#CdnELTchat Summary for September 15, 2020 (Welcome Back)

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#CdnELTchat summary for September 15, 2020

By Bonnie Nicholas

The #CdnELTchat community returned from our summer hiatus with a Welcome back! informal chat. 

These are the questions that guided our conversation during the hour-long chat:

Q1: What did you do in the summer to recharge?

Q2: What have you learned from the COVID pivot in March/April? How has that changed your approach to this school term/year? 

Q3: What challenges do you anticipate facing this year? What strategies can you use to manage these challenges?

Q4: What is something that you are looking forward to trying out this term/year? What is something that you want to stop doing this year?

Q5: How are you planning to develop your classroom community this school year?What professional learning are you planning to participate in this year?

We’ve collected the tweets in a collection on Wakelet (You’ll be able to read all the tweets from the evening’s conversation, even if you don’t have a Twitter account). 

Our conversation revolved around the challenges of finding work-life balance in the current situation. We talked of the challenge and importance of separating work from home life when work is at home, and of the increased workload because of the switch to online. Experienced online teachers confirmed that prepping for online teaching takes more time than for classroom teaching. We talked about how the shift to online has highlighted inequities in ELT. We also touched on the importance of teacher and social presence in online environments, and the very real phenomenon of Zoom fatigue. In these uncertain times, staying connected with our colleagues is more important than ever.     

There is a scheduled #CdnELTchat usually about every two weeks, with a posted topic and often a guest moderator with a special interest or expertise in the topic. Please let us know if you’re willing to be a guest moderator for a one-hour chat on a topic that you are especially interested in.

You can also reach out to the #CdnELTchat team: Augusta Avram (@ELTAugusta), Jennifer Chow (@JennifermChow), Svetlana Lupasco (@StanzaSL), or Bonnie Nicholas (@BonnieJNicholas). Our Padlet is also always open for your questions and comments. 

Use the hashtag #CdnELTchat anytime to connect and to share information of interest to the #CdnELT community. 

zAB6NaOy_400x400Bonnie Nicholas (@BonnieJNicholas) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@ELTAugusta). Bonnie teaches LINC at NorQuest College in Edmonton.

 

#CdnELTchat Summary for May 12, 2020 (eLearning Essentials: Using Instructional Design Principles for Online Language Training)

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#CdnELTchat summary for May 12, 2020

By Bonnie Nicholas

The #CdnELTchat community was happy to welcome Linda Manimtim, MEd (TESL) as our guest moderator for our chat on eLearning Essentials: Using Instructional Design Principles for Online Language Training. Linda (@lindamanimtim) is based in Winnipeg and is an Instructional Designer at Red River College in Winnipeg and an EAL Specialist with the Professional English Group (PEG) Canada. She is currently working on developing eSkills, a digital literacy course for newcomers.

These are the questions that guided our conversation during the hour-long chat:

Q1: In your mind, what is (or what isn’t) instructional design? 

Q2: How is instructional design implemented in your context? How can instructional design be injected into current practice as painlessly as possible?

Q3: Especially with the immediate and necessary push to e-learning, teachers must often assume the roles of instructional designer AND instructor; what challenges does this present and how can we approach them? 

Q4: The primary purposes of any instructional designer are to analyze learning needs and to systematically improve learning experiences. What best practices are key to improving the e-learning language learning experience? 

Q5: UDL or Universal Design for Learning, is a way of teaching and learning that seeks to give all learners equal opportunity to succeed, by varying representation, engagement, and expression. How can we incorporate UDL for our online language learners?

Q6: How has your experience been with e-learning so far? What else do you want to know about e-learning? What resources do you think are essential?

