Interview with Paul Rogers: Leading by Example Series
August 30th, 2010
This series is dedicated to highlighting the impact made by exemplary literacy and language professionals who lead by example. They share their inspirational tips and stories. This week we highlight the work of Paul Rogers, creator of the Pumarosa language learning program.
What is your name, affiliation, and connection to language learning?
My name is and I have been teaching ESL for more than 20 years. I am also the author of a free website for Spanish speakers, , which has been online for 6 years, and is now widely used.
What are your thoughts about leadership and language learning?
Leaders in our field should lead by example, not only as teachers but as language students. It is also very important to investigate the uses of new technologies as applied to language learning. And I also feel it is important to champion what I call a multi-cultural, multi-lingual approach, i.e. respecting, appreciating and learning from other cultures and languages.
In your opinion, what’s the most important aspect of a language teacher’s job?
I used to think that my job should be providing adequate and interesting lessons so that the students would be able to learn English as easily as possible. Although I still believe that aspect of the job is important, after studying your reports and articles, I have realigned my thinking! Learning languages is a life-long endeavor that is very important not only to the individual but also to society as a whole.
We must be frank and honest with language learners and tell them there is no quick fix, no fast track.
So now I look at my job as a resource and as a guide, and as an advisor and a friend. I have to say that I am more relaxed and probably more effective as a teacher now.
What are some of the projects you’ve been involved with that you would like to share?
I promote PUMAROSA and sell materials, such as workbooks.
Otherwise, I have developed a “Home Study” program for Spanish speaking adults. I teach classes in the students’ homes in groups of 4 or 5. The materials used include my texts, audio CDs and DVDs, along with PUMAROSA, You Tube and a few bilingual websites that feature popular US songs. I also show the students how to use a computer. I encourage everyone to buy a used computer for about $50 at the second hand stores nearby. Some of them went out and bought brand new computers! I have discovered that many people spend up to $100 a month in telephone calls back home. But with a computer hooked up to the internet for less than $50 a month, they can call back home for as long as they wish for free. Some of my students use a webcam, and I even “taught” a class to their families in Mexico!
What do you see as three new directions in language learning?
- The use of technology, in my view, changes the direction of language learning significantly. Now adult learners and families can basically learn at home without a teacher. This new development in distance learning makes language learning more democratic. Previously only a few people were able to attend classes, which were under the control of the teacher, i.e. ‘teacher centered”. Now learning can become ‘student centered’ so that mothers with children, for example, will not be excluded from learning anything.
- All of which leads to teachers becoming more and more like a guide or advisor rather than an authority figure. Paolo Freire would be very pleased with this shift.
- Distance learning programs will become the norm, with more and more community based involvement.
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What’s Cookin’ with Amy Sklansky in 2010-2011?
August 30th, 2010
Author Amy Sklansky is returning for the 2010-2011 school year as a New Links to New Learning for elementary students!
In , she will put on a chef’s hat & coat to “cook” a book. Into her large cooking pot go inspiration, rough drafts, revisions, pencil sketches, and more as she explains how an author’s idea becomes a published book. She will use her fifth book, The Duck Who Played the Kazoo, as her primary example, though she will also read from her other books.
In , Amy discusses her book Where Do Chicks Come From? This book, part of the well-respected Let’s-Read-and-Find-Out Science series, explains what happens inside an egg from fertilization through hatching. Using visuals in a highly interactive videoconference session, Amy outlines various stages of writing the book — research, revisions, artist’s sketches, etc.
With , Amy gives students a peek inside the mind of a poet. Sharing poems from her own books, she discusses the various places a poet finds inspiration. Then she gives examples of the ways a poet may revise her work – emphasizing concepts such as word choice, line breaks, action verbs, and punctuation. She encourages students to write a poem on their own during the videoconference using the same process.
For Amy’s programs, New Links pay $155, nonmembers pay $195 per session.
Missed a class? Loved a workshop so much that you want to relive it? As part of , we’re filming other Ithaca Freeskool classes and making them available online for anyone who wants to participate.
Learn how to start a D.I.Y. circus with Tori and Lily who taught us how to make hula hoops, poi fire spinners and juggling balls on June 11, 2010.
Global Nomads Group Fall 2010 Programs Open for Registration!
August 30th, 2010
You can join Global Nomads Group over interactive videoconference as they examine the with students who have been directly impacted in the Gulf Coast; travel to Haiti as they work with Haitian students to help re-build schools, or chat with young Pakistanis who are recovering from catastrophic floods that have affected more than 14 million people.
is committed to bringing their signature programs into your classroom, connecting students from across the country and around the world to engage in dialogue and raise awareness about pertinent global issues. Registration started August 26th on a first-come, first-served basis for the fall programs.
Some other programs you’ll see GNG offer this school year:
Polycom Special Events Registration Starts Wednesday
August 30th, 2010
Check out the Polycom Special Events ! These free videoconference events are always very popular and they fill up fast. for Polycom customers opens on September 1st for September through December events. Registration for January through May events opens December 1st.
