#outofclass

[logicaldeception]

Go Tonight part 1

[shaylampham]

Cereal Box Still Life, 2018

[littlejessequick-blog]

Moving Blogs

So *ahem* I’m moving Jesse over here to my multimuse. Of course, it’d be great to see people follow, but I know mumus aren’t everyone’s cup of tea. Regardless, she’s there now. I’ve been slowly moving a lot of my muses to my multi cause I just love writing a lot of different characters but being on all those blogs at once is just ?? not gonna work. It’s too time consuming and muses get lost in the shuffle and I get confused. So, they’re not all on one blog.

Thanks! I’ll queue this a few times just to get it spread around. 

[learnenglishwithjulia]

Proposing a plan for an out-of-class English club

Diary submitted by Gianina D. The students I teach are mostly business people who work long hours and until late, so they don’t have the time or energy to practise outside the classroom. This is a significant problem because if they don’t put their language skills into practice regularly then they will forget what they have learned in class and will not improve as quickly as they would like (especially if they are preparing for an exam). At the language academy where I teach in Madrid, there is a “2 hour method”, where the students will do a 40 minute listening exercise, followed by a 40 minute speaking class and a 40 minute writing exercise. Although this covers all of the language skills (reading, writing, listening and speaking), the structure is very impersonal and doesn’t allow students to focus on their skill that requires the most attention or their preferred learning type. That is why creating an out-of-class English club with the purpose of catering to all learning types (aural, visual, verbal and kinaesthetic) would combat this problem and encourage busy working students to practise in their limited free time. Proposed plan for an out-of-class English club in Madrid Target age: young professionals aged 22 - 35 Target CEFR levels: B1 to C2, with some activities being suitable for students at a lower level as well Day of the week: Monday - at the start of the working week so that students are feeling fresh and enthusiastic Time of day: 10pm, after work Monthly schedule: 4 activities rotating every week so they are running once a month. Students are welcome to attend the club every week or may just choose an activity that suits their learning type. Week 1: an English movie night for visual learners, suitable for A1 - C2 learners as there would be Spanish subtitles. Hire out a small venue with a projection screen, bean bags, blankets and popcorn to create a cosy and intimate atmosphere; allow students to socialise for half an hour before starting the film; play a British English movie (to help consolidate vocabulary from class) with Spanish subtitles. According to Kristina Ericksen from Collegis Education, visual learners are “good with remembering faces”, and their “notes are covered with drawings”, emphasising their need for imagery when learning. Watching a movie would be suitable because this activity involves engaging the brain with the target language, moving pictures and colour.  Week 2: an English karaoke night for aural leaners. Hire out a karaoke bar and encourage students to sing songs in English while socialising with other EFL learners. Ericksen states that aural learners are “good listeners” and “have difficulty working quietly for long periods of time”. Therefore, karaoke would be a fun way for them to interact with music and sound in a relaxed environment.  Week 3: an interactive English food demonstration. Hire out a commercial kitchen and bring in a British chef to demonstrate cooking some classic British food dishes; students would then be able to work together to recreate the same dishes and enjoy their freshly prepared dinner; this would work well in Madrid because it’s a cultural norm here for people to eat late in the evening. Ericksen notes that kinaesthetic learners “enjoy building, making or creating” and suggests that they should use “flashcards, games or activities to study”. They have a need to use their body and sense of touch, so I believe that a cooking activity would animate these learners to do something active, creative, and learn English at the same time.  Week 4: an English book club for verbal learners, suitable for C1 and C2 students only. A more advanced and exclusive get-together for literature lovers. Students would read a novel by a British author each month and then come together to discuss the book in English, in a group led by an English literature teacher. Ericksen points out that verbal learners “enjoy reading and writing” and should “seek resources in articles, e-books and essays”. As a result, reading English books and discussing them in a group setting would be stimulating for these learners.  In conclusion, setting up an out-of-class English club would be beneficial for my students because it would give them an opportunity to meet like-minded EFL students, socialise and unwind after a busy day at work, and it would stimulate them in a way that would motivate them in their learning. It would also benefit me as their teacher, as I would be able to learn more about my students based on which activities they enjoy at the club, therefore allowing me to find ways to tailor their lessons to cater for their learning preferences.  References Finding Your Fit: The 4 Most Common Types of Learners by Kristina Ericksen -  http://www.rasmussen.edu/student-life/blogs/college-life/most-common-types-of-learners/ 

Read the full article

[parasiticbrawler]

I’ll be on in a few!

