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Muhammet Kahraman – Today I Will Not Die

Picpicture-12Turgay Evren’s ESL

Today I will not die is a song of hope written for Syrian refugee kids and all children of war in the world.

Lyrics: Turgay Evren
Melody: Muhammet Kahraman
Arrangement: Emre Moğulkoç

Songs are being used in the USA schools

Today I will not die is a song of hope written for Syrian refugee kids and all children of war in the world.

Today I will not die
Today my land is Turkey

Dreams were my home
The jets hijacked
Green was my land
Before the sunset, I will not give up
I will leave behind
Blood and death
My orphan heart is my best friend
My smile sets my path

We are the children of heaven
Our love will beat all the weapons
We are the roses of all seasons
Compassion will conquer all the vengeance
We are all brothers and sisters
We deserve the world much better

Today I will not complain
Today I will be content
Today I got no space for pain
Hope will spread to every tent

My toys are bombs
Raining from the skies
Human rights are a song
Composed of white lies
My soul will not starve
Hope will not drown
In the sea of blame
My heart will not go lame
My innocence will rise again

Dreams were my home
The jets hijacked

Green was my land
Before the sunset
I will not give up
I will leave behind
Blood and death
My orphan heart is my best friend
My smile sets my path

We are the children of the heaven
Our love will beat all the weapons
We are the roses of all seasons
Compassion will conquer all the vengeance
We are all brothers and sisters
We deserve the world much better


Business Small Talk: How to Have Good Conversations (Even When You Don’t Feel Confident Speaking English) | English with a Twist

For my students.

Continuing with the theme of guest posts, I am delighted to introduce you to yet another guest writer here on EWAT. This time I have the pleasure of welcoming Jacob Gershkovich, a fellow English teacher. In his interesting and super useful post, Jacob brilliantly illustrates how you can make a good impression and enjoy a good conversation with business colleagues even if you feel your English could be better. This is ideal for anyone who wants to feel more confident in the business small talk. Enjoy the post. *************************** Listen to the post Read the post Let’s imagine that you’re at a networking event. You see someone standing across the room who you’d really like to connect with, someone who could be really helpful to know. You want to introduce yourself to this person and begin a conversation, but you don’t feel confident as an English speaker. You’re worried that you won’t be able to express yourself properly in English, or even worse, that you’ll say something silly

Source: Business Small Talk: How to Have Good Conversations (Even When You Don’t Feel Confident Speaking English) | English with a Twist

Język angielski lekcje i kursy indywidualne


Blended Learning vs. Flipped Learning



According to Horn and Staker, blended learning is:
“Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.
Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.
The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.
Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.
Flipped Classrooms provide pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that class time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.
This is the unadulterated room to “invert” doings in the class with activities outside the instruction distance.
Flipping is not just about video and technology.
Moreover, technology does not replace good teaching. It enhances good education.
Flipping helps us to get the best use of class time. It is a methodology that allows the teacher to involve students intensely in the collaborative community and develop a shared problem-solving workshop.
My students very frequently have to find some info, primarily online, and in class, they present materials on a particular subject. We use it as a base for richer analysis and activities.
Sometimes, instead of giving lectures, I call for learners to watch chosen PPT, videos or podcasts at home, hence when we meet in the course of study, we can concentrate on the debate, as well as interpretation of the problem.
In my point of view, there are some significant ways to involve students during a lecture such as small demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.
I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further education, or else to mature students’ thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.
They have to be talked into active learning and taking the responsibility of their own knowledge. My role as a teacher is to be a learning coach, mentor and a source of support as well as inspiration.
Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.
During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.
• Clayton Christensen Institute: What Is Blended Learning?
• Report: iNACOL Blended Learning Teacher Competency Framework
• Report: Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education
• Report: Maximizing Competency Education and Blended Learning: Insights from Experts
• Wolff, Lutz-Christian, and Jenny Chan. “Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.
o http://www.inacol.org/news/what-is-blended-learning/
o http://www.christenseninstitute.org/blended-learning/

The Lack of Correlation among University Teaching, Secondary School Teaching and Primary School Teaching

