A gripe suína, como é conhecida a influenza A (H1N1), chegou às escolas e universidades brasileiras. Até esta quinta-feira (25), pelo menos 18 instituições de ensino informaram ter detectado casos da doença (ou suspeitos de contaminação): são três faculdades, uma escola de idiomas e colégios de educação básica e infantil.
Ao todo, são 14 escolas de São Paulo, duas do Rio de Janeiro, uma do Paraná e uma de Minas Gerais.
http://educacao.uol.com.br
Obs, segundo o site, as duas instituições com casos comfirmados da gripe são: Universidade Estadual de Londrina, e FAP (professor do curso de nutrição).
domingo, 28 de junho de 2009
quinta-feira, 25 de junho de 2009
Online test assesment
Dear teacher,
Would you like to know more about the future of online assessment?
At Oxford University Press they believe that the future of assessment lies on the Internet.
This is why, on 29th June 2009, will be launched the next generation of online testing tools for teachers at www.oxfordenglishtesting.com. There will be:
* An accurate online placement test.
* Online exam practice tests with tips, feedback, dictionary and more.
* Automatic marking and instant results.
* Online management tools for teachers to assign tests, track progress and record results.
Would you like to know more about the future of online assessment?
At Oxford University Press they believe that the future of assessment lies on the Internet.
This is why, on 29th June 2009, will be launched the next generation of online testing tools for teachers at www.oxfordenglishtesting.com. There will be:
* An accurate online placement test.
* Online exam practice tests with tips, feedback, dictionary and more.
* Automatic marking and instant results.
* Online management tools for teachers to assign tests, track progress and record results.
quarta-feira, 17 de junho de 2009
YOUR OPINION...
How do you understand and identify the different terminologies about ELT?
Which terminology do/would you adopt?
Which terminology do/would you adopt?
domingo, 7 de junho de 2009
Interesting topics
http://www.eslflashcards.com/preview.php?id=3
FOR FLASHCARDS
Six Vocabulary Activities for the English Language Classroom—
http://exchanges.state.gov/englishteaching/forum/archives/docs/08-46-3-c.pdf
The Challenge of Spelling in English
http://exchanges.state.gov/englishteaching/forum/archives/docs/08-46-3-c.pdf
FOR FLASHCARDS
Six Vocabulary Activities for the English Language Classroom—
http://exchanges.state.gov/englishteaching/forum/archives/docs/08-46-3-c.pdf
The Challenge of Spelling in English
http://exchanges.state.gov/englishteaching/forum/archives/docs/08-46-3-c.pdf
Who's Teaching Our Children?
Men and women with the patience of Job, wisdom of Solomon and ability to prepare the next generation for productive citizenship under highly adverse and sometimes dangerous conditions. Applicant must be willing to fill gaps left by unfit, absent or working parents, satisfy demands of state politicians and local bureaucrats, impart healthy cultural and moral values and -- oh, yes -- teach the three Rs. Hours: 50-60 a week. Pay: fair (getting better). Rewards: mostly intangible.
With a bachelor's degree from Harvard and a double master's in literature and education from the University of Virginia, New Yorker Carol Jackson Cashion seemed a natural for a high-powered career in publishing or the arts. So last summer when cocktail chatter turned to the inevitable "What do you do?" question, Cashion was prepared for the shocked reaction. She told her companions that in the fall she would begin teaching at Brooklyn's Edward R. Murrow High School. Reports Cashion: "They looked at me as if I had just flown in from Mars."
Americans want their children to have good teachers, it seems, but they are not sure they want them to become teachers. And perhaps with good reason. Since 1983, when the federally sponsored report A Nation at Risk: The Imperative for Educational Reform warned of a "rising tide of mediocrity" in U.S. schools, the country's 2.3 million public school teachers have come in for stinging criticism -- some of it no doubt justified.
