Monday, September 24, 2018

Leading Research on PBLA’s Impact

As many of you already know, Yuliya Desyatova is taking one for the team by devoting her PhD studies to researching the impact of Portfolio-based Language Assessment (PBLA) on our lives, our classrooms, our morale, our job satisfaction, our ability to be effective, and on our students' learning experience.

She has completed some analysis of the first tier of data gathered and has begun writing articles and giving presentations. In May of 2018, she was at the BC TEAL conference. The title of her presentation was Constraining Learning Spaces. Yuliya did a great job explaining the breakdown of responses from teachers, administrators and leads to her survey. She had a good data pool with 322 participants. Of these respondents, 72% had a somewhat unfavourable or very unfavourable view of PBLA.

Some emerging recommendations at that time included:
  • suspending mandatory implementation
  • engaging all stakeholders in an open and constructive dialogue under non-threatening conditions

In June of 2018, Yuliya spoke to the International Society for Language Studies at their conference at Wilfrid Laurier University in Waterloo, Ontario. The title of this talk was When Inquiry is seen as Resistance to Change. Yuliya included the original document "The Change Cycle," which was used in early training at the top of the PBLA implementation chain and which includes the suggestion that those who do not get on board with the new way are "laggards" who "may need to be fired." She quoted many of the surveyed teachers, bringing light to the "dramatic increase in teacher stress" and "unpaid teacher workload."

Yuliya is not yet ready to make slides from these talks public, as she is still strengthening parts of her study and the recommendations that flow from it. There are still opportunities to hear Yuliya speak about her findings, though.

On October 3, 2018, Yuliya will be the keynote speaker at TESL London's annual wine and cheese event. She will be sharing results of her research.

Yuliya will be presenting a paper at the upcoming TESL Ontario Conference on Friday, November 2, 2018 from 11:20 to 12:20. If I am able to be at the conference this year, I will absolutely be one of the first in line to hear more about her findings and analysis of same.
F3J Teacher Learning in PBLA: a critical analysis Yuliya Desyatova - University of Toronto: Drawing on policy documents and empirical data from a larger project, the paper analyses how teacher learning is conceptualized and enacted in PBLA implementation. As suggested by the data, PBLA teacher training demonstrates a strong reliance on behaviourist and cognitive understandings while neglecting the sociocultural complexity of teacher learning. Category: Paper Level: Adult ESL/LINC,College/University, Elementary, ELT/SLT, Secondary Focus: Research Audience: All Participants

Yuliya's contact information is:

Yuliya Desyatova
PhD Student
Centre for Educational Research on Languages and Literacies
Department of Curriculum, Teaching and Learning | OISE
RM 10-229, 252 Bloor St W | Toronto, ON | M5S 1V6

Twitter: @YuliyaESL

Sunday, September 16, 2018

A Season

For everything there is a season,.... Ecclesiastes 3:1

The blogger is IN.

Ok, I don’t mean to get all heavy by starting with a Biblical quote. In fact, I’m feeling lighter than ever after a sweet, very relaxing summer. It was the most restorative break I’ve had in my eight years of teaching English. I didn’t participate in any PD. I didn’t go up to my workplace with jugs of vinegar to clean the water boiler that’s the centre of my hospitality station. I can do that next week.

Everything work-related went on hold. Self-nurturing came to the fore.

But now I’m back and believe that such a complete vacation is to thank for my current fresh attitude and excitement about the blank canvas before me.

I’ve always been a fan of summer. It’s not that I love muggy days more than crisp fall days. I think it’s because summer reminds me of childhood summers—the only time of year when I was permitted and it was socially acceptable to give myself long blocks of time away from other humans. At the age of nine I would hide up in a tree. Today my apartment is hidden among the boughs of two tall maples.

But fall has it’s own deliciousness, doesn’t it? This is a season of transition, nicely symbolized by the transitional wardrobe drying on my clothesline on this warm late summer day.

As a teacher, I appreciate this time of year for the opportunity it offers us to reinvent our classroom practice. The freedom from stress I experienced over the summer has made me realize that I can do so much better in the area of self-care, mental well-being, and work-life balance. I am even starting to believe that I can be a more effective teacher without devoting such an insane amount of time to planning and prep.

What does this mean for me as the administrator of and this blog? I’m not certain yet where I’m headed with it, but I can tell you what is calling to me and what isn’t.

For one, I have returned to my job feeling that life is too short for me to spend a lot of psychic energy on the BS. I want to continue to make time for my hobbies, such as linoblock printing and sewing.

I am still committed to supporting Yuliya Desyatova and anyone else who strives to bring more critical thinking and common sense to this whole national fiasco known as PBLA. You can expect me to post updates and summaries from her field work, publications, and conference circuit. My goal is to begin that next weekend.

But mostly I would like to corral and contain my advocacy work in order to make room once again for the things in ESL teaching that bring me joy, such as discovering a promising language teaching approach or reading a pedagogical book or article that makes me look forward to Monday when I get to share the ideas with colleagues and try them with students.
I have recently found such a teaching approach and received a nice thick book to read about it, so watch this space.

It’s good to be back.

Sunday, June 17, 2018

The Summer Project

Blogger is still not behaving for me. Things seemed to go out of kilter during that whole GDPR compliance frenzy a couple of weeks ago. I'm not sure there's a connection. In any case, I no longer receive an email when someone comments on the blog. I've gone back into settings twice to ensure the right boxes are ticked, but I don't think it's working still. That means I have to remember to log in and check the comments section of the dashboard to know if any comments are pending approval or require a response. I will try to do that ever few days.

I don't have a blog post today and am not planning to blog weekly over the summer. I feel a need to do self care in the form of purposefully not thinking about lesson plans, professional development, or PBLA.

That being said, there are some projects still the works, goals left over from this school term, ones that I have not yet met. Because their completion affects all of you, I want to come back here and to the website to get them finished. Also there are a couple of guest blog posts pending from others. I'm just waiting to receive them. As soon as I do, I'll post them.

The main project is basically to work on the "Canadian Experiment" page of Lately several people have either shared something very valuable to us all in the comments or have told me something during back channel conversations that I think should be shared publicly with all of you. So I need to gather up all these bits and pieces and put them over on that page of the website.  I'm also hoping soon to be able to include an update from Yuliya on her PhD-level research project.

My mom, who is 87, is visiting me now from Little Rock, Arkansas. She arrived today; we spent the whole day getting caught up on each other's news. We have a lot of fun together. She's only here for ten days, so we will be packing a lot into each day. As soon as I have a breather, though, I will be working on the objective mentioned above.

How about you? Are you off for the summer? Working? Going to use some of your summer for PD or PBLA or lesson planning? Or the contrary? I would love to know what is happening with you.

Sunday, June 10, 2018

Looking Back

Our spring term is coming to a close this week, and I've been reflecting on which techniques and activities worked well this time around and what did not work well.

For my morning students, all over the age of 60, jigsaw activities seemed especially useful and engaging. This is the technique I used to help students become familiar with a select few of the sculptures we would see on our field trip to Windsor Sculpture Park. I used it again to help them get ready to visit The François Baby House and Museum, and again when we learned about staying safer in hospital. For the 'safer in hospital' module, one group became experts on VRE, one on MRSA, and one on C. diff.