There is a lack of connection between secondary school textbooks and college teaching materials, which is a barrier to English learners. In the teaching material of university, middle-school and primary school in our country, there are many unnecessary repetitive content (Tian, Jiu, Xu, & Wang, 2011). And there are different emphases in different stages of teaching. In primary and secondary schools, English learning is mainly based on a few textbooks, which mainly focuses on the teaching of grammar. Therefore, the students’ vocabulary is relatively poor, and the ability of language application is poor. College English is focused on to grasp the usage of vocabulary and a variety of expression, not to teach grammar systematically. This is detrimental to the cultivation of students’ practical ability, and can lead to negative consequences.

Life-Related Teaching Method Life-related teaching method refers to integrate English teaching into life, learn English in life, master the basic skills of English in practice. Life-related teaching is an English teaching which is based on life. It is different from the traditional teaching methods in the selection of teaching materials, teaching process and teaching effect. life-related teaching is to let students learn English out of class, and to learn English in practice. Life-related teaching method breaks the traditional English teaching mode, and the students are liberated from the shackles of the traditional English teaching, which makes the students actively integrate into the teaching. Life-related teaching puts forward higher requirements to English teachers’ teaching level and teaching theory (Xu, 2010). In the teaching level, it requires teachers to have a deep understanding of the teaching content, select the appropriate teaching material from life, and introduce the life material into the practical English teaching. In the aspect of teaching theory, the traditional English teaching pays attention to the training of students’ vocabulary, grammar and sentence pattern, and the English teachers only need to master the theoretical knowledge of vocabulary, grammar, sentence patterns and so on. The life-related teaching attaches great importance to cultivate the students’ comprehensive ability in our daily life, which requires the English teachers to master rich English teaching theory. Therefore, in the process of implementing English teaching, the college can refer to the life-related teaching method. 3.3. Task-Based Teaching Method Task-based teaching method is to cultivate students’ confidence in learning English through the gradual accumulation of the task. Task-based English teaching method is based on the task of the basic module, in the process of English teaching, to complete a series of tasks. In this process, English teachers and students can get along very well, and English teachers and students will be able to speak English in a real environment, to improve students’ ability of English communication. Task-based teaching method compares with the traditional English teaching has the following advantages: first, task-based English teaching method has a very clear teaching goal; Second, the task-based teaching method is a kind of student-centered English teaching methods; Third, task-based teaching method is carried out around the students, each student has a certain task, prompting students to actively participate in the teaching of English. Task-based English teaching method not only put forward higher requirements to the English teachers in colleges and universities, but also put forward higher requirements to the students. In the aspect of English teachers, task-based teaching method requires English teachers to have a high comprehensive quality and strong professional knowledge, in the process of task allocation, to pay attention to the difficulty of the task. In the aspect of students, the task-based English teaching method requires that each student has a certain task, and everyone can’t be lazy. Therefore, in the process of implementing English teaching, the college can refer to the task-based teaching method. 3.4. Group-Divided and Cooperative Teaching Method Group-divided and cooperative teaching method is according to the interests and the English levels, divide students into groups. Each group as a small team, English teachers’ teaching according to the actual situation of each team, at the same time, the requirement between team members, learn from each other, communicate with each other. According to the English teachers’ teaching method, choose the appropriate method of learning English. On the one hand, group-divided and cooperative learning can enhance students’ sense of team cooperation. On the other hand, it can improve students’ ability to communicate in English quickly.

Group-divided and cooperative teaching method is based on students’ autonomous learning. In the process of English teaching, through the communication between the team members, stimulate students’ interest in learning English.

In the process of group-divided and cooperative teaching, not only can strengthen students’ team cooperation consciousness and responsibility, but also can achieve a comprehensive and sustainable development of students’ learning English. Therefore, in the process of implementing English teaching, the college can refer to the group-divided and cooperative teaching method.


With the pace of the globalization and internationalization of the world economy accelerating, English, as a communication tool, is becoming more and more important. The goal of English Teaching in colleges and universities is to cultivate students’ English practical ability and intercultural communicative competence through the use of effective English teaching methods. In order to improve the present situation of the current college English teaching methods, promote the reform of English teaching methods, improve teaching quality, colleges and universities should attach importance to reform of college English teaching, and actively promote the implementation of university teaching methods, to provide a good external environment for the reform of College English teaching.