The consensus was that instructional design is more important than ever, as #ELT around the world continues online for the foreseeable future. Thanks to Linda and to all the participants for being willing to share ideas and promising practices for designing online learning environments. Here are some highlights from our hour-long chat:

  • Instructional Design simply means analyzing current and future needs and improving learning experiences.
  • #ELT professionals are likely already intuitively using instructional design (ID) in their teaching, but there is value in using the ADDIE model to explicitly identify and apply Merrill’s principles, Gagne’s events, Bloom’s taxonomy, or Garrison and Anderson’s community of inquiry.
  • The shift to emergency online teaching and learning has made instructional design more important than ever. There hasn’t been a focus on ID in #ELT, but that is changing.
  • Good ID means using outcome-driven activities that will drive learning. ID is like the framing of a house: it holds everything up but you don’t see it. ID informs decisions, supports content, and builds consistency.
  • Use check-ins to help keep learners on track; focus on building community, making connections, and nurturing a positive learning environment in your online space. 
  • Build courses for those with low bandwidth and limited access, but ensure keeners have extension activities to challenge themselves. Focus on accessibility and readability. 
  • Universal Design for Learning (UDL) suggests having multiple means of engagement, representation, and action and expression. Having choices is important, and shifts responsibility to the learner.
  • Remember that we are still in emergency mode as we transform to online teaching and learning. We need to be patient with ourselves and our learners. Go slow and low. Stay connected with colleagues in your workplace, your #PLN, and your #CommunityofPractice.

We’ve collected the tweets from the chat using Tweetdeck; you can view the collection on Twitter (You’ll be able to read all the tweets from the evening’s conversation, even if you don’t have a Twitter account). We had many more questions than we had time to discuss, so we’ll be asking Linda back for round two in the fall. 

There is a scheduled #CdnELTchat, usually about every two weeks, with a posted topic and often a guest moderator with a special interest or expertise in the topic. During this time of the COVID-19 pandemic, we have also been having weekly drop-in check-ins. We will start our summer hiatus in mid-June, but please continue to use the hashtag #CdnELTchat to connect and to share information of interest to the #CdnELT community. You can also reach out to the #CdnELTchat team: Augusta Avram (@ELTAugusta), Jennifer Chow (@JennifermChow), Svetlana Lupasco (@StanzaSL), or Bonnie Nicholas (@BonnieJNicholas). Our Padlet is also always open for your questions and comments. We’ll start regular chats again in the fall; please let us know if you’re willing to be a guest moderator for a one-hour chat on a topic that you are especially interested in.

zAB6NaOy_400x400Bonnie Nicholas (@BonnieJNicholas) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@ELTAugusta). Bonnie teaches LINC at NorQuest College in Edmonton.

 

 

 

#CdnELTchat Summary for April 7, 2020 (The Digital Divide: Equity and Access in Emergency Online Learning)

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The Digital Divide: Equity and Access in Emergency Online Learning
#CdnELTchat Summary for April 7, 2020
By Bonnie Nicholas

Teachers across Canada and around the world have been asked to pivot at short notice to online classes as the COVID-19 pandemic has changed teaching and learning for the foreseeable future. John Allan (mrpottz) recently hosted a couple of well-received Tutela webinars on on Coping with COVID-19 using online instruction and generously offered to follow up by guest moderating a #CdnELTchat on The Digital Divide: Equity and access in emergency online learning

All of us who have moved to emergency online teaching and learning know that not all students have the tools and resources to continue their learning online now that schools and other service-providing organizations have closed their physical spaces. This chat was an opportunity to begin the conversation around these important issues of equity and access. We’ve collected the tweets from the chat using Wakelet.

There were some common themes that emerged from the evening’s conversation:

  • We know that not all students have devices or reliable internet, and may be working in small shared spaces.
  • We need to be aware that students did not ask to be in an online class, and that there may be children in the room while parents are trying to learn.
  • Many students are accessing online course materials on the small screens of their smartphones; teachers need to be aware of this and check what course materials look like on a phone.
  • There is a need to advocate for equitable access to learning tools and resources, and to find alternate learning paths for students who are unable to participate in synchronous online classes.
  • Transitions classes could help students make the leap from face-to-face to online classes.
  • At this point, self-care and meeting the emotional needs of students are more important considerations than curriculum. 
  • We all need to lower our expectations as we work through this crisis. 

