My Pilgrims experience!

The reason I decided to apply for a Comenius grant to be able to go to Pilgrims and attend a professional development course, back in 2011, was the same reason most  teachers go to Pilgrims for: new ideas, to be refreshed and to experience the unique Pilgrims difference, which focuses on our continuous personal and professional development.

Its international environment, ensures you practice and refresh your own English at all times, and also make new friendships, that last a lifetime!  

Six years later, in 2017, I came back to Pilgrims, on a scholarship! The “Bonnie Tsai scholarship” which I am very proud of !  Bonnie, was the Pilgrims Teacher Trainer who changed my teaching, for ever!

Actually, words cannot express how grateful  I am to have been chosen as the scholarship recipient. My professional development has always been of upmost importance to me, and to be rewarded in this way is very humbling. That scholarship was an absolute answer to my prayers, as life does not always go as we plan. I will forever be thankful for this gift, and I cannot thank Pilgrims enough for that.

To learn more about the Bonnie Tsai scholarship, please, visit here.

Back to 2011….What colleagues who had been there before, had assured me of before I arrived there for the first time was that, the Pilgrims Humanistic approach was the key element, which made all the difference.

The Pilgrims Humanistic Approach, in brief:

  • Effective teaching & learning engages the whole person – mind, body and heart
  • The learner is the central person in the act of learning
  • Creativity, involvement and enjoyment are the essential elements for lifelong learning

“Pilgrims, does not teach a method, but teaches people”.

“Wow”! I thought, back then….

After a really long journey from my hometown in central Greece, to Canterbury, which lasted about 15 hours (!!) and suffering from sciatica and terrible pain, I arrived on Kent University campus ,where a lovely young student had been waiting for me, to help me carry my suitcase to my bedroom and help me “with anything else I might need”!

“Thank you Lizzie” I thought….I had no idea that she would have remembered my request to have an assistant waiting for me upon my arrival, to help me with my heavy suitcase ,upstairs!

Lizzie Wojtkowska-Wright is the Business Manager for Pilgrims Teacher Training who ensures all the details of our course with them are managed effortlessly. Lizzie and her team are there to answer all our questions before and during our course, so we can focus on enjoying every minute of it!

I stayed in a basic student bedroom in the college with a private shower and toilet. Including  bed and breakfast.Awesome! My bedroom window had a beautiful view over the little forest surrounding the campus and a couple of little squirrels and bunnies, were the first creatures I could see, every single morning , when I woke up and drew the curtains…

I had some rest and later, I went for a walk around the campus….

Such a beautiful place! Ideal for studying! A paradise!

Residential, teaching and administrative buildings are surrounded by green open spaces, fields and woods. I was within walking distance of all the excellent facilities the university had on offer including a Theatre and Cinema, a Library, a Campus Shop and bookshop, a pharmacy, an off-licence, banks and cashpoints, bistros, bars, cafés, bus stops and launderette.

I later found out, that the University of Kent is less than 20 minutes walk from Canterbury city centre.

One of the best ways to explore was on foot, allowing me to truly admire the historical architecture and exciting atmosphere of Canterbury. I often explored Canterbury and discovered for myself  the beauty of its best known attractions and best kept secrets, history and culture .

Whether you’re interested in history, culture, shopping, country walks, the seaside, or eating out – Canterbury and its surroundings has it all! For example, a short bus drive away lies the quintessential seaside town of Whitstable, featuring beautiful beaches, cafes, art galleries…I will never forget the day I first visited it, with my friends Marta and Jose from Spain and Emma from Holland! We had a blast! I was lucky to visit it again this year, together with my good friend Tulay from Turkey ! Jim and Lizzie, were our hosts and both made us feel very welcome, in their picturesque hometown!

To me, Pilgrims Teacher Training courses empower you to be a highly effective, motivated and inspired teacher. Pilgrims, is its people…

Jim Wright, is the heart and soul of Pilgrims!

Jim is an amazing person, who has been my facebook friend all these years and whom I truly admire and respect.He is a positive thinker, with a great sense of humour!