AAMC (2005). Report VII Contemporary Issues in Medicine: Musculoskeletal Medicine Education, Medical School Objectives Project No. VII. Washington DC: Association of American Medical Colleges. Abou-Raya, A., & Abou-Raya, S. (2010). The Inadequacies of Musculoskeletal Education. Clinical Rheumatology, 29, 1121-1126. http://dx.doi.org/10.1007/s10067-010-1527-y Akesson, K., Dreinhofer, K. E., & Woolf, A. D. (2003). Improved Education in Musculoskeletal Conditions Is Necessary for All Doctors. Bulletin of the World Health Organization, 81, 677-683. Almoallim, H., Bukhari, E., Amasaib, W., & Zaini, R. (2012). How to Avoid Delay in SLE Diagnosis and Management. In H. Almoallim (Ed.), Systemic Lupus Erythematosus (pp. 219-242). Croatia: InTech. http://dx.doi.org/10.5772/26498 Al-Nammari, S. S., James, B. K., & Ramachandran, M. (2009). The Inadequacy of Musculoskeletal Knowledge after Foundation Training in the United Kingdom. The Bone and Joint Journal, 19, 1413-1418. http://dx.doi.org/10.1302/0301-620x.91b11.22445 Tian, Y., Jiu, W. H., Xu, F. F., & Wang, X. D. (2011). Investigation and Analysis of Female Teachers’ Burnout at Hainan Colleges and Universities. Northwest Medical Education, 19, 378-380. Wang, X. J. (2010). Investigation and Analysis of the Burnout Status of College Female English Teachers. Journal of Jinan Vocational College, 1, 37-38, 41. Xu, H. Y. (2010). A Study of University English Teachers’ Prof

 http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2016.79129

Sexism, racism, ageism and native speakerism – job ads in ELT

There are NNEST with tremendous language proficiency and phonological ability just as there are NEST with pronunciation and grammar that few would identify as native and vice-versa.

Would you like to learn English from me?

Don’t forget, I am a non- native English teacher.Picture 18

TEFL Equity Advocates

Earlier this year Marek Kiczkowiak and I gave a talk at TESOL Spain in Vitoria-Gasteiz about native speakerism in teacher training (you can download the ppt here).  In preparation for the talk, I set up a survey on general issues of discrimination in ELT to get an idea of different attitudes about discrimination in general, but predominantly to look at native speakerism; that is, the prejudice against individuals based on their mother tongue or perceived ‘nativeness’.  The survey features a series of ELT job adverts with examples of language which could be interpreted as discriminatory.  Participants were simply asked to judge if the language was discriminatory and if it was, was the discrimination justified in the context provided.  The scenarios were as follows.

  • A women’s college in Saudi Arabia seeking only female teachers.
  • A summer camp for teenagers seeking only teachers aged 18-30.
  • A private language school in Prague…

View original post 1,232 more words


There are numerous definitions of online learning in the literature, definitions that reflect the diversity of practice and associated technologies. Carliner (1999) defines online learning as educational material that is presented on a computer. Khan (1997) defines online instruction as an innovative approach to delivering instruction to a remote audience, using the Web as the medium.


TTO-Halina-Ostankowicz--Bazan-1167767 (2)



