ELT World

Your local friendly TEFL blog

Hello. I've just installed a new theme and haven't got round to configuring it yet.
August 11th, 2010

Euro news roundup

david

Find out what’s going on in TEFL around Europe with the latest action from the United Kingdom, Ireland and, er, Malta.

UK tightens English language test rules for foreign students

In a bid by ministers to deter bogus applicants, tens of thousands of international students who want to study in the UK will from this month be required to prove a minimum English language ability. According to the Guardian, the move to make one of 12 “Secure English language tests” compulsory, which comes into effect on 12 August, has raised concerns that the UK Border Agency (UKBA) has selected the tests solely because of their security measures and lack a detailed understanding of the evidence of language ability that they provide.

Read the full story…

INTO condemns English language cuts

The Irish National Teachers’ Organisation (INTO) has warned further jobs could be lost at primary schools because of cuts in the number of support language teachers for non-Irish national students.The union, claimed the Irish Times, accused the Government of taking a “hardline approach” to allocating the number of English language teachers in schools.The level of extra teaching support allocated to schools is determined by the numbers of eligible pupils enrolled and on their language proficiency. INTO said it had examples of schools where the number of pupils without English was increasing while the number of teachers was being cut.

Read more about the story…

Incidents involving students ‘must be seen in perspective’

Get Chitika Premium

Recent incidents involving English language students must be seen in perspective of the tens of thousands who visit Malta every year, the Federation of English Language Teaching Organisations Malta has insisted. Language students hit the headlines this month: on Monday four Italians, including a 16-year-old, were conditionally discharged and warned by a magistrate after they admitted stealing electronic items and cash from rooms at a Bugibba guesthouse.

Read on…

Drop of 17.3% on EFL students attending courses in 2009

In 2009, 68,918 foreign students attended courses at local English-language specialised schools. This resulted in a 17.3 per cent drop over 2008. The majority of students came from Italy, Germany, Spain, France and Russia and collectively accounted for 72.4 per cent of the total.

Read the full story…

Cuts to English language supports

The cuts to English language supports that were revealed last week will have a direct impact on the education of all pupils, not just migrants, according to FG City Councillor Jim D’Arcy. “Figures show that the number of English language support teachers fell by one third between last year and this year. Children of all ages and backgrounds are losing out.

Read on…

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

August 10th, 2010

Data-driven learning and me

david

What the hell is Data-driven learning? Well, this was a question I was asked recently when I accidentally introduced this confusing piece of metalanguage to my poor students. Basically, it is a form of classroom presentation or activity that has been associated with the lexical syllabus and communicative methodology. Let me try and explain for newbies.

In the groundbreaking text The Lexical Syllabus, Willis (1990) defined three different forms of classroom activities in the communicative approach: citation, simulation, and replication. Citation activities or language drills involve simply quoting lines of dialog in order to use the language, ‘but such a concept is contradictory, since the essence of communication is choice and a basic requirement of drilling is the restriction of choice’ (Willis, p. 58). Willis defined simulation activities as activities which seek to demonstrate a manipulation and mastery of the forms, but the exchange is not a genuine information exchange because the focus is form not meaning. Willis associated DDL with replication activities, activities that attempt to replicate ‘real world’ communication, because true communicative exchanges entail an element of the unknown, of problem solving, and of information gathering.

Many of my students, to give an example, find difficulty in distinguishing the usage of going to, will, and plan to for future plans. A citation activity with these structures could be a listening activity followed by a dialog that is recited in pairs to show the usage in the context of one contrived conversation. The learners would be exposed to an extremely limited use of these structures and the activity would not involve the students cognitively.

A simulation activity with these forms might be an open class “discussion” in which the teacher asks questions using the target tenses and the students respond in the target language. The focus would not be the students’ weekend or summer plans, but accurate production of the target structures. The discussion would be an information exchange, but students would be aware that the focus of the activity is control of the form rather than the exchange of information.

A DDL replication activity for the structures might involve an attempt to uncover the rules for usage from a list of sentences that contain the target structures in context taken from a large corpus, such as the COBUILD corpus used for this study. In order to accomplish the task the learners would be engaged cognitively, and they would be focused on the target language for an extended period of time. With the learners working in small groups or pairs genuine discussion and negotiation of meaning would take place.

