach them about capitalization rules. Your aim should to be to make learning about capitalization entertaining and interactive, allowing students to feel comfortable making mistakes and learning together. You can try to make up your own games, or you can find ones that have been tested by teachers throughout the country. Here are is a popular game idea to get you started:

My Bonnie Lies Over the Ocean: a Capitalization Game.

Before playing, prepare at least 15 sentences that are chock full of proper adjectives, nouns, and other capitalized parts of speech. When you are ready to play, have your students sit at their desks. Read a sentence to the class. Then, repeat the sentence aloud to your students slowly, and have the students stand up or sit down each time they hear a word that should be capitalized, like is done when playing “My Bonnie Lies Over the Ocean.” If your class has a discrepancy about the right rules and whether they should be sitting or standing up by the end of the sentence, have a class discussion and tease out the problem areas. Repeat for each sentence. Have a challenge round in which you read the sentence very quickly the second time – see if your students can keep up!

The Power of Grammar:

We have attended a work shop at Queen Rania Academy yesterday with the title:
Teaching Grammar to Young Writer by Mrs Mary Ehrenworth

Please read& discuss  the following questions :
1- What do you think about when you think of grammar?
2- What do your sts. think about grammar?
3- In your school do you think grammar is about mistakes or about beauty

Seminal Experiences

A seminal experience is a life-changing moment that alters you forever. If you are lucky, that experience is connected to a cohort of people around a common event or process and its effect is magnified because the experience is durable, lasting as long as the relationships between the members of the group remain strong. Many of us look back in fondness at such moments and groups in our lives, and a little introspection brings a twinge of sadness that the effect eventually waned. Inevitably, some of us even try to recreate the feeling by trying to resurrect a similar experience but this rarely works. We end up longing for the good ole days when we could be creating brand new experiences, instead of trying to copy old ones. For those of you in the academy, that time is now!
I am in the enviable position to see the effects the academy has produced and continues to produce among you. I am sure you all don't see it though, as so many responses and issues come directly to me. So, after only four months, I would like to take stock of things, review some highlights and some deficits, and finally, to challenge you all on future of the academy itself!
There have been many of you who have worked very hard on this project from the beginning (I won't name names as it is obvious); there are some of you who have put in a lot of effort, but have done so erratically, and there have been a few of you who have been negative. Given that we are a group of 35, these are not bad ratios. It is time though to decide if this academy will continue to thrive, and more importantly, it this entity will become one of those seminal, enduring experiences we all desire. The time is now! There are programs that start everyday that die before they reach fruition -we have done a good job so far (most of us anyway), but if we don't rally right now and take the academy to the next level, it will become one of a million projects started with good intentions but killed by apathy. Given that I know many of you have your some of your dreams intertwined with this academy, I have a few healthy challenges to propose:
1) Guys - we have not pulled our weight as a group! Me included - the ladies are far ahead of us. It is time to step up and show that we care and are interested.
2) Ladies - keep up the good work, reach out to others and help them stay motivated too.
3) All of us - lets pick a motivation partner and keep them involved, it helps to have a partner to push us
4)The few of you who aren't that interested in the future of this academy - let me know and I will release you from the requirements - to be very fair, I know none of you had a really clear idea what this experience was to be, and perhaps it has not fit your needs, there is no shame if this is the case
5)For those of us who will remain and finish this first cohort of this academy and who want to see it flourish - work hard on your projects, respond diligently to the next few data requests I will make, spread the word (be good ambassadors as many of you already are), and start to process this experience, thinking about how this experience has changed you, and the results of that change. I will be asking for this info soon.
I know some of this is harsh, but any group that achieves the kind of results we set our sights on must be thorough and honest in evaluating itself. Think about the things I have brought up here, decide if we will see this experience through in such a way that it becomes a hallmark of our educational careers and an institution that eventually serves thousands and changes the lives of our children. Big stuff takes big work.....

Dictogloss

Dictogloss

Dictogloss is a classroom dictation activity where learners are required to reconstruct a short text by listening and noting down key words, which are then used as a base for reconstruction.

Example

Learners discuss the sea. The teacher then explains the task, and reads a short text on the sea to the class, who just listen. The teacher reads the text again, and the learners take notes. In groups, the learners then reconstruct the text.

In the classroom

Dictogloss is often regarded as a multiple skills and systems activity.Learners practise listening, writing and speaking (by working in groups) and use vocabulary, grammar and discourse systems in order to complete the task.

The Hot Seat

Level
Beginner to advanced.

Skills Practised
Speaking and listening.

