16/12/2016

To address divergent thinking

 The most common practice after discussing topics with YLL is that some sheet of paper with new vocabulary is given to children, be that via a coursebook or taken from a story. In other words, the children are given a set of words chosen by somebody else. All they need to do is learn the words by heart.

 How about giving children the opportunity to choose the words themselves? This way the selection of words is chosen by children’s choice and we show them there is more than one solution and all of them are correct.


Introducing the topic


 I am now in the middle of the topic ‘At My School’ with my 3rd grade classes. For the introduction of the topic, I chose the PPT discussion about finding differences and similarities in English and Slovene schools as well as reading Lauren Child’s picture book ‘I Am Too Absolutely Small for School’.

 At the end of the introduction we came up with the conclusion, that there are some common things in both countries: we all have a special building for school, we all have classrooms and the pupils have schoolbags.  


Selecting the vocabulary


 Since not all of my pupils have their social skills developed to the level to be able to cope with working in a group on their own, I chose only those who can work on their own and put them in 3 groups.

The first group got a doodle ‘My Schoolbag’. Their task was to search through their schoolbags and complete the doodle by writing down the things they could find inside their schoolbags. (They wrote the words in Slovene.)

The second group had a similar task, only they needed to find what was in the classroom.

The third group was sent on a tour inside the school to find out what rooms our school had.

While the groups worked on their tasks, the rest of the class had other work to do. Among them, I selected groups of 4 children. With one group I practiced some old vocabulary and sentence structure via rhythmic game while the rest were continuing with individual work. The groups took turns.

 At the end of the lesson the children, who worked in cooperative groups, came up with the set of words of their own finding.















‘In my schoolbag’















              
‘In my classroom’















‘In my school’




The next two lessons were devoted to finding the appropriate English translation for the given Slovene word. The children were organized in groups by 4. There were 6 groups working on ‘At My School’ topic, and an additional one where the children were practicing spelling the months of the year through some activities.  The groups rotated so that every group went through all of the ‘stations’.





























The children took turns when they searched for the translation in the Pucture Dictionary (CoolTheme House). One member of the group chose a Slovene word, found its translation in the Cool Theme House and brought it to his/her group for everybody to copy it into their doodles. When the next member went for another translation, he/she took the ‘exhausted’ card with him/her and placed it back into the CoolTheme House.





The children did the task on their own. I only monitored them and assisted them if there was an assistance needed. Mostly, I had to remind them into which pocket the ‘exhausted’ card had to be put.





Our last two lessons were spent on checking the  correct translation, spelling and I also introduced the plural. For all that, I projected the results in a shape of the three doodles on the white board. First, they checked for the correctness  themselves. I have, however, realised their spelling was still incorrect. In our second try, we repeated the task with my reading the word aloud and then asking children to spell the word aloud while I had the doodle projected where the words were visible.


And this is where we are at the moment.


My plan is to play some games to learn the vocab and then move on to putting the new learnt words into a new context … into a text.


So, the next phase is literacy. I will write about it once I have done it.

You can read more about addressing divergent thinking in the articles 

Making Early Language Learning Effective
and 
Visualising Grammar And Literacy in Young Language Learning







27/11/2016

How to train for a happy life in 7 easy tips

Not directly related to teaching, but to me it is essential for being good at any job.


If you're not happy with your life, you may often feel unhappy. Grumpy. Frustrated. Bored. And you spread your feelings to the world around you. 

And the world around you reflects the same way back at you.

I came across this text by Michelle Homme


Every serious athlete will tell you that in order to compete with the best, you have to train. It takes hours upon hours to just get into the same league, let alone be the best at something. If we really want to excel at anything, we must prepare for it and make it part of our daily lives. It is not something we can just “wing” and see where we end up. It takes dedication, perseverance, and commitment.  It requires effort (lots of it) and a daily dose of attitude.
Isn’t life just as important?
Shouldn’t we be gearing up for bringing our best self to every moment, every experience, and every person we meet?  With all of the negativity in the world, we are bombarded with hate and anger, accompanied by misunderstanding and distrust.
But we all want something better, don’t we? Maybe we won’t say it out loud, but we are all thinking it.
We all want to be happy. We all want to feel alive and that our days here mean something. We all want something to look forward to and to believe in.
No need to get on your latest running shorts or sneakers… you might not even break a sweat, but this training is serious stuff.