In his utterly essential article, ‘Should You be Persuaded – Two Samples of Data-Driven Learning Materials‘, Johns (1991) described his procedures of Identify–Classify–Generalize for classroom based concordance and data-driven learning. In effect, Johns’ classroom procedures complement Willis’s replication activity because the procedure relies heavily on inductive learning and genuine discourse. Johns’ procedure uses a machine produced concordance of citations that is edited by the teacher to emphasize a particular use of a structure in context. The teacher then creates a handout based on the selected citations. “While all the citations shown in the handout are authentic, there is in this handout a degree of “rulehiding” in the selection of the citations, the categories adopted, and the sequencing of citations within each category” (Johns, p. 4). DDL provides the basis for the formulation of rules based on data that may be accessed, investigated, and examined.

Further reading:

http://www.lexically.net/wordsmith/corpus_linguistics_links/Tim%20Johns%20and%20DDL.pdf

http://www.cels.bham.ac.uk/resources/LexSyllabus/lexsch1.pdf

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

August 10th, 2010

Asia – Oceania news roundup

david

Get the lowdown on the world of TEFL in India, Indonesia, the Philippines and Sri Lanka…

Delhi Games put accent on sounding British

The Delhi Metro is providing English speaking classes for all its employees in preparation for the Commonwealth Games that the Indian capitol will host this October. With large numbers of foreign tourists expected to visit the country during the event, India is taking steps to ensure that they have an enjoyable stay. For the staff of the Delhi Metro this means brushing up on their English language skills and being trained to replace their local, Indian accents with clipped, British ones.

Read the full story…

As English Spreads, Indonesians Fear for Their Language

Paulina Sugiarto’s three children played together at a mall here the other day, chattering not in Indonesia’s national language, but English. Their fluency often draws admiring questions from other Indonesian parents Ms. Sugiarto encounters in this city’s upscale malls. But the children’s ability in English obscured the fact that, though born and raised in Indonesia, they were struggling with the Indonesian language, known as Bahasa Indonesia.

Read more…

Lawmaker wants English as primary teaching language in the Philippines

Believing that a high degree of proficiency in the English language will help Filipino graduates get jobs easily in any country, a lawmaker has filed a bill mandating its use as the primary medium of communication in schools. Rep. Rachel Marguerite Del Mar has filed House Bill 191, which seeks the use of English as the medium of instruction in pre-schools, elementary and high schools and to prescribe the teaching in specialized English in tertiary levels.

Read the full story here.

English: Merit for job-seeking Naga youths

Nagaland’s literacy rate now stands at 67. 11 %. English is the official language of Nagaland, notes the Morung Express, which is accepted by all sections of the people of Nagaland. “The youth of Nagaland are also gradually catching up with the process of globalization and liberalization,” Chief Minister Neiphiu Rio was quoted as saying in an official programme in Kohima. The Naga youths’ ability to speak fluent English is assumed as an advantage for them to serve outside the state and elsewhere. This is evident as a large number of Naga youths are engaging themselves in various private firms today in different parts of the country and even abroad.

Read on…

Cebu eyed as English learning hub

A group of Cebuanos have come together to make Cebu a prime destination for English learning. This vision, once achieved, will develop another tourism attraction in Cebu. The Cebu Hub For English Learning (CHELE), an association formed after a workshop that was held to brainstorm ideas on how to put Cebu as an English learning hub on the world map, is a brainchild of the Cebu Leads Foundation (CLF), a multi-sectoral coalition.

Read the full story.

English-medium teaching returns to 54 government schools

English as the medium of teaching was back at select government schools on Monday, 26 years after the Left Front government banished it from state-run schools. It has now been reintroduced in the higher secondary section of 54 government and state-affiliated schools, notes the Times of India.

Read more…

Introducing bilingual education to Pirivena, Sri Lanka

On September 3, 2009, President Mahinda Rajapaksa emphasized the need for bilingual education in Pirivena education. That was the first time he used the term bilingual education in a public address through media. Consequently, it was possible for the Cell of Language Coordination at the National Education Institute to think about ways of supporting the Pirivena education to promote language competencies of priests through bilingual education.