Time
Flexible.
Preparation
1. Prepare a list of five to nine words your class has recently learned.
2. Draw a scoring table on the board, like this:

Team A	Team B

How it Works
1. Ask your students to form two teams and have them move their chairs forward to form two groups facing the board. After explaining the game and modeling the roles if necessary, ask for one player from each team to move his or her chair forward again and turn it to face his or her group. These players then sit in their chairs (now 'hot seats') with their backs to the board.
2. Write the first word on the board, making sure the players in the 'hotseats' can't see it. After you say 'Go!', the members of each team try to elicit this word from their team-member in the 'hot seat' without saying the word or giving any clues as to its spelling (such as the first letter). For example, if the word is 'vitamins', players could make statements such as 'We need lots of these in our food' or ask leading questions such as 'What doesfruit have a lot of?'. The team whose 'hot seat' player first says the target word wins a point.
3. The two players in the 'hot seats' then swap seats with another member of their respective teams. After writing the second word on the board, say 'Go!' again,and so on. The game continues until all the words have been used, with the team having the most points at the end of the game winning.
Notes:
- If neither of the players in the 'hot seats' has stated the word within a reasonable length of time, move on to the next word without having the players swap seats.
- It's a good idea to tell the players the total number of words you intend to write on the board before play begins. This allows players to gauge their team's chances of winning as the game progresses.
Variations: There are many possible variations on this game. You could write the names of famous people instead of recently-learned words, or movie titles, song titles, countries, famous places, etc.

Thank You

Once again, I had a fantastic trip to Jordan (14 in a row!). And although it was a great trip, I am very aware that many people worked very hard to make it so - I just had to show up and enjoy it. Some of the highlights and people who made it all possible:

Shorouq - I come up with all kinds of fun ideas, she does the hard work to make it all come true - and then hosts me for wonderful meals with her family
Bassam - He came out late at night on a work night and picked me up at the airport, arranged all my classroom observations, then carted me around for nearly a week - above and beyond the call of duty
Zeinab and Salam - they presented me with a wonderful plaque: Zeinab also helped with my visits, and Salam hosted me at her school
Alaa and Fatima - the dynamic duo helped arrange the executive team meeting and keep everyone in touch and enthused with their work on the blog and fb page. They too hosted me at their school.
Ahmed, Sultan, Salam, Khadijeh, Sara, Fatima, and Alaa - they all gave me the honor of visiting their schools and observing them teaching. I was universally impressed, and I will be sharing some of my observations with you all very soon!
Sabreen, Mervat, and Nihaya - They took time out of their busy schedules to join me on my school visits
The Executive Team - They met with me, presented me with some lovely flowers, and agreed to shoulder even more responsibility for this very important mission
20+ Members of the Academy - Despite short notice and terrible weather, they came to meet me at my hotel for day (on their day off!) and worked wonderfully together. Several others who couldn't make it sent me their regrets
The Oxford Team - Samah, Ibrahim, Sanabel, Inas, Osama, Haneen, Zeinab all treated me like an honored guest, I always have fun when I visit there. I also got to work with a lot of the staff,and even some parents who were equally wonderful
Muath - My perpetual Mixed Grill partner
MZ and Kids - A wonderful trip to the mall, despite the fact they tried to get me stuck in a tube
The EP students who welcomed me in their class, and Alaa, Fufu and their Irbid crew who stuffed me with a few kilos of meat
Sanabel and Haneen who introduced me to raw meat and funny tasting sweets :)
Mervat, Inas, Alaa, Zeinab, Salam, and everyone else who was thoughtful enough to get me gifts
All the headmistresses, headmasters, ed specialists, and teachers who welcomed me to their schools

And anyone else I have missed! Several people told me what I knew to be true - that we are like a family :)

Crossing the River

Read the words correctly & cross the river!

A simple game that implies a drawing of a river &some crocodiles, some circles to be stones. The teacher has to write a word on each stone & invites sts. to read the words correctly , so they can cross the river safely. This simple game can be applied to writing & dictation also. Try it sts. will be motivated & challenged!

Running Dictation

Running Dictation

You can usewith any level group, with any number of students from two. Use it to practise dialogues, role-plays, short texts, and grammatical structures – anything your students would find interesting.This task involves speaking, listening, reading and writing. It is an activity,which students enjoy as it is a race!

Organizing a running dictation
Choose a short text at the right level for your group or class.
Photocopy several examples of the text depending on the size of your class. Pin the examples up on the walls of the room where you are working. The challenge for each group is for them to reproduce a written form of the text you choose.
Explain that each group or pair must choose one person to write down a text.
Depending on the size of your groups, explain that the other members of the group will leave take turns to go and read the text you have pinned up on the wall. It is very important that only one person from each group is reading and memorising at any one time.
That person memorises as much as s/he can and then returns to the group to dictate what they have remembered to the other members of the group. The student chosen to do the writing must write down what it is said as accurately as possible. When the person reading and running has come to the end of what they have remembered, the next person in the group sets off.
Continue like this until the group has written down the whole version of the text.
The group that finishes first is the winner!

