Who are we, and what we do?
In an era of learning anytime, anywhere we have created a meaningful value and we love what we do?
What we do best is language coaching!
We love creativity and original, fresh ideas.
We teach you how to?
Providing experiential, innovative training programs to meet your specific needs. The various training formats available are designed to cater for a wide range of target audiences. We train you how to develop and integrate your passive and active knowledge of the language. While appropriate strategies, applied to learning; all is for naught when there is no set environment. In other words, what are the rules and goals that allow you, the teacher, to effectively use proven methodology to teach? And not just to teach, but to accomplish objectives. The central focus of my class should not be entirely on me, as a teacher and a fountain of knowledge.Instead, I want to share the focus of the class with informational finding and understanding. To accomplish this, I want to set the student’s feet on a particular path of knowledge, and let them (the students) lead the way. My role then becomes facilitator, answering questions and keeping students on the chosen path of the day. While the central focus of my class is student understanding, that understanding comes through my intervention in making curriculum knowledge accessible.
In short, I plan the route, and let students lead the way through discussion, acting, writing, and various exercises. This focus, in turn, leads to creating my ideal learning environment that stimulates learning through teacher/student interaction, gives students hope through having a teacher listen to them, establishes trust between students and the teacher through the teacher working with, instead of against, the students, and has limited, but directed, teacher intervention. Let us now see how my goals define various student expectations, expectations in student behavior, classroom climate, and academic goals.
Be informed — when a student walks into my class he/she needs to be ready for anything. Being informed is more than having homework completed; it includes reading (assigned material as well as outside material), classroom awareness (what are we doing, and where are we in the grand scheme of things), and news awareness (being aware of school, local, state, and national events). Being informed helps in literature interpretation, since many texts relate their stories to events that happened.
Be prepared— like the Boy Scouts, a student should be prepared when s/he walks into my class. This preparedness is more than just having a pencil and some paper; it includes being ready for a changing class dynamic.
Participate — a student can be as respectful, informed, and prepared as s/he can, and I will never know it unless the student opens his/her mouth in class. My classes are loud, for much learning and understanding comes through interaction between the students and me. One method of assessment I use is how a student responds, orally, to questions I pose to the class. Participation also includes reenactment of literature, drawing, reading aloud, sharing ideas, debate of topics and concepts, and anything else I can think of which brings learning and understanding more accessible to the student.
Students will question – question what, you may ask! “Anything and everything” the way students learn to interpret literature is to question what the author is trying to say. Through questioning, students learn to create their own interpretations of literature, thus making the story theirs (this means that instead of a teacher dictating interpretations, students question, learn, understand, and develop their own correct interpretation).
Students will interpret literature, and be able to link various interpretations to their own lives — in my opinion, people write to share experiences and to inform others.
If students can read, understand, interpret, and link a story to their life, then that student can understand more of the world around him/her, and hopefully be able to accomplish goal number three.
Students will learn critical thinking – two important aspects of critical thinking are questioning and interpreting. When a student can do these things, s/he can critically think through and analyze anything. For me, the question is, why students should have a herd mentality when it comes to forming opinions. Just because “everyone else is doing it,” or something is popular, does that make it right for everyone? My students should be able to question, interpret, and critically analyze whether an idea is right for them or not; and if not, how to inform people as to the negative side of something.
This leads to:
Students will be effective communicators — the above three goals are for naught if a student cannot communicate his/her ideas to the outside world. For me, communication includes both written and oral communication. Students learn how to write essays, plays, and stories in my class. Students learn oral communication through question and answer time, oral presentations, and mock debates. All this prepares students to effectively be rational thinkers, able to take ideas and either make them their own, or discard them as useless. Thus, these four goals could be combined into one overarching goal – that of helping students reach their full individualistic potential, to become a person in their own right, and not just another follower.
Each learner and each learning experience is unique; yet educators can identify patterns in the learning process. Designing effective learning requirements requires a clear understanding of, and attention to, both commonalities and differences in the learners and the learning. Since ancient times, the learning process has been a subject of study for philosophers, educators, and scientists. This curiosity continues to drive forward the methodologies used in a class. One major change in educational philosophy brought on by this research is the shift in paradigm from a teacher–centered class to a learner–centered class.
This shift makes the students (learners) more responsible for their education, forcing them to draw upon previously learned skills in order to learn new materials. Gone, then, is the simple task of memorization; replaced with an active, educational process. How does a teacher create a learner–centered class? Simple; by following these four suggestions, a teacher can not only create a learner–centered class, but also shift his/her class position from simple lecturer to a knowledge facilitator.