However, online learning involves more than just the presentation and distribution of the materials using the Web: the learner and the learning process should be the focus of online learning.
Teaching face-to-face and teaching online are both teaching, but they are qualitatively different. Online education starts when faculty moves from the traditional classroom to the online classroom. There are some things that the two have in common, but there are also plenty of differences.
1. The online teacher plays the role of guiding students through one or more online learning experiences. These experiences are every so often designed and
planned long before the course starts so that the teacher can devote more time to guiding the students and less time preparing lessons. Within this role, the teacher directs and redirects the attention of learners toward fundamental concepts and ideas.
2. Learning is hard work and studying online can sometimes feel isolated, confusing, or discouraging without the guide.
As a result, the effective online teacher makes intentional efforts to communicate precise encouraging messages to individual learners and the group as a whole. Moreover, even when providing constructive feedback, the teacher as supporter finds a way to promote positive messages alongside the critiques.
Encouragement and welcoming support are an important approach to maintaining an overall positive morale in the class. At times, learners may fall into negative comments about themselves, the class, or their classmates (even the instructor, on occasion). The coach makes every effort to find ways to listen, respect the learner’s frustrations, but also to help them reframe the situation in a manner that students are more active and creative.
3. Many people focus on the role of the teacher as a role model, and that is valuable. However, the role of the coach is just as important, even more, important if we want learners to develop high levels of competence and confidence. The online teacher must move beyond just modeling a depth motivation for the subject and personal skill with the content. The mentor needs to find ways to hand the matter over to the students to do something with it. Applied projects and papers work well for this, and it gives the teacher an opportunity to be a coach and advisor.
4. Learners need some feedback about their work. How are they doing? Are they getting closer to meeting the learning objectives or not? The effective online teacher finds ways to give thoughtful feedback to individual learners and, when appropriate, groups of students.
5. Without intentional efforts to build a positive social environment, online learning can feel lonely and impersonal. As a result, the online teacher must serve as an encouraging host, facilitating introductions, using discussion starters to enable conversations among students, and taking the time to get to know students and referencing that knowledge in interactions with them.
6. The whole thing is documented in an online course. The teacher can tell when and how many times student logs in the course, what pages were viewed or not, how many discussions posts the student contributed, and much more. This data can be abused, but it can also be used to make adjustments and informed decisions by an online teacher. If a student is not logged in or failing to visit the pages in the course with the direct instructions, the coach points that out to the learners or reorganizes the content so that it is easier to find.
7. Online courses are rich with content and sometimes students can get lost in all that content. The teacher as a regulator intentionally releases content in chunks that are appropriate for educated people. Sometimes this comes in the course of only publishing content one week at a time. Other times, the teacher releases it all at once but directs students only to focus on individual parts at a time. Another key is to break content into smaller segments. Rather than a twenty-page document of instructions, it is better to consider breaking it into ten two-page documents.
8. Good teachers are lifelong learners, and they can model that learning for their students in a variety of ways in the online classroom. The teacher can be active (but not too active or it will silence students) participant in online discussions, sharing what they are learning about the subject, and even complete all or fragments of some assignments, sharing their work with the students. The process goes a long way to making an exciting and dynamic online learning community where one and all in the community commits to exemplifying the qualities of a lifelong learner.

My distracting laptop

What challenges are involved in learning online?
Perhaps one of the greatest challenges for teachers is to deliver a consistent experience to a large and varied general populations.
Instructors and scholars should not carry through device management. Their priorities should be placed on learning.
Technology is not the creator. Strong belief in innovation is less significant than the demands of scholars and instructors.
Instructors deliver a well-defined responsibility with implementing, and identifying, the best combination of digital learning tools for each scholar.
Different approaches to learning, such as project-based learning, progressive education, game-based learning, and more, is a part of the personalized, blended learning model. Accordingly, such innovations will call for demonstration how their package improves learning outcomes.
Most challenges have to do with the procedures, but they have nothing to do with the teaching itself. To make it simple, if you know how to teach, all you need to do is learn about the elementary online tools available for online teaching, and begin using them.
As cited earlier, teaching an online class can be time-consuming. As well, building up an online course can be overpowering. Finding out and becoming proficient using an LMS takes time, and uploading materials to the online environment is also demanding and needs much time. Once you know how to use the LMS, you require getting to teach students through it.
The time necessary to generate a new class can be a problem with developing online classes.
The instructor should be able to take care of the subject matter rather than spend Countless times is managing difficulties connected with the technology.
One of the most recommended ways to cope with the additional time required for teaching online classes is to decrease the class size.
Students also regularly run into technological problems and they need support with technology issues.
Retrieved from http://www.apa.org/ed/precollege/undergrad/ptacc/online-teaching.pdf
Also, from my perspective, a successful teaching and learning online involve
• Understanding and easiness in the use of technology.
• Rethinking, and reexamining course objectives, activities, and assessments.
• Creating a community of learners.
• Supporting discussions.

