Monday, December 21, 2009
Monday, December 7, 2009
"The following reading activities are elaborated by groups of teachers of English at the workshop organized at the CREFOC of Sidi Bouzid on November 14th, 2009. The aim of the session is to raise awareness of the benefits of being creative and teach beyond the textbook. The worksheets developed by the different groups of teachers are not lesson plans to follow implementing in the classroom.Reading activities elaborated by teachers during the workshop:
Topic: Teaching Critical Reading through Applying Bloom’s Taxonomy
Audience: Teachers of 1st Year Secondary Education
Material: a selection of reading passages from the textbook “Perform through English”.
Step1: a PowerPoint presentation by Belgacim HAMDI, a trainee inspector at the CENAFFE.
Step2: Groups of teachers design reading activities relative to the reading passages selected from the above mentioned textbook.
Step3: OHP presentation of the activities by representatives of the groups and discussion and feedback."
Teaching critical reading: A PowerPoint presentation by Belgacim HAMDI
N.B: To download these documents, check also the Download Area: Workshops -> Teaching Critical Reading.
Wednesday, December 2, 2009
To download it, follow these links:
Those and other documents can also be viewed here:
Evaluation in Basic Education:
Evaluation in Technical Basic Education:
Ongoing Evaluation in Secondary Education:
How to use the 4th Year Book (Skills For Life):
Thursday, November 26, 2009
Wisdom: A PowerPoint presentation by Abdelhamid RHAIM, Gabes University:
We wish you a Happy Eid.
Saturday, November 21, 2009
The second Part of this indispensable document will be uploaded next month.
We are already thinking about the next issue of our magazine which will be published in January 2010. The central theme of the next issue will be "Assessment". We are avidly waiting for your articles, comments, suggestions and opinions about the next topic.
For details on how to send your articles, we kindly refer you to our magazine(page 2) and the FAQs section on the forum.
The Tunisian ELT Forum Magazine Team
Rihab Bouden explains how she makes sure her tests "conform to both the requirements of the official syllabus in terms of topics, skills and activities and the recommendations of the official texts that regulate assessment in Tunisian preparatory schools" through some sample tests that are consistent with the ideal that tests, as Rihab pointedly states, "shall reflect the learning expected to have been acquired via the official textbooks in use."
[Click on the thumb above to preview the document]
Sunday, November 15, 2009
To answer the following question, read the chart below contributed by ELT inspector Mohamed Salah ABIDI.
Q:Decide whether the sentence is written in British or American English.
1) English is my favourite subject at school.
2) Have you seen Dick's new truck?
3) The park is in the center of our town.
4) Mr Barnes, our caretaker, found my key.
5) I like French fries, they're very crispy.
6) Have you seen the latest movie?
7) I've passed this test. So I'll get my driving licence very soon.
8) The accident happened because the blue car didn't stop at the traffic lights.
9) Tom told me to get off the Underground at Tower Hill.
10) They have moved into a semi-detached house.
Source( question): http://useit.vn/content/view/3496/378/lang,english
A Chart:British English Versus American English by ELT Inspector, Mohamed Salah ABIDI:
[Click on the thumb above to preview the document]
Tuesday, November 10, 2009
Sidi Bouzid Training Center (CREFOC)
Traning session 1: Lesson Planning, October 2009
In the brainstorming activity we stressed the fact that planning is essential to both experienced and inexperienced teachers. Planning enables the teacher to organize learning situations toward chosen goals. It also helps in what Huebener calls “anticipatory teaching, for the learning situation is lived, through, mentally, in advance”
In the next phase teachers attended a PowerPoint presentation(*) - prepared by Mr. Belgacem Hamdi and Mr. Mohamed Salah Abidi- where Mr. Hamdi spoke about some aspects of lesson planning ranging form steps of the lesson, going through the art of mixing techniques and culminating in the idea that lesson plans involve two major portions of the actual teaching process: objectives and classroom activities.
After the break teachers worked in groups- according to levels. They were asked to prepare lesson plans that highlighted the principles of lesson planning dealt with in the training session. While teachers were presenting their work Mr. Mohamed Salah Abidi insisted on the idea that “We can’t direct the wind but we can adjust the sails”.