Read more about the story…

Local dialects key to global success

To be globally competitive, says the Inquirer, Filipinos must learn first in their local dialect. City dwellers may cringe upon hearing the accent of people from the provinces, but experts say that one of the keys to a good education is teaching students early on in their mother tongue, or dialect, instead of in English or in Filipino.

Read the full story…

India chases language of success

For business, notes the Guardian, government and millions of ordinary people, proficiency in English has come to be seen as a key to prosperity, but evidence that this hope will be fulfilled is lacking.

Read more now…

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

Time for a look at the magical world of TEFL in Rwanda, Egypt, Bahrain, the UAE and Pakistan.

Rwandan teachers back at school to help country’s anglophone ambitions

Although French now ranks as an official language alongside Kinyarwanda and English, the Rwandan government is switching the country’s education system away from French to English. Hence the need for English language courses for primary school teachers, according to the Irish Times. Officially, the change is aimed at integrating the once francophone nation into the five-nation English-speaking East African Community, which launched on July 7th. However, the decision is regarded as just another move in repositioning the country away from France, regarded by many in the country as an unhelpful influence in recent decades.

Read the full article here.

UK celebrates graduation of first English language students from Al Azhar university

The first cohort of students graduated from the British Council’s English language training centre at Al Azhar University, having gained the language skills to debate about religion and the role of Islam on a global scale. The 68 graduating students from the Faculty of Islamic Studies have been following a three-year English language course at the centre which is supported by the British Embassy and aims to ensure they have the language skills to engage in international faith-based dialogue and thus breakdown the misunderstandings and misconceptions surrounding Islam.

Read on…

Awards plan for English teachers in Bahrain

Gulf Daily News notes how English language teachers in Bahrain and the Arabic-speaking world are being urged to enter a British awards scheme. The British Council ELTons is an international award scheme aimed at celebrating excellence in English language teaching (ELT) around the world. The scheme, now in its ninth year, is run by the British Council and sponsored by University of Cambridge ESOL (English Speakers of Other Languages).

Read more…

Has English become Globish or is this gibberish?

The consummate imperialist Cecil Rhodes once quipped that to be born an Englishman “is to have won first prize in the lottery of life”. While the empire has long gone, claims The National, its language imperiously straddles the globe. Indeed, no other language in any period of history has ever come close to being so fully a medium for global communication. In the wake of the British empire, and even in the ostensible twilight of American hegemony, English remains the most international language.

Read the full story.

Deaf children are being heard in Africa

Julie Solberg founded the Child Africa International School in Kabale, Uganda, in 2007 with the aim of integrating deaf children into a regular primary school. SMS text messaging on cellphones has broken the sound barrier that blocked deaf children from communicating with their hearing peers. Deaf children are no longer ostracized from sign-language-illiterate pupils and teachers, and this has given them more confidence.

Read on…

Pakistan struggles to reverse falling university language skills

As Pakistan renews a teacher training project to restore dwindling English language ability among students, some fear that the linguistic key to global academia is already lost.

Read the full story here.

Expats in UAE learn to ‘mind’ their language

Idioms often prove to be stumbling blocks for those learning the language as well as other aspects such as homonyms (words pronounced and spelled in the same way but with a different meaning), grammatical quirks and silent letters. Keticia Danish, corporate training coordinator and English teacher at the Eton Institute, Knowledge Village, told Gulf News what her students find most difficult when mastering the global tongue.

Read more about the story…

Sacrificing vacations to learn English

Seated in a dusty and crowded classroom in the sweltering heat, eleven-year-old Kanwal Sultan and her classmates eagerly listen to the English language lessons. “I am ready to sacrifice my summer vacations by coming to the school twice a week to learn the language. I am happy to feel that I would soon be able to speak English fluently, and also comprehend the language,” she beamed.