And some positive outcomes:

  • Teachers are working hard to improve their digital skills to be able to meet students’ needs in this new fully-online environment. 
  • Service-providing organisations have stepped up to support learners and teachers. 

These are the questions that guided our discussion. 

Q1: What percentage of your learners do not have access to appropriate internet and hardware? Is it affecting your instruction? 

Q2: What ways are you and your institution remedying this disparity? 

Q3: How can we ensure that our courses materials are accessible to all students? 

Q4: What distance learning strategies, activities, resources are you using to include and engage students with limited access to the internet? 

Q5: Are you altering your assessments to accommodate students without WiFi or devices?  How are you doing this?  

#CdnELTchat is a collaborative effort that we hope will lead to more reflective practice for all of us. Questions are collected in advance of each chat on Padlet, and then 5 or 6 are chosen for the hour-long chat. The Padlet, Questions and Topics for #CdnELTchat, is always open for comments. If you have any ideas for topics or have comments about #CdnELTchat, please send @StanzaSL, @BonnieJNicholas, @Jennifermchow, or @ELTAugusta a tweet. Please connect with the team if you are are interested in guest moderating a future #CdnELTchat. 

And in these challenging times, take care of yourself and your loved ones. Let’s stay connected with each other and support one another. Feel free to reach out and check in anytime with your colleagues in #CdnELTchat.

zAB6NaOy_400x400Bonnie Nicholas (@BonnieJNicholas) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@ELTAugusta). Bonnie teaches LINC at NorQuest College in Edmonton.

 

 

 

#CdnELTchat Summary for March 17, 2020 (Emergency Preparedness: Moving a F2F Class Online)

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Emergency Preparedness: Moving a F2F Class Online
#CdnELTchat Summary for March 17, 2020
By Bonnie Nicholas

In mid-March, with concern deepening about the coronavirus pandemic, the #CdnELTchat team decided to offer a special chat for instructors who were looking at being forced by these emerging circumstances to pivot to online teaching and learning. Most of us had very little time to prepare for this unexpected change. Almost overnight, new phrases like social distance and flattening the curve have entered our lexicon. Teachers and learners were suddenly looking at their Learning Management Systems (LMS) not as a useful addition to their classroom, but as their virtual (and only) classroom and meeting place for students. Thanks to Nancy Van Dorp (@NancyVanDorp) for stepping up and agreeing to bring her expertise in online and distance learning as our guest moderator. 

Thanks as well to all the participants for their openness in sharing their worries and their hopes. Many ELT professionals with experience in online and blended learning shared advice, resources, and tips for instructors who were new to remote learning. We’ve collected the tweets using Wakelet, so they’re easier to read if you’re not on Twitter: Emergency Preparedness: Moving a F2F Class Online. (There are over 350 tweets!) We’ve also created a resources list; this is an open, editable Google Doc, so please continue adding links to useful websites and resources: Resources for Emergency Preparedness: Moving a F2F Class Online

If there was an overarching theme to the discussion, it was this: 

  • Lower your expectations. We are all just trying to make the best of an emergent situation. We are not trying to create the perfect online class. We will make mistakes. Technology will fail. This adjustment will take time.

Other suggestions from experienced online instructors that emerged during the chat:

  • Start by making sure to maintain connections with your students.
  • Think of the learning curve for students as they prepare for online learning.
  • Use the tools and resources you have and that your students know how to use.
  • Think about access and accessibility; some ISPs may be offering free or increased data capabilities during this challenging time.
  • Keep it simple; now is not the time to try everything. 
  • Reconsider mandatory synchronous sessions; explore asynchronous options instead. 
  • Plan but be flexible; circumstances will change and plans will need to be adjusted.
  • Maintain a strong online teacher presence but set clear boundaries.
  • Practice good self-care: exercise, eat well, spend (virtual) time with family and friends.