He is the Principal of Pilgrims Teacher Training in Canterbury and is responsible for the overall management, vision and continued growth of Pilgrims. He is really passionate about creating an environment where inspiration, transformation and feeling good about ourselves are possibilities for all staff and participants.

I saw Jim again, this year and realised that he is such an inspiration himself!

He is a man who understands that greater happiness lies in helping others, not helping himself. Jim is a gentleman: polite, respectful, considerate and attentive to all the trainees’ needs, at Pilgrims! Having integrity, is another very important characteristic of him!

His most important characteristic though, is his positive attitude, which may be difficult to find today,since we live in such a negative society. With his positive attitude, people want to be around him and  share the fun. He seems happy with his life and the world around him and he wants to look out for others and to help them. 

He is one of the Pilgrims smiling faces and always brightening up people’s days.

But, the best part about the Pilgrims experience for me, was the training courses I attended !

By having read their brochure, before I applied, I knew that I would get

  • 22.5 hours per week Training Course
  • Up to 10 additional hours of Afternoon and Evening Activities
  • Work in multinational groups
  • Free Seminars, Workshops and Activities to choose from at 16:00 or 20:00 on 3 or 4 days per week.

These workshops usually include : Idioms Update• Fun with Poetry• Songs and Music• Yoga• Storytelling• Teaching Through Art• NLP• Relaxation Techniques• Using Metaphor •Multiple Intelligences• Shakespeare• Joke Telling• Lexical Approach• British Life & Culture• Folk Dancing• Drama Workshop• Grammar Around You• Tai’ Chi• Alphabet Games• Teaching Pronunciation• The Creative Use of Texts• Salsa Dancing• Celtic Evening

I had my best time in those afternoon classes, where I shared unforgettable fun moments with my international colleagues! Concerning this year,I will never forget the afternoon dancing classes fun!

My most favourite afternoon trainers, back in 2011,were Adrian Underhill who taught me pronunciation through his beautiful music and  Peter Dyer , who utilised his drama experience with his teaching methodology.

Adrian, helped me fix the wrong way I used to pronounce ‘“G” sounds…..Adrian also, taught me how to incorporate his Pron Chart layout into my teaching, first just to help myself, and gradually reveal it to my learners as they became ready for it.

It was the best introduction to the phonemic chart I could ever have had.

He gave me a huge boost of confidence as I realised it wasn’t as scary as I thought, and using the chart as Adrian does was incredibly engaging.

One thing that stood out for me was that he advised us not to wait to use the chart in class until we were ready, but to dive in and go on a journey with the learners.

His  chart is now an integral part of my lessons.

Peter’s classes were aimed at any teacher with a relatively good level of English and they were all about making us feel more relaxed about the way we communicate, to be more responsible about how we fit in with the world both professionally and privately. He used to tell us that, “As teachers, we are actors. Even the  first entrance to a classroom is terribly, terribly important. We need to be aware of our appearance, gestures but voice as well.”

I admire Peter’s work and I have been his fan, all these years! So happy, I managed to attend his afternoon classes again, this year!

In 2011,I decided to attend  Bonnie Tsai’s NLP course which has practically changed the way I have been teaching since then and has deeply influenced me as a person!

For me, Neuro Linguistic Programming was something very new and certainly challenging. I chose it because somewhere deep inside I wanted a change. There was something in my teaching or my approach to teaching that seemed to be missing or out of tune. I was looking for answers that were deep inside of me waiting to be uncovered.

NLP enabled me to explore deeply learning styles and teaching styles.

What I remember the most about that course though, is  the joyful period of giving and receiving little sincere messages of thanks and gratitude, called metaphorically, “FISH.”

I am thankful to Bonnie! I will always be…

In her lifetime, Bonnie inspired many people, like myself, with her natural desire to learn and understand the magic of it. When I heard of her premature death, I prayed to thank her for inspiring me and opening me to change…

Bonnie transformed people’s lives. She became  my mentor and  inspiration !

With her help, I learned to see the teaching process through the student’s perspective and also saw that students have different ways of learning and we have to adapt our methods to the students, not the other way round. She showed me that teaching was not only a profession but an art, and the teacher is an artist that interacts with his/her students in a creative way.

