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Posts Tagged ‘developmental English’

All great teachers have the ability to make learning fun.  It not only helps the student learn more easily and retain the information better but it makes our jobs more exciting and fun!  Who wants to be bored at work, who wants work to be drudgery?  No one I know.  I want to be excited every morning as I wake up thinking about the great things I can do at work.  To hear the students laugh, see them smile, and to see them waiting with bated breath at what I’ll do next!

Even in my adult corporate training classes I play games, I surprise them with treats, compliments, and more.  They soon begin to expect the unexpected when they are in a class with me.  This encourages them to want to come to training, to realize that making life at work less tedious for themselves and their team will help them live longer and increase the team’s productivity and decrease its sick days!  Yes, live longer and healthier!

I don’t believe the adage that “The good die young and the obnoxious live forever.”  I believe that laughter is the best medicine and it opens my mind to creativity!

In my developmental English classes I have them write a “chain story” and in one class the last student actually killed the teacher off at the end.  Yes, the class killed me off!  I just loved the story it was such fun and they all expressed themselves so well.  They were able to see how creative they could be in just a sentence or two and how teams can work together easily and without their egos or fears taking over. Even the shy and quiet ones got to participate fully.

mindfulness-on-the-go-book-coverIn Jan Chozen Bay’s book Mindfulness on the Go, she has a great little exercise you can use with your classes she calls it “Say Yes.”  Find every opportunity to say “yes” to people. She invites us to put stickers up with the word “YES” in spots where you’ll notice them in your home and workplace.  She even encourages us to write “YES” on the back of our hand so we can see it frequently.  She writes, “This task helps us see how often we take a stance that is negative or oppositional.  If we are able to watch our mind when someone is talking to us, particularly if they are asking us to do something, we can see our thoughts forming defenses and counterarguments (page 127).”

She shares some examples of how people have used her technique.  “One person noted that an external ‘yes’ might not match the real attitude of ‘no’ inside, and that the task helped him detect a hidden constricted state of mind (page 128-29).”

So say YES to life, say YES to FUN and begin to bring it into your classrooms, work rooms, and living rooms and watch what happens.  Try it I think you’ll like having FUN for a change!

Let me know how it goes!

Shokai

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My work teaching developmental English at Broward College opened my eyes to the failure of our K-12 educational system in America. Many of the students who had high school diplomas could not do something as simple as write a complete sentence and had no idea what an adverb was. Most had feelings of low self-esteem and were blaming themselves for their inability to pass the English exam so they could be accepted into the college. So to help them relax and open their minds to learning I began including mindfulness and meditation practices into the classroom. Doing this I discovered that the students actually felt more confident and self-assured, and as an added benefit it seemed to help raise their level of self-esteem.

There are many methods that can be used to help students focus on and retain the information. For this article I will share one easy method I use before each of my classes: Simply get relaxed.

All students end up rushing to class whether the class is on line or on campus. They have a hundred other things running around in their minds from finding a parking space, logging on to the internet, the assignments they have to complete, the bills they have to pay, getting the children fed, and more. Yet, as faculty we expect the students to be prepared and ready to learn the second we start the class. That is a totally unrealistic idea.

Being a Zen Buddhist I have used many techniques to help me focus and quiet my mind. Thus I understood that my students needed to quiet their minds and focus their attention if they were to learn the material. So I revised a simple exercise, “Just Three Breaths,” that I had found in a great book entitled How to Train a Wild Elephant & Other Adventures in Mindfulness (2011) by Jan Chozen Bays, MD.

After several weeks of using my revised version of this exercise in my developmental English classes one of my students approached me with great excitement about her first presentation that she made in her speech class. She told me that she used the three breath exercise before she got up to present and it helped her stay so calm, cool, and collected that she just “killed” her talk! She was so proud of herself she was beaming with light and had a smile from ear-to-ear. I could see that this experience helped raise her level of self-esteem a little bit as well.

Since that time I have had hundreds of students tell me right after we’ve done this excise in class how calm, focused, relaxed and ready to learn they were. Many have even shared that they’ve used the technique at work when they felt stressed or anxious, before a job interview, while sitting in a traffic jam, or on line at the bank.

The entire exercise takes two to three minutes out of the class, but the lasting effect is immeasurable. I hope you’ll try it. The directions are below.

Three Breath Exercise

Read these steps aloud and do the exercise along with the class. After the exercise is completed get their feedback on how they feel and how it may help them during the class:

 

  • Shake out your hands to release the tension in them then place them comfortably in your lap or on the desk or table where you are sitting.
  • Close your eyes if you feel comfortable doing so as it will help keep out the visual distractions. If you are not comfortable with that keeping them open is okay as well. Simply focus your eyes on one small object.
  • Take three slow deep breaths counting one on the in breath and two on the out breath.
  • Be careful not to breathe in so deeply that it makes you cough.
  • Is everyone ready—then let’s begin.

Let me know how it works!

In gassho,

ingassho

Shokai

Reference

Bays, J.C. (2011) How to Train A Wild Elephant& Other Adventures in Mindfulness. Shambhala: Boston& London

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