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Full-Text Articles in Adult and Continuing Education and Teaching
Breathe To Understand, Maxine Swisa
Breathe To Understand, Maxine Swisa
MA TESOL Collection
BREATHE is an acronym for Breathe, Reflect, Empathize, Accept, Thank, Hearten, Engage. The addition of Understand allows for a holistic approach to living a healthy and balanced life both inside and outside the classroom. This paper took form as a result of my personal, spiritual journey, as well as my teaching practice. I noticed that the majority of my students enjoyed experiential activities that included time and space for self-reflection, relaxation and meditation. I began looking for books, seminars, and workshops that explored these areas. Deepak Chopra, Jonathan Kabat-Zinn, Dan Siegel, Eckhart Tolle, et al. offer insights into the benefits …
A Demonstration Unit For A Proposed Intermediate Reading Skills Workbook For Esl Students Preparing For Careers In The Health Care Professions, Price Daniel Norman
A Demonstration Unit For A Proposed Intermediate Reading Skills Workbook For Esl Students Preparing For Careers In The Health Care Professions, Price Daniel Norman
MA TESOL Collection
This paper is a materials development project that consists of three parts. First, there is a rationale that examines the reading habits of intermediate ESL students and then proposes a pedagogical framework and materials format which will guide the students to become more efficient and independent readers. Part II is a demonstration unit for a proposed English for Special Purposes Workbook for ESL students of intermediate ability who are preparing for careers in the health sciences, Based on the pedagogical framework and format proposed in Part I, the lessons of the demonstration unit typically provide short authentic reading passages of …
Using Student Generated Material In A Student Centered Classroom, Katherine Rawson
Using Student Generated Material In A Student Centered Classroom, Katherine Rawson
MA TESOL Collection
This paper deals with a description and analysis of activities I developed for producing and using student generated material in a student centered classroom. The activities were developed during two months of student teaching in Mexico. The paper begins with a discussion of student centered learning, the role of the teacher and the role of the student in a student centered class, and how student generated material fits into this. The following section is divided according to each of .three· classes I taught in Mexico, and these include both children and adult classes, at beginning and intermediate levels. This section …