These are the questions that guided our discussion: 

Q1: What are the primary things we have to think about in relation to our ELLs and moving a F2F class online?

Q2: How can I prepare myself and my students to teach/learn remotely on short notice?

Q3: What are some good ways to make remote learning accessible for our ELLs?

Q4: If I can do only one thing well in online teaching, what should it be?

Q5: I’m going to be using online teaching/learning tools for the first time. What do you recommend?

Q6: There is a massive amount of information here on Twitter and elsewhere about moving from F2F to online / remote / distance learning. What is the best advice for teachers who are new to this kind of teaching and learning?

#CdnELTchat is a collaborative effort on Twitter, with a goal of leading to more connected, reflective practice for everyone involved in English language teaching in Canada. Are you passionate about a topic in ELT? Interested in being a guest moderator? Contact one of the team members: Jennifer Chow (@jennifermchow), Augusta Avram (@ELTAugusta), Bonnie Nicholas (@BonnieJNicholas), or Svetlana Lupasco (@StanzaSL).

zAB6NaOy_400x400Bonnie Nicholas (@BonnieJNicholas) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@ELTAugusta). Bonnie teaches LINC at NorQuest College in Edmonton.

 

 

 

#CdnELTchat Summary for February 11, 2020 (Ways to Bring Aboriginal Perspectives into the Classroom)

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#CdnELTchat Summary for February 11, 2020
Ways to Bring Aboriginal Perspectives into the Classroom
by Bonnie Nicholas

On February 11, #CdnELTchat community gathered on Twitter to talk about Ways to bring Aboriginal Perspectives into the Classroom. Sharon Jarvis (@romans1v17) was the guest moderator and shared her perspective as a Metis educator. In her words: “Sharon is a Métis from Mânatow Sakahikanihk (Spirit Lake in Nehiyaw- Lac St. Anne) who has been an educator for over 15 years. She has a MEd from UBC with three concentrations. Her work mainly focuses on an Indigenous framework that emerged while completing her graduating paper: wâhkôhtowin (all my relations), otipemisiwak (selves governing) and ekichinantak (respectfulness) (2017; 2018; 2019).”

These are the questions we discussed:

Q1: As non-indigenous people working in #ELT, how can we bring an authentic Indigenous perspective into our classes, without appropriation or presuming to speak for Indigenous people? 

Q2: Are there specific themes or topics that could be introduced at each level in settlement language classes? 

Q3: What resources are available for instructors in ELT? 

Q4: What are the First People’s Principles of Learning, and how can we use these in our teaching?

Q5: How important is it that international students and those studying in #EAP programs learn about Indigenous history in Canada?

The tweets from this conversation are collected here using Wakelet, Ways to bring Aboriginal Perspectives into the Classroom. Here are some key takeaways from the chat:

  • Know on whose land we reside: nativeland.ca
  • Consider incorporating First Peoples Principles of Learning in our teaching.
  • Choose reputable resources; be aware of representation and misrepresentation. 
  • Remember that bringing Aboriginal perspectives into our classrooms is about social justice and reconciliation.
  • Some specific topics recommended by Sharon include “loss of identity and affirmation of identity, tradition, healing, role of family, importance of Elders, connection to the land, the nature and place of spirituality as an aspect of wisdom, the relationships between individual and community, the importance of oral tradition, the experience of colonization and decolonization.”

Thanks to Sharon and our participants for sharing so many useful resources. These have been collected these in a Google Doc, Resources for Indigenous Education in ELT; there are resources for exploring many of the specific topics listed above. 

#CdnELTchat is a collaborative effort that we hope will lead to more reflective practice for all of us involved in ELT. If you have any ideas for topics or have comments about #CdnELTchat, please send @StanzaSL, @BonnieJNicholas, @Jennifermchow, or @ELTAugusta a tweet. We are also looking for guest moderators who are interested in leading a future #CdnELTchat. Send us a message with a topic of interest. 

