This gathering will take place in a pleasant and inviting venue at Myasnitskaya, conveniently located near Lubyanka metro station.
During this event, we will engage in discussions related to our past accomplishments and future initiatives, alongside various enjoyable activities meticulously planned for our attendees.
Your attendance is highly valued, and we kindly request that you register promptly to secure your participation in this enriching and celebratory occasion. We look forward to creating memorable moments together and fostering a sense of community as we approach the new year.
During this event, we will engage in discussions related to our past accomplishments and future initiatives, alongside various enjoyable activities meticulously planned for our attendees.
Your attendance is highly valued, and we kindly request that you register promptly to secure your participation in this enriching and celebratory occasion. We look forward to creating memorable moments together and fostering a sense of community as we approach the new year.
Трудности обучения. Диагностика, стратегия работы, маршрутный лист ученика
Какие трудности обучения существуют? Ещё 5 лет назад к трудностями относились в основном дислексию и СДВГ. Их можно было отнести к врожденным патологиям.На сегодняшний момент мы говорим о приобретённых трудностях, которые диагностируются у 70% обучающихся. Все это мешает овладеть любым навыком, усложняет не только сдачу экзаменов, но и жизнь в целом.
Как диагностировать эти трудности? Какие из них можно скорректировать в процессе обучения, а какие, так или иначе, вне зоны ответственности учителя? Какие стратегии работы эффективно использовать? Как выстроить индивидуальный маршрут ученика, если он занимается в группе?
Как методика преподавания иностранного языка помогает освоить нейроподход и помочь ученику справиться с острыми углами в учебном плане?
На эти и другие вопросы Виктория Шистко ответит на семинаре "Трудности обучения - диагностика, стратегия работы, маршрутный лист ученика".
Как регулярно вести блог, не выпадать из него и создавать контент, который будет приводить новых клиентов
Что делать с «Не знаю, о чём рассказывать» и «Всё уже рассказали другие специалисты»
В рамках нашего семинара мы разберем:
- В чём разница между ведением соцсети и блогингом.
- Что делать, чтобы блог работал и какие скиллы нужны для этого.
- Что делает сильный преподаватель, у которого блог работает хорошо, у которого очередь в директе, заявки, активность, ажиотаж. И что делает слабый преподаватель, у которого блог работает плохо.
- Эксперименты с охватами и рилзами на личном опыте Валерии.
A focus on form is an essential part of any method and approach within the communicative paradigm. One of the best ways of doing it seems to be responding to emergent learner language. Based on data from published sources and the speaker's experience, this workshop describes how teachers can work with emergent learner language using various techniques.
In this session, the participants will revise what emergent language is, look at a few principles which help select emergent language items to work with, explore different ways of recording emergent language, think about possible times of the lesson to intervene and learn a few strategies to deal with emergent language in class. The goal is for the participants to walk away with concrete ideas for their own classes.
In this session, the participants will revise what emergent language is, look at a few principles which help select emergent language items to work with, explore different ways of recording emergent language, think about possible times of the lesson to intervene and learn a few strategies to deal with emergent language in class. The goal is for the participants to walk away with concrete ideas for their own classes.
The art of self-compassion
Have you noticed that we tend to be much kinder and more understanding when it comes to our friends’ struggles, but we're often too tough on ourselves? In this workshop, we'll delve into some of the common challenges teachers face and examine how self-compassion can make our lives much better. Let's come together and explore this profound topic, and grow as individuals and professionals.
Teacher resilience
Teacher resilience is a quality that enables teachers to maintain their commitment to teaching and their teaching practices despite challenging conditions, recurring setbacks and unavoidable uncertainties of the VUCA world.
In the workshop, we will discuss and do some exercises from the most researched teacher resilience program - Spark Resilience. Originally developed in 2009, the programme builds on cognitive-behavioural therapy and positive psychology concepts with the explicit goal of fostering emotional resilience and decreasing stress.
The four cornerstones of motivation: existential approach
There’s a lot of information about motivation in modern ELT literature and there’s no need to write how important the topic is. However, not much attention is paid to the existential approach. In my presentation I will mention the weak points of some other theories and give a full picture of human motivation from the existential point of view. I’ve designed a check-list of questions that may help us make sure our students find the lessons meaningful.
Another application of this theory is to support ourselves: we can use similar techniques to reflect on our own job fulfilment and tackle the temporary crises that we sometimes face with.