He also added that an over-reliance on the textbook may well cause the teachers to give classes which are not as motivating as they should be. Linearity in dealing with lessons may demotivate the students. Hence when planning lessons teachers need to choose, select appropriate activities, highlight variety and balance and be ready to shift gear whenever they deem necessary.
Teachers should always remember that when planning a lesson, a teacher adopts what he can adopt, and adapts what is adaptable. They should also be flexible and take things easy. I mean if a teacher can open up a knot with his fingers, why he should open it with his teeth.
[Click on the thumb above to preview the document]
Lesson Planning (word document):
[Click on the thumb above to preview the document]
General recommendations (word document):
[Click on the thumb above to preview the document]
Monday, November 2, 2009
Good luck everyone!
Here is a small collection of worksheets that can be used as revision materials (Unit 1) for the 4th Year (Sec. Educ.) students. If you find any mistakes, please let us know and we will immediately make the necessary changes.
Waiting for your feedback and comments!
Monday, October 26, 2009
Starting a teaching career is not an easy matter. It is rather an adventure full of hardships and troubles. New teachers all over the world may find it very difficult to cope with some discouraging conditions that impede their development as teachers and therefore look for someone to share their worries. Friends and family members never miss such an opportunity to show their wisdom: ‘be careful I know some teachers who really suffered and had serious problems’, ‘be careful pupils nowadays are very naughty so try to be strict and don’t let them win the battle against you’, ‘be careful some colleagues are very bad people’…The list is long. Just imagine the situation and you will find plenty of warnings. That makes a new teacher feel he/she is going to fight against pupils, colleagues, and even the job he is doing. He/She just struggles to settle.
Complaints about pupils’ level appear after one or two months and new warnings come out: ‘be careful the inspector will come soon’, ‘be careful he/she may write a report to the ministry if your lesson fails’, ‘be careful your pupils will get the worst results and your future as a teacher is at stake’, ‘be careful pupils will tell the headmaster that you are not as successful as their previous teacher’, ‘be careful if you fail this year you will never be a successful teacher’. Thus, a new struggle starts and the new teacher will be certain that his/her destiny is to be always careful and ready to fight which is not true in fact. Most people did their best to be teachers and therefore fulfill one of their childhood dreams. There is no greater pleasure than having the opportunity to grant knowledge and enlighten others. So be proud of being a teacher and forget about your fears since you are doing a really noble job. Be careful my article is over…
Snapshots from the magazine:
To download the Tunisian English Teaching Forum e-magazine, to rate it, add feedback and comments, embed it on your own blog or website, share it with friends or print it, please visit our page here:
The Tunisian English Teaching Forum e-magazine
What they said about the magazine:
“After reading this magazine all I can say is, WOW. This is a well thought out/written publication that incorporates every facet of education; from having a successful start to the school year, to how to best implement technology into education.” Read more
David Kapuler, Media & Technology Specialist, Greendale School District, U.S.A
“It is a very enjoyable, informative read and makes for a great practical resource, which can be referenced again and again.” Read more
“I have just come across your extremely elegant online magazine and I was delighted to be able to learn so much about ELT in Tunisia.”
Susan Thornhill ,Regional Sales Manager – North Africa Macmillan Education, Oxford
Sunday, October 25, 2009
Pupils are strongly influenced by the way their teachers treat them. If you succeed to create a friendly learning atmosphere you will find it very easy to transfer information and therefore achieve your objectives. A teacher who is always shouting at his young audience is like a master who obliges his slaves to obey his orders, but our role as Language teachers is to make our pupils speak, use and communicate through English. Communication never means “Must and Must not”. It is a system that highlights exchange and discussion but avoids obligation and punishment. Try to forget about your daily life problems when you start working because pupils are not responsible for a salary delay or a family dispute. They come to school to learn and meet teachers who explain lessons and replace parents for eight hours a day. So be the father/mother you are teaching about and help pupils know the meaning of adjectives such as helpful, understanding, open-minded, affectionate, caring and friendly. In that way even pupils who do not like the subject will make efforts to take part in your lesson and make it successful. It is simply because it is their friend’s lesson. So be your pupils’ friend.