The most vivid memory though was the day, she had us walk outside the classroom , in pairs, one behind the other, freely moving around, dancing or hopping, jumping or running, following our partner’s movement and trying to “walk in his/her shoes” in order to achieve rapport! Rapport is important. We need rapport to influence others, to teach and learn, to achieve difficult tasks in groups and even to mate….

That special day, Bonnie asked ME to be her walking partner! I still remember the feeling…She was walking in front of me, and I had to walk in the same way, avoiding obstacles on the way and forgetting about my own sciatica pain for a while!….Bonnie taught me rapport and humanity.

I still remember the day, Stefania Ballotto, an amazing Teacher Trainer, and Bonnie’s close friend, visited our class to teach us about Brain Gym!

Stefania’s lesson was so inspiring ! The very next day, Bonnie asked me to demonstrate few of those Brain Gym activities! Somehow,that turned out to be the most hilarious lesson, ever..!  Bonnie, thanked me in the end, for…” all that fun”!

As for Stefania Ballotto … I ‘m looking for adjectives to describe this outstanding teacher trainer!

She is so inspiring, caring, dedicated and committed! She is a devoted teacher passionate about her work !

She’s just….Supercalifragilisticexpialidoci ous!! She inspired me, the very first time I saw her teach!

All in all, what I got from the Pilgrims Course was more confidence and now I really believe in myself.

And I also made and kept great friends : inspiring and inspired educators with most of whom we have already  created strong partnerships! They have become members of my precious PLN and we are always there for each other  to help and support.

Pilgrims is a family…..I was so very happy to see Hanna Kryszewska again after so many years, in Thessaloniki, where she was one of last year’s Tesol M.T.N.Greece Convention presenters!

Hanna is a Pilgrims trainer and editor of HLT Magazine, which has been my ELT Bible, all these years! She is such a friendly person and an inspiring educator!

She is also a teacher who believes in a humanistic approach to education ,like me…. Her Tesol MTNGreece Convention workshop, was actually about that approach!

Next time I manage to visit Pilgrims, I do hope to attend one of her classes !

When I told her that it was almost impossible for me to be able to visit Pilgrim’s again because of  the financial crisis in my country and the difficulties in funding opportunities, she rushed to suggest several alternative ways to help me achieve my goal ….

Amazing educators have promoted the Pilgrims Humanistic approach idea ,all these years, among whom:

Hanna Kryszewska, Paul Davis, Adrian Tennant, Magda Zamorska, Mike Shreeve, Daniel Martin, Linda Yael, Peter Dyer, Tim Bowen, Stephania Balloto, Aleksandra Zaparucha, Judit Feher, Isil Boy, Beyza Yilmaz, Julie Wallis and lots more outstanding professionals.

This year, I had the chance to meet a few of these outstanding people ,again: the always smiling Magda Zamorska,Mike Shreeve ( who was one of my two amazing teacher trainers in the “Teaching Difficult Learners” course-the other one was Phil Dexter ),Linda Yael (whose mother comes from Greece..Isn’t that cool? ), Judit Feher(who was Bonnie’s close friend), Julie Wallis ( so very helpful and always there for us all),Marina Marinova (who visited our course class and shared her personal story ,which inspired all of us so much),Mojca Belak ( I noticed that she’s a great dancer, among other things),and Amadeu Marin ( so energetic and fun to be with- like most Spanish people that I know)…..

And of course, for me ,as well as for most teachers that I know,“Pilgrims” calls the incredible Mario Rinvolucri to mind! I first met him in Athens, in one of Tesol Greece Conventions, a few years ago ! Actually , the first time I decided to go to Pilgrims , was because I wanted to see him again!

Mario started teaching English in my country ,Greece in the mid-1960s when there was nothing around called ‘methodology’.

I had been a regular reader of many of his articles in different publications as well as his  “Creative Writing” , before I meet him in person!

The book that deeply influenced my own teaching was “ Grammar Games: Cognitive, Affective and Drama Activities for EFL Students,CUP” .