Our Padlet, Questions and Topics for #CdnELTchat, is always open for sharing questions, ideas, and resources. We create our promo images using Canva and collect the tweets using Wakelet

zAB6NaOy_400x400Bonnie Nicholas (@BonnieJNicholas) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@ELTAugusta). Bonnie teaches LINC at NorQuest College in Edmonton.

 

 

 

#CdnELTchat Summary for January 14, 2020 (Language Matters: Inclusivity in Language Choices )

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#CdnELTchat Summary for January 14, 2020
Language Matters: Inclusivity in Language Choices
by Bonnie Nicholas

While I was starting to work on this summary, this quote by Maya Angelou popped up in my Twitter feed:

Do the best you can until you know better. Then when you know better, do better.

These words effectively sum up the January 14 #CdnELTchat around the topic Language Matters: Inclusivity in Language Choices. Much of our discussion centred around our responsibility as language teachers to be mindful of the words that we use, how we can know better and how we can do better. 

We were very happy to welcome Lorisia MacLeod BA, MLIS (@LorisiaMacLeod) as our guest moderator. Lorisia is a member of James Smith Cree Nation, born and raised in Edmonton and an instructional librarian @norquestlibrary. Lorisia guided us through some questions and shared some resources for deepening our thinking about what it means to make inclusive language choices. 

We started by asking Lorisia Q1: how do you see your work as a librarian intersecting with your identity as an Indigenous person, and with the language that we use? Lorisia suggests that “libraries are starting to look at how  they have used language to define communities” and “how we can work with communities to improve these terms to better represent terminology we use for ourselves.”

Our subsequent discussion was guided by these questions:

Q1 is a good reflective question for all of us in #ELT: How do our intersecting identities impact the language choices that we make every day, both as speakers and as teachers?

Q2: What does it mean to be inclusive with our language choices?

Q3: How can we know if our language choices are excluding groups or individuals? 

Q4: How can we approach this subject with people who may not agree with the importance of making inclusive language choices?

Q5 (Part 1): What are some strategies to promote thinking critically about language both in our learners but also for ourselves as teachers

Q5 (Part 2): AND As language teachers, how can we teach language learners to be more mindful of their language choices?)

And two questions that we didn’t have time to discuss during the live one-hour chat: 

Q6: Language can take a long time to change, and habits can be hard to break. How can we proactively learn so as to avoid misappropriating words in the first place? 

Q7: What resources are available to help us make more inclusive language choices? Please share resources or connections that might help others be more inclusive in their language! 

You can read the collected tweets on Wakelet, but here are some key points from the participants in the conversation.

  • Think about what voices are not being heard; who is not at the table? We need to try and hear these voices. 
  • Listen to Indigenous voices on terms relating to their culture like spirit animal, chief, tribe, etc.
  • Listen to people talk about the effects that misgendering or exclusionary language has had on them, on Twitter, YouTube, podcasts, and blogs.  
  • Think about who has the power; whose voice is being amplified?
  • Language has power; language and relationships are connected. 
  • As professionals in #ELT, we need to educate ourselves on language choices.
  • Notice how we might be using sexist, racist, ableist, ageist, and LGBTQIA-phobic ways of speaking. 
  • Don’t be afraid of making mistakes, but learn and do better. And remember that we are not alone.
  • Nuanced attention to language is more important than ever. 
  • And a final comment from Lorisia: “It’s not about ownership of the words – it’s about respecting their context and the communities that are asking folks not to use them uncritically. I think that’s the key – it’s about respect.”

We’ve collected some of the resources that were suggested in a Google Doc, Resources for thinking about inclusive language choices. Thanks once again for Lorisia for bringing so many ideas and resources to the conversation, and reminding us that #LanguageMatters.

#CdnELTchat is a collaborative effort that we hope will lead to more reflective practice for all of us involved in ELT. If you have any ideas for topics or have comments about #CdnELTchat, please send @StanzaSL, @EALStories, @Jennifermchow, or @ELTAugusta a tweet. We are also looking for guest moderators who are interested in leading a future #CdnELTchat. Send us a message with a topic of interest. 