Just for fun
•Teacher: What's the longest word in the English language?
Pupil: ‘Smiles’ - because there is a mile between the first and last letters!
•Teacher: What is the plural of mouse?
Teacher : Good, now what's the plural of baby?
Pupil : Twins!
Intelligent questions and answers
Q. How can you lift an elephant with one hand?
A. It is not a problem, since you will never find an elephant with
Q. What can you never eat for breakfast?
Q. What looks like half an apple?
A. The other half!!!
Thursday, October 15, 2009
The inspector, Mohamed Salah Abidi, welcomed all the teachers (newcomers and veterans).He presented this year's agenda and went over a number of important issues concerning the various curricula, formative evaluation, assessment,the English programmes, the CALL labs, etc..
The teachers had the opportunity to ask questions, share their worries and discuss some of the problems they anticipated like the lack of equipment (CD players, cassette players, etc..).
The inspector handed out some documents related to testing (covering all the aspects of testing for this year) and the information pertaining to the curriculum changes or specifications for some levels.
The meeting was also an opportunity to present the newly born forum and the electronic magazine and how they can be an effective tool in promoting sharing and collaboration among teachers and a space for them to voice their opinions and discuss matters related to teaching English in Tunisian schools.
After the wrap up, an information form was filled in by the participants.
Note: These are the "Assessment for Secondary Education", "Assessment for Basic Education" documents and "The Programmes of English for Basic Education" for the convenience of those who were not able to get them. Other documents will be uploaded to the forum soon.
Assessment for Basic Education:
The Programmes of English for Basic Education:
English Programmes for Year 3 & Year 4 Secondary Education:
Monday, August 31, 2009
Reading through the literature issued by the ministry of education and training about the profile of the outgoing student after the 7 years of prep and secondary education, a statement reiterated in every page of the orientation book drew my attention.
It says ‘the outgoing student is expected to have a good command of three languages (at least) in spoken, read and written forms.’’
Do factual data gathered after national exams corroborate these expectations?
How do we account for the common students’ underachievement in languages?
Our major concern in this paper is the substandard outcome of the outgoing students and the way to address it.
To continue reading this article or to download it, see the document below:
Sunday, August 30, 2009
This is a lesson plan applying Bloom's taxonomy for 4th year secondary students.
It thoroughly explains the procedure that could be implemented and details the steps that both teacher and students would follow."The focus in the procedures is intensively and extensively set on applying critical thinking via critical questions."
Lesson Plan details:
Lesson :Education for all
Level :Year 4 secondary education
Source: Skills for life
About Hechmi Hamdi:
EFL teacher since 1996
Ibn Roshd High School in El Maknassy
Main interests: test construction,translation,media studies
Proficiency certificate from Brighton University 1991
This presentation offers guidelines and tips on how to make better PowerPoint presentations. Here is also a list of well-designed presentations that can be used in the classroom: chompchomp
Important:You need to prepare a printed version of your presentation(handouts) just in case.
Friday, August 28, 2009
To download the original template (with graphics and headlines), please click here.
Saturday, August 8, 2009
Summary: In this activity, the learners will have the opportunity to think about the significance of proverbs, and how they are formed. They will be asked to complete the proverb with the missing words with reference to the pictures. The aim of activity is to provide a visual reference that learners can later use to remember the proverb. Besides, it is a good activity for visual learners, especially kids. For intermediate level learners, this can be used as a starting point to think about how proverbs work and to relate proverbs to their own lives through writing or speaking.
Objectives: To learn about proverbs and their cultural significance
Time: 10-15 minutes
Level: beginner to intermediate
Procedure: Learners sit in groups. They are asked to complete the missing words to get the proverbs. Then, they think about similar proverbs in their own language. The learners may be encouraged to ask their partners to guess the proverbs. If they do, they get on point for that. If they don’t, the next partner tries to do it, and so on. The pictures can also be used later to help the learners remember the proverbs. For intermediate level learners, the teacher can ask them to write about a particular proverb that is particularly meaningful for them and how it relates to their real lives.