Actually, I have used most of his books in my career, among which : Humanising Your Coursebook , Dictation: New Methods, New Possibilities , The Confidence Book: Building Trust in the Language Classroom , Using the mother Tongue, Once upon a time and so many more!

Mario, worked for Pilgrims since 1974, a period of 34 years or nearly half a career.

In 1999 , he became the founding editor of Humanising Language Teaching (HLT), my ELT Bible!

Pilgrims, is everything a traditional teacher training center isn’t.

In every moment Pilgrims Teacher Trainers are people that live values that attract positive attention throughout the world.

“Pilgrims is a company we love to work with and for” as they say…

They are so vibrant that new ideas and innovations arise one after another  through co-operation and creative energy.

They stand for the possibility of personal and professional transformation through their own continually transforming leadership, inspiration and coaching.

Conclusion:

People in Pilgrims, believe in a humanistic approach to language acquisition and to personal growth.

They have an overwhelming passion to develop the confidence of all our learners and guide them with support and enthusiasm to achieve their goals.

Pilgrims is a worldwide community of passionate people. Join them! I have!

P.S To know more about Pilgrims and how to apply for a course, you can visit its site. Dare to live the Pilgrims experience!

 

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Team work ,matters!

The ability to work together with others as part of a team is not simply a skill needed at school, it is a vital skill used in all areas of life. For me, school is, an excellent time to cultivate the teamwork skills, children will then draw from, throughout their life.

 

For a team to work together effectively, it takes all members of the team to respect each other’s abilities and opinions. Teamwork is a highly social activity and involves much interaction and exchanging of ideas and actions. We all understand that, being part of a team enables a child to move from more intrapersonal (individual) ways of thinking to interpersonal (communicating with others). It will help students in all areas of their learning, and help them to feel part of a community, too.

The biggest problem in my country’s educational system is that, teamwork is not encouraged at schools- at least, not as much as it should be….

Working as part of a team will strengthen students’ social and emotional skills, help develop their communication skills, and can improve confidence.

Team games, are also important…From experience, the best way to teach children English is to not only get them physically involved within the lesson, but also to create the illusion that they are simply playing games. And rather than focus on individual development, it is also a very good idea to promote class interaction as far as possible.

Even very young learners can become independent in their learning and guided early on they will be more likely to grow into autonomous and successful language learners.

Creative use of language makes communication possible even when students may not know the perfect grammar for what they are trying to say.Nothing is more true to life than that.

When students work in groups, they have to work together to accomplish a goal. Even when the use of grammar is weak in these collaborations, communication happens, and that will give your students an advantage, when they have to face communication in the English speaking world.

Encouragement in class,is crucial ! One way encouragement comes, is when lower level students see the accomplishments of higher level students.Less accomplished students will become better speakers just by talking to others more advanced than them, without help and without pressure….When they work in groups, I see that students help each other learn.

One of the most important things for me, as far as group work is concerned, is speaking!

Putting our students in groups, gets them speaking up and practicing the language that they are trying to learn. And, speaking, is not top priority in the Greek language class…. not even in the private Greek Language schools-“Frodisteria”…

Students who are kinesthetic learners, will benefit greatly from learning through games and group work,too. Students of varying English levels can work together to support each other, make decisions together and learning from one another. Games and group work can involve all of the aspects of language—listening, speaking, reading and writing.

 

In our class, children experience teamwork in many different forms. They may be asked to work in pairs, small groups, or larger groups on a variety of different things. They may be asked to work in teams for physical activities such as ball games or running games or more formal activities such as projects. Children also often form their own team activities during their play time.

“You can discover more about a person in an hour of play than in a year of conversation” – Plato

I am sharing an interesting post about the benefits of Team Building, here

 

Benefits of Team Building

1.  Getting to know each other better
2.  Bonding
3.  Building team spirit
4.  Encouraging tolerance and understanding
5.  Creating a sense of belonging and connectivity
6.  Creating a climate of cooperation and collaborative problem-solving
7.  Improving motivation
8.  Improving communication within the group
9.  Team development – Building a community with a common purpose
10. Developing trust, care, compassion, kindness and creating empathy (Trusting each other AND yourselves)
11. Building self-esteem

12. Creating an understanding and awareness of individual differences, personality strengths and  weaknesses
13. Breaking down barriers
14. Creativity – Doing things differently! Out of the box!!
15. Higher levels of job satisfaction and commitment.And all the time … Having a huge amount of FUN

“PuppETs-European Travelers”: an amazing ETwinning project!

