Bilingual Teacher Education

Hey there, I have asked teachers about their struggle when planning lessons and most of them responded that differentiation is what takes more of their planning time. So I decided to take a refresher course on differentiation, and it's already sparking some intriguing questions. I'd love to dive into them with you! The facilitator emphasizes that students aren't just averages; they're individuals with unique needs. Do you agree? How do you incorporate this idea into your planning and teaching? Next, let's discuss the concept of maintaining high expectations. The facilitator suggests that by setting high expectations for all students and allowing them to take different paths to reach them, we're providing quality opportunities for learning. Have you encountered this approach in your teaching experience? Lastly, the facilitator introduces Mastery Learning, emphasizing that students thrive when given opportunities to learn at their own pace and level of difficulty....

You may already know that I assist fellow educators on their professional journeys through mentoring sessions. In today's educational landscape, teachers encounter a myriad of diverse challenges. As a passionate professional, determining the most effective ways to support teachers can be a complex task. Let me share a few challenges that I, too, have experienced during my teaching career – some of which I still face: Balancing the demands of work and personal life; Struggling with limited time for lesson planning; Providing timely and effective feedback to students; Adapting to new educational philosophies that disrupt established routines; Navigating resources provided by the school/parents, even when they fall short; Addressing diverse needs within the classroom; Managing interference from parents; Students that do not meet the Maslow's, so you cannot go further with the Bloom's; Juggling a multitude of roles within a single classroom. Perhaps it sounds like I've gone...

Do you recognise that feeling when you're a dedicated professional, and every effort you put in yields positive results? It's not about being superior to others or adopting methods that make them feel undervalued. It's not about ingratiating yourself to anyone. It's simply about giving your best, and as Hindus and other believers suggest, karma works its magic – you do good, and you receive good in return. Now, let's examine this from a different perspective. Consider the scenario where your excellence becomes a double-edged sword, limiting the professional mobility you aspire to achieve. Imagine being a dedicated teacher, working with a specific year group for a considerable time. You thrive on challenges, constantly seeking new opportunities to learn and implement the latest research in your teaching practices. Eager for a change in routine, you express your desire to move to another year group, presenting the leadership with a thoughtful request. However, when th...

  I know how difficult it is when your coordinator or director comes to you saying that you will have to change your whole planning and the way you plan to a new methodology or teaching philosophy… You just think right away that all you had planned and taught until that moment will become rubbish.  When someone comes and proposes that directly, or tries to sell you a new course, in a way, your brain takes the same path. Unless you already know a lot about what the other one is trying to sell, you will most likely try to divert from it. You won’t buy it. With that in mind, I want to propose one thing to you, that don’t know a lot about my work yet, to get to know it. Because, yes! I want you to change your lessons so you are less overwhelmed, but I would never consider your experience and previous teaching rubbish. I know how much you already know and how much effort you’ve put into becoming the teacher you are now. So I thought that an ebook, with 15 songs accompanied by strat...

If you followed my posts about creating versions to enhance learning, you might have thought, “Ah, Débora, it's very easy for you to talk about singing, inventing and all that, but I don't have a background in music, I sing out of tune, I don't have rhythm and I have no creativity or talent for music.” Calm down! All is not lost. Let's talk about it... I'll start from the end… Talent. I'm one of those who doesn't believe in talent...sorry. As Isaac Asimov would say: “Whoever has talent will succeed in proportion. However, only if you persist in what you do.” That is... it's no use having talent if you don't use or practice. So let's put out what you already have and let's practice, practice, practice. Thinking about creativity, let's go the same way. It's no use being creative if you don't have food for your processes. Here comes the study part so that the practice is effective. You want to know what to do and how to do it so that...

 T oday I want to share with you how I choose the repertoire.  If I can borrow from the outstanding Érica @trina, “It depends…”  First, it depends on the audience : who is going to participate in the lesson? Second, it depends on the learning objective : why am I teaching those songs? Then, it depends on the time I have: thinking about the why, I have to define how many songs I will use. Finally, I try to make as many connections as possible: is there any project or concept that they must learn or are working at? After I have that mapped out I start looking and remembering the repertoire that I already have and I draft the planning. Then, if I need any new songs, I go to my resource bank and dig into them or adjust the planning. And you? How do you choose the repertoire you sing with your students?