Read on…

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

June 2nd, 2010

TEFL blog roundup: May

david

Here are a few of the things I’ve been reading over the last month. Enjoy…

My first IATEFL conference by Emma Herrod on Ken Wilson’s blog

Why texting is good for the English language by Adam Simpson

Can someone ever teach someone else how to teach? by Willy Cardoso

Becoming a teacher trainer by John Hughes

Should TEFLrs have a Back Up Plan? by Leahn Stanhope

Six jobs before becoming a teacher by Lindsay Clandfield

Bloom’s Taxonomy by Mary (English Corner)

E is for Error by Scott Thornbury

There’s nothing good or bad, but thinking makes it so by Jeremy Harmer

Watching young learners at work by Marisa Constantinides

What beginners need by Alex Case

Class without a teacher by Darren Elliot

How late is too late to begin lesson planning by Mike Harrison

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

States need to give test developers explicit instructions on how to avoid unnecessary linguistic complexity when designing content tests, reports Education Week. They need to provide detailed guidelines to school districts on how to select and use testing accommodations for students. Those are two of the recommendations in a new research brief on how to include ELLs appropriately in academic content assessments.

Read more here.

Elsewhere, The new ‘common core’ standards for K-12 math and English might be just what the U.S. Senate needs to break through its partisan logjam. With past failures in mind, notes Education Week, the Common Core State Standards Initiative, begun by governors and chief state school officers, has worked to gain widespread support that cuts across party lines, includes a broad range of education interest groups, and specifically does not involve the federal government.

Read the full story.

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

The Deputy Minister of Religious Affairs yesterday defended Brunei’s bilingual education system which uses English language in majority of school subjects, saying that it has been operating well and past generations have succeeded due to their good command of English.

According to Brudirect, Pehin Udana Khatib Dato Paduka Seri Setia Ustaz Hj Badaruddin Pengarah Dato Paduka Hj Othman said that the bilingual education system should not be blamed for poor Malay proficiency, but authorities should take proper steps to improve students’ Malay language instead.

Read the full story here.

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

Ning, the popular social networking site that educators have been using to trade information on boosting their skills and to interact in a closed environment with students, has announced a new overall pricing structure for its services. The company announced that their new Mini Networks will each cost $2.95 a month to maintain, or $19.95 a year.

Read the full story here.

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

Living the TEFL life can be just as stressful as any other, if not more so. I know this only too well after more than ten years in the profession. To reduce our level of stress, we first need to understand what stress is. Stress is, more than anything, the result of our perception of the events that are happening around us, and is indicated by how we react to these situations. What’s stressful for you might not be stressful for someone else and vice versa. The fact is, we’re not born with a more stress-prone DNA than other people. In the end, it all boils down to our attitude.

From the moment we encounter a tension-producing situation, our body starts chemically preparing us for fight or flight. Of course, we don’t fight and we don’t fly away in the 21st century (unless the DoS really makes us mad), and this Stone Age internal reaction, originally meant to protect us, has become a serious menace to our health. So, what can we do?

Well, we have a few options. We can keep the stress bottled up inside us. Of course, this is sure to result in frustration and even health problems down the line. Alternatively, we can display our stress through sickness, apathy, anger, drinking, drugs, over eating or in any number of other self destructive ways. Or we can get rid of your stress according to a plan, and hopefully this blog post offers a few easily implemented stress reduction ideas for tired TEFLers.

Consider your daily stress ‘buttons’

Because stress is the result of constantly being ready to fight, we have two ways of handling it. We can resolve all the conflicts in our life, or we can learn to live with them. To do either successfully we have to take a good look at some of the viewpoints and behaviour that are an integral part of our personality. The best place to begin is with an exploration of our stress ‘buttons’.

In life, there are plenty of instances that we expect to trigger stress, such as the sudden death of a loved one, a debilitating injury or illness, the loss of a job, and the overwhelming feeling stemming from moving or relocating. But the fact is, the daily hassles of the TEFL life may have a greater stress effect than these larger misfortunes. A few examples of these daily hassles are losing or misplacing things, major changes in our routine, too much to do and not enough time to do it properly, feeling lonely, money worries, too many responsibilities, and pressure to perform well.

If you make a list of all the stress factors in your life, you’ll probably quickly come across the reason. If the cause isn’t clear, try to find it. What causes you to be uptight? What makes you irritated? What frustrates you? When does that anxiety begin to creep in? Write down all the little things that you think affect your well-being. Honestly, you have to first identify your stress buttons before you can eliminate them.