[teacheroutway]

tagged by: @king-gaius

the face your muse makes when they’re happy

the face your muse makes when they’re sad

the face your muse makes when they see something they want

the face your muse makes when they go berserk when their buttons are pushed

the face your muse makes when they see someone they dislike

Tagging: whoever whats to do this? XD

[munnny]

takaoka akira supports lesbians change my mind

[thievinggentleman]

// i saw one similar to that... with the best license plate ever!

like,…. would i pay $10k for a 22 year old car? not normally, but for her? that’s a bargain

[tkchance-blog]

( I know my blog is empty but like this for a starter and I promise I’ll have some threads up! )

[topklassent]

Performing this Sunday at @vinylcenterstage @kidmarss @itsnerdofficial @malifromcali lilkursedlife, @og_twaun , Benji buccs and @mysterioacapelloofficial #outofclass

[logicaldeception]

Go Tonight Part 2

[shaylampham]

Self Portrait Before

[littlejessequick-blog]

yes/no should I move jesse to my multimuse blog

pros

activity up

my mumu is like, super organized

cons

???

a lot of people dont seem to like multis so ? activity might not be up who knows

[learnenglishwithjulia]

Is attending Language lessons alone enough practise time for language learning?

Diary submitted by Charlotte C, Erasmus+ internship in Valencia Learning a language can be an extremely difficult task, especially if you’re learning a different language to the mother tongue of the country, you’re studying in. One of the most difficult aspects of language learning in this instance, English, is said to be the mastering the art of Speaking and Listening. This can pose even more difficulties if you do not have friends/family members to practise speaking English with.  Whilst professional, English lessons in a school or an academy are designed to promote as much student talking time (STT) as possible, practise can often be scarce, and limited, which may lead to lack of ability when developing these Language skills.  Therefore, many language learners often look for other activities or opportunities to communicate with native or other speakers of English as means of practise. This is really important, as it not only allows you to practise the art of communication and understanding in a foreign language, yet also allows you to practise your pronunciation, grammar techniques and listening skills, practising the ability to comprehend others accents and spoken dialects in order to respond.  However, what kind of out of class activity would be appropriate?  I would propose, that attending a social event, held in the form of a ‘language café’, or a social event whereby English learners get together and interact in a natural, informal setting would be a perfect opportunity for further practise of English.  These are often held in cafés or bars and enable students to interact with other speakers of English practising the art of everyday conversations and learning about others’ experiences. Students would also be able to meet students of various levels, ages and nationalities, and could discuss different aspects of the language, and may even be able to help each other if needed.  This could be implemented in a number of ways. One example could be a games night, organised for teens held at a youth centre: Activities: Various board games and team building games placed around the centre Groups: Students would be divided into small groups suitable for each game (for example a game of checkers would only require a maximum of 2 students). Students should be in groups of mixed ability, ages and genders.  Time allocation: The session could run anything from 30-120 minutes, depending on attendance. Students could be persuaded to spend a maximum of 10-15 minutes at each activity, and rotate partners and sessions as conducted by the monitors of the session.  Formation of session: Students should be encouraged to engage in different activities with different people throughout the session. At the end of the session, the whole group may come together to form a large group task, involving all participants.  Formality: It is important to remember the objective of this club. Clubs should try to be as informal as possible, letting students speak freely and engage in conversations throughout. However, monitors can step in at any time, to control other factors such as student behaviour, monitoring students and helping with English where necessary. However, this should be implemented in a minimal, relaxed way.  Other ideas for “Out of English clubs” may include adults joining a quiz night at a local English bar, where students practise the art of answering different questions types, or just attending a basic language café whereby students are encouraged to engage in everyday basic conversations with other students of differing ages, genders and nationalities.  All of these designed social clubs are a really good way to practise language, but in a less formal situation in comparison to classroom learning. It can be fun, educational and also a chance to make new friends. The social event would be suitable for all levels and could be adapted depending on the age of the students.  One point to remember is the importance of inclusion of each and every student. The Club should be a friendly, welcoming place. It should be held in an accessible place for all, with good transport links, and should be a place of equality.  Of course, there may be some negatives to such interaction. For example, some learners may struggle to fit this event into their daily schedules and may struggle to attend. Of course, this is a voluntary activity, and therefore students would be able to choose to partake, if they felt it is something they would like to do. Therefore, although some students may be shy, and not want to or have the ability to communicate, the social activity could be adapted to all students, and organisers should be engaging to all students, which would therefore minimise the number of shy or uninterested students.  Many students studying English in non-English-speaking country do indeed participate in such events, and many linguists/theorists of language learning suggest other means of practise for these language skills and suggest a theoretical importance of such clubs, in agreement with my reflections surrounding such activities. Therefore, I would suggest further reading, to gain an insight into other ideas for an “Out-of-class club”.  References:  Eccles, J., & Templeton, J. (2002). Extracurricular and other after‐school activities for youth. Review of Education, 26, 113–180. Read the full article

[rich-lovely-spirit]

#outofclass #noclasstomorrow😊#showpiecetreasures💍💎#paparazziaccessories💍 @Showpiecetreasures🌹 #paparazzijewelry 💎#workingmysiteallday

[thievinggentleman]

walks into the scandinavian mcdjønalds

orders a hæmbjørger