This old time classic pen pals project, gave a real purpose and meaning to learning a foreign language and helped the students experience education in a different country through European citizenship ,using Arts and crafts and a new tool: twinspace!

The project lasted  a school year and we had to complete many individual items . We had to create common projects about: ourselves, our school, our country , our town ,our favourite sports and hobbies, our customs and special traditions, our most favourite place in our countries , our daily routine and habits and also ,create our pen pals as PUPPETS , reading their appearance descriptions and looking at their self-portraits ! We lived in another country, as our school and country ambassadors, and experienced life in another class, far away from home, for one school year! Puppet-students, wrote on their twinspace diaries about their adventures and collaboratively wrote and put on stage, a puppet play about their experience! Our projects and letters were both sent to our friends by snail mail and uploaded on twinspace, to share and compare, in a different class.

Pedagogical Innovation and Creativity 

This was a new and innovative partnership for my school; It was the first time the students participated in such an innovative ETwinning project.

Both, group work and independent research was used  by pupils.

The innovation and creativity of the project is based on the following factors:

1.The willingness of the teachers involved to communicate easily – via phone, email, sms

2.All partner  schools being inclusive of each other, working as one unit on each common project

3.That the children felt able to be creative with their audience in the partner school in mind and dare to share and compare.They also used their imagination and creativity as well as their artistic skills, in order to create their puppet pals and write/stage their puppet plays.

4.That the learning from the project was so significant that it will not be lost from children’s minds

5.The student-Puppet-Ambassadors, created by and for the students ,served as a  meaningful pathway towards understanding and learning more about our friends.

6.Our student-Puppets project, provided the opportunity to break down classroom walls. It gave our students a chance, to see a world outside of their walls.Students,  became fully aware of the other European partner countries and their ways of life. Citizenship became a practical ,rather than theoretical, part of the curriculum.

7.Our ETwinning project, encouraged cooperation between teachers and unified learning. It also offered us the chance to collaborate with the local Puppet Theatre and museum,which was highly beneficial for all of us.

The scope of learning widened from English skills to several other subjects. The idea of being   partners in a European project, encouraged the pupils to find out more about different European countries, their nature, art, food and ways  of living. In the context of European partnerships,our work  provided in the shared learning environment were not only learning material, but were a meaningful pathway towards understanding and learning more about our partners.

  1. In this sense, the true revelation has been that apart from climate and language, people in Europe are essentially very similar with shared values and interests. Surely, this  helped us to overcome our prejudices and made us more open to intercultural cooperation.

Curricular integration 

The theme was chosen deliberately to ensure that the project and its work was as cross-curricular as possible. The areas of ,EFL,  social studies, expressive arts, citizenship,and basic IT , have all been integrated into the sharing of  our common  project activities .

The main focus was to improve the learning of English.

This fitted well into the Curriculum and all my  pupils  benefited.  Our  project involved MFL, language, social studies, expressive arts and basic technology.

We held a European Day of Languages to get the rest of the school know our European friends better. We also had “Puppet Theatre” days, when our student-puppet-guests, presented their projects about their country and way of life, to us! It was exciting to lend them our voices and have them “talk” to us-we could also ask them questions! We later,uploaded all the photos  on our Twinspace “Puppet Diaries”, where everyone could make comments or just read, share and compare ideas, thoughts and feelings.Finally, we were invited to take part in a local Puppet Theatre Festival, where we had the chance to present our play to the local community!

A second focus was citizenship. By exchanging information about each other’s towns, lives  and heritage, the pupils  learned a great deal about each other’s environment, way of life and culture. As far as my school is concerned, I made sure that almost all our project activities were connected  to each of our English coursebook units. Luckily, our coursebooks , are based on both cross curricular and cross cultural topics quite relevant to our Etwinning project theme! Also, they are based on both creative  project work and group  collaboration which  was  highly helpful in our Etwinning project!