Our Padlet, Questions and Topics for #CdnELTchat, is always open for sharing questions, ideas, and resources. We create our promo images using Canva and collect the tweets using Wakelet.

zAB6NaOy_400x400Bonnie Nicholas (@EALstories) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@LINCInstructor). Bonnie teaches LINC at NorQuest College in Edmonton.

 

 

 

#CdnELTchat Summary for November 19, 2019 (Out & about: LGBTQIA2+ learners and teachers)

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#CdnELTchat Summary for November 19, 2019
Out & about: LGBTQIA2+ learners & teachers
Bonnie Nicholas

The #CdnELTchat team hosted a fast-paced chat on November 19; the topic was Out & about: LGBTQIA2+ learners & teachers. We were thrilled to welcome Tyson Seburn (@seburnt) as our guest moderator for this chat, and we thank him for sharing his expertise and insights. Participants discussed questions under the headings of barriers, key points, teaching, materials, support, and change.

There were many ideas and resources shared both throughout the hour-long chat and afterwards during the #slowburn format. We’ve added everything that has been shared to this document, Resources for Including #LGBTQ themes and people. This is an editable Google Doc, so we hope that ELT professionals will continue adding links and resources to facilitate our own growth and learning. 

Throughout the chat, certain themes emerged, and some reminders of what we might do as teachers:

  • There is a need for ongoing teacher development on inclusivity, diversity, and LGBTQ+ communities.
  • There is also a need for vetted, effective, inclusive learning materials for all language levels. 
  • Work to make our classrooms safe spaces for LGBTQ+ learners: think every day about our language choices, non-judgemental approaches, representation without spotlighting, and allyship.
  • Perhaps most strikingly, we have a responsibility as ELT professionals to educate ourselves about LGBTQ+ communities. We can’t wait for someone else to do this for us. 

The six questions below were discussed during the chat. If you’re on Twitter, you can find the conversation by following the hashtag #CdnELTchat, but we’ve also collected the relevant tweets using Wakelet, #CdnELTchat summary for November 19, 2019.

  1. BARRIERS: What obstacles or barriers exist regarding LGBTQ+ inclusivity?
  2. KEY POINTS: What is important to understand to be an ally to both in and out LGBTQ+ colleagues and learners?
  3. TEACHING: What does LGBTQ+ inclusive teaching look? What does it not look like?
  4. MATERIALS: How can we avoid tokenism in our materials? Are there suitable materials for all levels and/or small centres?
  5. SUPPORT: How can we support colleagues uncomfortable with LGBTQ+ topics in class?
  6. CHANGE: How can we be agents of change towards inclusive, welcome, and safe environments at our institutions?

The #CdnELTchat team is always looking for people who would be interested in facilitating one of our bi-monthly chats.  Please let a member of the team know if you are interested in co-moderating a live chat, or in collecting and writing the summaries which are posted on the BC TEAL and TESL Ontario blogs, and shared with TESL NS. Other provincial #ELT associations are also welcome to share. If you would like to volunteer, or have ideas for chats, contact any of us: Jennifer @jennifermchow, Augusta @ELTAugusta, Svetlana @StanzaSL, or Bonnie @EALStories.  Post ideas anytime on our Padlet, https://padlet.com/BonnieJean/CdnELTchat

zAB6NaOy_400x400Bonnie Nicholas (@EALstories) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@LINCInstructor). Bonnie teaches LINC at NorQuest College in Edmonton.