Expert groups will later split up into colour groups.

What didn't work? Rushing. I have to remember that I cannot just tell these students what I expect. I need to produce an exemplar for them to model their work on and I need to provide the rubric ahead of time so that they really understand which criteria I'll be using to judge their work. Also, the next time we do reports or posters, I need to impose a maximum word limit. Although I stressed many times the importance of brevity for a poster to grab the attention of students passing by it in the hall, we still ended up with posters drowning in text. So I definitely learned my lesson and will provide both an exemplar and rubric next time. That being said, they are proud of the "my hero" posters that were part of preparing for a trip to Jackson Park.

In the afternoon class, a high level (CLB 1L-2L) literacy class, the techniques and activities that worked the best were Language Experience Approach books and multi-sensory lessons. In some cases, we had a multi-sensory experience that we then turned into an LEA book.
Tasting our way through the regions of Canada
Sometimes we cannot go out and take pictures of ourselves having an experience. In those cases, we can still make the new language and concepts personal by giving our opinions and expressing preference, which is how I turned the topic of "summer in Windsor" into an LEA book. Instead of going to Summerfest, the beach, fireworks night, etc., we talked about which ones we planned to enjoy this summer and then built a true story around that. This book becomes the basis of a week's worth of activities. We spend some time each day practicing reading it until we reach fluency, starting with choral repetition and ending with being able to read it individually by Friday. I love being able to load up our sentences into SpellingCity, which then gives us myriad games and worksheets using the same terms and sentences.
F. wants to eat cotton candy at Summerfest.

M wants to take her children to Sandpoint Beach via bus #2.

After helping compose sentences, students copy text into blank versions of LEA book.
And what didn't work? Well, they are a very agreeable group. I find that most anything helps them improve their language skills and helps them learn how to learn so long as I follow a few basic principles. Language must be taught orally first and must be personally relevant. Also, I need to change things up a lot--both week to week and also about every twenty minutes--while also maintaining certain predictable routines.

So if we use a reader from Bow Valley College, School of Global Access one week, we will write our own LEA book the next week, and follow that up with a chapter from the Talk of the Block series the third week. Within a given class period, I try to go back and forth between activities that focus on meaning (questions about the story, relating the story to our lives) and activities that focus on the building blocks of language (copy, pronounce, spot the intruder). I also try to switch every twenty minutes or so between a sedentary activity (writing) and one that gets us up and moving around (peer survey, flyswatter game, coming to the board).

To be honest, I think the ideal lesson is a multi-sensory one or a lesson that is based around a field trip. I have to admit, however, that I don't find myself having the energy to manage such lessons every single week. It takes a lot out of me when I cart 20 pounds of kitchen equipment up to the school so that we can make gingerbread cookies while learning fractions. But if I could snap my fingers and have a host of helpful elves appear every time I needed them, I probably would take students out into the world or into a kitchen or maker space almost every week.

How about you? Is your term coming to an end soon? How are you feeling about it? Which activities will you bring back again because they were successful? What might you abandon because it fell flat?

Sunday, May 27, 2018

A Windsor Freebie and PBLA Update

Happy Sunday!

Before I get to the freebie, allow me to take a moment to give you an update on the results of my digging. Anytime you find information that could be helpful to others who are struggling in Orwellian work environments, feel free to email me with that info so I can add it to THIS PAGE.

Those who follow The Joy of ESL Facebook page have probably already seen this email I received:

Hello Kelly,
Thank you for raising your concerns with how the Portfolio-Based Language Assessment (PBLA) is being implemented. We will be sending new Operational Guidelines for PBLA to all language training providers in the coming weeks. These guidelines will clarify many of the issues raised in your email and we will encourage all language training providers to consult the guidelines regularly.The Centre for Canadian Language Benchmarks (CCLB) is responsible for coordinating the implementation of PBLA in Ontario. You are welcome to add to your website for instructors who have questions about PBLA or who require additional support. This is a more appropriate point of contact than MCI staff.
The CCLB is undertaking a Practice Review of PBLA to gather feedback from Administrators, Classroom Teachers, and Lead Teachers on how PBLA has been implemented and to ensure that PBLA is implemented in a consistent manner. If you would like more information you can visit…/pbla-practice-review-framewo…/…
Daniel Lisi
Team Lead
Program Design Unit
Ministry of Citizenship and Immigration

The reason I was referred to MCI and not IRCC is presumably because it was my local MPP's office answering me. Anyway, I was hoping for a NAME that goes with a FACE to put on on the PBLA support page, but I suppose will have to do. That email inbox is monitored by someone on the Centre for Canadian Language Benchmarks Board, I assume?

In any case, the advent of this document, "new Operational Guidelines" could be a good thing, no? When it comes out, we need to get our hands on a copy and read it cover to cover to see if it is of any help to us as we face drastic inconsistencies in expectations from school to school. Some employers are implementing PBLA in a way that does not create a hostile, toxic work environment with unreasonable after-hours workload expectations, while others... well, you know. (Don't even get me started on how PBLA is not resulting in consistent assessment around the country. That's another can of worms.)

At the same time, I've been in communication with someone who has advice for those of us in unions, but I am just waiting for that person to advise me whether he/she wants to be identified when I share that advice or not.

As for those of us who are NOT unionized, I did get a an interesting bit of information this past week when we had a speaker visit my morning class from Community Legal Aid. She spoke mostly about Community Legal Aid, but also a bit about Legal Assistance Windsor, whose offices are in the same building on Ouellette over the fitness centre next to the post office. She said that the law students at these two organizations can assist workers who are concerned that their employers may be violating labour standards. To be eligible for this help, you would need to a) not be a member of a union and b) qualify for their free services based on income. The threshold is somewhere around $25K per year for a family of two and around $21 K per year for a single person. She said that even if you don't meet the threshold,  it is worthwhile to stop in or call them because oftentimes where they cannot help directly, they can make a referral.

This week I had two opportunities to talk to teachers at other SPOs around my city and both times I learned interesting things.

  • Some employers do not give teachers any paid PBLA prep time. I think all teachers deserve to be aware of what is happening around the province and country when it comes to the PBLA roll-out.
  • One teacher was overheard saying, 'if they hold up London as the gold standard, I'll quit my job tomorrow.' Watch out, Thames Valley. You have a reputation for how NOT to implement PBLA. 🙁
  • Some SPOs do not require the collection of 32 artifacts between promotion periods. They recognize that as untenable, especially for those with very large classes.
  • Some employers understand that worker wellbeing is more important than PBLA. Implementation needs to be done with a heavy dose of common sense and compassion for instructors, as well as by providing paid time for teachers to accomplish training and to meet expectations for the creation of lesson plans, materials, module plans and assessment tools.
Oh, and I've contacted Yuliya Desyatova about my need to update the status of her project on my website. She will update us as soon as she can. She has to do things in a certain order since this is her PhD research project.
As for the freebie, here is a 3-page list of free and low cost things students in Windsor's downtown core can do this summer. Feel free to edit.

Sunday, May 20, 2018

Let's Fix PBLA!

This is the video response to those who say we teachers who have problems with PBLA should step up and make it better.

What would you add that I forgot to say?