After all, how else to explain the fact that an estimated 13% of 17-year- olds and perhaps 40% of minority youth are considered functionally illiterate? . That less than one-third know when the Civil War occurred? That in a recent ABC-TV-sponsored survey of 200 teenagers, less than half could identify Daniel Ortega (President of Nicaragua) and two-thirds were ignorant of Chernobyl (one guessed it was Cher's real name). Five years after A Nation at Risk prompted a flurry of reform, average scores on the Scholastic Aptitude Test (SAT) have risen 11 points. Still, as recently as last spring, former Secretary of Education William Bennett gave U.S. schools an overall grade of no better than a C or a C-plus. To the teaching establishment, and teachers' unions in particular, he issued a sharp rebuke: "You're standing in the doorways. You're blocking up the halls of education reform."
Teachers, of course, are unhappy about the assessment, though it was nothing new. "Over the years, you're constantly bashed," says Kathy Daniels, a Chicago English teacher. "You get it from the principal; you get it from the press. Bennett just topped it all." What particularly rankles is that while accusations are flying, policies debated and remedies proposed, no one has consulted the real experts: those who do daily battle to improve the minds of students. Says Ernest Boyer, president of the Carnegie Foundation for the Advancement of Teaching: "Whatever is wrong with America's public schools cannot be fixed without the help of those inside the classroom."
The complete article at http://www.time.com/time/magazine/article/0,9171,968904,00.html
With a bachelor's degree from Harvard and a double master's in literature and education from the University of Virginia, New Yorker Carol Jackson Cashion seemed a natural for a high-powered career in publishing or the arts. So last summer when cocktail chatter turned to the inevitable "What do you do?" question, Cashion was prepared for the shocked reaction. She told her companions that in the fall she would begin teaching at Brooklyn's Edward R. Murrow High School. Reports Cashion: "They looked at me as if I had just flown in from Mars."
Americans want their children to have good teachers, it seems, but they are not sure they want them to become teachers. And perhaps with good reason. Since 1983, when the federally sponsored report A Nation at Risk: The Imperative for Educational Reform warned of a "rising tide of mediocrity" in U.S. schools, the country's 2.3 million public school teachers have come in for stinging criticism -- some of it no doubt justified.
After all, how else to explain the fact that an estimated 13% of 17-year- olds and perhaps 40% of minority youth are considered functionally illiterate? . That less than one-third know when the Civil War occurred? That in a recent ABC-TV-sponsored survey of 200 teenagers, less than half could identify Daniel Ortega (President of Nicaragua) and two-thirds were ignorant of Chernobyl (one guessed it was Cher's real name). Five years after A Nation at Risk prompted a flurry of reform, average scores on the Scholastic Aptitude Test (SAT) have risen 11 points. Still, as recently as last spring, former Secretary of Education William Bennett gave U.S. schools an overall grade of no better than a C or a C-plus. To the teaching establishment, and teachers' unions in particular, he issued a sharp rebuke: "You're standing in the doorways. You're blocking up the halls of education reform."
Teachers, of course, are unhappy about the assessment, though it was nothing new. "Over the years, you're constantly bashed," says Kathy Daniels, a Chicago English teacher. "You get it from the principal; you get it from the press. Bennett just topped it all." What particularly rankles is that while accusations are flying, policies debated and remedies proposed, no one has consulted the real experts: those who do daily battle to improve the minds of students. Says Ernest Boyer, president of the Carnegie Foundation for the Advancement of Teaching: "Whatever is wrong with America's public schools cannot be fixed without the help of those inside the classroom."
The complete article at http://www.time.com/time/magazine/article/0,9171,968904,00.html
quinta-feira, 4 de junho de 2009
what teachers hate about parents
If you could walk past the teachers' lounge and listen in, what sorts of stories would you hear? An Iowa high school counselor gets a call from a parent protesting the C her child received on an assignment. "The parent argued every point in the essay," recalls the counselor, who soon realized why the mother was so upset about the grade. "It became apparent that she'd written it."
More Related
* How to Help Them Succeed
* Germany’s Kindergarten Teachers Go on Strike
* Study: Babies Who Gesture Learn Words Sooner
A sixth-grade teacher in California tells a girl in her class that she needs to work on her reading at home, not just in school. "Her mom came in the next day," the teacher says, "and started yelling at me that I had emotionally upset her child."
