ELTeaCH

I was just thinking about how important it is to get and give spontaneous feedback - on every level! When I say to my five year old daughter "Hey, Ally, you wrote that word so well this morning - that was great" and she then shines! On the other hand, when I say "Maybe you should try it like this" she doesn't always look happy, but she does and then she "gets over it" and our conversation resumes - no one was hurt and she learned something and I learn each time how to formulate feedback into something constructive but hopefully not too critical. So what made me think of the role of feedback was last week - after one course a student said "Actually, I find the topic really interesting, but I wasn't sure of the timing". And throughout that entire course, I was thinking about whether the others found it interesting or not. So her feedback was constructive - I knew we could more or less go on how were were with the main concept but we'd

Last night I was wondering about two things: working interdisciplinarily and also problem based learning. About interdisciplinarity : On a superficial level, most things are interdisciplinary. If you teach English, you are also teaching things related to culture, to "self" and to many other topics. If you teach M&U, you are also teaching language, you are also teaching math, etc. However, if the school system is based on specific subjects having 45 minute blocks and there is this concept of teachers having a profile (some do English, some do art, some do French - but not all), on a feasibility level, this interdisciplinarity remains on this superficial level unless teachers really make an effort to network. So on the level of strategies, how do you have a strategy-based approach with the children in one subject and then ensure that they are transferring the strategies that they "train" to other subjects? Of course it's possible, but it's more complex due

Zoo visit A lot of planning went into our zoo visit and I was really nervous about it but all in all, I think it went okay! Of course, there were certain things we could do better like giving you a short overview of what we were doing with the zoo tasks and why we chose to do them BEFORE we let you on your own to do it. We didn't because we wanted to "just do it", but next time I think it'll start off a bit better if you know what the module is about beforehand! Other things we could have done better would be changing the weather or getting a room, but we won't mention that!! It's so important to start off on the right foot - it doesn't have to be perfect, but it should be positive at least! As the students were sharing their observations about what would help the teacher/student be able to do the task better, I was thinking that these students have a pretty great understanding of the terms and the general concepts behind identifying strategies - we can al

What's the difference between "forward-looking" and "looking forward"? An initial thought leads to time: are forward-looking things less probable because they take place in an undetermined point in the future? Are things you look forward to more concrete, in the shorter-term and thus more probable? Who knows - but it is sure fun to think about it!! I am looking forward to this upcoming semester because: I get to teach a lot! My grandfather is coming from the US and we get to go to Lauffen am Neckar ( http://www.lauffen.de/portal ) and take a trip through time. I get to go to the mountains ( http://www.nationalpark.ch/ ) with Ally, Zoe and Patrick. I get to go to the Leonard Cohen concert in Zurich ( http://www.leonardcohen.com/ ) with Patrick! I get to go to the zoo with my students. Somehow it seems a bit simplistic, but isn't it these simple things that keep us happy?