An Open Letter to IRCC

Just now an interesting comment came in on the post I wrote two weeks ago, Dave Has an Idea.
I hereby invite every reader and visitor to this blog to leave his or her response to this comment in the comments below THIS, today's post.

Here is my own personal response. I represent nobody but myself in saying what follows.

First of all, who am I speaking to? The IRCC people or person reading this blog knows my name and face, where I work and my every thought and feeling on this subject going back at least two years. Could I please know your name(s) and see your face(s)? We would very much like some transparency around this pan-Canadian mandate.

ONE: My first request is to have the entire misstep retracted. Please watch professor Norm Friesen's video, listen to Yuliya Desyatova's findings, compare this project with the Belgian roll-out of task-based learning, and do some investigating into how a broad imposition of AfL models have worked out (or not) in the UK.

TWO: If you are not willing to entertain recalling this edict, then I beg of you: at least put a moratorium on making it a requirement for SPOs' funding and teachers' employment until such a time that all supports, resources and materials are in place. By making PBLA optional, those few teachers I've encountered who actually like doing it can fill their boots. Those of us who were more effective as teachers before being hobbled by this paint-by-numbers formula can go back to what we were doing before.

THREE: Apologize for the damage already done. Seriously. An apology would go a very long way toward reuniting us as one big team so that we can go forward together once more. Apologize not only for the hours we have donated shoring up a half-baked initiative, but also for the way employers contracted by you and under directions from you have, in not just a few locations, weaponized PBLA and abused employees. You must not only apologize but also take steps to put an immediate stop to all the ways that misinterpretation of the guidelines is resulting in miserable work conditions, divisiveness among team members, and violation of labour standards.

FOUR: Replace the train-the-trainer model. If you want to know what works better, talk to Yuliya Desyatova. She has studied the Belgian model in great depth.

FIVE: Forget about those bulky, heavy two-inch binders. They are a complete waste of taxpayer money, especially the Language Companion. If you must issue binders for portfolios, give our students one-inch binders with the portfolio dividers only. If you must continue to publish the Language Companion, bind it separately. But really? Ditch it. That money could be so much better spent.

Okay, dear readers, I hand it over to you. If someone with any power at IRCC really is reading this, what do you want them to do? Can you encapsulate it in five points? Please give yourself a nickname so that we don't end up with twenty people all named anonymous. How about the way Google handles it? Anonymous Aardvark, Anonymous Marmot, ...

Have a good Sunday. NB: Teachers are writing to officials at MCI and IRCC, pointing them to this post. For that reason, I have changed the publication date to a future date, which is the workaround in Blogger to pin a post to the top. Scroll down if you want to read other weekly posts.

Monday, May 14, 2018


A few weeks ago I had occasion to drive from Windsor through Kitchener-Waterloo on my way to the U.S. Whenever I pass through the area, I always stop in the Canadian city I first called home after immigrating in 1999: Waterloo. I don't have friends in the area anymore, but I still like to have a vegetarian meal at the Jane Bond and take in an art house film at my old haunt, the Princess Cinema.

It was dark when I arrived in Waterloo, but I recognized my old workplace: the Equitable Life Insurance Company of Canada. For five years I was a systems specialist. In that role, I wore many hats--from being a one-woman software support hotline to quality control of data files. I taught myself to code in VBA and created custom solutions for my team. I really enjoyed creating GUIs (Graphic User Interfaces) that were dummy-proof. Using my little apps, it was impossible to make a mistake or wrong decision. The programs I wrote shoehorned the user into right decisions. I didn't have any formal I.T. education, yet they allowed me to do that.

Driving past the unassuming headquarters of the life insurance company with its darkened windows late that night, I could almost not believe that the memories flooding into my mind were MINE, memories of my own life just twelve years ago. This English teacher used to write code. I used to joke that I could make MS Excel do just about anything shy of going to the corner and bringing back coffee.

The next day I rose and drove the rest of the way into New York state, passing turn-off signs for Niagara-on-the-Lake. Once again, the memories astounded me. Could it be that I had once stayed overnight at the Pillar and Post because our clients there needed a custom solution to a data upload problem? Yes, my employer had sent me (a lowly liaison to the I.T. team, not even a member of I.T.) to figure out a way to get data out of their payroll system and modify it in all the ways necessary for upload to our system. It took me an afternoon, but I found a way. I made the impossible possible.
The Pillar and Post, Niagara-on-the-Lake
Another memory came after that, a memory of the day that Scott, an actuary and my boss' boss, came to my desk in frustration over the months and months that it was taking I.T. to develop our company website. He almost never emerged from his office, so I was surprised to see him standing over me. He said, "Kelly, if we paid for it, would you be willing to go learn ASP?" I said I didn't know what ASP was. He said it was a web programming language. I told him I wasn't sure, maybe I would be willing, and why did he ask. He said, "Because if you were working on the website, it would be done by now."

He was (still is, I'm sure) a man of few words, so his vote of confidence has stuck with me all these years. I call those words to mind when my self-esteem needs a boost. Yes, damnit, I'm smart and very capable. I'm a hard worker. I study on my own time to be the best I can possibly be at what I do.

Why am I reminiscing tonight? You can probably guess.

When I first arrived on the Language Instruction for Newcomers to Canada (LINC) scene, I had a lot of the same feelings as I have at all the jobs before this one. I felt my superiors--from my boss and her director all the way up to the folks at IRCC who pay them to employ me--trusted me and believed in me. I felt seen, my gifts recognized and put to good use. Have you heard about Google's 'genius hour?' I have been blessed to almost always land in jobs where I'm given leeway to use at least some of my on-the-clock time to experiment. No employer has ever regretted giving me that play time. It has been during that time that I've solved long-standing problems for my employer. I believe that every language teacher also needs time and room for 'principled eclecticism' and action research.

The cheerleaders of PBLA who leave comments on this blog have more than once accused us of just whining or being negative. I have a whole video percolating in my mind to answer that accusation, but meanwhile I would like to suggest we do something here and/or over on my The Joy of ESL Facebook page. I'm not normally one to dwell on the past or live in the future, but just as an exercise, I'd like to ask if anyone wants to talk about joy on the job. Do you find your job to be a source of joy in your life now? If not, was it before? Or could it one day be--even hypothetically?

If you feel like it, tell me about a time you were happier in your job than you are now and what it is that made the job fulfilling at that time. OR tell me what you dream of as the ideal classroom space or SPO. If you could wave a magic wand and have MCI and IRCC direct the taxpayers' money the way YOU ask them to, what would that look like? I have some ideas of my own, but I'd like to hear from you first.

Sunday, May 6, 2018

Welcome, Conference Attendees!

Whether you received one of my MOO cards at the annual TESL London conference or from my friend at BC TEAL's annual conference, welcome to this blog, which doubles as the de facto national PBLA forum and the only one where teachers can share their thoughts and feelings or organize advocacy with the option of remaining anonymous.

I thought that parts of my plenary presentation went well while other parts bombed. My theoretical overview seemed well received, but the free graphic organizers did not trigger very much discussion or many questions. I didn't quite know how to recover from that, so I simply went on with my example of how even the simplest of resources--a set of pharmacy labels--can be the well that you go back to again and again in order to explore vocabulary, syntax and discourse. I think I should have brought up each handout onto the screen to give teachers an explanation of what happens with them in the classroom and why they are so engaging.