Improving good skills in the use of technology.
• Understanding that the learning management system and other Web technologies function enable coaches to create and provide detailed instruction.
• Planning and creating course goals, activities, and assessments can take substantial time and free energy. Such redesign can be especially successful when started well in advance of the course start date.

Building a community of learners is a challenge.
• The necessity to keep in regular contact with students and comprehend various kinds of dialogue as well as different goals.
• Setting up content-specific discussions to provide problem-solving and establish growing proficiency in course outcomes.
• Designating areas for practical questions that reduce frustration, and gives an opportunity to help each other
• Arranging discussions that deliver a social channel for students increases a learning community by creating interconnection among learners.
It is also important to note that sending private and frequent initial e-mails that encourage/praise the stellar work or express concern in an online student absenteeism shows students that you are online and monitoring all activity. Such deliberate attempts at contact are especially important in demonstrating active instructor presence in the online environment.
Facilitating discussions online is not as easy as it may seem. Posting a question and expecting learners to generate responses that resemble an integrated, face-to-face dialogue rarely happens. Setting expectations for how discussions should proceed is the first step in creating in-depth, integrated responses and meaningful exchanges. In any setting, content-specific dialogue can cause disagreements or require clarifications. In a face-to-face class, instructors interject if a discussion is heading in the wrong direction or praise and emphasize well-thought out responses. The online facilitator should expect to do the same. Students need to feel comfortable in challenging each other’s discussion contributions in tactful, constructive ways or asking the peers to support their claims with research. As facilitators, instructors need to demonstrate how this can happen in the online environment.



Boettcher, J.V. & Conrad, R. M. (2010) E-Coaching Success Tips http://www.designingforlearning.info/services/writing/ecoach/index.htm

Accessed May 30, 2011. A library of over 80 tips developed over 2006 – 2010.
Boettcher, J. V. (2007). Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory. http://www.innovateonline.info/index.php?view=article&id=54. (February 16, 2009).
Boettcher, J. V., & Conrad, R. M. (2010).

The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips (1 ed.). San Francisco: Jossey-Bass.
Conrad, R. M., and Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction, Jossey-Bass <www.josseybass.com> Pp. 123.
Fischer, K. Reiss, D. and Young, A. (2005). Ten tips for generating engaged online discussion. Austin, TX, University of Texas. http://wordsworth2.net/activelearning/ecacdiscustips.htm (Accessed August 27, 2007) A helpful set of concise tips that offer ideas and suggestions for being effective at facilitating discussions in electronic environments. More tips on getting started in active online learning are at <wordsworth2.net/activelearning/ecacteachtips.htm>.
Garrison, D. R., Anderson, T., and Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education 2(2/3): 87 – 105.
Goodyear, P. (2002) Psychological foundations for networked learning. Networked learning: perspectives and issues. Pp. 49-75 2002. Springer-Verlag. New York, Inc.
Grogan, G. (2005). The Design of Online Discussions to Achieve Good Learning
Results. Retrieved August 27, 2007, from http://www.elearningeuropa.info/index.php?page=doc&doc_id=6713&doclng=6&menuzone=1
Mabrito, M. 2004. Guidelines for establishing interactivity in online courses. Innovate 1
(2). Retrieved August 27, 2007, from http://www.innovateonline.info/index.php?view=article&id=12
Painter, C., Coffin C. & Hewings, A. (2003) Impacts of directed tutorial activities in computer conferencing: a case study. Distance Education 24(2): 159-174.
Pelz, B. (2004). (My) Three principles of effective online pedagogy. Journal of Asynchronous Learning Networks 8(3). Retrieved May 31, 2011from http://sloanconsortium.org/sites/default/files/v8n3_pelz_1.pdf. Requires login.
Vygotsky, L. S. (1962) Thought and language. (E. Hanfmann and G. Vakar, Trans.) Cambridge, MIT Press. pp. 344.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. pp. 159.

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