If you become stressed every time you have a classroom observation or a meeting with your DoS, maybe it goes back to a childhood incident. It could be something remote. Perhaps a teacher reprimanded or embarrassed us when we were young, which programmed an automatic anxiety response we are still carrying. We need to take the time to stop and think about the reasons for our anxiety. Sometimes merely knowing the cause is enough to assuage the effect.

Every time you become stressed, mentally explore your state of mind

From this moment on, every time you feel stressed, think about how you can mentally investigate your state of mind. Ask yourself, ‘What would it take to do away with the stress in this situation?’ and next, ‘If I can’t change the people or circumstances, how can I change my point of view?’ Examining how you can change your point of view reminds you that you have power in the situation.

It also might be good for us to ask ourselves if we had expectations of approval or control in regard to the particular stressful situation. The chances are we did. If so, the actual problems may be with our expectations, expectations which are not our right. Let’s face it; we don’t want to have to provide endorsement on demand, do we? It certainly isn’t our right to control others’ actions. So, how can we expect others to be the way we want them to be? In such a state of affairs, our expectations are in conflict with what actually is. We should repeat that ourselves the next time we get upset!

Identify how you express your stress

Many mental and emotional disorders, from anxiety to depression, can be triggered by stress. Researchers even believe that if stress is repressed long enough, it contributes to cancer. Here are some of the principal ways we express stress. Do any of these sound a bit too familiar to you?

Tenseness,
Continual on-the-go activity,
Feelings of being incapable,
Excessive smoking,
Excessive drinking,
Excessive use of tranquilizers or marijuana,
Upset stomach,
Excess sleeping,
Unfocused thinking,
Turning every game into an intense competition,
Inability to sleep or frequent waking during the night,
Loss of sexual interest,
Trying to do more than one thing at a time,
Nervous habits like tapping your fingers to swinging your foot,
Easy irritability,
High blood pressure,
Frequent headaches,
Cold hands,
Gritting your teeth,
Overeating or undereating.

Try to identify the ways in which you yourself express stress, and then notice that they fade away once you’ve reduced your stress levels, before or after class.

Take action to diffuse the pressure situations in your life

Teachers tend to have a lot of ‘free’ time between lessons, or shifts at least. Make sure you plan out your whole day and refuse to be intimidated by what needs to be done. Even if you can’t accomplish everything, set priorities so that you accomplish each task in order of importance. Then do each job, one part at a time.

If every time you have to meet some particular deadline you feel yourself becoming stressed, start planning ahead a little better, so you don’t continually end up in a last minute panic. All this amounts to being more rational in your approach to life. Be more realistic about what you are likely to encounter when you put yourself into potentially stressful situations. Often this alone is enough to start reducing your stress. Basically, start doing something to deal with the problem: if you can’t take direct action, how about taking indirect action? If your stress is coming from regret, you need to accept that you can’t amend the past. Nevertheless, you can get busy, which will help you to forget about the state of affairs and the stress.

Moreover, if you feel guilt about your choice of the TEFL career, be aware that it is an absolutely absurd emotion because usually nothing can be done about it. If nothing can be done, let the past be a lesson as to how to handle the future, and let go of the guilt. There a million things you can do to change your approach and relieve stress. Start smiling at the people in your life, and laughing at yourself. Stop attempting to do more than one thing at a time. Spend 15 minutes doing nothing but listening to music you enjoy. Think about meditation as an anti-stress technique. Play a game or sport to lose every once in a while. Do everything more slowly; walking, talking and even eating. Go out and really watch a sunset, or a look at a flower. Take a walk. Take your watch off for a whole week.

Balance your work with play

If you are absorbed in your work, it even happens to us TEFLers, it’s often hard to break away to spend time in other ways, such as exercising, sharing your day with your friends or family, spending quality time with your children, enjoying a hobby, or even attending to your spiritual needs. Nevertheless, this balance is critical to your overall well-being and is essential when battling stress. Maintaining your natural equilibrium must become a fundamental priority in your life as a teacher.

If you allow yourself to fall out of balance, things will go wrong in other areas of your life. If you are ignoring your relationship for your career, you can count on having relationship problems, which will then indirectly affect your career. If you aren’t exercising properly, you’ll probably get sick, which again will indirectly affect the other areas of your life. What areas in your own life are not in equilibrium? What can you do to create balance?