A science teacher in Baltimore, Md., was offering lessons in anatomy when one of the boys in class declared, "There's one less rib in a man than in a woman." The teacher pulled out two skeletons--one male, the other female--and asked the student to count the ribs in each. "The next day," the teacher recalls, "the boy claimed he told his priest what happened and his priest said I was a heretic."
A teacher at a Tennessee elementary school slips on her kid gloves each morning as she contends with parents who insist, in writing, that their children are never to be reprimanded or even corrected. When she started teaching 31 years ago, she says, "I could make objective observations about my kids without parents getting offended. But now we handle parents a lot more delicately. We handle children a lot more delicately. They feel good about themselves for no reason. We've given them this cotton-candy sense of self with no basis in reality. We don't emphasize what's best for the greater good of society or even the classroom."
When our children are born, we study their every eyelash and marvel at the perfection of their toes, and in no time become experts in all that they do. But then the day comes when we are expected to hand them over to a stranger standing at the head of a room full of bright colors and small chairs. Well aware of the difference a great teacher can make--and the damage a bad teacher can do--parents turn over their kids and hope. Please handle with care. Please don't let my children get lost. They're breakable. And precious. Oh, but push them hard and don't let up, and make sure they get into Harvard.
But if parents are searching for the perfect teacher, teachers are looking for the ideal parent, a partner but not a pest, engaged but not obsessed, with a sense of perspective and patience. And somehow just at the moment when the experts all say the parent-teacher alliance is more important than ever, it is also becoming harder to manage. At a time when competition is rising and resources are strained, when battles over testing and accountability force schools to adjust their priorities, when cell phones and e-mail speed up the information flow and all kinds of private ghosts and public quarrels creep into the parent-teacher conference, it's harder for both sides to step back and breathe deeply and look at the goals they share.
IF YOU WANT TO READ THE COMPLETE ARTICLE, LOOK FOR TIME MAGAZINE.
http://www.time.com/time/magazine/article/0,9171,1027485,00.html
More Related
* How to Help Them Succeed
* Germany’s Kindergarten Teachers Go on Strike
* Study: Babies Who Gesture Learn Words Sooner
A sixth-grade teacher in California tells a girl in her class that she needs to work on her reading at home, not just in school. "Her mom came in the next day," the teacher says, "and started yelling at me that I had emotionally upset her child."
A science teacher in Baltimore, Md., was offering lessons in anatomy when one of the boys in class declared, "There's one less rib in a man than in a woman." The teacher pulled out two skeletons--one male, the other female--and asked the student to count the ribs in each. "The next day," the teacher recalls, "the boy claimed he told his priest what happened and his priest said I was a heretic."
A teacher at a Tennessee elementary school slips on her kid gloves each morning as she contends with parents who insist, in writing, that their children are never to be reprimanded or even corrected. When she started teaching 31 years ago, she says, "I could make objective observations about my kids without parents getting offended. But now we handle parents a lot more delicately. We handle children a lot more delicately. They feel good about themselves for no reason. We've given them this cotton-candy sense of self with no basis in reality. We don't emphasize what's best for the greater good of society or even the classroom."
When our children are born, we study their every eyelash and marvel at the perfection of their toes, and in no time become experts in all that they do. But then the day comes when we are expected to hand them over to a stranger standing at the head of a room full of bright colors and small chairs. Well aware of the difference a great teacher can make--and the damage a bad teacher can do--parents turn over their kids and hope. Please handle with care. Please don't let my children get lost. They're breakable. And precious. Oh, but push them hard and don't let up, and make sure they get into Harvard.
But if parents are searching for the perfect teacher, teachers are looking for the ideal parent, a partner but not a pest, engaged but not obsessed, with a sense of perspective and patience. And somehow just at the moment when the experts all say the parent-teacher alliance is more important than ever, it is also becoming harder to manage. At a time when competition is rising and resources are strained, when battles over testing and accountability force schools to adjust their priorities, when cell phones and e-mail speed up the information flow and all kinds of private ghosts and public quarrels creep into the parent-teacher conference, it's harder for both sides to step back and breathe deeply and look at the goals they share.
