doubts resulting from group sharing on 0309

1. Everybody knows that it is very important to strike a balance between work and life. But what should we do to attain the balance? Answers: taking up sports, exercising, developing other hobbies, exposing ourselves to something else bsides our profession, etc.

2. As we are seen as "devoted" and "innovative" teachers, it is likely that we bear more burden and responsibility in our work place. Is it possible that we think of ourselves as more important figures than our colleagues (subconsciously)? Is this the force that keeps us working and working, even at the expense of our own health? Answers???

3. The ideas/ideals shared in this group have an influence on our work to some extent. Is it possible that some of the ideas/ideals spread here are "wrong" but since we are just like birds of a feather, we only receive positive feedback and this justify our deeds? Should there be a devil's advocate to challenge us? Answers???

Some new elements for Unit 3 (Part I)

For unit 3 "Misunderstandings," I added some new elements.

The first one is the artistic element based on the multiple intelligences theory. I found an activity called "Misprints" from a book and borrowed some ideas. Then, I asked some students to draw cartoons to go with the contents secretly. The students, who didn't have any idea why I wanted them to draw, happily accepted my requests and worked on the drawing over the weekend.

On Monday (2/28), I collected the cartoons. Hedy helped to scan the pictures and complete the handout I started. Then, on 3/1, in the first class of the new unit (unit 3), I used the handout as a warm-up activity, which worked as an example of how misunderstandings might happen. The activity was followed by examples of how misunderstandings are caused by similar-sounding words or misinterpretation of grammar (another handout, called "Think and Draw"). This time, students formed a group of 6 and each group was working on a very short conversation that contained a misunderstanding. They needed to figure out the meaning and draw cartoons to show it. Then, they sent representatives to draw cartoons on the blackboard. In the end, the whole class went over the six short conversations with the visual aids of the artistic drawings on the board.

Students were devoted to such creative activities as this one. Finally, those who are good at arts but not so good at English can show their talents in English classes. I could feel their pride and excitement. I think these are pretty successful activities.