This is a second handout that can be used along with the first one.
Saturday, July 25, 2009
Teacher: Najoua Abdelhak
School: Ouled Haffouz Preparatory School
“Lucky are the English teachers in Tunisia
because they are always given the opportunity to use new and facilitating technologies in helping pupils to get the language. In fact, on the 8th of July this year, I attended a training session called "Multilab" centered around using the computer as a technology in teaching English.
I expected the session to be about ways to improve our pupils' pronunciation but I found something different and I was surprised and excited for two reasons: first, the program was really rich and interesting. Second, Multilab was not just a theory to speak about and a paper and a pen to take notes then leave. Practice was the hero, though more is needed. Multilab is about using the computer in group sessions . It can be used in different ways and I think that it has many benefits. It is a way to:
Using the computer in teaching is really helpful and for those who can not manipulate it well and easily and I am one of them, summer is no longer an opportunity to just relax and read stories, it is an occassion to prepare oneself for a future where the teacher is the pillar of the class and technology is the pillar of teaching.
- better present the materials of the lesson.
- motivate pupils and lover their affective filter.
- enable pupils to get the language and practie it easily.
- better deal with the mixed abilities classes.
- make pupils responsible about their learning.
- get teachers and pupils used to deal with the English language through the computer as a technology.
At the end, special thanks are given to Mr Fathi Bouguerra as well as to Mr Abdennbi Omri for their excellent presentation of the material, their patience and the light atmosphere they provided us with. They were really clear, helpful and friendly and their jokes cooled the heat of day. ”
Saturday, July 18, 2009
Differentiating Instruction: A workshop by Inspector & Teacher Trainer Mohamed Salah Abidi (CREFOC,Sidi Bouzid. July 2009)
The workshop focuses on answering the following questions:
"Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. Differentiating instruction involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn effectively, regardless of differences in ability." From Wikipedia, the free encyclopedia
- Why should we raise the issue of DI?
- What are the desired outcomes of the workshop?
- Defining the concept of Differentiating Instruction
- Is Differentiating Instruction a new trend in Pedagogy?
- The rationale underlying this method
- Why differentiate?
- How different are students in a mixed ability class?
- What is ZPD?
Check the slideshow and Appendix for more details.
To download this PowerPoint presentation, check our "Download Area" on the sidebar.
(Name:Why should we raise the issue of DI.ppt Size:91 KB)
Friday, July 17, 2009
Tuesday, July 14, 2009
CREFOC, Sidi Bouzid:
Day 1 of the workshop began with the inspector initiating a brainstorming session that invited the participants to answer a few important questions (see sideshow). This session provided a clear framework for the workshop and led to the realization that it is important for teachers to start thinking about why formative assessment should be part and parcel of their teaching practices.
Later on, the participants sat in groups and started discussing the differences both in terms of terminology and application of the notion of summative and formative assessment with reference to the first handout (see handouts below). The discussion was rounded up by commenting on a quote by Robert Stake “When the cook tastes the soup, that's formative; when the guests taste the soup, that's summative.” Then, the participants thought about the difference between assessment for learning and assessment of learning.
After reading and thinking about some of the principles outlined by the Assessment Reform Group (document 2), the participants were also encouraged to analyze the process of formative assessment and to discuss the teachers' intentions and the benefits for the learners by completing a chart.(document 5 ).
On day 2, the inspector and the participants took some time thinking about the benefits of formative assessment for teachers and learners. Teachers were invited to think about what tools are needed to effectively implement a formative evaluation. Some of the tools that were discussed included conducting surveys. The groups were asked to think about the practice of formative assessment in the Tunisian context. The participants discussed the various formative assessment activities present on the textbooks in use for secondary school students.
By the end of the workshop, there was an overall agreement among teachers that formative assessment was not completely absent from their daily teaching practices but that it was rather done unconsciously and often in a unproductive way. They concluded that it has to be an indispensable component of their teaching.
To download this PowerPoint presentation, check our "Download Area" on the sidebar.
