Meet Rachel, who teaches in 3 different schools at the Commission Scolaire des Sommets, near the US border. This year, she has multi-level classes, so she has the added challenge of finding material that meets all her students’ needs. As our February teacher of the month, she’s shared 3...
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3 awesome teaching tips from Rachel, our ESL teacher of the month!
07 février 2019
How can I help my students acquire field-related vocabulary that is relevant and meaningful to them?
13 avril 2018
Vocabulary acquisition in a B-block course is very much a double-edged sword. When I started teaching field-related English, I expected vocabulary to be a nonissue. After all, in a class where students are supposed to work on field-specific topics, focusing the selection of salient...
How can I help my students to become more confident and autonomous language learners and users?
12 avril 2018
Students and teachers alike agree on the fact that language learning is not an undertaking that begins and ends in a classroom, but a lifelong endeavour. If, as teachers, we want to meet the ministerial objectives of preparing our students to communicate in English in study and...
How Do You Argue about Beliefs, Facts, and Opinions?
09 avril 2018
It’s a trick question! Students often have a hard time understanding that they can’t really argue about beliefs, and can only use facts to support an argument. As for opinions, they can only argue about valid opinions.
Why, and what is the difference between the terms?
Some of my students are in a Springboard program. How do I make sure they don’t feel left out?
20 mars 2018
For as long as I’ve been teaching B-block courses, every term, on the first day of class, at least one student inevitably raises the following question: How can I work on field-specific content and tasks if I do not yet “have” a field?
Students in so-called Springboard programs often...