I  made sure that, ALL my 85  students, in different age and  language level, took part in our  Etwinning project, a fact  that  proved to be a real challenge!

Finally, our student-puppet-guests, are going to spend their Summer holidays  in our partner countries, write a Summer Diary entry about their Summer adventures and come back home in Autumn, to share it with us.

Communication and exchange between partner schools 

From the beginning, there was a strong plan which gave the teachers guidelines, responsibilities and timescale for each element of the project.

What we practically did  ,was  that, we sent our pen friends all our group projects, on a topic we had already worked on in class and we asked them to reply ,by sending us the same topic based project! The projects we sent, were  in the form of posters, flyers, brochures, magazines, PP presentations, albums , videos, etc….In class, we talked about the similarities and differences of cultures and ways of life !

The students’ very first project was their self-portraits and appearance descriptions, which were used to help their  pals create their puppet-selves!

Arts and craft played an important role in n our project work !

If the kids felt  the need to personalize their work  even more, they were  free to include little gifts having to do with themselves or the project topic, … I always printed  lots of pictures and displayed  them on our school  notice boards.Students were also encouraged to interact on  twinspace ,both at the school ICT lab and from home. This all gave a real purpose and meaning to learning a foreign language.

In these difficult times of financial crisis , our students were able to live abroad, as puppets and experience life in a different country and class for a whole school year ,sharing and comparing our ways of life and making new friends.

The most important tool of the project , was our Twinspace Forums Puppet Diaries: by visiting the Puppet Diaries on a regular basis,  the children via their puppets, became ambassadors of our school and country! The pupils shared information and experiences, and thus learned from each other and strengthened their communication skills. They were also encouraged to interact on twinspace Discussion Forums, where they had to answer simple questions about themselves and our projects, as well as to read and make comments on their partners’ replies.

Collaboration between partner schools. 

In collaboration the teachers in all countries, decided on the range of topics that we would cover and the optimum time for sending/receiving the correspondence items.

We tried together  to do some pre-matching of pupils and classes , based on their known interests.

By all means we  ‘recycled’ language that pupils have previously learnt in their English class .

We created a teachers’  e-mail exchange, too and a frequent collaboration on the Teachers’ bulletin.

We all had to make our partner’s Puppet-Self! In other words, create a puppet-pal ,with similar characteristics with our pen pal, to host in our class and country,for the whole school year!

Our puppets, would travel, play and learn, with their pen pals, in another country and class,experiencing a different way of life.

We created  our Puppet-Ambassadors Diaries on Forums , which we often updated, with the help of our puppets.

We uploaded   videos about our area ,as well as videos about our schools and puppet plays.

We also agreed on the letters and projects which would be implemented by our pupils and agreed on  wall display of correspondence received from partner schools .

We made  questionnaires, and quizzes about our common projects to see how much we had learned, about each other.

We finally, decided to have our students host our guest Puppets during the summer and write on the Puppets’ Summer Diaries which would later be sent , along with the puppets, back home!

We all agreed that, all  students’  final products -our projects,  would be achieved through group work ! No group  project was sent abroad, before it was presented in class ,with the help of our student-puppet-friends and was later displayed on the classroom walls and ,finally, uploaded on Twinspace Pages.

Use of technology 

Some of the partner schools ,had not  used most of the  web tools we had to use for this project,  before .

I had small  groups of my students, use Photoshop to enhance and crop photos and then put them into Movie Maker to produce a school video  to be posted on Twinspace for other schools to view and had them to create  a Quiz about our town. We also used Kizoa to make short videos, padlet to work on our Puppet play script, collaboratively, and a Word Cloud Generator,for feedback.

I have consulted and collaborated with partner teachers using Skype and a webcam. Outcomes and project work were saved on Twinspace ,allowing uploaded materials and presentations to be compared and contrasted easily across all partner  countries.My students, were asked to interact with their pen friends on twinspace ,using their home computers, too !   Video-conferencing, using new webcams, were all new experiences for us .Our project brought a new and exciting dimension to our work.