I heard a lot of talk during the materials slam of "contextualized grammar" or "grammar in context." Yet when it came my turn to take the mic, I forgot to tie 'Back to the Well' to this very concept. Of course these graphic organizers--which facilitate activities that you can do with just pencils and notebook paper, for that matter--are about just that! Instead of (or in addition to) getting out the old Azar book to teach about clauses or verb-direct object chains or discourse markers, you can take students back into a familiar text to FIND and exploit the examples that are right there waiting for them.

It was very gratifying to be approached and thanked by teachers who appreciate being able to use this blog as a place to connect with others who are extremely upset by what PBLA is doing to our professional and personal lives. The board member who issued the invitation to me told me more than once how much she appreciates the literacy activity packs that I give away on my website. I really enjoyed the entire conference, including both sessions I attended and the materials slam, which left me wanting the game 'Apples to Apples.' Special thanks to Jen Artan for being on top of all things tech and for getting me and my slides up and running.

If you were holding onto a door prize ticket at the end of the day hoping to get one of the posters I brought and did not win one, you can still grab the PDF from my Google Drive and print it yourself if you have 11" x 17" (preferably glossy) paper and a good colour printer.

Here are the links. When you click one, you will be able to copy the poster over to your own Google Drive where you can either edit first then go to FILE - Download as PDF or just download.

Before You Say, "I'm finished"...

The Seven Cs of an Effective Teacher


Sunday, April 29, 2018

Five Tips for New ESL Teachers in Asia

a guest post by Fazreen Razeek
It can be quite challenging as an ESL teacher in Asia. It can be difficult to teach your class an additional language, especially if they don’t have experience in learning a new one. As a new teacher, you will spend most of your time in a new country and begin your ESL teaching career. You will need to commit to a new life. The first time is always the hardest, as you don’t know which strategies to use. As you go through your first experience as a language teacher, expect some form of a learning curve once you step into your new role. Don’t let the challenge overwhelm you. Here are some tips for new ESL teachers to ace their first experience in teaching an additional language.

1. Give visual cues Printing off pictures of what you need to explain is a great technique if they’re completely clueless about what you’re trying to say. You can use flash cards to help bridge the language barrier.

2. Network with Local & ESL Teachers Most likely, you will be working with local co-teachers and teaching assistants. You will be surrounded by other English speakers who are also your co-teachers in the faculty room. Don’t be afraid to ask for their help and talk to them about your class. They can be very helpful and give you some useful advice in handling students and insights on lesson plans and teaching strategies.

3. Make lessons exciting with games Classroom games never get old, especially in Asia, where gaming culture is a huge hit. You can integrate games into your lessons. You can find plenty of ESL Teacher games online that you can use. PRO TIP: Try to do a quick survey and see what your students love doing - their hobbies, pastime. Then, you can create and recycle games according to those.

4. Always Be Consistent Once you develop a classroom routine, try to stick to it and do not be afraid to test out some new things as well. You can start and end each class in a similar way that students can expect from you. You can try having weekly snacks or picnics, movie days, and other activities that give your students something to look forward to. You’ll be surprised how routine can motivate and excite your students.

5. Maintain a Classroom Chart Be organized and document your student’s performance by having a chart on the wall. This can serve as a source of motivation for your students. You can include your student’s performance in homework, oral recitation, and projects. This chart can also help your students track their own progress and motivate them to do better. Thanks to the technology, there are a lot of teaching hacks available online. Try until you find the strategies that work for you and your students. Use them and share with other teachers you know. Once you get the hang of efficiently managing your classroom, you will find yourself more and more at ease with your ESL teaching career.

About the Author:
Fazreen Razeek from has served the education industry for over 5 years. He collaborates and works alongside education-marketing agencies, event organizers, and educational Institutions ranging from nurseries, schools, and universities to develop and execute their marketing strategies. He is extremely passionate about education technology and also writes for various local and international publications. A graduate with High Distinction from the Edith Cowan University, Perth, Australia, Fazreen holds a Bachelor’s Degree with a double major in Marketing & Management.

Saturday, April 7, 2018

The Sky is the Limit with Google Drawing

Ever since I made the astoundingly wise decision to join Tony Vincent's online course "Classy Graphics with Google Drawing," I have all but abandoned the Microsoft Office suite for creation of classroom materials. Learning how to use Google Draw also opened the door for me to investigate Google Docs, Google Forms, and Google Slides. I love the fact that I no longer need to worry about saving work done at home to a flash drive that I carry to work since everything I create in the Google suite is saved in the cloud. Sorry if the way I talk about this magic gives me away as someone who did not grow up with the terminology. Is that even how digital natives say it? Saved in the cloud? Whatever! I am happy to be a digital transplant, non-native accent be damned.

A couple of weeks ago, I was standing at the copy machine, my hands outstretched as I eagerly collected a print job before heading off to class. "I made that," I bragged to a colleague who was next in the queue for the copier. She indicated that she would like for me to show her how to do it.  You don't have to ask me twice to show you how to do something; teaching is my passion.

And so about a week later I had six or seven colleagues from three different departments gathered in our computer lab after hours to get the quick and dirty introduction to Google Drawing. Since I cannot possibly teach all the concepts and applications of this great tool in an hour (nor do the sort of job Tony does in breaking it down and making it fun), I passed out flyers inviting those who wished to go further to Tony's only offering of Classy Graphics to take place in 2018. The deadline for joining is April 9th, 2018. Although the first class was this past Tuesday, that is not a big deal since all instruction is recorded and posted for viewing at each student's leisure. A lot of peer support takes place via Flipgrid among fellow educators located around the world. Homework assignments are always optional. It is very cool.

Anyway, everyone was pretty excited to receive an introduction to the platform. In just an hour of playing around, these coworkers of mine were already starting to get the hang of the various tools.

I had pinned to a bulletin board in the class a sampling of worksheets, graphic organizers, and posters I've made using Google Drawing as well as some magazine advertisements that could easily be reproduced using nothing but Google Drawing and an attractive photo. We analyzed how some of these were created.

I continue to be fascinated by graphic design and constantly view every bit of visual marketing in my environment with the question, "How did they do that? Could I do that?" With the exception of text that curves around a circle or semi-circle, I find there is just about nothing I cannot reproduce.

While flipping through a free magazine picked up this morning at a health food store, I spotted a lovely layout that I wanted to try to replicate just for the fun of it...just to see if I could. Here is my mock-up.

This took me about 20 minutes, including obsessively searching for the perfect fonts and similar photo of a rosemary plant. Not bad for free software, eh?

The thing I like most about Google docs, slides and drawings compared with Microsoft Word is that elements stay where I put them. With Word, I find myself very often frustrated and wasting time fighting the software to get it to do exactly what I want it to do and then not mess up what I had arranged when I go to add something else to the mix. The columns of words in my word bank below the bingo grid need to stay put and not bleed over onto the next page every time I sneeze. Why must I turn on REVEAL CODES to find out where the 3-column formatting ends? I should not have to first insert a table before using images just to ensure images will not get a life of their own and fly away to another part of the page when my back is turned. It's not like I don't know my way around the FORMAT IMAGE menus. I've been enrolling in MS Office suite workshops since the late 1990s. When I tick "different first page" in Headers and Footers, it should be intuitive and not make me guess whether the first page or every page thereafter is now going to keep the header I just created. Things like that drive me batty. Teaching is hard enough without having to duke it out with materials creation tools. These are some of the reasons I am abandoning Microsoft and embracing the Google suite of tools.