Shake it off

There are always going to be things we cannot change though we want to and the past will always haunt us if we let it. If we really want to be happy, we have to move past the stuff that isn’t there anymore or the stuff that isn’t so happy.  Letting go doesn’t mean forgetting — it means, “I’ve accepted it, but holding onto it weighs me down or it makes me better.”  People are going to say bad things regardless of whether or not you are in their favor or not.  You know in your heart if it’s true or not.  As Dr. Seuss said, “Those that mind don’t matter and those that matter don’t mind.”


Positive vibes only

It’s easy to get sucked into the mindset of the “Debby Downers” who lurk around, just waiting for someone else to join their group.  Be mindful of those that sap your energy and those that restore it. ONLY spend time with the people who encourage you, who support you, and make you better.  It may mean saying “goodbye” to people you really care about, but no one can keep from drowning when people are constantly trying to hold you under water.  You can tell when you are with good people — you naturally gravitate towards them and find yourself removing yourself from those who just don’t have the “feel-good” vibes you need.  There is nothing wrong with putting your own needs before someone else’s.


Listen to your heart

Too often, we let our minds get in the way of our hearts.  We do what makes sense instead of trusting the path we already know we must take.  Listening to your heart can be difficult when people try to talk over it.  They tell you that your heart is wrong and that everything you love and want is just a waste of time.  Ignore them!  Your beating heart pounds its echo loud when it wants to be heard.  Your only job is to believe in its message and allow it to guide you where you really need to be.  No matter where it takes you, you will have followed your heart without a single regret.


Believe in magic

Who doesn’t remember being captivated by the circus or “The Wizard of Oz” or even Tinkerbell and her Pixie Dust from “Peter Pan?” Too often we search for a rational explanation and refuse to believe in something until we find the answer why.  Accept that some things don’t have an explanation and no amount of logic will make it so.  Things that seem random really might not be all that random and when we believe in something a little more than only what we can see, touch, and hear, it’s just the magic talking.


Sing out loud

I know it sounds corny, and most people don’t understand why singing makes the list.  The next time you are sitting at a stop light and the person in the car next to you is belting out whatever top 40 hit that’s on the radio, look at their face.  Do they look unhappy to you?  Nope.  They are having a ball.  They don’t care if you laugh or sing right along with them.  Don’t just hide out in your shower or when no one else is at home with you… sing! Try it now! See? Feels good, right?


Find joy in every day life

The negative is always upon us. It’s there — in the news, in the schools, in the political arena.  We can’t escape it, but we can put joy in its place.  The secret is to look for it, buried beneath all of the other crap.  Look for the joy in a laughter of a baby.  Look for the joy found in old friends being reacquainted with one another. Look for joy in the warm cup of coffee you now hold in your two hands.  Look for the joy in a simple “hello” between two strangers.  Joy is everywhere… you just have to find it.


Give yourself away

It sounds boring, but it works.  We cannot feel unhappy when we give of our talents and gifts to someone else for no other reason that we can.  Give to someone without being asked to or for any kind of recognition.  Leave parts of you with unsuspecting people who never even learn your name.  Create a legacy that will long be remembered long after you are gone.  Most importantly, give your time away unselfishly and never request it to be returned to you.  Create value in your message, in the way you live, and how you inspire others to fall in love with life.




The constant pull between just existing and really thriving is where our free will comes in.  Being happy is a choice.  It must be made every day.  Just like the athletes who train for their one shot at something exciting, we need to start “training” for our best event yet… life.

13/11/2016

Halloween

Preparing something special for the children?