(Name:Formative Evaluation.ppt Size:79 KB)
To download the above handouts, check our "Download Area" on the sidebar.
(Name:Appendix.doc Size:76 KB)
Sunday, July 12, 2009
For a number of years, many teachers sat on what they assume is a safe ground , that of aligning with “eclecticism”. For some, it means choosing what seems adequate from the existing methods. For others, it means not only the principled use of these methods but also the need to adjust their teaching to their immediate environments as they are aware of the fact that certain methods fall short of realizing that social, cultural and other factors are determining aspects in deciding what works best for them and their students.
Eclecticism is a response to the inherent limitations of the notion of “method” because “the conception and construction of methods have been largely guided by a one-size-fits-all, cookie-cutter approach that assumes a common clientele with common goals.” Kumaravadivelu, Beyond Methods: Macrostrategies for Language teaching (2003).
While it seemed for many a wise and cogent position, eclecticism has been criticized for being guided more by “common-sense” rather than by a principled view: "It does not offer any guidance on what basis and by what principles aspects of different methods can be selected and combined." Stern (1983). He explains that “The choice is left to the individual’s intuitive judgment and is, therefore, too broad and too vague to be satisfactory as a theory in its own right.” Stern (1992).
Henry Widdowson (1990) warns that “if by eclecticism is meant the random and expedient use of whatever technique comes most readily to hand, then it has no merit whatever”.
The first claim that eclecticism is rather based on “common-sense”, hence lending itself to vagueness and inconsistency draws on the belief that to be convincing, pedagogy needs to be governed by facts and certitudes rather than by inconsistencies and differences. Teaching and learning, however, are far from being accurate sciences: As Kumaravadivelu observes, "the success or failure of classroom instruction depends to a large extent on the unstated and unstable interaction of multiple factors such as teacher cognition, learner perception,
societal needs, cultural contexts, political exigencies, economic imperatives, and institutional constraints, all of which are inextricably interwoven."
Besides, even in his account of the three parameters of a postmethod pedagogy, namely particularity, practicality, and possibility, Kumaravadivelu notes that "inevitably, the boundaries of the particular, the practical, and the
possible are blurred."
The second criticism doesn't challenge the relevance of 'eclecticism' per se. However, it points teachers to the right direction by making it clear that to be successful, eclecticism should not be random and irresponsible. This is what Diane Larsen-Freeman (Techniques and Principles in Language Teaching) refers to as "principled eclecticism".
The point is that "eclecticism" is a fair choice if it is done properly. That is to say, it shouldn't be " an excuse not to go deeply into methodology [and] cognitive research" As Patricia Arias, a teacher from Argentina states in her reply to Scott Thornbury's article "Methods, post-method, and métodos" on teachingenglish.org.uk ( link to article )
Attentiveness to the existing theories and to their limitations, the ability to "learn to cope with competing pulls and pressures representing the content and character of professional preparation, personal beliefs, institutional constraints, learner expectations, assessment instruments, and other factors" (Kumaravadivelu, 2003) are determining aspects in shaping a good eclectic stance that is both self-conscious (aware of theories and methods) and effective (takes account of the context and “local” specificities to make sure a proper teaching and learning experience would take place).
So, eclecticism is here to stay although it may seem as a challenge to the certitude of theories. It is, in fact, a sign of teachers’ maturity and their readiness to take responsibility for what they know best, i.e., teaching.
Article by tarak brahmi [my blog]
Diane Larsen-Freeman 2000. Techniques and principles in language teaching
Kumaravadivelu, B. 2003. Beyond Methods: Macrostrategies for Language teaching
Scott Thornbury 2009, Methods, post-method, and métodos link
Stern, H.H. 1983. Fundamental Concepts of Language Teaching
- Videos, documentaries, TV shows, Games, News, Photo Galleries of famous inventors, History makers, celebrities, poets, writers, politicians… Barack Obama along with Bruce Lee, Abraham Lincoln, Michael Jackson, Nelson Mandela, Neil Armstrong and thousands of famous people; all meet in one place,and that is here: biography.com
wordahead: is a great vocabulary-learning site.