Fatima Ramadan

My Resources

I rememberd the first time when I entered the classroom and had no idea where to start ,especialy using different kind of aids which is sadly don't exist in our schools.

So, I decided to search in the second hand market for different kinds of games, cards, stories......etc. hopfully I found alot in cheap prices, today I want to share one of them

PUPPET, very intresting,colourful, exciting and can be used to teach any vocabulary, mime any action verb, to make a role play. try it.

Maisa

"Wonders of the Ancient World"

"Wonders of the Ancient World"

Seventh grade students at Jerash Camp GS2 have made a diorama of their own favorite ancient world wonders. Teacher Mariam had asked them to carry out a project with the title (Make your wonder diorama).They have worked in groups to complete the project & to write their reports.

Fatima Rammadan

Team Work

Team work  at Jerash Camp

In Jerash Camp GS2 we work as a team, six  English teachers of  different grades, we co-operate,  hold meetings, share ideas & resources, we support each other, support our sts., try to understand their conditions better,…….etc.
This has it's powerful impact upon our work as teachers in the same school! For example: we provide the necessary resources for each other, those in the picture were provided by teacher Maisa & I would like to thank her & the other teachers! ( Widad, Mariam, Manal &Israa)
Fatima

An Ice Breaker

An ice-breaker

 A simple game you can apply in your classroom , that motivate sts, especially those who like action & moving. Ask.  sts. to stand up back to back, then ask each one to describe his\her partner's clothes, their colors….etc.

Try it! It's very simple & interesting. I will be waiting for your feedback!

Fatima Ramadan

I carved out my core values in teaching - Sara Subhi

I carved out my core values in teaching:

 I believe that each child is a unique individual .teacher is going to instill a lot of things (respect , love, ethics ,enthusiasm , passion) to help this plant to blossom and grow .they need to grow emotionally, intellectually, physically, psychology and socially.

I believe the teacher acting as a guide. Show students all the beauty they have inside....

-It's very important  to find something in every student to respect. students feel free to express themselves. I spoke with students before and after school and during breaks about their lives at home and admire many of them simply for their behaviors . I had to  know the person behind the student, I knew students needed. I help students to express their passions .I shared stories about my family and weekend. -To help students to find their own paths and to draw their objectives.

I believe that teacher should earn the approbation of students, build a rapport with them, give them a sense of pride and joy, inspire them, create his own culture and safe classroom environment.

 I will tie learning into the world community to help children become caring and active members of society.

I work as a teacher with the social society to provide students with a supportive environment. Teachers and parents are working on the same road . children are our future.

- Finally My slogan is to instill a love of learning in my students

TKT Training

Today Mrs. Jill Davidson the TKT trainer at the British Council has attended the last session of the workshop at Jerash Camp School.( Selection & Use of Supplementary Materials\ Teaching Aids)

It was very interesting to share us the activities & the games! I carried out a communication test for them all. She is (A)! !! She will post her feedback about the workshop soon here in the blog!

Look at her answering one of the burning question!

She liked the idea very much!

Fatima Ramadan

Domino Beans

Domino beans from a creative teacher

Teacher Talaat Afana has made his own domino beans on which he wrote   alphabets & words. He uses them in his classroom to help sts. spell, read and make sentences. Such beans can be also used in competitions, games, warming up activities….etc.
They are easy to make, motivating and creates fun in classroom.

Thanks a lot Talaat Afanna
Jerash Camp BS  

Cuisenair Rods

Cuisenair Rods

These are wooden or plastic blocks which were invented  by George Cuisenair to teach kids Maths in an interesting way. Then they were used to teach language. They can be used in many different ways :
1- for representing strong & weak syllables.
2 - indictation for e.g. the teacher describes a house & sts, form the house with the rods & compare it with the teacher's version after then they do the same in pairs
3-for telling time & to represent time lines.
4-to introduce & practice comparatives & superlatives.
5- to teach phrasal verbs ( using rods of different colors for different parts of the verb so sts become familiar with them).
.
Usingthe  Cuisenair Rods is fun and they can be used by both adult & young learners as they create enthusiasm.
They also provide an opportunity for group work without book , pens & paper.They also motivate & challenge learners with different learning styles.
 Fatima Ramadan

Mingle

A mingle is a short activity where learners walk around the classroom and talk to each other. An ice-breaker, where learners get to know each other, is a type of mingle.