Of course. I believe every teacher wants to do something special for Halloween. Some of them let children draw/glue/model their own scary creatures, others make workshops and cut out Jack O'lanterns ...

Reading some posts on one social FB group, a colleague that goes by the FB name 'Moja Moja' posted a great idea about reading a scary story in a dark room. Browsing through YouTube, I found another idea about how to make children follow and understand the story easily.

Combining the two and bearing in mind I have 30 children in a class, I decided to read them a scary story. What came out of it, you can see in the clip. It is not of very good quality, but you can nevertheless get the general idea about the activity.

Children loved it and wanted to hear it over and over again. I thank both of the colleagues for the ideas.

22/09/2016

Children working in cooperative groups


Groups vs. cooperative groups

There is a big difference between them. 

If you seat children together (5-6 of them) and give them a task like "OK, guys. You are a group and I want you to draw a nice drawing of a Christmas tree by the end of the lesson." Most probably two of the kids in the group will set to work and the rest will do nothing to contribute. 

On the other hand, if you give each child in a group a specific task in order to complete the common goal, all of the children need to take part in the given task and cooperate if they want to complete the task. This way everyone contributes.



What is the aim of cooperative groups?

If a teacher wants to prepare children to actually do their own work, use their own mind practise social skills and use their own ideas for solving a problem, cooperative tasks are the right solution. There are also other benefits. With young children they are most often related to practising learnt knowledge in a 'we know better together' way.


The actual assignment


When first organising a cooperative event, a simple and straightforward outcome should be expected from the children.


This year I have 110 new pupils, of whom I have to learn all of their names. In order to  help me with their memorising and at the same time making an assignment for children, I came up with the idea of the name tags. This way I could kill two birds with one stone. Setting cooperative groups would present a straightforward experience for children of how to work cooperatively. They already knew how the name tags should look like since they had similar ones the previous year, so the outcome was known to them.

Children (3rd grade) were organised in groups of 4 (7 groups altogether). Each member in the group had their own role to play: One was the organiser, who had to make sure the task was going to be completed on time. Another one was in charge of the Picture Dictionary, the Alphabet House more specifically, for they needed to become familiar how to use a dictionary in order to find the meaning of the words in the instructions. Another one was the secretary, and the last one was in charge to collect all of the tools needed for completing  the task.



Part of the instructions.

Each group got one piece of paper of written instructions (in English) how the name tag is made. To make it clearer, some sketches and pictures were added and the relevant words were written in bold and underlined.

Children were left to their own wits and had to rely on themselves. It pointed out that they MUST NOT come to me with a problem, but rather discuss it with their groupies.

In order to successfully complete the task, each member in the group had to make their own name tag (which needed to look exactly as it was written in the instructions) and all of the words that were written in bold needed Slovene translation next to the English ones. My role, as a teacher, was to monitor their communication and occasionally remind them of their roles.


Motivation

The children were told they would get a grade at the end of the lesson in order to get the feeling about their performance and to gradually become familiar with grading. It was also pointed out that the name tag was going to be used as a 'stamp' collector for their good work.


The performance

The children were completely absorbed in the given task. At the end of the lesson, all of the members in the groups managed to make their name tags although not all of them had followed the instructions thoroughly and correctly. 

The discussion

The last part of the lesson was a discussion about their work and I shared my observations about their work with them. The children who showed good cooperative skills were praised and their skills were pointed out to show the benefits of their using them.

There was also a list of things that needed to be done/completed in the task. We went through them and each group checked whether they completed them or not. According to their results, they were given the grade. Just as an example, what their work/effort would look like in a number. 


Any challenges?

Of course. Some children were puzzled when being left to work on their own. They needed quite some encouragement to switch from 'following orders' to 'finding the solution on their own'. For some the 'switch' has not yet come. But the majority of them was enthusiastically experimenting new challenges.

Also, I need to find a way how to lower their voices. They were all rather loud. 

Next week I'm doing the same assignment with the 2nd grade children.



30/08/2016

Back to School

And here we are. At the brinks of the new school year where new challenges, new energy, new children (at least for some), and 'same old us' come together after the holiday.