Actually, the ability to use ICT is becoming more and more vital in today’s modern information society. However, ICT skills are still acquired mainly outside public educational institutes, in my country.

Actually, communicating with real people from other countries appeared to motivate the learners in a very special way, also in the use of basic ICT tools, mainly with our ICT teacher’s guidance.

Through ETwinning pupils learn to use ICT tools in a pedagogically meaningful way.

They wrote letters in the forums, chatted, did interactive exercises, took and uploaded digital photos and videos, searched for information, etc. And all this took place in the pedagogical context of studying English communication

Results, impact and documentation

The pupils were inspired and motivated. They had a great deal of fun working collaboratively .

Students had an opportunity to develop a sense of pride and respect toward other traditions. Our Puppet-Ambassadors, made Europe a more real concept, especially for those students who have never traveled abroad.

The organisation and commitment of the students has been very impressive.

The children showed a great interest in exploring another country and its way of life, as well as demonstrating increased motivation in learning a foreign language. They were always eager to participate, found information themselves, drew pictures, made posters, presented the project to other classes and last, but not least, create their own puppets and write their own Puppet play!

The group  work of my students was collected, and ultimately, shared with our partners. Writing and illustrating personal responses gave students the opportunity to boost their art and creative writing skills. Reading the personal responses of their European  partners, gave students greater insight into their partners’ context and worldview.

The project also brought the class together, as the pupils were working as a team. Through these activities the children also became ambassadors for the school and country .

The pupils  learnt from each other and strengthened  their communication skills.

All in all, we achieved   :

  • to promote group activities  for tolerance and cultural understanding;
  • to strengthen my students’ intercultural competences in order to be ready for responsible understanding of Europe’s identity and common values;
  • to develop the European dimension through arts education (puppets) and creativity with the aim to promote multiculturalism and tolerance between students;
  • To develop “Out-of-the-box” activities that would encourage mutual support, team building and group cohesion ;
  • Encourage personalized learning approaches by acquiring new artistic and pedagogical skills with the aim of developing new ideas and creativity of the students involved in the project

 

 

 

 

 

 

 

 

 

Interactive Grammar Notebooks-part c

As I had already written in my first  and second posts on Interactive Grammar Notebooks, last year was my first year to use interactive notebooks.  Before school began, I found myself  with the desire PLUS precious  direction, from my  amazing Greek colleague, Papadeli Sophia !

I have to thank her again so much, for all the inspiration and support!

Overall, they were a success- Experimenting on them during this first school year with few students, among whom was my daughter, was great fun!…I’m sure, we’ll do much better this  year ,with all my afternoon classes, at school!

This  notebook is built, by adding each grammar skill or concept as an insert gradually throughout the year as they are introduced to new material. By the end of year, they  have a complete notebook they can use as a reference and I can use as an assessment tool or portfolio piece.This is simple and can be done with any grammar curriculum we are using.

First, I used a common notebook,  school glue, scissors and markers/colored pencils. Since we are fully stocked on school supplies, I did not need to make any new purchases.

Then, ideally, we should reserve the first 1-2 pages for the table of contents. I admit that, I didn’t do that, this first year…Going forward, we add a new page for each skill.

The next step is to find some ideas or even printables and foldables for the Grammar notebooks …I asked Sophia Papadeli to help me get started and I also visited Pinterest and used my imagination and creativity, of course!

Here are just  few new pages for you to have a look at, get inspired and hopefully, start your own Grammar Notebooks, this school year!

PREPOSITIONS OF PLACE/MOVEMENT/TIME

PREPOSITIONS OF TIME

PRESENT PROGRESSIVE

BE GOING TO

 

 

BE GOING TO for making predictions based on evedence

BE GOING TO -plans

WILL

PAST PROGRESSIVE

 

ARTICLES

RELATIVES

COUNTABLE-UNCOUNTABLE NOUNS

REPORTED SPEECH

EXPRESS FUTURE PLANS, USING THE PRESENT PROGRESSIVE

SOME/ANY- EXPRESSING QUANTITY

MODALS ( A guessing game, using pictures)