Example
The learners are talking about their favorite references. They prepare a question each and then mingle to ask others in the class what they think.

In the classroom
Mingle activities include class questionnaires, matching activities (finding your partner), group dictations, and role-plays. I apply this technique in my classes - first it was strange and difficult to get sts. use to it but later it became their favorite interaction pattern! I've applied it also in my TKT training workshop and you can't imagine the results!

Fatima Ramadan
Jerash

Domino Game

Domino games

Domino games are veryexciting. Today Maisa brought a very interesting domino pieces which have thealphabets on their sides. I gave each trainee three pieces and asked them tocompose as many words as they can & the one who writes more words win! It'svery useful to apply in our elementary classes, so our kids will revise thealphabets & will be able to compose simple words.

Mind Maps

A mind map is adiagram used to present words, ideas , tasks, or other items linked to andarranged around a central key word oridea. Especially in British English. Mind maps encourage a brainstormingapproach of planning and organizing tasks. Today I've applied this technique inthe TKT training course at the second session. Trainees organized their mindmaps in groups then I exchanged the mind maps between the groups and invitedeach group to add to their colleagues mind maps. It was fantastic and fun!

Fatima

1001 Vocabulary and Spelling Questions

http://dl.dropbox.com/u/39151356/1001%20vocab%20%26%20spell%20Qs.pdf

Burning Questions - Applied to TKT Training

Our burning questions

Do you remember the burningquestion? Today I've applied this  wondeful technique in the TKT training workshop. The traineesloved the idea & burnt their questions !
Fatima Ramadan

TKT - Fatima

TKT Exam Preparation Course
TKT Module 2: Lesson planning and use of resources for language teaching

• Planning and preparing a lesson of sequence of lessons
• Selection and use of resources and materials
Next Monday we are going to start training TKT module 2 in our schools in Irbid area. The training is three sessions and it will cover the following objectives:

Course objectives:

 1.To demonstrate ways to identify aims
and select and components for lesson
planning.

2.To enable you to plan both individual
lessons and a sequence of lessons.

3.To increase your knowledge of
supplementary resources and materials
available.

4.To introduce a variety of methods of
teaching using supplementary materials.
To help you incorporate ICT into your
lessons.

5.To prepare you for the TKT
Examination   

                                                                                      
Fatima Ramadan\ Jerash Camp School

Morale

For what it is worth, this is a great discussion of older morale theories that I found in a dissertation.  You may recognize some of if from the academy.  I will write more on this later, just thought some of you philosophy nerds might like it :)

http://dl.dropbox.com/u/39151356/Morale%20Theory.doc

16 Habits of the Mind

I recall one of you bringing up this very valuable theory during our academy experience.  I have added a link to a very good article - let me know what you all think :)

http://dl.dropbox.com/u/39151356/16HOM2.pdf

From a Friend

In speaking classes students must be exposed to three key items:1- Form-focused instruction, that is, attention to details of pronunciation, grammar, vocabulary, and so forth;2- meaning-focused instruction, that is , opportunities to produce meaningful spoken messages with real communicative purposes;and 3- opportunities to improve fluency. In contrast , the first steps in teaching writing skill center around the mechanics of this skill.Mechanics of writing refer to letter reorganisation, and basic rules of spelling, punctuation, and capitalisation,as well as recognition of whole sentences and paragraphs.

It seemed to come at a very opportune time. During the past couple weeks I've been asked several times about why I stay in a job that I seem to complain so much about. And honestly their questions have made me do a lot of thinking about teaching....because, yes, there are many days where I do vent....but, at the same time, there are so many rewards too.
So why do I love to teach?

So while, yes, there are the many challenges I have to face on top of all of that — complaining parents, sometimes demanding administration (who I know are primarily demanding because of what state standards demand), occasionally frustrating students, or heavy bags of schoolwork taken home each evening — the rewards still somehow outweigh the pain. If there ever comes a day when I stand in my classroom, look at the clock and wonder how many more minutes until I get to go home, I'll know that it is time to quit and look for a job elsewhere, but in the meantime, I get to spend 7 hours each day working in a job that for those 7 hours doesn't really feel like work. And that's why I love to teach

So while, yes, there are the many challenges I have to face on top of all of that — complaining parents, sometimes demanding administration (who I know are primarily demanding because of what state standards demand), occasionally frustrating students, or heavy bags of schoolwork taken home each evening — the rewards still somehow outweigh the pain. If there ever comes a day when I stand in my classroom, look at the clock and wonder how many more minutes until I get to go home, I'll know that it is time to quit and look for a job elsewhere, but in the meantime, I get to spend 7 hours each day working in a job that for those 7 hours doesn't really feel like work. And that's why I love to teach.