To be honest, I have to admit that I'm never 'same old me'.

Every passed year has enriched me with new experience, new obstacles (and ways how to overcome them) and left me a wee bit more confident at my profession.

However, despite of all the efforts and experience teachers go through, every end of August evokes the same questions in their minds ...



The 3 frustrations every teacher discusses before the 1st of September


... if not publicly on social medias I am sure they meditate on them in their own minds (judging by my own experience).


N°1 ... How to start my first lessons with the youngsters?


The challenge is doubled. Firstly, how to make children like (my) English lessons and secondly, trying to memorise all of those hundred names?

In my belief, any school for young children should be an enjoyable adventure. To 'translate' it into 'children's language', that would sound something like "Don't go too 'schoolish' on me, let's have some fun instead!" 

So, at every beginning of the school year I forget for some time that I am a teacher, but rather invent simple games with children using the ingredients I as well as 'my' children need to become familiar with in order to start a constructive communication. We simply need to know who we are first.


The game SWAP PLACES


ingredients:
  • children (names)
  • action

Children stand in a circle. A teacher (or a child) calls out two names and the two called children swap places. When the game becomes well comprehended and just before becoming boring, children may do the swapping by running, walking, rolling, crawling etc. 

To make the game even more interesting, the children have to sit down on the chair, which is placed in the middle of the circle, before taking their swapped position. The one who sits first calls out the next two names.


The game: COLOURED SMUDGES
ingredients:
  • children (names)
  • paper of different colours
  • action
There are some coloured smudges (pieces of paper) on the floor. Children form a circle around the smudges while sitting on the chairs.

The teacher says: "Every child, whose name starts with the sound 'M', goes and sits next to the blue smudge."

The children, whose name starts with the called sound, position themselves around/on/next to the smudge and one after another they introduce themselves. Not to sound too 'schoolish', the teacher inquires about the children's names with different invitations (for example: 'So, who are you again?'; 'And your name is ... ?' 'You're Peter, right?' etc.).

You may level the game up by calling out children with 'the last sound' or 'one syllable'.

N°2 ... What should I use for my programme?


I will not delve into details here, for you may know I do not subscribe to any workbook, coursebook or exercise book. I advocate games, action, play ... and for that teachers need some tools. 

About the approach, you can click on CoolPool.

About the teaching tools, you can click on Tools for English class.



About the programme, you can click on Programmes.


N°3 ... How should I put together my yearly plan (LDN)?



Well, if you want to see my yearly programme ... I posted it on my web site and with a click on LDN 2016 you're welcome to use it. 



Only, I incorporated my approach, my tools and my organisation in it. For some of you it may be a blessing, for others ...  I don't know. You tell me.











I wish you all a very good start. If, by any chance, you bump into some obstacles during your school year, here's some positive and encouraging ways how to deal with them:





OR SIMPLY FOLLOW MY BLOG. I'M ALWAYS POSITIVE.


16/05/2016

Teacher to teacher observation - 'the tryout'.

And so it happened. They came to my class and watched me perform my teaching. 

The observers ...

There were three teachers from two neighbouring schools, all of them already using the early language learning approach I strongly believe in and therefore advocate it. 

There were also three Others, from the National Education Institute. 

And there was the principal.

What happened?

They observed, of course, and after that we had a discussion. 


The discussion was supposed to be an exchange of different constructive ideas/suggestions/observations regarding the observed lesson, since the observers had time and an insight to see the lesson from a different perspective while watching me singing, dancing, organising group work and assessing children's cooperation/work/understanding. 

Well, not all were allowed to participate in the discussion. There was the One, from the Institute, who despite of all the benefits the teachers could get from such feedback, the three teachers from other schools were denied their presence. The other Two did not mind, but were unfortunately the One's inferiors and thus their opinion did not matter.