 

 

 

#CdnELTchat Summary for November 5, 2019 (Intercultural Fluency in the LINC Classroom)

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November 5 #CdnELTchat (Intercultural Fluency in the LINC Classroom)
By Bonnie Nicholas

On November 5, 2019, the #CdnELTchat team was happy to welcome Sandhya Ghai (@GhaiSandhya) of Mosaic BC (@mosaicbc) as our guest moderator for a discussion of Intercultural Fluency in the LINC Classroom. This chat was a follow-up to Sandhya’s Tutela webinar on the same topic. (Tutela members can log in to view the recorded webinar.) Thanks to Diane Ramanathan (@ramdiane), Tutela Community Coordinator, for facilitating this partnership between Tutela and #CdnELTchat.

Here are some key points raised by participants during the chat:A first step in developing intercultural fluency is to be aware of our own positionality and our own cultural identities.

  • Everyone has some intercultural experiences to draw on, even learners from countries that we might think of as being monocultural.
  • As instructors, we need to be mindful of our choices in learning materials and resources. 
  • Think about having an attitude of curiosity and cultural humility.
  • Several participants reiterated the importance of integrating inclusive intercultural practices into everything we do in the classroom. 
  • Create learning opportunities for learners to explore and share their culture.
  • Be kind to ourselves when we make mistakes.

Participants used these questions as a springboard for discussion during the chat.

  • What does it mean to be interculturally fluent?
  • What steps can instructors take to increase their intercultural fluency?
  • As teachers, we are always pressed for time. What are the most important concrete steps that we can take to make our classrooms more interculturally fluent?
  • How can intercultural fluency be embedded in the LINC curriculum?
  • Many of the students in our classes come from monocultural countries. How can we help them adapt to a multicultural environment?

If you’re on Twitter, you can find the conversation by following the hashtag #CdnELTchat, but we’ve also collected the relevant tweets using Wakelet, #CdnELTchat Summary on Intercultural Fluency in the #ELT Classroom.

The #CdnELTchat team is looking for people who would be interested in facilitating one of our bi-monthly chats.  Please let a member of the team know if you are interested in co-moderating a live chat, or in collecting and writing the summaries which are posted on the BC TEAL and TESL Ontario blogs, and shared with TESL NS. Other provincial #ELT associations are also welcome to share. If you would like to volunteer, or have ideas for chats, contact any of us: Jennifer @jennifermchow, Augusta @ELTAugusta, Svetlana @StanzaSL, or Bonnie @EALStories.  Post ideas anytime on our Padlet, https://padlet.com/BonnieJean/CdnELTchat

zAB6NaOy_400x400Bonnie Nicholas (@EALstories) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@LINCInstructor). Bonnie teaches LINC at NorQuest College in Edmonton.

 

 

 

#CdnELTchat Summary for September 24, 2019 (Self-care for teachers)

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#CdnELTchat Summary for September 24, 2019 (Self-care for teachers)
By Bonnie Nicholas

#CdnELTchat returned from our summer hiatus on September 24th with a timely discussion on teacher self-care. We were thrilled that Patrice Palmer (@positiveupside) accepted our invitation to be a guest moderator. Patrice is well-known for her work as an advocate, adult educator, trainer, and writer. As she writes on her website https://www.patricepalmer.ca, “Teachers need to put themselves first and adopt self-care strategies to reduce stress, build resilience, promote physical health and increase their well-being.”

As always, during the live chat, participants had a lively discussion responding to the questions posted by our moderator, Augusta Avram. And as always, people who couldn’t participate in the live chat added to the richness of the conversation afterwards through the #slowburn format. Thanks to everyone who participated! A couple of themes emerged from the ongoing conversation: #ELT can be stressful work, and we need to take care of ourselves and support each other. Some ideas that were shared included having an emergency self-care kit, remembering that “no” is a complete sentence, making  time and space to debrief, blocking off me time, advocating for ourselves as well as for our students, setting boundaries, and remembering the importance of exercise and physical health.

Patrice shared a favourite quote from Eleanor Brown, “Replenish your spirit, it allows you to serve others from the overflow. You cannot serve from an empty vessel.” Wise words! We’d like to thank Patrice for generously sharing her time and expertise with us. 