At night, put your work and concerns aside

By eight or nine o’clock at night, put your work and concerns aside. I know this is difficult for those of us with split shifts, but let there be a definite time when you are finished for the day and ready to relax. Be aware that it will still take two or three hours for all your internal stress hormones to be reabsorbed by the glands that produced them. Spend this time doing something that is relaxing, while also mentally engaging. This will take your mind away from the stressful thoughts of the day.

Be direct and honest; handle disputes with other people immediately

When you are not direct and honest, you repress. Repression is simply another expression of fear. Fear is a negative subliminal emotion that only creates future unconstructive experiences. Fear of expressing your true feelings dissipates your energy. The more you repress, the less energy you have to be who you really are.

If you really want to resolve problems, all you have to do is be direct and honest about what you want and don’t want. Remember to express your needs calmly, without bitterness or aggression. Don’t be afraid of hurting another teacher’s feelings. If someone cannot accept you as you are, without attempting to manipulate you, do you really need that person in your life?

If you do find yourself in conflict, negotiate a compromise before the stress sets in. Storing up hurt doesn’t work. If others have let you down, express what you need to say. And remember, never do anything that causes you to lose self-esteem. If self-esteem is the result of what you do in life, then to increase your self-esteem you need to do things that support your goal. When you do things that make you feel good about yourself, you build your self-esteem. When you do things you don’t feel good about, you lower your self-esteem.

Do what you do naturally, and delegate responsibilities to others

Some of us may believe that when it comes to teaching, we can do it better than anyone else. Research has shown that busy teachers who are less stressed than their peers have high self-esteem, think the world is worthwhile, believe they can influence events around them, and tend to see change and problems as opportunities. Start viewing your problems as decisions that need to be made.

If you have illogical outbursts, overly strict standards, or use high pressure tactics at work, you are only being counterproductive. Does your tendency to become easily irritated and aggravated really help you get the job done? Does impatience make it easier to make decisions, or does it cause you to move too quickly and mess up? Do your too-high expectations help you succeed? More likely they assure failure.

It’s time to replace the idea that highly driven behavior is beneficial. Your hardworking attitude isn’t always that healthy, or even productive. Examine your personality. Your personality is the basis of how you react to life’s stresses. Although no one is a total type A or type B personality (as defined by Dr. Meyer Friedman in Treating Type A Behavior And Your Heart) most people are inclined toward type A behavior. What am I talking about? Well type A people, in contrast to Type B-ers, tend to be excitable, competitive and goal oriented. Friedman says, ‘If you are a type A personality and can admit to it, you are halfway to kicking the undesirable type A patterns.’ Low self-esteem and insecurity are noted as the primary causes of these undesirable behavioral patterns. Friedman says that in his research study of almost 600 type A people, every single individual doubted their ability to perform their duties well enough to warrant advancement in their place of work.

Exercise

Because stress prepares your body for concentrated muscular activity, exercise is a great way to relieve built-up tension. The more aerobic the exercise you get, the better. Basically, vigorous daily exercise increases your level of neurotransmitters as well as endorphins, which are the body’s natural opiates, thus making it easier for you to relax. The oxygen flooding through your system will help you detoxify more quickly and eliminate the biological factors that prolong stress.

So, how do you get started? Running, fast walking, swimming and cycling are especially recommended. When you include regular exercise as a part of your lifestyle, it assists you to keep your stress level low enough to soak up ordinarily stressful situations without affecting you. Obviously, it is best not to take up competitive exercise such as wrestling, tennis, or volleyball, because these may create all new stressful situations.

Change your eating habits

Listen and listen well: you have to stop consuming those foods which generate or worsen stress. On days of extreme stress, try to eat more carbohydrates. Proteins contain energizing brain chemicals, while carbohydrates, through a complex metabolic pathway, allow more tryptophan, a component that naturally enhances relaxation, to get into the brain.