The Two 'institution women', to be honest, were being professional. They gave me some constructive ideas regarding grading and confirmed my year's plan of themes, which consists of only four topics throughout the whole school year. They concurred with my view of better having less topics, and making sure those follow all of the curriculum aims, rather than including many topics and only skimming them for words ...  They also praised the implicit way through which I introduce grammar.

And then, there was the One. I had this strange feeling that, since she was called the 'counsellor', she had to counsel me ... for something. Anything.

I will not go into details, for she spoke nonsense and in the same sentence gave a statement as well as the negation of it. I calmly disagreed with her. (I have learned later that she was rather jealous of me for running seminars on early language learning that are supposed to be 'the institutional privilege' especially for being better accepted than the Institution's.)

And the teachers?

We met later in a bar, had our private discussion and agreed to continue our professional development through mutual observations.

And here is the comment I received from one of the teachers:

Učna ura, ki sem jo opazovala, je bila nabita z energijo. V uvodnih nekaj minutah je večina pobude prihajala s strani učiteljice, potem pa je energija prešla v učence in učenje je potekalo tako intenzivno, da se nihče ni imel časa dolgočasiti. Poslušali in sodelovali so vsi, učili so se vsi in na koncu so tudi znali vsi – torej so vse tri osnovne didaktične faze jezikovnega pouka (presentation – practice - production) brez izjeme uspešno zaključili. Vključno z učenci s prilagoditvami. In tvorili so ne samo besedno ampak tudi slovnično pravilne povedi.
Vesela sem, da sem končno imela priložnost videti odlično izvedeno učno uro jezikovnega pouka, ki vključuje različne faze sodelovalnega učenja v razredu – za večino učiteljev, ki se srečujemo s poučevanjem tujega jezika v prvem triletju, enim najpomembnejših znanj, ki jih potrebujemo. Vsakemu anglistu bi privoščila enako.


Alenka thank you and hope to see you soon!

19/04/2016

Gosh, what a big class!!

Rather an ordinary start ... once upon a time


I have been teaching for 25 years. Public schools and private ones. Back then, when I was still practising in public schools, the classes were considered large in number when having 25 pupils. Later on, I ventured into private tutoring. Teaching up to 8 children and being absolutely free to explore any programme and the approach I fancied, while studying literature on learning mechanisms and ways of teaching methods, have led me into exploring new ways of teaching, focusing mostly on young language learning.

To me, it is thrilling and inspiring. Children are enjoying themselves, I enjoy teaching and parents are happy. A fairy tale ending, isn't it?


The good and the not-so-good elements in the fairy tale


Seeing a large number of unhappy, exhausted and frustrated teachers in public schools, together with some very bad experience regarding the teaching attitude towards my own children, led me to the idea, to share my practical findings (based on proven theories) with other teachers. I organised seminars (7 so far) and the teachers who attended them were all in praise, both with the new concept of teaching languages and the high quality of the seminars. A year has passed and all of the 109 teachers, who attended the seminars, had found themselves back in their school environment with no or very little support from the principal to help them put into practice their freshly acquired knowledge. Those few who were lucky, however, are doing their best, trying to 'swim their way in big classes' not knowing how to apply their knowledge in such demotivating conditions.

It was warmly advised and suggested to start forming smaller groups and employing cooperative learning. Yet it seems the idea was rather scary to all for the excuses were many. Maybe I am wrong, but I have a strong feeling that most of the teachers are not prone to changes (Better the devil you know than the devil you do not know.)

The good and evil characters in the fairy tale 


Hearing the complains and exhaustion from the teachers I undoubtedly believe: Slovene school system sucks. (Pardon my French, but that's the naked truth.)

Now, there is a fairy tale conflict; on the one side there's this devil (the school system) who makes the teacher's life miserable, and there are good characters, the teachers - innocent, good natured, kind ... clever? helped by others?

And there's a prince on a white horse who is going to rescue them ...

Yeah, right!


The devil I know


It so happened that I got a job at one public primary school a month ago. Classes are very large in number: 27-29 pupils per class, 6 classes. And so I met the devil.