These were the questions that we used to ignite discussion during our chat:

Q1: What are some beliefs around what it means to be a “good teacher”  that impacts or impedes self-care? How can we challenge these beliefs to positively influence our well-being? 

Q2: Most of us went into ELT because we care and want to make a difference. Our work has a lot of inherent stress. How can we learn to set boundaries and say no?  

Q3: Many of us have stressful work environments, with ever-increasing demands. How can we advocate for ourselves? 

Q4: How can we carve time in our day for self-care? 

Q5: Many of us are once again back in the classroom after the summer, hoping to avoid the stresses and near burn-out that often happens as the term progresses. What’s one thing that we teachers can do to take care of ourselves?

You can find the tweets by searching Twitter for our hashtag, #CdnELTchat, but we’ve also collected the tweets from both the live and the follow-up asynchronous chat using Wakelet: #CdnELTchat Summary on Teacher Self-care

The #CdnELTchat team is looking for people who would be interested in facilitating one of our bi-monthly chats.  Please let a member of the team know if you are interested in co-moderating a love chat, or in collecting and writing the summaries which are posted on the BC TEAL and TESL Ontario blogs. Other provincial #ELT associations are also welcome to share. If you would like to volunteer, or have ideas for chats, contact any of us: Jennifer @jennifermchow, Augusta @ELTAugusta, Svetlana @StanzaSL, or Bonnie @EALStories.  Post ideas anytime on our Padlet, https://padlet.com/BonnieJean/CdnELTchat

zAB6NaOy_400x400Bonnie Nicholas (@EALstories) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@LINCInstructor). Bonnie teaches LINC at NorQuest College in Edmonton.

 

June 25 #CdnELTchat: Encouraging reflective practice for ourselves and our students

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#CdnELTchat summary for June 25, 2019
Encouraging reflective practice for ourselves and our students
Bonnie Nicholas

A small but mighty group of ELT gathered on Twitter on the last Tuesday in June to reflect and discuss questions around reflective practice. These are the questions that guided our discussion:

Q1: What does reflective practice mean to you? What does a reflective classroom community look like?

Q2: What are some ways to weave reflective practices into our daily routine? How much time should we spend in reflection? What’s the best timeline for reflection – daily? weekly? moments throughout the day? How can we find (or make) time for reflection for ourselves with all the demands being placed on us?

Q3: How can we guide students to become reflective learners? What are some strategies you use that help guide student reflection? What are some obstacles and possible solutions to student reflections in your class?

Q4: Is it best to do reflective practice individually (eg. keeping a journal to write reflections on our teaching practice) or with others (eg. debriefing with colleagues to reflect on our teaching practice)? Or, if one isn’t better than the other, what are some of the advantages and disadvantages of both approaches?

Q5: What are two things in your practice that are working for you? Looking back, how did you grow as an educator this year?

Q6: Looking ahead, what is something in your practice that you think you should either change or let go in the following year? What professional activities, resources or relationships do you need to have access to in order to make these changes?

You can find the collected tweets on Wakelet: https://wke.lt/w/s/3hudfv. Thanks to Jennifer Chow for keeping the questions coming during the chat. Special thanks to Augusta Avram for finding and sharing some articles on reflective practice to get the conversation started. You’ll find the links in the archived tweets. 

The #CdnELTchat team will be taking a break during the summer months. @jennifermchow, @ELTAugusta, @EALstories, and @StanzaSL will be back in the fall with more Tuesday evening chats. In the meantime, please contact any of us if you have any ideas for topics or questions, or if you’re interested in helping with the chats.  As well, our Padlet is always open for comments: https://padlet.com/BonnieJean/CdnELTchat. And of course, please continue to tweet your ideas and links using the #CdnELTchat hashtag. Happy summer!

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Bonnie Nicholas (@EALstories) is an enthusiastic participant in the bi-monthly #CdnELTchat as well as a member of the #CdnELTchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), and Augusta Avram (@LINCInstructor). Bonnie teaches LINC at NorQuest College in Edmonton.