The Flow Theory in the Classroom
Do you recall moments when you felt immense happiness, completely engrossed in the present moment to the extent that the past and future seemed irrelevant, making the concept of time meaningless?Csikszentmihalyi, a prominent American psychologist, refers to this state as 'flow'.According to Csikszentmihalyi, flow is characterized by being fully engaged in an activity to the point where "nothing else seems to matter; the experience is so enjoyable that people will continue to do it even at great cost, for the sheer sake of doing it” (Flow, 1990)
Is it possible to consciously achieve this optimal experience, or does it occur spontaneously, beyond our control? How can the concept of flow be applied to our teaching experience? What similarities does it share with Lev Vygotsky's Zone of Proximal Development? It would be great to explore recent research in this area, exchange our own teaching experience, and seek connections between the theories of happiness and learning.
Have you noticed that we tend to be much kinder and more understanding when it comes to our friends’ struggles, but we're often too tough on ourselves? In this workshop, we'll delve into some of the common challenges teachers face and examine how self-compassion can make our lives much better. Let's come together and explore this profound topic, and grow as individuals and professionals.
Teacher resilience
Teacher resilience is a quality that enables teachers to maintain their commitment to teaching and their teaching practices despite challenging conditions, recurring setbacks and unavoidable uncertainties of the VUCA world.
In the workshop, we will discuss and do some exercises from the most researched teacher resilience program - Spark Resilience. Originally developed in 2009, the programme builds on cognitive-behavioural therapy and positive psychology concepts with the explicit goal of fostering emotional resilience and decreasing stress.
The four cornerstones of motivation: existential approach
There’s a lot of information about motivation in modern ELT literature and there’s no need to write how important the topic is. However, not much attention is paid to the existential approach. In my presentation I will mention the weak points of some other theories and give a full picture of human motivation from the existential point of view. I’ve designed a check-list of questions that may help us make sure our students find the lessons meaningful.
Another application of this theory is to support ourselves: we can use similar techniques to reflect on our own job fulfilment and tackle the temporary crises that we sometimes face with.
The Flow Theory in the Classroom
Do you recall moments when you felt immense happiness, completely engrossed in the present moment to the extent that the past and future seemed irrelevant, making the concept of time meaningless?Csikszentmihalyi, a prominent American psychologist, refers to this state as 'flow'.According to Csikszentmihalyi, flow is characterized by being fully engaged in an activity to the point where "nothing else seems to matter; the experience is so enjoyable that people will continue to do it even at great cost, for the sheer sake of doing it” (Flow, 1990)
Is it possible to consciously achieve this optimal experience, or does it occur spontaneously, beyond our control? How can the concept of flow be applied to our teaching experience? What similarities does it share with Lev Vygotsky's Zone of Proximal Development? It would be great to explore recent research in this area, exchange our own teaching experience, and seek connections between the theories of happiness and learning.
There is no doubt that our community is an alliance of like-minded people: dedicated teachers who love what they do. However, we cannot say that our job is always a smooth ride. There are people and situations that regularly challenge us in our pursuit to share our knowledge and achieve our students' goals. But why struggle alone? Let's use our summer meeting to make each other's lives easier: we'll share our stories of failure and success, of pain and hardship in search of the possible solutions. If one head is good and two are better, then many are the best.
So, in order to have a great session, we're now calling for your stories. Please, tell us about your experience of facing any types of problems ( in methodology, psychology, technology, pedagogics etc.) in teaching your students. Whether you've solved the issue or you're still looking for a solution, share it!
So, in order to have a great session, we're now calling for your stories. Please, tell us about your experience of facing any types of problems ( in methodology, psychology, technology, pedagogics etc.) in teaching your students. Whether you've solved the issue or you're still looking for a solution, share it!
Punctuation matters
The workshop is focused on basic punctuation conventions in American writing culture. Unlike Russian punctuation, there are no rules carved in stone in English. The punctuation usage largely depends on the writer’s intention, language variant, and style guidelines. It is important that we explore this very complicated issue to get the message across clearly. Punctuation matters as it may change the meaning of the text completely. Participants will learn basic rules and do a lot of exercises. Come to have fun while playing with punctuation marks.
Does that answer your question, or teaching soft skills in English
Soft skills are an essential part of communication. Unfortunately, they are not always well presented in language coursebooks, so we often have to supplement them or even create materials of our own.
In this session, we will speak about designing materials using the example of important skills of handling problematic questions (e.g. during a Q&A session after a presentation, job interview, seminar). We will explore the causes of the difficulties and single out sub-skills that enable us to deal with those problems.
We will discuss communicative strategies for overcoming difficulties in Q&A and the appropriate functional expressions. We will analyse a range of language means that can help us to be respectful to the questioner, not to lose face in the stressful situation, and to seem knowledgeable even when we don’t have the answer.