I knew the 'classic' way of teaching could not apply in situations like this ... at least not to anyone's benefit. One simply cannot have a suitable control over all of the 29 pupils. Especially while being limited with some other unpleasant conditions:
  • the class is filled with desks and chairs, with no space to move around.
  • pupils are nervous, feeling as if being cramped in a tin can. Their personal space is constantly disturbed, they have no place to 'calm away' which results in their zero tolerance for a fellow pupil. Arguments and disturbance are a constant.
  • Their usual learning experience is sitting at the desks, listening to the instructions and filling up exercises in workbooks. 
  • I am stuck in a system of 45 minute lessons and 5 minute breaks in between. No room for extending the lessons if a situation dictates, but have to finish them 'ad hoc' regardless of its harm done on the learning process as well as children's learning attitude. 
  • I never have a chance to sit down with other teachers to discuss the pupils and/or talk about how to entwine our programmes. A 5 minute break is barely enough to discard the things from the previous class and grab the things I need for the next one. (To catch a breath is an illusion.)
Those are just the basic conditions. I believe I am not wrong if I assume most of the teachers are in pretty much the same situation.

A prince on a white horse?


The aforementioned conditions are the devil I know. And not I nor children do not like them. Not a bit. 

And where's the prince to rescue me? 

There is not one.  I'm the good character in my fairy tale therefore I posses innocence, good nature, kindness and cleverness. I believe that once I employ them, the help will come.

Using my cleverness, while remaining good natured and innocent, I started making changes in my class:

The first step: Forming small cooperative groups of children.

It is recommended that for small children, up to the age 9/10, groups of 4 children is optimal. This, of course, would be ideal, but my conditions are slightly different. There is simply no room for organising 7 or 8 groups in the classroom. Therefore, I had made 5 groups of 5-6 children. Not Ideal, but far better than one group of 29. The groups have names and the members do not change groups. At least for the time being. 

The purpose of the groups:

  • children have the opportunity to learn cooperative skills,
  • children have the opportunity to learn in action and through their own experience. They do not need to do everything by themselves as they have group members who can help them,
  • children can do activities more intensively in smaller groups. Their turn of involvement is more frequent,
  • children are far more motivated in completing a task since te groups are competing with one another by earning points for achievements,
  • I can monitor pupils better, observing one group at the time, while all of the groups are in action, busy working, and there is no disturbance among children,
  • children can do a lot of class management instead of me which leaves me more time to focus on children's progress and tailoring lessons to individual needs.

The current plot or, the real-life situation after a month of the cooperative-organised class 


Classroom management:
  • after two lessons, children have learned to prepare the classroom themselves. When I arrive for the English lesson, all of the desks are already pushed to one side of the classroom, leaving us enough room to make a large 'oval' for the starting part of the lesson and/or to arrange 5 groups of children for cooperative group work. 
  • The 'group achievements' chart is visibly fixed on the wall for everyone to see the results. 
  • The 4 smilies are shiningly beaming from the wall, encouraging children to keep their voices in low volume in order to hear each other better. Whenever the volume increases, one smiley is turned over and a letter 'O' appears instead. If the 4 smilies are turned over, the word 'OVER' echoes upon the classroom which means the class has earned a piece of homework.
Group work:
  • By now, children have come up with the basic understanding that unless all of the members in the group complete the task, the group does not earn points.
  • There are complains from the 'working' members of the group, that certain members have not completed their tasks. The reaction is only natural and was expected. My explanation to them is always the same: "I am sorry, but that is not my problem. Make sure you remind your member to complete the task next time. You are his fellow groupie and it is your responsibility to make sure that everybody does their job." 
My role:
  • I make sure that the group tasks are not too complex for a start. I also make sure the lesson does not finish without a reflection on a work group achievements:
    • I always reward a group with one point when all of the members have completed their tasks. I praise their effort and use them to set an example in order to encourage others to do better next time.
    • I praise the effort of every individual who encourages their fellow groupies even though not all are willing to listen to their schoolmates. I have learned it is going to be a longer process to make children become aware it is in their interest to listen to their groupies and take into consideration their comments. It is simply something they have no experience of.
    • Those, who do not want to cooperate, I simply ask: "Do you want to work alone? Would you rather nobody wanted you in a group and you'd always be alone in everything?" Usually it works ... until next time. And then I repeat again. Sometimes I have to make individual conversations to see what the real problem is. There are many, but let us leave that for some other time. For now, I can only say that working together is not a self-understood skill, but rather something that needs a lot of time and practice to learn. Specially with young children!
  • Assessing children became easier. I have my own chart with children divided into groups. When they are working in groups I simply move from one group to another, observe and mark their achievements. 
  • Next year, I have a plan to make a chart with aims and the children will individually colour the aims they have achieved. I do that in the private school I teach and it works magnificently.