Maisa Abdelkader

Rewards and Incentives

.Such rewards & incentives could be gifts or colorful  stickers.

... Here are some ideas for extra rewards & incentives:

 • Reduced homework

 • “No Homework” pass

 • Sit with friends

 • Talk time at the end of class

 • Reduced homework

 • “No Homework” pass

 • Fun video

 • Assemblies

• Computer time

 • Brainteasers

 • Field trip

 •  have class outside

 Extra computer time

  Free time at the end of class

  Day for watching a movie

  Group activity

  Games

  Coupon for prizes and privileges

  Certificate/trophy/ribbon/

  Free pass to sporting event or play

  Walk break from class

 Fun walk with the principal or teacher

  Guest presenter in class

 

--

Fatima Ramadan

Article/Research

Many of you are asking very good questions about your articles, and that is very appropriate!  A few of you know exactly what to do from now until you submit, and that is fine too.  Don't fret where ever you are in the process. Talk to me and I will ask you "framing" questions if necessary.  I envision a very long and intimate process with each of you going back and forth.  Here are a few basic ideas you can start from:

1) Is there a technique or limited program you would like to try out in your classroom?
2) Is there a construct (intelligence, English speaking skills, creativity, student interaction) that you would like to investigate further and learn how to measure?
3) Is there a technique, limited program, or construct that you would like to apply to the specific circumstances of URNWA classrooms?
4) Is there a construct or concept that you would like to explore, and eventually actually add some new information or perspective to in academic world?

These are four good basic questions to begin with, and we can move forward from there. Going back and forth will help me guide you, and as I have said, some of you don't need it.  So if I am asking you a lot of questions, it is not a bad thing at all :)

Our Philosophies - The Sixth Five

"Definitely, well-educated teacher leads to well-learnt students. Keeping up to date with the latest techniques and learning styles would reform and renew both the teaching process and the learner's performance. If teachers maintain the congruency among their philosophy, instruction, assessment, and evaluation they would probably achieve the ultimate aims of creating well-educated individuals in a well-organized society."

Khaldoon Qaddoomi


"I strongly believe that all children are able to develop their skills and identities as well as acquire knowledge choosing from what is appropriate for them if they were immersed in semi-real situations in a culture that accepts them if respects their opinions."

Ghada Sari


"I believe that our students are mirrors reflecting  their culture and my mission is to reinforce the good behaviors, ways of thinking, skills, and I'll help them to get the maximum value of my efforts to pass and to have the best learning environment."

Hanadi Damra


"I believe in elevating the teaching process in a positive school environment rising from a strong philosophy to change."

Sultan Awwad


"Since education is the best way to achieve aspiration, I believe that providing students with equal opportunities for learning, lending them a helping hand with possible pedagogical resources, dedicating yourself, time, efforts and abilities will eventually result in an enlightened culturally independent community.  Humans have what it takes to be well-educated, but they will perform better when assessment is provided."

Sa'ad Odeh


"Creating a comfortable and motivating classroom for my students in which students have the right to "astonish" me."

Inas Moghrabi

The Responsibilities of My Philosophy - Michael

Sometimes serendipity is a powerful tool!  Although I had a good plan for the content of our recent workshops, and our teachers and educational specialists brought a wealth of their knowledge and experience too, as we worked together towards some common, manifest goals, new and unexpected gifts were created.  One such gift was "the responsibilities of our philosophy." I don't know who first uttered this brilliant five-word phrase, but being wise (having the ability to recognize the value in things), several of us seized upon it immediately, and I stole it for my philosophy statement :) 
We have declared our philosophies to the world, now it is time to enumerate the things we are duty bound to do to in order to fulfill those philosophies - these are our responsibilities.  I invite you all to restate your philosophies, then to list the associated responsibilities for all to see (including your peers, your supervisors, your students, their parents, the community, the whole world for that matter). We often call this "transparency" and I will start:

"I believe that no student has the right to fail! All students can learn if we provide them a supportive and prescriptive environment, challenge and respect them, and hold ourselves to the standards that reflect the responsibilities of our philosophy."

My responsibilities (including but not limited to):
1) I don't allow myself the right to fail either
2) I go above and beyond the normal expectations of my job to provide support for my students - in my case that means giving them my home phone number, coming in on weekends for tutoring, learning about them so I can help them personally, etc.
3) I set clear and firm expectations in my classes that I hold myself to first
4) I learn the abilities of my students as rapidly as possible so I know how to appropriately challenge them, and I get to know them so I know how far I can "stretch" them
5) I learn their names and address them personally
6) I create a classroom contract and culture that best supports our goals
7) I constantly challenge myself with these responsibilities, and I welcome feedback regarding my progress from anywhere I can gather it

Our Academy Sustainability Plan Phase One: The Academy Speakers Bureau

With the help of Mr. Michael Morsches , the support of Miss Shorouq Fakhouri and on behalf of  our academy members, I'm proud to to launch The Scholarship of Teaching and Learning sustainability plan initiative which hopefully will be implemented when approved formally by the Agency. 

creating an academy speaking bureau.