- Encourage your students to polish their typing skills with this great tool form BBC: link
- Free cliparts for use in your classroom by Discovery: link
- For intremediate and advanced learners, check the Lesson Plans Library ( videos, lesson plans and downloadable comprehension questions and answers):
- This site offers free certificates to print that you can use for the student of the month,star student certificates, attendance awards, most improved student, teacher of the month, rewarding homework success or better classroom performance: link
Thursday, July 9, 2009
A workshop on how to integrate CALL with English Language Teaching by Teacher Trainer Fathi Bouguerra and Lab Specialist Abdennabi Omri was held at The CREFOC in Lessouda, Sidi Bouzid (8th,9th, and 10th of July, 2009). The workshop shed light on how Multilab, a creative and innovative technology from EDU4, can be used to teach English in our schools. More details will be posted here soon.
The User guide for Multilab (in French) is now available on our blog. To download it, check our Download Area on the sidebar.
News from Tunisia : A Workshop for EFL teachers about Formative Assessment held in Sidi Bouzid (July 2009)
For teaching to be prolific and for learning to be successful, teachers need to be attentive to the importance of constantly evaluating the content they deliver to their students and the relevance of that content to them. Teachers can do that by means of observing how students learn, by focusing on their needs and “adjusting instruction as appropriate”…
A two-day workshop by Supervisor and Teacher Trainer Mr. Mohamed Salah Abidi on Formative Assessment was held at the CREFOC, Lessouda, Sidi Bouzid on July 7th and 8th, 2009. An exhaustive coverage of the workshop will be posted here and in our magazine soon.
Saturday, July 4, 2009
QUESTIONS & ANSWERS
1-How do I become a member?
You just need to send an email to the forum's authors. You will receive an email with details of your membership shortly.
2-How can I send an article?
First, you need to become a member ( question 1 above). Then, you need to follow the guidelines of writing an article (read details here).When you send your article to the authors of the blog, a confirmation email will be sent to you within 5-10 days.
3-Is this blog limited to teachers?
No, of course not! Everyone is free to join as long as they are interested in the field of EFL teaching.
4-How can I send questions?
You can add your questions in the "Question and answers" section of the forum, which will be available soon.
5-How can this site help me in my teaching?
In many ways. While browsing the contents of this forum, you will notice that there is a variety of materials that can be of immediate help to you. Articles, tips, lesson plans are some of the resources that are here for you to look at.
6-How do I upload files to this forum?
You can send them to the authors' emails or upload them here in the "Download Area",which is reserved to members and frequent submitters. However, you are strongly encouraged to use the first option for more convenience and
7-How do I download materials?
You can download worksheets, lesson plans and other materials from our "Download Area" on the sidebar.
8-Can I get a printed version of this forum?
Yes, you can print, bookmark or share this forum with friends. Check the sidebar
9-Is this blog free?
Absolutely. This site is completely free.No fees are required.
10-Can I write reviews of the online books in the Read Books Online section of the blog?
Yes, of course. This is even highly appreciated as it can serve as some kind of feedback for other readers. You can do this by clicking on the "Read more about this book" link in the bottom of the reading area of the book.
11-How do I write book reviews?
Here is an interesting article about how to write a book review: article
The Tunisian English Teaching Forum is a blog and a magazine for Teachers of English as a Foreign language. It publishes articles of interest to teachers, educators, inspectors and all those who are related to TEFL. Article subjects range from research that pertain to TEFL and education in general to stories that inform, issues that teachers face in their day-to-day lives as teachers, questions that arise while teaching, tips, advice, lesson plans, suggestions, etc..
If you are keen on sharing your expertise, stories, findings, frustrations, you are invited to send your articles to The Tunisian English Teaching Forum.
The Tunisian English Teaching Forum magazine will be published four times a year. So, articles will be chosen on the following criteria:
Variety: The magazine will try to vary its content.So, articles that deal with different topics will be more likely to be published in the same issue.
Length: It is more desirable to have "reasonably" long articles in order to make room for more articles.
Relevance: Articles that are directly related to TEFL in particular and education in general will have precedence.