The evil has slightly changed. There is a new devil I know.


Changes, though small, have made my teaching and children's attitude towards English slightly better. I still rush from one class to another. A 5 minute break is simply not enough. 

45 minutes are also not enough for some real cooperative work. In the period of a learning-skill proces it will do, but applying some real knowledge to it, it will definitely not. 

Pushing desks from one place to another is not a long-term solution. 

I have a better solution to a new  devil. I'll discuss it over with my principal. Will keep you posted about the outcome...

About the help that will come


The first help was from the principal. I came to him with the problem and the solution: "I need more time for English lessons in order to fulfil my professional desire and achieve all the curriculum aims." And he granted my wish for the next school year. Until then I am free to make double lessons as long as I coordinate with the primary teachers individually ...

The second help I seek ... I am looking for like-minded teachers. Again, in order to achieve that, I have to take an action.

I have invited three teachers from our neighbouring schools to come and see my lesson. They all have the same approach in language learning, they use the same material and they have shown interest into their own professional development. (They visited my seminars). If they are going to be interested with my proposal, I would like to engage them in mutual observations in order to find better solutions to teaching. Engaging our principals in helping us making better working conditions is also in my plan.

The sequel to my fairy tale


I am currently exploring the possibilities within the given situation but in the near future I hope I will find some other teachers willing to cooperate with me, following my steps and adding some new ideas on different subjects, and different fields.

I am currently working on effective classroom management and children-oriented teaching. In the long run, I would like every teacher to have what is necessary to make a quality teaching. I have a plan to organise teacher to teacher observations among schools, constructively reflecting on their work, their achievements and supporting them in their professional development as well as building up better working/learning/teachng conditions. And, to share a little secret with you; in the latter (building up better working/learning conditions) I do not stand alone. We are a small group of people from different fields already working on ways how to approach the subject. In Slovenia, I know, it is going to be a tough job.

So, if there is anyone who shares my view, my approach, who has been to my seminars and knows my enthusiasm, my belief and my persistence or has enough courage to make a change ... actually anything from the above mentioned ... contact me. 

I hope I hear from somebody.

They lived happily ever after


That does not depend on me. The success depends on all of the teachers. If you join in, the outcome will be positive. Changes in the system can be made only if we are many, and we work together towards the same goal. 

My success and the success of any individual joining me, however, is achieved the moment we start making changes for ourselves. That would be 'our happily ever after', but not your ... if you're not in the team.

Actually, I already have one 'happily ever after': I share my knowledge through seminars, through blog and through writing articles and I have made teaching tools for English language learning. And I know (and you should, too) that what you do with it is not my responsibility. 

BE ACTIVE or ACCEPT YOUR  CURRENT SITUATION THE WAY IT IS. You have a choice. But know that: "You only get what you invest in." Because, there is no prince on a white horse. It's only you.

To be part of our fairy tale


Simply sleep on what you have just read and decide whether you would like to join the group of teachers who are willing to find a better working/teaching conditions and enrich the ways you teach.

Follow 'Kje pa vas čevelj žuli' social group on Facebook created by Marjana Škalič. You will get the picture of what is going on ...

And when you decide ... contact me.