 We intend to run a questionnaire back in our schools and in our local communities, which can be used as an educational as we well as a survey tool to provide necessary information about teaching preconceptions and misconceptions. We can make three types of questionnaires: for teachers, for students, and for parents. The questionnaire might include any or all of the above-mentioned terminology.


 We intend make a resources pool so that we could make presentations and general access of information easier.



 We intend to produce a unified PPT presentation with a syllabus made available for trainers. This can be done in many ways; one of which: each area members (Amman, Zarqa, irbid…etc) should hold a meeting to come up with a PPT presentation proposal and  then a general meeting should be held to brainstorm ideas in order to come up with a customized unified presentation that suites the needs the teachers and students of Jordan.



 We intend to carry out workshops in our schools and carry out presentations to form a level of awareness among everyone who affects or is affected by the Education process.



 We intend to make an overall assessment of our presentations, maybe by conducting a final questionnaire, which will be a summative evaluation tool and a valuable feedback asset.

For further details, please contact Sultan Awwad at sultanawwad8@gmail.com

Our Philosophies - The Fifth Five

"I believe that Allah created prophets and teachers to help people live better. Teachers shoulder the responsibility to teach our students how to live and achieve their goals by equipping them with self-confidence and trust to be able to work hard to be successful leaders "I can do it."

Abeer Abdullah Jaber Zayed


"Teachers are like prophets who convey messages full of tolerance, ethics, culture, morals, and great instructions. They both face obstacles dealing with people and students. But we should imitate the prophets, we shouldn't  be frustrated to over come those obstacles, be inspired, talented, patient, and goal oriented."

Ahmad Al-Joghaime


"I believe that every classroom presents a unique community of learners that varies in abilities, but also in learning styles. My role as a teacher is to give children the tools  with which to cultivate their own garden of knowledge.   To accomplish this goal, I will teach to the needs of each child so that learners can feel capable and makes learning relevant to life.  I will incorporate themes, integrated units, project, group work, individual work, in order to make children active learners. Finally, I will tie learning to the world community to help children become caring and active members of society."

Kamal Shawabkeh


"I believe that each student has a distinguished personality and deserves an environment  which fulfills his/her needs.  Students are our future; providing them with trust and friendly relationships; believing in their abilities will be the base of successful construct of the future. All students can get involved and be motivated to learn in a creative natural classroom culture."

Tahani Al-Sa'di


"I believe that all students can learn, and have the right to learn, though with different abilities and potential that I can, with my intellect, raise and help to broaden to the utmost so that these students can serve themselves and their community best."

Osama Bitar

Our Philosophies - The Fourth Five

"I believe that each child is a unique individual who needs a secure and a stimulating atmosphere. It is my role to help them meet and achieve their goals by providing the appropriate environment in which I act as a guide allowing the children's instinct and curiosity to direct their learning and to create a classroom culture where they learn to respect all things and all people."

Rami Freij


"I believe my students have power that is locked inside. All what they need is a secure stimulating environment. It is my mission to unlock the power and let them shine and glow. It is my responsibility to get them included and give them the chance to explore themselves."

Alaa Amoura


"I believe that a teacher such as a captain of the ship to convey ethics, culture, and morals so we transfer knowledge, information, and all things and give the right of curriculum "full of tolerance" so we know students are human. This should be the first concern of a teacher."

Anwar Salameh Ahmed AlKurdi


"I believe that every student has the right to have a caring, safe environment.  I will teach them how to be responsible for themselves as well as their own learning giving them the right tools to become successful in life."

Mohammed Abu Tammam


"I believe each child has potential to bring something unique and special to the world. I will help children to develop their potential by believing in them as capable individuals. I will assist children in discovering who they are, so they can express their own opinions and nurture their ideas.  I have a vision of a world where people learn to respect, accept, and embrace the differences between us, as the core of what makes life so fascinating."

Ibrahim Al Salam Al Aloul

Two Hours?

