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Write for our blog – Scrivi sul nostro blog

Guest-Blog

Puntolingue Teachers’ Club is looking for collaborators to grow the blog and expand the network of readers. If you are an expert on the topics we deal with, if you already have a blog or if you simply like writing and want to help us grow, you are welcome!

Guidelines for writing a guest post:

The article will be accepted only if it complies with our guidelines. In any case, if you want to propose ideas or advice we are still open to listening to your opinion.

  • The themes of the article must be in line with the topics and the categories treated by Puntolingue Teachers’ Club Blog
  • The article must be at least 400 words
  • The article can be written in Italian or in English
  • It is possible to accompany the text with a photo chosen by you
  • We do not accept copy and paste from other articles
  • The article must be written in a clear, simple and respectful language.

Anyone can write for our blog. It doesn’t matter what level you have. You all have so much to share and we’d love to hear from a wider range of teachers. We’re sure that you will be able to communicate something interesting that can benefit others. We want you to write something about yourself, your life as teachers, your thoughts or your experiences. Do not worry too much about making mistakes in your writing. The most important thing is that you express yourself as clearly as possible so that we can all benefit from your ideas and experience.

The occasional collaboration with the blog is not paid. In return you will have the opportunity to share what you write through our channels or, if you already have a blog, you will get visibility by entering the link to your blog and your articles will be signed by you with the addition of a brief biographical note.

Become an author of Puntolingue Teachers’ Club Blog

Send your request and your article to puntolingueteachersclub@gmail.com and do not forget to specify your name and write a few notes about yourself.

Get in touch if you’d like to contribute!

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Puntolingue Teachers’ Club è alla ricerca di collaboratori/trici per far crescere il blog e allargare la rete di utenti. Se sei un esperto dei temi che trattiamo, hai un blog o se semplicemente ti piace scrivere e vuoi aiutarci a crescere sei il/la benvenuto/a!

Linee Guida per scrivere un guest post:

L’articolo verrà accettato solo se rispetterà le nostre linee guida. In ogni caso se vuoi proporci idee o consigli siamo comunque aperti ad ascoltare la tua opinione.

  • Le tematiche dell’articolo devono essere in linea con gli argomenti e le categorie trattate da Puntolingue Teachers’ Club Blog
  • L’articolo deve essere di minimo 400 parole
  • L’articolo può essere scritto in italiano o in inglese
  • E’ possibile corredare il testo con una foto scelta da te
  • Non si accettano copia e incolla da altri articoli
  • L’articolo deve essere scritto in un linguaggio chiaro, semplice e rispettoso.

Tutti piossono scrivere per il nostro blog. Non importa il livello. Tutti voi avete così tanto da condividere e ci piacerebbe leggere articoli dal maggior numero di insegnanti. Siamo sicuri che abbiate qualcosa di interessante da comunicare che può giovare agli altri.

Vogliamo che tu scriva qualcosa su di te, la tua vita di insegnante, i tuoi pensieri o le tue esperienze. Non preoccuparti troppo di fare errori nella scrittura, la cosa più importante è esprimersi il più chiaramente possibile in modo che tutti possiamo beneficiare delle tue idee ed esperienze.

La collaborazione occasionale con il blog non è retribuita. In cambio otterrai la possibilità di condividere ciò che scrivi attraverso i nostri canali oppure, se hai già un blog, otterrai visibilità inserendo il link al tuo blog e i tuoi articoli saranno firmati da te con l’aggiunta di una breve nota biografica.

Diventa autore di Puntolingue Teachers’ Club Blog,

Invia la tua richiesta e il tuo articolo a puntolingueteachersclub@gmail.com e non dimenticare di specificare il tuo nome e qualche annotazione su di te.

Contattaci se vuoi contribuire!

 

 

 

 

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English teacher blogs: who should I be reading?

 

teaching blogs PuntolingueTeachersclub

Whether you need inspiration for creative writing lessons, exam resources or advice on career development – here are some of the best English blogs recommended by you

Web of notes Twitter: @johncmurphy7

Written by John Murphy, an English and history teacher, Web of Notes contains useful material for those teaching the junior certificate in Ireland. There are also inspiring short film clips, handy links to Shakespeare resources and online literary games.

Ed-U-Like Twitter: @murphiegirl

From dynamite paragraphs to using Lego to explore poetic structure, Ed-U-Like contains lots of practical lesson ideas and professional development inspiration.

Learning Spy Twitter: @LearningSpy

Education guru David Didau’s blog is full of reflective posts looking at how we teach and assess literacy – not to mention reams of advice about Ofsted.