Then, we will look at ways to teach these skills to our students.
Finally, we will summarise the principles of designing successful soft skills materials that can be applied to a variety of skills and language teaching contexts
Organisational patterns that will take your writing up a notch
Writing well is no mean feat. If you want to write impressively not only for exams but also creatively, you are supposed to consciously use some rhetorical resources and syntactic means which will help you effectively express complex ideas and by doing so, achieve a profound effect on your reader. In the workshop, we will practice three organisational patterns that will help you organise your ideas elegantly and, once mastered, will add flair to your writing style.
The workshop is focused on basic punctuation conventions in American writing culture. Unlike Russian punctuation, there are no rules carved in stone in English. The punctuation usage largely depends on the writer’s intention, language variant, and style guidelines. It is important that we explore this very complicated issue to get the message across clearly. Punctuation matters as it may change the meaning of the text completely. Participants will learn basic rules and do a lot of exercises. Come to have fun while playing with punctuation marks.
Does that answer your question, or teaching soft skills in English
Soft skills are an essential part of communication. Unfortunately, they are not always well presented in language coursebooks, so we often have to supplement them or even create materials of our own.
In this session, we will speak about designing materials using the example of important skills of handling problematic questions (e.g. during a Q&A session after a presentation, job interview, seminar). We will explore the causes of the difficulties and single out sub-skills that enable us to deal with those problems.
We will discuss communicative strategies for overcoming difficulties in Q&A and the appropriate functional expressions. We will analyse a range of language means that can help us to be respectful to the questioner, not to lose face in the stressful situation, and to seem knowledgeable even when we don’t have the answer.
Then, we will look at ways to teach these skills to our students.
Finally, we will summarise the principles of designing successful soft skills materials that can be applied to a variety of skills and language teaching contexts
Organisational patterns that will take your writing up a notch
Writing well is no mean feat. If you want to write impressively not only for exams but also creatively, you are supposed to consciously use some rhetorical resources and syntactic means which will help you effectively express complex ideas and by doing so, achieve a profound effect on your reader. In the workshop, we will practice three organisational patterns that will help you organise your ideas elegantly and, once mastered, will add flair to your writing style.
Session 1. Key principles of mediation.
In this session, participants will revise the concept and types of mediation, what we can mediate and why.
Session 2. How to mediate. Practical tips
In the second session, participants will get acquainted with some ready-made materials on mediation and practise adapting speaking tasks to make them more mediation-focused.
In this session, participants will revise the concept and types of mediation, what we can mediate and why.
Session 2. How to mediate. Practical tips
In the second session, participants will get acquainted with some ready-made materials on mediation and practise adapting speaking tasks to make them more mediation-focused.
As soon as we get two or more students in the same class, we are dealing with a mixed ability situation, because all students, all people, differ from each other.
But we want every student to benefit from our lessons equally. So what to do about the differences? Is it just a matter of varying our activities and hoping that something in the lesson works for everyone?
In this session we will explore a number of ways of helping each person within our classes get the most out of every lesson, looking at individual goal setting, analysis of different task types, and ideas about how to use interaction patterns effectively.
In class, we mainly associate being polite with using polite English phrases in speech. But what does politeness actually mean?
In the first part of the workshop, we will go beyond encouraging students to learn functional expressions and try to explain – relying on an influential politeness theory – why ‘Can I have that paper?’ sounds more polite than ‘Please bring me that paper’.
In the second part of the workshop, we’ll see how this theory applies to emails. Dealing with a problem by email can prove really tricky. How do we decide what to write? How can we phrase those ideas so that we get what we want without making people hate us? In the workshop, we will discuss and practice strategies that can help achieve our goals and keep friendly relations with colleagues.
How to make voluntary reading work everywhere and with everyone.
This talk will focus on how to implement extensive reading practices into a course in any context, and what activities can be used in class to motivate students to read voluntarily. To begin with, we will focus on the term and its characteristics, as well as the benefits of extensive reading. Then we will talk about the teacher's role in extensive reading programmes, reading motivation and ways to increase it. We will also focus on reading materials selection. Finally, Anna will describe her own experience and share some practical ideas and reading sources.
I am a lazy teacher and why you should be, too!
Laziness is not a quality that you would frequently see on the list of The Top 10 Things a Teacher Should Be. Surprise, surprise! In this session, however, Anka will show you that it does not always have to be the case. In fact, being lazy (or 'lazy') can be beneficial, for the teacher, for the lesson and for the YL in the classroom, especially as regards coursebooks and materials.