Space: This is also a determining factor as the magazine has only a limited number of pages.
Balance: Trying to give all voices an equal chance to talk and share their views is another serious endeavor.
Articles should be typed in a known electronic format( .doc, .pdf, .rtf, .txt, .html) but articles that are typed on paper ( OCR ready: that can be read by text-recognition devices like scanners) are also accepted. Articles should preferably range from one page to four pages.
A brief description/summary of your article (50-100 words) is highly encouraged although it is not compulsory. You are also encouraged to write a few lines about yourself, your interests and your experience along with your email address.
References and quotations:
A good article is an article that pays attention to references and quotations. There are a few referencing systems in use like MLA and APA. We are sticking with the MLA system for the sake of consistency. For more details about these systems, you can visit easybib.com.The APA Quick reference guide can be downloaded here
No fees are received by you or this magazine for publishing your articles as this blog, magazine and the resources are totally free.
If your article is published elsewhere, please mention that to us.
The Tunisian English Teaching Forum team
Teachers TV is a website dedicated to helping teachers grow professionally.. It “ supports the professional development of anyone working in school, enabling them to widen their skills, develop their practice, and connect with others in the field” …“through engaging videos, practical resources and an active online community”.
These are some of the many advantages of registering free with this great website: “
- Instant access to up to date professional development videos and resources
- Learn from other education professionals by going inside their classrooms and into their schools
- Save time with practical tips, lesson ideas and classroom resources
- Help across the year to meet classroom targets and achieve personal goals
- Keep informed with content covering the latest developments in the education agenda "
Many thanks for my friend and colleague Mohammed Ajmi Fekih for mentioning this site.
Wednesday, July 1, 2009
The following two sites are two real mines of gold for students and teachers alike. They include freeware and open source tools that are carefully chosen by our friend Patricia Donaghy.
Link to the first blog:http://pdonaghy.edublogs.org/
Link to the second blog:http://pdonaghy.blogspot.com/
N.B: To go to these sites, you can also click on the snapshots.
International Edubloggers Directory is a great place for “edubloggers from around the world [that] provides an easy way to find out what other edubloggers are blogging about.This site also includes a shared events calendar and wiki site where members may add relevant dates and links to a central location, which will hopefully prove useful to all educators - both edubloggers and non edubloggers alike.”
Created by the gorgeous and kind Patricia Donaghy , this site, which was launched in January 2008, has already more than 750 members from all over the world.
Here is the link to Edubloggers: http://edubloggerdir.blogspot.com/
You can visit this blog here for tips and lessons. Link:http://virtualstaffroom.blogspot.com/
Here is another blog by a Tunisian teacher. Nice content.
If you are looking for great videos that are relevant to your students, yappr is the place to go. Hold on a second! Have you ever wondered whether anyone or any place would bother to add a transcript along with a video? Well, yappr does! The subjects range from interviews with celebrities to social, ecological issues, extracts from films and the list goes on and on…
Here is the link :http://en.yappr.com/
Make sure you click on the Watch the guided Tour link. It helps you get the most of your experience there.
We are going to talk about this web application soon in a coming issue of our magazine with more detail. But, you can visit this website and have a look at this revolutionary and state-of-the-art tool for teachers. You can deliver presentations, webinars and lessons to your students using your webcam or just by showing slideshows and documents from your own desktop! You can also schedule meetings and get your audience to register online through well-designed and user-friendly widgets. And a lot more on http://www.dimdim.com/
Tuesday, June 30, 2009
The first issue is taking shape and will be available for download soon!
We are very excited about it!
Here is a snapshot of the cover and the first page.
We are glad to announce that our magazine "The Tunisian English Teaching Forum" is going to be available for teachers both in Tunisia and abroad very soon!
We will send links to the online versions of our mag here for you to download.
We will also add guidelines for writing articles on our blog and magazine here shortly. So, if you are interested in seeing your ideas and experience shared by others either here or in our magazine, you are welcome to send them to us.
Our magazine will include not only articles from veteran and novice teachers, inspectors and educators but also great tips, book reviews and online references.
Have a nice stay!