IF YOU WANT TO READ THE COMPLETE ARTICLE, LOOK FOR TIME MAGAZINE.
http://www.time.com/time/magazine/article/0,9171,1027485,00.html
DAVID CARRADINE HANGED!
David Carradine, 72, star of Kung Fu and Kill Bill, was found dead in a Bangkok hotel room closet with....wait for it...a rope tied around his neck and genitals. Umm...uhh...BBC UK reports:
Thai police told the BBC the 72-year-old was found by a hotel maid sitting in a wardrobe with a rope around his neck and genitals on Thursday morning. The US star was in Thailand filming his latest film Stretch, according to his personal manager Chuck Binder. Mr Binder said the news was "shocking", adding: "He was full of life, always wanting to work... a great person."
INFORMATION FOUND AT I DON´T WANT YOU LIKE THAT ( WEBSITE)
Thai police told the BBC the 72-year-old was found by a hotel maid sitting in a wardrobe with a rope around his neck and genitals on Thursday morning. The US star was in Thailand filming his latest film Stretch, according to his personal manager Chuck Binder. Mr Binder said the news was "shocking", adding: "He was full of life, always wanting to work... a great person."
INFORMATION FOUND AT I DON´T WANT YOU LIKE THAT ( WEBSITE)
Tips to Go Green
Why go green?
De-stress the planet
Improve your health
Save money
What actually is "green"?
Materials made from salvaged or recycled materials
Provide alternatives to products with particularly high environmental impacts
Reduce specific impacts of construction, such as erosion
Reduce impacts of building operation by reducing energy or water use
Contribute to a safe, healthy indoor environment
How do I go green?
Unplug your phone charger. According to Nokia, if only 10 percent of the world's mobile phone users unplugged their chargers from the power supply once the battery is full, we could save enough energy to power 65,000 homes a year
Pay your bills and receive statements electronically
Construction utilizing sustainable architecture
Recycle your phone. Up to 80 percent of a cell phone is already recyclable: the batteries, once neutralized, yield reusable metals like iron and aluminum. Components like the wiring board and LCD screens provide gold, silver and copper
Plant native trees and plants. Native trees, plants and grasses use less water. One reason is that homeowners have been encouraged to use less grass and more native plants and shrubs that consume less water in their landscapes
Take your car out for a wash: with pumps and high-pressure nozzles, automatic car washes use up to 100 gallons less per vehicle. And most recycle rinse water, too
IF YOU WANT MORE INFORMATION GO ON WWW.GALESCHOOLS.COM
Why go green?
De-stress the planet
Improve your health
Save money
What actually is "green"?
Materials made from salvaged or recycled materials
Provide alternatives to products with particularly high environmental impacts
Reduce specific impacts of construction, such as erosion
Reduce impacts of building operation by reducing energy or water use
Contribute to a safe, healthy indoor environment
How do I go green?
Unplug your phone charger. According to Nokia, if only 10 percent of the world's mobile phone users unplugged their chargers from the power supply once the battery is full, we could save enough energy to power 65,000 homes a year
Pay your bills and receive statements electronically
Construction utilizing sustainable architecture
Recycle your phone. Up to 80 percent of a cell phone is already recyclable: the batteries, once neutralized, yield reusable metals like iron and aluminum. Components like the wiring board and LCD screens provide gold, silver and copper
Plant native trees and plants. Native trees, plants and grasses use less water. One reason is that homeowners have been encouraged to use less grass and more native plants and shrubs that consume less water in their landscapes
Take your car out for a wash: with pumps and high-pressure nozzles, automatic car washes use up to 100 gallons less per vehicle. And most recycle rinse water, too
IF YOU WANT MORE INFORMATION GO ON WWW.GALESCHOOLS.COM
The tempest
Hi everybody...
Who wants to start the reading of "The Tempest", the translation can be found in domínio público - http://www.dominiopublico.gov.br/download/texto/cv000082.pdf and there are also two books at biblioteca central.
See ya!
Who wants to start the reading of "The Tempest", the translation can be found in domínio público - http://www.dominiopublico.gov.br/download/texto/cv000082.pdf and there are also two books at biblioteca central.
See ya!
Assinar:
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