Monday, April 2, 2018

Dave Has an Idea

I hope everyone had a nice relaxing long weekend. This is one week late and still not what I had envisioned, but I hope it helps.

Part 1 - Dave has an idea.

Part 2 - The idea (click link to watch)

We Have a Winner

This is not my main post for this week. That I hope to have up by the end of today, Easter Monday, which I am spending at home.

Meanwhile, congratulations to the winner of the $100 draw.

Sunday, March 25, 2018

Walking the Walk

I am sitting here at the close of a glorious weekend watching the pale blue sky turn cotton-candy pink at the horizon that peeps from behind the naked maple, walnut, and poplar trees on the far bank. I am fortunate enough to be able to sit on my living room sofa with rippling water within view. It calms me.

Because my partner and I both work hard during the week, we try always to guard our weekend together time. It's not an easy thing for me to stop thinking about projects and deadlines in order to be with him in a mindful way. It takes discipline and a certain amount of self-talk using that inner parent voice.

Were I not in a relationship, I could easily spend my entire weekend alone--ping-ponging from chore to chore, absentmindedly picking up where an earlier job was left off, then remembering the one I'd abandoned to do that one. John Sivell says I have a Type A personality--unable to sit still, always nursing several projects. I did not believe him until last summer's major abdominal surgery forced me to lie still for large portions of each day. Now I notice that about myself.

The good news is that in the past week or two a previous brain fog--probably resulting from hormonal extremes--has lifted. Suddenly ideas are popping into my head at all hours. Do I have too many irons in the fire? Let's see...

The Classy Graphics course with Tony Vincent came to an end this past Tuesday. Wow, that was a steep learning curve! I have a ring light and green screen en route to my house this week. I don't know if I'll ever be good at making videos, but I will give it the old college try.

I promised myself that no matter what else came up this weekend, I would spend at least two hours on my slides and script for my two upcoming presentations, one for ATESL and another for the TESL London spring conference. I'm pleased to say that ideas for how to better communicate the concepts are surfacing in my mind like bubbles from the murky bottom of a lake. The ideas came fast and furiously this morning before I had even thrown back the covers. I had to spring from the bed in search of a pen and a ripped open, discarded envelope in partner's mail pile. (Stacks of opened and unopened mail are guests of honour in his apartment; they get their own chair.) I'm feeling good about this iteration of the old Back to the Well workshop. It is evolving and is about to undergo a growth spurt, I think.

Then there's my Sunday blog post. Right up until about 2:00 p.m. today I had thought I would be posting a video for you tonight. At some point, though, I realized I had to make some choices; I couldn't have it all. I could make the video and do the subject justice. I might or might not finish it before bedtime, but in either case I would have to postpone grocery shopping until Monday. I could do the grocery shopping (a non-negotiable if I'm going to eat in a healthy way all week) and give the video a lick and a promise. Or I could take good care of myself, accept the fact that the video would be late, and post something else here tonight instead.

By now you know which path I chose.

Once I had taken a deep breath and accepted the fact that I wasn't going to make this self-imposed (and promised to others) deadline, I relaxed and took my time with the week's worth of groceries. A couple of items I had to go get myself, the rest of it I allowed the Click and Collect staff to get ready for me to drive through and have deposited into my waiting trunk. Gosh, I like that service. Discovered it when participation in the Fast Metabolism Diet had me completely overwhelmed with continual meal prep. But I digress. Let's digress some more. For the couple of items St. Clair Beach Zehrs did not have, I popped into my local Zehrs and felt the universe tugging me toward Value Village. I don't usually scan the book section but thought I'd look over the diet and cookbooks. My eyes landed on a nearly new copy of A Mindfulness-Based Stress Reduction Workbook by Stahl and Goldstein. The CD was still attached to the inside back cover. I nabbed it.

Before sitting down to eat my dinner, I took a peek inside my new book. I thought these words from the foreword by Jon Kabat-Zinn were worth sharing with you tonight: "Mindfulness involves an elemental and spontaneous openness to experience, grounded in the body, in the timeless, in not expecting anything to happen, a befriending and inhabiting of this present moment for its own sake."

Deep breath. The video will be late.

Sunday, March 18, 2018

Joy of ESL's 2nd (not quite annual) Prize Draw!

Hey, everyone!

If you look at the area just under my blog banner, you can see that after four years of blogging, I'm just now branching out onto a few more social media platforms. I don't really know what I'm doing, but discovering together is fun, isn't it?

I now have a YouTube channel and a Facebook page in addition to the website, blog, Twitter account and Instagram account I already had. Oh, and there's the monthly newsletter round-up of what I wrote about, linked to, or gave away on the blog or on Twitter during the month prior.

The picture below is from the new FB page.

This is my YouTube channel. Some of the videos there simply fulfil homework assignments for my Classy Videos online course.

In order to encourage folks to subscribe or follow, I'm holding a draw for a $100 CAD gift card to Chapters Indigo or Amazon, winner's choice. For each of the following actions that you carry out and report back here in the comments during March, I will put your name one time in the hat.
  • subscribe to my newsletter (for those who are already subscribed, get a friend to subscribe)
  • start following me on Instagram
  • subscribe to my YouTube channel
  • like my Facebook page and leave a comment that responds to the top post (a question)
  • find and report a broken link, typo, spelling error or grammatical error on my blog or website
So if you do three of these things and report back, that's three chances to win. I'll use an online tool such as WheelDecide to choose the winner at the end of March. I might even figure out how to spin the wheel on Facebook live!

Good luck and thanks for playing along. Happy spring (soon, very soon)!

Sunday, March 11, 2018

My (Current) Perspective on the Experiment

Okay! The results of my blog reader need assessment revealed that updates from the you-know-what battlefield are the most popular topic. Your wish is my command.
Once again, opinions expressed here are mine alone and do not in any way represent those of my employer.

Sunday, March 4, 2018

Growth Spurt

Looking over my posts from February in order to prepare the end-of-month summary newsletter, I noticed that I have not been creating very much. There was only one freebie that month. NB: If you subscribe to the newsletter, you know about all the freebies, even ones I only announce on Twitter but do not blog about. One week in February, I listened instead of talking.

You might think this lull means that things are slowing down here at Joy of ESL, but actually this is just the fallow time before the growing season. I am currently taking another of Tony Vincent's online classes, and this one is a doozy. The course is called Classy Videos. I am hoping to learn how to create good videos--both for ESL students and for my fellow teachers. Last week's assignment was to practice good narration. Here is what I created for that.

The assignment for this week is to create a tutorial video. The intended audience is YOU. I hope I can realize my vision and that it proves valuable to someone somewhere. Stay tuned for the addition of a Facebook page and YouTube channel.

Because the course is cognitively taxing and time-consuming, you can expect things to remain a bit low-key here on the blog for a few more weeks.