I laughed really hard when I heard someone believed the entire workshop we did could have been covered in two hours!  I found that to be ridiculous to say the least.  But, I do believe the workshop could be much better.  Once again, the idea was to stir up existing resources (you) during the pre-workshop stage, then to do some very specific things during the week.  We were never intended to cover anything to any great detail, just to start to establish some direction and introspection.  Having said that, I believe there is room for improvement. From here, I will work with you all very closely (as will some new friends :), and you will also work with each other over the next five months.  We will find some independent paths while not losing sight of each other.  Keeping in mind this larger context, and after a week or so to contemplate, I would like to hear from you:
1) What worked well in the workshop?
2) What could have been better?
3) What topics or sessions could have been eliminated?
4) What topics or sessions could have been added?
Please comment with your feedback and understand that you cannot offend me :) I welcome your thoughts because I pray we will do this thing over and over again!  Yahla, let's go.

Our Philosophies - The Third Five

“My philosophy of education stems from the Islamic views of the creator, the universe, and the human nature. Thus, man is good and naturally willing to differencially learn and lead a prosperous life according to the Islamic teaching with a respected regard to the cultural uniqueness and diversity of every individual and ethnic group.  In that, as an EFL teacher I believe that my role is to create a more mentally challenging, emotional and uniquely culturally student – made and disciplined environment that I hold responsibility of.  We are but what we belive!”

Khadijeh O. Hamidi

“I believe every individual is unique, and my role as a teacher is to create and seize opportunities and help learners extend possibilities to reach the threshold of their minds empowered with the confidence, ability and desire to make the world a better place.”

Bassam Saleh

“I believe that each child is a unique individual who needs a secure, caring and stimulating atmosphere in which to grow and mature emotionally, intellectually, and socially. It’s my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, support risk-taking and invites sharing of ideas.”

Saleem Al-Jabali

 “I believe that teaching and learning is an orchestra played by both teachers and students. The more congruent they are, the more fantastic the tune is. Students are there waiting for the leaders to explore their potential talents, create their own culture, shape their own future, and help them to be well-prepared for the real world.”

Fatima Ramadan

“I believe that the main role of the school is to create a balanced generation who have the ability to participate in different activities in their society. In order to achieve that, the teacher should explore students’ potentials as well as their shining sides believing that each one of the students has something to add.”

Khawla Adarbeh

Our Philosophies - The Second Five

“Students of all social class, ethnicity, race, colour, and mental abilities want to learn. My job as a creative teacher is to provide them with tools and knowledge that are necessary to continue the learning process.  Teaching must be combined with student’s life experiences and they must be taught the techniques of creative thinking, logic, problem solving, and basic ingredients of argument..etc.”

Tahani Jamal

“I believe that the teacher should enlighten students’ way to discover their abilities and potential equipped by respect, pride to their culture and religion and having a wide open mind to communicate with others.”

Sabreen Al-Omari

 “I believe that I have a mental challenge, sense of joy, and an ethical contract in the interactive learning environment and to deal with the miscue of some students, take care and respect of them in order to support their axiology and to be proud of them.”

Sara Subhi Shawamreh

“I believe the children are our future and each and every one has the potential to bring something unique and special. My main role as a teacher is equipping and empowering rather than transferring knowledge, helping students in learning to learn.”

Shadi Ali Al-Khwaja

“I believe in getting a great proud tolerant independent student having beliefs and values in an appropriate environment in order to live in the wider community.”

Amira Issa Abu Al-Tee

Our Philosophies - The First Five

“I believe in my ability to create culture where students are well instructed and consistently guided. This culture, I believe to have the atmosphere of trust, respect and teamwork. Learning in such a motivating culture arouses students’ self-confidence, creativity and their responsibility towards their learning environment.”

Nihaya Saleh

“I believe that students are capable and unique who have the potential to bring something unique and special to the world, if we help and provide them with a responsive environment which moves with their changing needs, interests, and desires. As a teacher my role is to guide my students to develop a deep love and respect for themselves, others, and their environment.”

 Mervat Shawabkeh


“I believe in my ability to build a classroom culture based on ethics and human values where fair opportunities are offered to every student to prosper and develop her full potential in a systematic environment open to positive and congruent modifications.”

Salam Saleh


“I believe that all students are unique individuals who need to be placed in a safe and supportive environment that helps them develop psychologically, intellectually, emotionally, and socially. Building that conducive environment will allow them to meet their potentials. My role as an educator is to facilitate their learning and to promote respect among them.”  

Zeinab Ajarmeh


“I am a firm believer of student’s right to learn, shape their characters and develop their ability in a safe stimulating environment that instills society’s beliefs and morals.”

Yaser Alhreh

My Journey

Reality perception

My name is Sultan Awwad, I have been teaching English at UNRWA for about 7 years now. Although I have applied for an English teacher post to UNRWA, I have not realized the gravity of becoming one until I saw my name in the local newspaper. I didn't know what to do or what to expect. Nevertheless, I saw comfort in the fact that I spent about 12 years in schools as a student and naively assumed sufficiency of such an experience in performing my upcoming duties as a teacher.