Reading all the books Twitter: @readingthebooks

As the title suggests, this blog has a mission: to get teachers and students reading. It contains reviews of education books as well as books that teacher Jo recommends to her students.

Learning from my mistakes: an English teacher’s blog

Learning from my mistakes covers all the big topics – language analysis, GCSE prep, creative writing. A letter to an NQT or my NQT self is essential reading for anyone joining the profession.

Geoff Barton’s Pick ‘n’ Mix Twitter: @RealGeoffBarton

Geoff Barton’s Pick ‘n’ Mix blog (an offshoot of his main site, which can be found here) is a collection of links to articles on language and literacy – aimed mostly at teachers of A-level English language and English.

A new way of quenching my thirst Twitter: @DrDawnie

Dawn blogs about pedagogy for English teachers and professional development.

Hunting English Twitter: @HuntingEnglish

Alex Quigley, assistant head at a York secondary school, writes a professional and regularly updated blog about teaching strategies, coaching and improvement, “with some political arguments and miscellany along the way”.

Useful hashtags:

#TeachingEnglish      #engchat       #litchat

Know a great English blog not listed? Share the link by posting it in the comments below.

anils, Teachers only

Puntolingue Teachers’Club and ANILS

ANILS Puntolingue Teachers Club

Dear colleagues,

We are pleased to announce that Puntolingue Teachers’Club is now part of ANILSAssociazione Nazionale Insegnanti Lingue Straniere, the oldest Italian professional association of teachers of foreign languages, founded in 1947, that aims to promote and support the teaching of languages ​​in schools of all levels. ANILS makes available to school administration and teachers its competence in the field of teaching, training and updating of teachers, organizing courses, congresses and conferences both independently and in collaboration or under the patronage of MIUR / MPI and foreign cultural institutions present in Italy.

We are hugely excited about the opportunities that this membership will give us to collaborate with other creative minds. This collaboration aims to increase the exchange of ideas and expertise between communities, to offer the freshest ideas, the best and brightest language academics and professionals, and the opportunity to meet and network with other people with similar interests.

Puntolingue Teachers’Club will regularly host meetings, conferences and seminars to give you the opportunity to meet colleagues, experts and publishers to exchange views and experiences and discuss subjects of interest. We have established many professional contacts that we look forward to working with in the near future and continue to create more and more effective relationships. Our networks continue to grow through social media and we are constantly adding new things to our website.

Join ANILS community and keep up with advancements in language teaching field, keep your skills up to date, connect with other teachers and advance your career, participate to a variety of activities and programs from advancing education, training and research.

Membership is open to:

  • Foreign language teachers, both in service or retired;
  • Modern Languages and Literature post-graduates, graduates and undergraduates;
  • Foreign language enthusiasts and experts;
  • Headteachers and school inspectors of schools and institutes at all levels.

An annual subscription shall be paid in order to become a member or to renew ANILS membership. Members will receive a copy of the official journal of the Association, the periodical review SELM Scuola e Lingue Moderne.

Read the latest news to help stay informed about what’s going on with the association as well as the world of language teaching. Feel free to browse our website to view all the benefits of being a member and do not hesitate in contacting us for more information.

Looking forward to meeting you.

A Cup of Teach, Teachers only

Does writing by hand still matter in the digital age?

handwriting puntolingueteachersclubblogTechnology is having an impact on children’s handwriting ability. But what does this mean for learning and development?

Cast your mind back to the most recent thing you’ve written. Maybe it was a document for work, a message to a friend, or a simple shopping list. Did you use a pen? Or did you type it? The decline of writing by hand – particularly among young people and children – has been in the news. Last month, paediatric doctors warned that children were finding it difficult to hold pencils due to excessive use of technology. Letters to Santa are increasingly sent by email, and Cambridge University is piloting the use of laptops instead of pen and paper for selected exams after requests from students. Some academics have noted the “downward trend” in students’ handwriting.

But what of the role that handwriting plays in learning and development? And with technology changing how we live and work, what place does handwriting have in the modern classroom? These were the questions put to the teachers, academics and specialists in education and technology at the Guardian’s roundtable event on 27 February. The roundtable was supported by the Write Your Future campaign from Berol and Paper Mate. The delegates noted with interest that everyone at the table had chosen to use pens, not laptops, to make notes. One reason for this could be that writing plays a social role in our lives, said Dominic Wyse, professor of early childhood and primary education at UCL and incoming vice-president, president-elect of the British Educational Research Association (BERA). Having a laptop open would be rude in such circumstances, he argued – and he would find it more difficult to engage.