Here are the results of the survey so far:

What do readers value most in an activity pack?
  1. Lots of images
  2. Picture-word matching activity
  3. Spelling activity
  4. Cloze or gap-fill
  5. Sentence unscramble
  6. Peer survey or dialogue (zero votes)
Which types of blog posts do readers find most engaging?
  1. Updates from the PBLA battlefield
  2. Links to others' ideas
  3. Personal stories
  4. Classroom techniques
  5. Announcements of freebies
Finally, I looked at reasons why someone might not subscribe to the newsletter. One reader said s/he reads the blog weekly and therefore does not need a summary. I should mention that some links to others' tools / ideas and some freebies do not get mentioned on the blog. However, if you are on Twitter, you will probably catch them there. Once I get the Facebook page up and running, everything will be there, too.

What are you up to these days? Is spring finally arriving in your neck of the woods?

Sunday, February 25, 2018

Talk to Me

Instead of talking to you this week, I'd like you to talk to me. How can I--with my website of free materials and my weekly blog posts--better meet your needs? I hope you will take a moment to answer six questions for me.

Click HERE to take the six-question survey.


Sunday, February 18, 2018

Self-Care Update

Sometimes you have to hit rock bottom before you are shaken awake and motivated to make a U-turn on a path that is not helpful or healthful. That might be what happened to me. You see, I snapped. At work.

I behaved in a way I had never before behaved in a work setting. In fact, I cannot even remember a time outside of a place of employment when I have come so unglued. I was feeling utterly frustrated, completely powerless to effect change in the ways that are essential for me and my team to be happy and healthy.

It's not as if I didn't see it coming. I had felt myself on the verge of losing it on a few earlier occasions. I did not want to come undone in front of students, did not want to end up taking my frustrations out on an unsuspecting client. The last thing these vulnerable people need is to be on the receiving end of an explosion by the very person assigned to help them. I knew I could not let that happen, and so I had sought professional help. It had fallen through, but the meltdown motivated me to try again.

About that same time, I was feeling a need to shed two winters' worth of pudge before an upcoming conference at which I'm presenting. I recalled John Sivell's having recommended a diet that worked for him. I emailed him to get the name of it and within days had two of Haylie Pomroy's books in my possession: The Fast Metabolism Diet and the companion cookbook.

The first couple of days were hellish. I suppose the killer headache and brain fog were related to detox. The regimen is a 28-day commitment to say no to alcohol, wheat, dairy, soy, refined sugar and chemical additives while saying yes to mostly organic, home-cooked, clean and healthy whole foods eaten at specific intervals in cycles (three phases) in order to reboot the metabolism.

I don't "do" diets very often--perhaps one every seven or eight years, in fact. But when I do one, I do it all the way. I read the book with highlighters and coloured sticky flags at hand. I took all the forbidden foods out of my pantry and stashed them in large shopping bags behind a door in a room I don't enter often. There was a practical side to this: I had to make room for a tonne of new-to-me ingredients! I went shopping for the coconut aminos, coconut vinegar, fresh (and frozen) foods I would need to do this right.

When I embarked on the diet, it was for weight loss. Little did I know that I would end up loving it for an entirely different reason: for how it makes me feel. Mind you, I already was a pretty healthy eater. I was already avoiding refined sugar and did not eat fast food or junk food. But now? I'm discovering a Kelly I did not know existed.

Now I get sleepy earlier than before and rise earlier without an alarm clock feeling rested and refreshed. I become mentally alert very soon after waking in spite of not having ingested anything caffeinated--not even my beloved dark chocolate!

Right about the time I started the diet and working with a counsellor with some Cognitive Behavioural Therapy (CBT) tools, I also saw a post in Global Innovative Language Teachers (FB group) about another FB group called Seriously Happy Educators' Forum. When I saw that the owner of the group, Kerry Garnier, holds a live tapping session every Thursday, I joined right away. Emotional Freedom Technique has been of enormous help to me in the distant past. I welcomed back into my life this method of getting psychically unstuck.

With these three new tools, I started to see changes in myself as an employee, colleague and teacher. Coworkers say I'm more chipper.

Students have also benefited from the transformation. I had an incident where a student went into my things on my desk without asking and proceeded to knock over my water, getting the day's worksheets wet. Whereas before I might have felt myself becoming upset and would then have had to mask or get control of that emotion, this time I was able to turn back to writing on the board while letting natural consequences take care of things. The students get wet worksheets. Whoopdie doo! It's not the end of the world. I was calm when I said, "Next time you want to borrow something off my desk, just ask."

And one day this past week I did something unheard of: I played ping-pong with students and teachers in the gym during my lunch break.

How about you? Have you taken any steps recently to improve your self-care habits? Are they working? If not, what is standing in your way? If so, please share what is working.

Saturday, February 10, 2018

Grammar Gal

My friend Lucy taught me the saying, "A change is as good as a rest." This week is proving to me the truth of that expression.

Two weeks ago the makeup of my morning (seniors) class changed rather dramatically. This change couldn't have come at a better time. I was feeling stagnated with that group, as I've had some of the same students for three years. I do my best to mix it up, but the truth is that we've been together so long that in some ways it doesn't feel healthy. They push their luck with me, and I sometimes feel that they receive my rockstar lessons and my mediocre lessons with equal satisfaction.  Being pushed to do my best feels good. I don't feel good about myself when I am lazy in my prep. I've felt like taking a break from it, like asking another teacher to trade classes with me for a term.

Then along came three students who are accustomed to a very different sort of class: one with more structure and discipline, for one thing. Since their first week with me was during our needs assessment, I got a lot of requests that I haven't had in a long time. They want me to teach them the English articles system. C-V linking. Gerunds.

These requests have put some fresh wind in my sails. For one thing, I MISS teaching grammar. I've studied ten languages as diverse as Japanese and Latin, German and ASL, and minored in linguistics.  Teaching grammar makes me happy because I get comments from the learners like, "Nobody ever explained it like that before. I get it now."

So this week was devoted to gerunds. I used a combination of the Azar blue book and materials I'd made in the past. The week went something like this:
  • Warm up by talking about our hobbies
  • Pull up city's Activity Guide, go over some of the classes offered (swimming, dancing, etc.)
  • Small group discussion about these activities
  • Grammar lesson on the white board with students practicing orally
  • Gerund as Subject lesson (worksheet on website)
  • Azar blue book - sentences 1 through 16, but not the table of preposition combinations
  • Take up first half of homework (class time was provided)
  • Now the big reveal: provide the table of verbs and the prepositions with which they colligate
  • Oral practice
  • Hand out page with the rest of the gapped sentences, 17 through 25
  • Take up.
  • Chat using gerunds with question prompts for A/B pairs (change partners every 6 min and repeat)
  • Gerunds and prepositions board game

That's it. That was the week. All the materials mentioned above, with the exception of the Azar grammar pages, are available for free download from my website under FREE - GRAMMAR.

I sure had fun digging into long-forgotten folders on my flash drive. I feel alive again. A change really is as good as a rest.

Sunday, February 4, 2018

One Week, One Handout (almost)

Anyone who knows me probably knows I have a keen interest in methods such as Dogme and other materials-light approaches. You might also know that I recently joined a Facebook group called Global Innovative Language Teachers, led by Dr. Gianfranco Conti. Well, the other day a member of the group posted a comment in which she expressed appreciation for a graphic organizer she had gotten from one of Dr. Conti's books and which had proven very useful for her language class. Others seemed interested, so (with his permission) I recreated it in Google Drawing--first in A4 for all the European teachers in the group, and then in 8.5" by 11" for those of us in the U.S. and Canada.