Unfortunately, the comfort zone I capsulated myself in shattered into pieces when I saw the eyes of 45 students staring at me upon my first entrance to a class as a teacher! I then discerned that experience alter our perception of reality drastically.
Peculiarly, a boy sitting back close to the corner window (my favorite spot) called Hashem reminded me of myself; the glittering eyes, the confident smile, which can be interpreted mistakenly by a green teacher as a welcome sign. Yes, I was a green teacher but an adept student in giving teachers a hard time. Hashem would have been a perfect friend when I was a student; but now it is a whole different story! There is nothing pleasant in having someone like me in any class! I wanted to scream loudly "I'm one of you" I desperately wanted to reclaim my seat near that window where I could do my monkeyshines and manage my pranks. The only brilliant thing I did that day, which came out of instinct, is keeping a direct eye contact with them and wearing a shaky smile, which I strived to use as a cover to hide my fears. I saw no practical use whatsoever of my experience as a student except for my unrivaled ability to spot wicked students, which called for an emergency plan.
An emergency plan
I started to retrieve memory for the best teacher model that could deal with a naughty student such as Hashem. And there it was. Who else could it be? It was Mohammad aljaiousy; my tenth grade English teacher. I came to school the next day with high aspirations but things did not work as I hoped. I then turned to my capable peers to sip from their rich experience in terms of classroom management and teaching strategies. Some tips really worked fine but  it many had fallen apart when applied. It took me almost a year to realize that there was no unified booklet for teaching and that I had to invent my own.
I often saw teaching as a process of explaining a topic, encouraging students to ask questions, and giving Exams where some would pass and others would fail. I saw my performance as a teacher determined mainly by the evaluation sheet a supervisor fills upon attending a class of mine.
Milestone
All this changed three months ago when my mobile phone rang. It was my supervisor asking me whether I wish to participate in an intensive course by Dr. Michael Morsches. I had no idea about the course; nonetheless, I agreed to enroll.
Later on, we began communicating through the internet. He first required a brief summary about me, which I provided in no time. Then silence prevailed for a couple of days to be later dispelled by an assignment about philosophy. This course really sucks "I told myself". I hate philosophy. I hate people who write about it, talk about it, not to mention people who ask about it. However, I had already signed the contract! Nonetheless, Dr. Morsches had the redeeming quality of providing some elaboration on the questions he raise. He cut down the wicked term into three more wicked ones: ontology, epistemology and axiology.
I don't like the taste of failure, it is bitter, that’s why I made a good use of the notes provided by Dr. Morsches on each topic and ran a tiny research on the web. It turned out that philosophy isn't that wicked after all; it is a science that we live and experience everyday and certainly affects teaching and learning as well. It is the set of beliefs and conventions we hold, whether realized or not, which govern our behavior.
Philosophic responsibilities
It was blank inside my mind when I sat down to write about my philosophy as a teacher, but soon thoughts started to gush fervently as an eager prisoner longs for his freedom. I have started my philosophy article with questions I had carried with me almost forever; questions about the nature of things and people, about the perception of reality, about my students' nature and needs, about the process of knowledge acquisition, about the society and the ethical system we live in and about the values our student's cherish most.
Structuring my philosophy clearly, gave me a completely new self-reflection spectrum. My attitude as a teacher came to make more sense and I could see clearly my strength and weakness spots not only as a teacher but also as a human being. It is like having the sagacity to isolate frivolous, impertinent, and unreasonable variables of a ramified task profession and focus more on the core of teaching or "my philosophic responsibilities" as a teacher.
Setting up my philosophic responsibilities as a teacher, made me re-evaluate and reset my classroom instructions, my assessment techniques and the evaluation process in a more congruent pattern. Moreover, I came to perceive my philosophy in light of the goals set by the organization I work at, which added a great asset to my knowledge in keeping an equilibrium between the goals of the organization and those of mine. E.g., I didn't see a reasonable ground for applying authentic assessments by UNRWA because I had no clear perception of the overall image, nonetheless it turned out to be a crucial component in achieving my philosophic responsibilities.
I then realized that evaluating a teacher has more in it than just ticking a static evaluation sheet by an Ed. Specialist where both teachers and Ed. specialists have a little control over the many weltering variables in a rather blurry evaluation context. A teacher's evaluation should be based on teacher's congruent performance in the light of the philosophic responsibilities he/she cling to. In addition to that, I think Ed. Specialists' philosophic responsibilities should be reflected on the process of teachers' evaluation, which would yield a more natural equitable evaluation process for both teachers and Ed.specialists.