ebersold

August 26, 2013

Tips on Becoming A Conversationalist (and Making Good Friends)

Filed under: Education — ebersold @ 8:02 pm

15. Do be sensitive. Oh, how people hate talking to people who can’t take a hint! Seriously, do you want to be slapped first before getting the message? Be aware of what he’s feeling. Communication isn’t just verbal; actually, a very big part of it is nonverbal. Body language? It matters a lot.16. Do be brave enough to open up and be vulnerable to other people. Hiding behind barriers won’t get you anywhere.17. Do be patient when you’re still starting up your relationship. Getting to know each other and earning someone’s trust takes time and patience.18. Do be updated with what’s ‘in’ at the moment. This isn’t a must, but you will definitely have a better chance of enjoying a conversation with him if you know what most people are talking about. You won’t seem like a guy who sped his whole life under a rock.19. Do relax and be random. Be unpredictable and fun to be with. Many people love hanging out with people who never fail to make them smile and laugh, and being random and cheerful really help do the job. What makes being random quite difficult is being natural and unique even when you’re random. You shouldn’t lose your sense of individuality. Be spontaneous. You can be random in your own little way.20. Do enjoy. Why give this much effort when you don’t like what you’re getting?

via Tips on Becoming A Conversationalist (and Making Good Friends).

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New Themes: AutoFocus, Imbalance 2, and Reddle

Filed under: Education — ebersold @ 7:53 pm

New Themes: AutoFocus, Imbalance 2, and Reddle.

Conversational English lessons

Filed under: Education — ebersold @ 7:51 pm
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Conversational English lessons

Try 15 minutes for free. Live via expertory. I have a Master’s in TESOL (Teaching English to Speakers of Other Languages) and have taught all levels from Beginning Low to College speaking and writing. Additional classes besides the conversational class to be open soon.

October 14, 2011

Progress

Filed under: Education — ebersold @ 2:20 am

Progress.

For an essay question for a Beg. Low ESL adult class at the very beginning of instruction –

1. The question would be:

Do you like the United States? Explain why you do, or why you do not.

I would give the instructions both as written and as oral. I would write the question on the board as well and give an example.

For the rubric, since we don’t give grades and we simply want to know what they know I would not worry about spelling or if they wrote complete sentences; if however, they did manage these to with acceptable grammar, I would ask them if they’d like to go to next level.

Chances are that many would leave a blank there. Some might put a few words and some students who simply needed review, might be better served in a higher level. The response to if they want to go to the level could also indicated their need for promotion.

In these classrooms, the consideration is that the student be at the right level and since these are the first lessons it is possible for the teacher to determine the need for promotion. One thing that is not done is to demote students.

The authors recommend defining orally or in the test. This one has been done with both. The score is for the teacher to assess the prior knowledge since, the vocabulary for this has not been offered in this class. There is no need for students to stress about the test, but they will be told no response or “nothing” is equal to zero. The purpose is to hopefully get them to guess. If they can answer with something resembling a sentence they are the average student at this level as they have has some previous instruction. If they offer two sentences that are relatively complete sentences with subject – verb -order followed and recognizably spelled, they may be in a lower level that they should be. They may also just be more advanced. If they answer in complete sentences with adjectives, 90% correct spelling and compound sentences, they definitely are in too low a level.

Though students are not graded and this teacher tries not to focus on whether they are good students or not depending on promotion, students feel this is an evaluation of them, rather than concerning themselves with the main goal of improving and communicating effectively in the U. S.

 

Progress

Filed under: Education — ebersold @ 1:56 am

Progress.

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Learning Outcomes 2

ESL Beginning Adult Class

Unit – Numbers

First lesson numbers 1 -12

            1. The objective of my first lesson is to write (spell) numbers up to the number 12 with over 70% accuracy.

            The learning outcome is measured by passing a hand out with the numeric representation in one column and a column next to it with a blank line drawn. The class in instructed to write the number that they see on that line. The number 1 is given as an example with one written on the line. The others are left blank. An example of the way the exam is offered below. The numbers 6-12 would be created like wise.

Spell the correct number next to  the numerical number:

 EXAMPLE  1.   __one _________

2.   __________________________

3.   __________________________

4.   __________________________

5.   __________________________

            This test is fits into the memory category.

            2. The objective of the second lesson is to be able to say the numbers from 1-12 aloud 100%.

            The outcome would be measured by the teacher writing the numbers numerically and asking students to identify the numbers aloud. The teacher would call on a more proficient learner to give the first one as an example.

            This test also fits into the memory category and requires a psycho-motor skill.

            3. The objective of the third lesson is for students to know how to place the numbers 1-12 in the correct order 100% of the time.

            The outcome would be measured in this manner – the teacher writes numbers in a jumbled order on the blackboard (or white board) and instructs the students to place numbers in order. The example would be given with the number one placed first like the example below:

            10, 8, 1, 5, 4, 12, 2, 9, 11, 6, 7, 3, the teacher would show them by writing 1, 2… as an example of what to do.

           

            This test demonstrates comprehension and has them manipulating figures as they write.

           

            Subsequent outcome measures (such as numbers on a clock and telling time or cost when shopping with a given hypothetical number) can be constructed involving computations after lessons on this have been presented and practiced by the class.

October 8, 2011

Progress

Filed under: Assignments — ebersold @ 4:42 am

Learning Outcomes 2

 

ESL Beginning Adult Class

Unit – Numbers

First lesson numbers 1 -12

 

1. The objective of my first lesson is to write (spell) numbers up to the number 12 with over 70% accuracy.

The learning outcome is measured by passing a hand out with the numeric representation in one column and a column next to it with a blank line drawn. The class in instructed to write the number that they see on that line. The number 1 is given as an example with one written on the line. The others are left blank. An example of the way the exam is offered below. The numbers 6-12 would be created like wise.

Spell the correct number next to  the numerical number:

EXAMPLE  1.   __one _________

2.   __________________________

3.   __________________________

4.   __________________________

5.   __________________________

This test is fits into the memory category.

2. The objective of the second lesson is to be able to say the numbers from 1-12 aloud 100%.

The outcome would be measured by the teacher writing the numbers numerically and asking students to identify the numbers aloud. The teacher would call on a more proficient learner to give the first one as an example.

This test also fits into the memory category and requires a psycho-motor skill.

3. The objective of the third lesson is for students to know how to place the numbers 1-12 in the correct order 100% of the time.

The outcome would be measured in this manner – the teacher writes numbers in a jumbled order on the blackboard (or white board) and instructs the students to place numbers in order. The example would be given with the number one placed first like the example below:

10, 8, 1, 5, 4, 12, 2, 9, 11, 6, 7, 3, the teacher would show them by writing 1, 2… as an example of what to do.

This test demonstrates comprehension and has them manipulating figures as they write.

Subsequent outcome measures (such as numbers on a clock and telling time or cost when shopping with a given hypothetical number) can be constructed involving computations after lessons on this have been presented and practiced by the class.

October 6, 2011

Hello world!

Filed under: Education — ebersold @ 10:45 pm

This is where I will post assignments. I am practicing now and hope to get the hang of this soon.

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