You can find it on the FREE - BLANK TEMPLATES page of my website. If you have a Google account, you can click the name of the worksheet to be taken to the master, copy it over to your own Google Drive, and edit for your purposes. If you like it as is, just click the image to download the PDF.

Anyway! I showed it to my morning (seniors) class and they were keen to take it for a test drive. I introduced the form this week, but didn't introduce it on Monday. First we talked about our recent student-teacher conferences that ended our fall/winter term on January 26th. Many people told me that seniors cannot learn the same way young people can. They want even MORE reviewing than I have been giving them. (I admit that over time, I tend to drift away from some good practices and have to be reminded.) They said that as seniors, they learn three new words Monday and forget two on Tuesday.

So I decided it was time for a trip back to our easel chart--where each page full of topical lexical items represents one module we've covered in the past. I flipped back to the very beginning of the pad of paper and asked the first student to choose one useful word* from the sheet. I asked a new student who was brand new to our class and whose English is more developed than most in the room, to be my secretary--writing each word on the white board as I flipped pages. She was great--a good speller with lovely large handwriting.

I flipped to the second page and had the student next to the first one choose a word. Thus we took turns and ended up with about 20 previously studied words on the white board.

"Now take out a piece of paper. You can do this with a partner or on your own, as you wish. I want you to write a short story and incorporate as many of these unrelated words as you can." As usual, I advised Ss with lower writing benchmarks to try to incorporate 4-5 words, while higher level writers could try to incorporate almost all of them. And then I sat down with my tablet and pen to work on the same task while they did it.

We ended up with some really wonderful stories, and I was amazed at my students' creativity. (They have asked me to focus on L/S, so I rarely get to find out if they are creative writers; some really are!) I came around to check papers and point out errors that needed correcting before they shared their stories aloud.

In a subsequent lesson that week, I introduced the Connectigram. I filled in one as an exemplar and projected it. After talking about the whys and wherefores of my use of these connectors, the students took turns trying to put together their sentences. Students discovered that "while" and "since" both have temporal connotations as well as definitions that refer to to causal or logical relationships.

Remembering Conti's admonition to provide students not only with practice on focused processing but also with thorough processing, and recalling that he considered "odd man out" activities to be helpful with this, I created a multiple choice worksheet to complement the Connectigram.

By this time we were at the end of Thursday, as we did some work on our beginning-of-term needs assessment along the way. Friday morning we took up the answers to the quiz, and debated the answers until everyone was satisfied. I then asked the students to take out their stories from earlier in the week and select a few sentences or passages to re-write using their new connector words. This was the point at which I really got to see who understood and who did not. One student had even used "whereas" in place of the temporal "while." See? This is why we have to go Back to the Well. They cannot finish the trial-and-error process without time to test out hypotheses and have them checked.

We finished by watching the three-minute film from the National Film Board's Canada Vignettes, The Log Driver's Waltz. We ran out of time, but Monday we will try to talk about the plot of the little film using some of our new words. Can you say something about the plot using "nevertheless?"

I ended the week feeling very good about how the class had gone. We had successfully (I hope) integrated two new and very different types of students into a class whose chemistry had been cemented for months if not years. We now have equal numbers of Mandarin speakers and students who speak another language, meaning I can now give my Mandarin speakers a partner every week with whom they cannot fall back on their L1 to communicate. The best part was that my prep was minimal. I hope you can make use of these resources--the way I created them or customized.

*I use the term word to mean unit of meaning, whether it be an idiom, phrasal verb or other lexical chunk.

Sunday, January 28, 2018

Live Worksheets, a Cool New Tool

Thank you, Christine, for telling us about I cannot believe how quick and easy it was for me to open an account and create my first worksheet, then try it as a student. Wow.

Victor Gayol is the creator and site administrator. Thank you, Victor! Why didn't anyone think of this method of automating worksheets before? You can upload any worksheet (please don't violate copyright laws) and then drag text entry boxes on top of the worksheet in order to allow your students to enter the answers online. You--the teacher--enter the correct answers when you create the text boxes, which allows the software to give students instant feedback, turning correct answers green and wrong ones red. Your students will even get their total score circled in red in the upper lefthand corner of the worksheet.

It's this easy.

I can't wait to use this new tool with my literacy learners soon. It will provide students with a chance to review a worksheet we did during the week, perhaps one they did not do well on the first time.

Sunday, January 21, 2018

Claudie Graner on Using Humour in the Adult ESL Classroom

As part of better self-care in 2018, I spent time today sewing and invited my friend and fellow ESL instructor with over 17 years' experience teaching English (who also got her OCELT from CCLCS, we discovered after we met) if she would be my guest blogger this week. She agreed. Hers is a perspective usually missing from this blog: that of the teacher of upper levels. Take it away, Claudie!


I eat, sleep, drink, live and love with humour - never leave home without it. So, of course I teach with humour.

A. In my Adult ESL/LINC classroom I use my own shortcomings (I am short)  to laugh at myself, to set an example for the students, and to minimise the "distance" between teacher and student that they often come with. My goal is to create a very relaxed, friendly atmosphere in the class.  I get feedback like: "She's strict", "She pushes me/us",  but it is tempered with: "I like this class is friendly", "She's fun." I am a notorious ham - and I also like to draw on the board - often with unexpected results. The Olympic torch  "See?" "A carrot?" comes back. Laughter when I show them the real thing.

B. I use movies (including comedies) and sitcoms to introduce the students to popular movies so they will start to understand the references and build up cultural capital.  Sure, it is also for comic relief, but I am very aware that what is considered "funny" in one culture may not be "funny" at all in another.  In the classroom we can discuss why Mr. Bean is sidesplittingly funny to some but not to others, (and that includes to native born Canadians.) By the way, most students love the "Merry Christmas, Mr Bean" episode.

When I show a movie or a video it is always connected somehow to a theme or topic that we are discussing in class:
Family Roles and Responsibilities: Mrs. Doubtfire or "Baggage"  episode from Everyone Loves Raymond;
Culture clash: My Big Fat Greek Wedding or (again) Everyone Loves Raymond "Fish or Fowl";
Gender issues: Bend it like Beckham (shown again during the World Cup!!)

It just occurred to me that most of the movies I show over and over again are comedies.

Sometimes I can show a whole movie at one sitting, maybe on a Friday afternoon. However, I always make sure that the students know that they will be expected to follow the movie/episode and answer the questions that are on the worksheet. Sometimes I will show the movie over a few days: “What do you think happens next?"

I don't usually pre-teach a lot of vocabulary for movies, but I usually give them a list of the main characters.  Then as the story unfolds I stop at predetermined points, and the students "work" on the worksheets, or we discuss the scenes and the relationships together. I often give a synopsis so the students get an idea of what is happening. The worksheets check for understanding. I can teach in the moment if it is necessary.


While I preview the movie, I write down words and expressions and a short summary of the scenes.
Then I create the worksheets…..
Here's the moment when I give a shout out to where I "learned" to do this.