The level of engagement involved in writing by hand is important, said Diana Strauss, co-founder of Write Dance Training, which helps children develop their handwriting skills through music. She pointed to recent research carried out in France in which one group of adult learners was told to write notes while another typed them. Those writing by hand were later found to have a deeper level of learning. Ros Wilson, the founder of Andrell Education’s Big Writing model for teaching writing, described the process of handwriting as “creating a mental picture of the world” and said computer processing did not create the same picture in the brain.

This is why teachers encourage children to draw in the sand or water, which embeds learning in the early years, noted Naveed Idress, headteacher of Feversham Primary Academy in Bradford. “You never know what an A is unless you’ve physically drawn it.” In terms of writing in schools, there was agreement that increasing use of computers in university assessments could have a knock-on effect lower down the education system. “One of the concerns is that if you put high-stakes tests onto a computer it changes what schools have to prepare children for,” said Jane Medwell, associate professor at the University of Nottingham and consultant for the Write Your Future campaign. Encouraging children to concentrate on using computers too early might not be in their best interests in terms of development. Angela Webb, a psychologist and chair of the National Handwriting Association, explained that engagement with the physical environment activated certain areas of the brain and stimulated cognitive development, so picking up a pen has a positive impact not just on literacy but on other disciplines too. One example of this is the way that it helps to develop the muscles needed to sit at a desk for long periods, said Strauss. She said learning to write by hand aided physical coordination, rhythm, stamina and posture. Secondary school students are at risk of physical problems later in life if not taught to sit and write properly.

Wyse said that while he would like to see children taught to touch-type early in school, it was rare to find children who had formed their first words on a keyboard. But educators should also be careful not to teach handwriting before students were physically ready, argued Jonathan Rodgers, a primary advisory teacher for the Centre for Literacy in Primary Education. He criticised the “rush to mark-make, or to write when they should be mark-making before they have actually been squeezing things and climbing things and hanging from things”. Idress agreed that handwriting should be part of children’s holistic development. One way his school helped itself out of special measures was by focusing on music, which helped build focus and readiness to learn in the children. He believes handwriting gives children similar skills to those gained through music – resilience, creativity and the ability to interact socially. “We are not just talking about mechanical skills here,” he said. “We are talking about how children learn. We are making them ready for life.”

Nina Iles, head of EdTech at the British Educational Suppliers Association, said it was important to balance digital and written awareness and for children to be able to express themselves creatively through technology and writing. “The key is learning to do it well,” she said. “Sometimes if a child is struggling with their handwriting, that can be a barrier to them being able to use it effectively to inform and express themselves.” Delegates agreed it was important to achieve “automaticity” – the ability to get letters down automatically – to free up the brain to focus on creativity. But for Guy Merchant, professor of literacy in education at Sheffield Hallam University, this can take place with a keyboard or touchscreen just as well as with a pen. Helen Boden, chief executive of the British Dyslexia Association, said touch-typing can give dyslexic children the kind of automaticity they struggle with when learning to write by hand. Some are wary of putting marks on paper that would be a permanent symbol of their difficulties and are more comfortable with a tablet or computer where making corrections is easier.

Technology can also help those with little or no English to interact with their classmates, said Hana Emami, primary school project manager at the National Literacy Trust. Yet she warned that not all young people have good access to computers in their schools or at home, meaning too much emphasis on technology could set up educational inequalities. Teachers can sometimes be wary of technology because it doesn’t always fit with their idea of what educational success is, said Boden. But Merchant insisted digital literacy was essential, especially in a world where means of communication are rapidly diversifying. So is there a balance to be struck in how we teach children to write? For Idress, this is key: making sure we help children choose the right tool for the task in hand – whether that’s a pen, a laptop, or something else.

the Guardian

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Reasons Today’s Kids Are Bored At School, Feel Entitled, Have Little Patience & Few Real Friends

Young Children Watching Television at Home

Victoria Prooday, Occupational Therapist with years of experience working with children, parents and teachers, finds today’s kids come to school emotionally unavailable for learning. There are many factors in our modern lifestyle that contribute to this. She writes:

I completely agree that our children are getting worse and worse in many aspects. I hear the same consistent message from every teacher I meet. Clearly, throughout my time as an Occupational Therapist, I have seen and continue to see a decline in kids’ social, emotional, and academic functioning, as well as a sharp increase in learning disabilities and other diagnoses. As we know, the brain is malleable. Through environment, we can make the brain “stronger” or make it “weaker”. I truly believe that, despite all our greatest intentions, we, unfortunately, remould our children’s brains in the wrong direction. Here is why: Continue reading “Reasons Today’s Kids Are Bored At School, Feel Entitled, Have Little Patience & Few Real Friends”