There are for elementary, middle and high school students. In addition, professional development options are available. Polycom asks that you please check your calendars carefully (teacher conferences, vacation days, state testing) and make sure your class is available before registering. Cancellations are requested 5 weeks in advance to give another class a chance to participate.
Distance Learning: Keep it at a distance?
August 30th, 2010
I’m a girl with not a lot of time to get to an evening class. I do, however, have a lot of time to spare at my computer (my facebook friends will certainly agree with that since they are confronted with my constant wittering on – what’s wrong, why do they not want to know what I had for dinner today?!).
Solution? Take an Open College course online. I chose to use the Open College as they are part of the trusted Open University.
I get my starter pack in the post and login details via e-mail and with the promise of a personal Tutor and an extensive online support system, I’m ready for the off with great anticipation.
All was going swimmingly until I needed to contact my Tutor about a specific question. After a few e-mails and days later, I hear nothing back. When I contact the Customer Services, they tell me that my Tutor is on holiday. Their advice, in the meantime, was to browse the FAQ’s and use the online Student lounge to see if my question has already been answered.
After wading through endless vacuous gibberish, smiley icons and internet slang, I certainly am not lmao and omg this is so frustrating! Ffs (work that one out yourself), I don’t want to meet Mandy from Essex, who’s joined my course to follow a “spiritual path “. So, I give up.
I finally get a response from my Tutor, only to discover that the hours I’ve spent researching for my Unit One Self Assessments, are not even looked at by anyone, not even my Tutor, not even any feedback! How do I know if I’m progressing in the right way?
I decide to abandon the idea of completing the self assessments; I mean that’s like talking to yourself, right George? I mean, I ask myself, I don’t do that do I?
I upload my first graded Assignment for marking. I get it back, I’ve got a disappointing C. I look over the comments and find a reoccurring theme. It’s not that I’ve got any of the answers wrong, but it’s clearly not in the format that he wants to see. Taking that on board, I submit the rest, I get straight A’s on all.
Now, I’m not sulking but if I’d had the correct guidance or feedback in the beginning I could have avoided the C grade.
By time I come to the end of my course, I am left feeling more than a little cold and perhaps a little cheated. The course cost me over £400 (which I’m still paying for by Direct Debit) and I’m struggling to find value for money. It seems you can put a price on Education after all.
Apart from the shiny starter pack (do I really need an Open College Pen, Pad, Folder and printed course notes? Now, if I’d received an Open College Cheque Book & Pen, delivered personally by Sir Terry Wogan, I might have a different opinion!). I still fail to see what my money has been spent on.
So, on this one, I’m afraid, I’m out!
On-line facilitation. In search for inspiring models.
August 30th, 2010
For on-line facilitation a lot of e-learning experts refer to the E-Moderation model of Gilly Salmon as a good start to structure your e-tivities. More information on the model you will find, including the picture which you can find below.
The L&T Blog wants to update you with several facilitation models and e-moderation strategies that can inspire you. The first one is a guide published by the Centre of Educational Technology (CET). It obtains a course model, week-by-week learning activities, general guidance for the e-coaches and specific guidelines for the different learning activities. ! Feel also free to share your e-moderation strategies.
十個中英文句子結構之異同 (十三)
August 29th, 2010
建議：使用如「名詞＋動詞＋受詞／介系詞」般的直接簡單句。除非 (a) 介系詞在如下的句型中（名詞＋動詞＋名詞＋動詞）描述動作， (b) 介系詞用作科技條件的限制語（見第五單元），或 (c) 介系詞作為連接二個句子或段落的轉接語（見單元六），否則介系詞不擺於句前。
文章內容：說／寫中文時常有將指示特定條件性的介系詞（如位置、條件、目的及理由等）置於句前的習慣。此類常用之習慣則造成後面的邏輯是為引出，或者是強調，要被解釋的訊息。即使這樣，把主題的引介詞前置仍然造成了(a) 句子的長度會變長，(b) 把句子的主題重點後放至句末等缺點。在英文科技論文的寫作中，並不常把條件性的介系詞前置於句首。相反地，英美人士反倒習慣把「結果」置於句首藉以突顯，如此一來，可使句子的表達變得更直接，同時，也讓讀者更容易看到句子的主題和重點。習用英文並不如同中文那樣地依賴條件的限定詞來指示訊息。諸如此類前置引介或條件詞的句子（或內容）如果太常用的話，都會使英文文章變得生硬而欠優雅。條件限定詞也是中國作者常用的介系詞。有時，條件是句子中最重要的重點，因此，我們把條件分為“科技限制的條件”和“非科技限制的條件”。
Source:
求職英文: 描述所參預方案裡專業興趣的表現包括 (英文自傳)
i. 介紹此方案的目標
範例
Owing to my deep interest in this profession, I actively participated in a project aimed at developing an efficient response surface method capable of optimizing ordered categorical data process parameters.
Source:
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