C . I use "funny" clips from Youtube.  Preparing lessons with movies is a lot of work, so I find I am using YouTube clips more frequently now — a lot of them with humour so as to engage the students, e.g. a compilation of award winning ads, and I used the "Canadian Fridge" ad before Canada Day. Again: preview, write down vocab, issues, create a worksheet.

I used Anita Renfroe's "The Mom song" (YouTube) for Mother's Day and had the class in stitches.
For this I used a simple fill in the blanks (cloze exercise) of the lyrics. Then we sang the song together with the clip.  Great satisfaction when some students told me they had shared the video with their

TEDTalks has a filter "funny”; that's how I found "The Magic Washing Machine"! (Which I have used for International Women's day and World Water Day)

D,  I teach "knock knock" jokes as part of a pronunciation lesson, however sometimes it is hard for students to see the humour in the double entendres.  Reading headlines and understanding headline  vocabulary is often difficult because of the punning. Sometimes the students get it, sometimes not. When they do - smiles and giggles. (Vocabulary in Use, Upper Intermediate, has a good unit on Headline English.)

E.  I collect and post comics and cartoons (e,.g. to illustrate Small Talk/"Ice Breaker".  Guy standing on the deck of a real icebreaker: "What's a nice girl like you doing on a boat like this?"
Also political cartoons when an election is taking place!

Soooo....Lots of ways to introduce humour into the classroom without losing control and decorum.
(Oh, okay, okay, so I lose a little control and decorum for a while - laughter is the best medicine.)

I think I have to end with this.  Some of the most hilarious moments in the class have come from the students making jokes and/or laughing at their own mistakes, or REALLY hamming it up in role plays.

It is always about laughing with each other and not at each other.  The laughter brightens my heart and lightens my day, and I hope it does for the students as well.

Claudie and I leave you with this note: January 24 is Global Belly Laughing Day. 

Sunday, January 14, 2018

One Door Closes

My friend and mentor, Dr. John Sivell, who prefers to be addressed simply as John, has decided it's time for him to shift his attention and energies to new projects and endeavours. It's a sad time for him, for his students, and for all of us who looked forward to hearing from him at conferences. 

With his enormous intellect and huge heart, he has given so much to our profession, to teachers in training, to former students, and to me. This last one was something I could only have dreamed of without ever expecting it to happen. I was not even one of his students at Brock, yet he suggested that we co-present at the annual TESL Ontario conference. I was nervous and doubtful, freaking out over every detail while he calmly finished his lunch just minutes before we were to go on.

All of John's emails bear a signature quote at the bottom: The highest good is like water... - Tao Te Ching: 8. I never asked him about it because I instantly understood. I saw that he lived that way. When asked to travel four hours to co-present with me for my affiliate chapter of TESL Ontario, though we could only offer an honorarium that barely covered lodging and gas, he gladly came. He and his wife, Daeng, supped with me and my partner. When I stopped in at his home on my way to Niagara, Daeng prepared a wonderful Thai meal.

John taught me much, and I know I'll never have another friend quite like him.

While John is looking forward to devoting more time to travel and fiction writing, new doors are also opening for me. ATESL has reached out to me in response to a member's request to have us (now just me) repeat the Fast Equals Slow webinar. Right about the same time as that invitation came in, I also got an invitation to be the plenary presenter at the spring conference of another affiliate chapter of TESL Ontario. Of course I have accepted both and am already immersed in thoughts about how I want to change the scope and content of what was once 'our' presentation. Now it's my baby, and my brain is flooded with ideas.

On a completely different note, tonight I finished a 19-page activity pack to complement the Bow Valley College ESL Literacy Reader Mary Gets Sick. It took an entire week of evenings and much of my weekend to create. I think parts of it could be used with CLB 1 and 2 as well as with CLB 2L. I hope that anyone downloading it from my website (LITERACY - HEALTH) will leave me a comment.

Be well. Let me know what you're up to.

Sunday, January 7, 2018

What's Up at Joy of ESL?

There is a lot going on right now for me as a language instructor, perpetual student, blogger, webmaster, and creator / illustrator of learning materials! Since everything I'm doing right now leaves no time for a separate blog post, I thought I would simply write about what I'm up to. Would you like a peek under the hood?

The thing that gives me most pleasure is illustrating. When I first started making activity packs to complement literacy readers, I did not know how to easily create illustrations. My earliest attempts were simple black line drawings done in the free Paint application that came pre-loaded on my computer. I drew a scarf, hat, and boots using my finger on my laptop's trackpad.

Fast forward a couple of years, and I am using Google Drawing to create images such as this medical form and health card. I can't say enough good things about the online "Classy Graphics" course I took in Google Classroom with Tony Vincent. Without that class, I would not know how to use Google Drawing at all. Anyway, the image of a blank piece of paper on a clipboard was free for the taking on I send them a donation after every 20 or 30 images that I use.  I also found the caduceus on Pixabay and simply shrank it down to fit in the upper left corner of the piece of paper. The rest of the form was created using text boxes in Google Drawing.

The image of a health card was created almost entirely in Google Drawing. I imported only Maria's face, which I drew using a Wacom Intuos Draw graphic tablet and Artrage software in trace mode over a photo from the reader.

The walk-in clinic image started with a photo of an actual clinic in downtown Windsor that I believe my students are familiar with. I traced the sidewalk and greenery, made the canvas transparent, exported that as a PNG file, and imported it into Google Drawing in order to create the building, doors, and signs using shapes and text boxes.

For some images, I don't open Google Drawing at all, but just use the graphic tablet, such as was the case with this depiction of the nurse who calls Maria in from the waiting room. When I was originally given permission to create activity packs for the Bow Valley College readers, I was told I could not use their images. Yet one cannot follow best practices for the creation of materials and worksheets for literacy learners without images! So hopefully the number of images I replicate with modification falls within the scope of what in Canada we call 'fair dealing'.

So! Literacy teachers can look forward to my publishing this new activity pack before too long. It is my hope that you will notice the quality of my materials improving over time.

My own literacy learners are reaching the end of their five-month term with me. Many will be moving on to a mainstream CLB 1 or 1/2 class at the end of this month. I'm so proud that they can now tackle this level of reader and are asking for more challenging material all the time.

Second on my plate right now, aside from teaching itself, is keeping up with the research and latest developments in our ongoing effort to get the powers that be to listen to us, believe us, and respect us when we attempt to inform them of things that are wrong with (or are going wrong with the roll-out of) Portfolio Based Language Assessment experiment. Many problems are inherent, other problems are the result of certain employers' interpretation of the 'non-negotiables.' Either way, we still have a dire need for open, honest, mutually respectful and fruitful communication between front-line workers and the big fish at the top of the food chain. Since I was losing track of all the links, I decided to dedicate a page of my website to the curation of these resources, links to research, and so on. It is HERE. If you have suggestions for better wording or other links, you can comment below, email me, or message me on Twitter.

Thirdly and lastly, I am SO JAZZED that Tony Vincent, the one who taught me how to use Google Drawing, is offering a new course called Classy Videos in February. It's not too late to sign up. It's six weeks, but you do NOT have to be at your computer at a given time on a given day. You always have a week to watch the video and do the (optional) assignment.

All of this has me excited about the new year. How about you? Are you excited?