A poor diet generates far more stress than most people can possibly imagine. Even if you just reduce your intake of foods containing sugar and refined white flour, you’ll be making a good start. Try to eliminate junk foods and fried foods (I know, the Burger King is just round the corner from the language school, but don’t do it, OK). Try replacing red meat with fish, chicken or turkey. Avoid cholesterol and, take a deep breath… reduce your alcohol intake. Eat more fresh vegetables, as many of them raw as you can manage. Also, eat fresh fruits, and whole grain bread, cereal and pasta products. Come on, you moved to that exotic country to sample the culture, why not eat the wonderful, healthy food, too.

You attract that which you are and that which you concentrate upon

The law of attraction states, ‘Where your attention goes your energy flows.’ Rubbish? Think again. You attract that which you are and that which you concentrate upon. If you are often in a negative state of mind, you draw in and experience negativity. If you are loving and compassionate, you draw in and experience love and compassion. You can attract to you only those qualities you possess. So if you want peace and harmony in your life, you must become peaceful and harmonious. Easier said than done, I know, but start eliminating the negativity in your life.

Accept that what is, sometimes simply is

There are things we can change in life and things we can’t change. To accept what is, is to accept unalterable realities as they are without wasting mental or physical energy attempting to change what we can’t. This is particularly pertinent for all those of us living in foreign cultures. It is our resistance to what is that causes our suffering and our stress. This doesn’t mean to passively accept life, though. What we have the potential to change, we should go ahead and change. However, we need to recognize that there are also things we can do nothing about.

Develop conscious detachment

In all of us there is the attached mind and detached mind. The attached mind means our state of mind is always changing from positive to negative as and when outside conditions change. This is extreme fluctuation from happiness and joy, down through neutral to our emotional vault: stress, depression, anger, and agitation.

The goal is to develop the detached mind. This means our state of mind fluctuates only from positive to neutral as outside conditions change. We accept all the warmth and joy and happiness that life has to offer while detaching from negativity by allowing it to flow through us without actually affecting us.

Remember that we detach out of astuteness, not repression. Sure, if we feel angry, hostile or resentful, we’ll have to express it, or the emotions will blow up in another way. However, as we begin to see the logic of detachment, our negative emotions will be less likely to emerge in response to situations.

Detached mind is based upon two positions of logic: 1) if you get upset, you’ll program your subconscious mind negatively, which will generate more negativity in your future. In other words you simply make matters worse; and 2) if you are resisting what is, you are wasting your energy, because you want something, or somebody, to be different than they are. It won’t happen, so why become stressed about something you can’t change?

A problem does not have to be eliminated to be resolved. Often a better solution is merely a change in viewpoint. When you’re no longer affected by a problem, you no longer have that problem, although nothing may have outwardly changed.

What other people say or do, other than physical violence, does not affect you. Only what you think about what they say or do affects you. Why allow another person’s problem to create a problem within you? Let’s say the person closest to you is often warm and loving, and you enjoy these times, but this person can also be selfish and self-centered. During those times you consciously detach and let the negativity flow through you without affecting you. It is that person’s right to be grouchy, and it is your right not to be affected. Nothing about the situation has changed except the way you view it.

Use breathing techniques to immediately destress

Use the technique of diaphragm breathing as a quick fix technique to immediately destress. You can do it in your classroom, office or even walking down the street. Just take a very deep breath and hold it in as long as you comfortably can. Then let the breath out through slightly parted lips, and when you think the breath is all the way out, contract your stomach muscles, and push it even further and further out. Then repeat the process. Within a few minutes you will find that you have greatly reduced your stress level.

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

April 28th, 2010

TEFL Blog roundup: April

david

Here are a few of the things I’ve been reading over the last month. Enjoy…

ELT & HappinessThe English Corner: for English teachers in China

Keeping control of your TEFL classThe TEFL Times: The only online TEFL newspaper

Let them down easy? Dealing with students who fail examsOne year in the life of an English teacher

T is for TranslationAn A-Z of ELT: Scott Thornbury’s blog

Teaching memeStrictly 4 my teachers

“My method is better than your method.”Neil Barker’s ESL & Language Learning Blog

At the top of Maslow’s PyramidKalinago English

An interview with EFL GeekTEFLTastic

If you’ve written something good recently, let me know and I’ll include it in my next roundup.

Post Footer automatically generated by Add Post Footer Plugin for wordpress.

Blog Widget by LinkWithin