ASKING QUESTIONS by Steve Darn & Funda Cetin

Asking questions is a natural feature of communication, but also one of the most important tools which teachers have at their disposal. Typically, teachers ask between 300-400 questions per day.

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From Silence to Words: Writing as Struggle

This paper is my attempt to fill up that silence with words, words I didn't have then, words that I have since come to by reflecting on my earlier experience as a studentin China and on my recent experience as a composition teacher in the United States. For in spite of the frustration and confusion I experienced growing up caught between two conflicting worlds, the conflict ultimately helped me to grow as a reader and writer(Lu, M., 1987).

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Should There Be a Three-Strikes Rule Against Pure Discovery Learning?

In many ways, guided discovery appears to offer the
best method for promoting constructivist learning. The
challenge of teaching by guided discovery is to know how
much and what kind of guidance to provide and to know
how to specify the desired outcome of learning. In some
cases, direct instruction can promote the cognitive processing
needed for constructivist learning, but in others, some
mixture of guidance and exploration is needed (Mayer, R., 2004)

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AN INSTRUCTIVE ARTICLE ON MEZIROW'S TRANFORMATIONAL LEARNING THEORY

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SEVEN MISCONCEPTIONS ABOUT LEARNING

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WHY EVERY PROFESSOR NEEDS LINGUISTICS 101

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HOW SIGNIFICANT IS PARENT ENGAGEMENT IN EDUCATION?

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THE TEACHERS COLLEGE TESOL CERTIFICATE PROGRAM

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CROSSING THE CULTURAL DIVIDE

An Engrossing Article on Cross-Cultural Communicative Competence (CCCC)

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AMERICAN ACCENT VERSUS BRITISH ACCENT

THE POWER OF INTROVERTS

DR. RANDI REPPEN'S TALK ON HOW TO TEACH GRAMMAR FOR THOSE WHO MISSED HER LAST WEBINAR!

Note: The first eight minutes is the introduction.

For apart from inquiry, apart from praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry human beings pursue in the world, and with each other (Freire, P., 1993, p.3)

A WEBINAR ON THE NEWEST PRACTICES IN TEACHING GRAMMAR MARCH 1, 2012

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HOW DO BABIES THINK?

A GREAT ARTICLE ON INTERLANGUAGE AND FOSSILIZATION BY ZHAOHONG HAN

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BRING ON THE LEARNING REVOLUTION

IS OBSERVATION EXPERIENCE DURING PRACTICE TEACHING MEANINGLESS?

OBSERVATION IN LEARNING TO TEACH: FORMS OF "SEEING"

A CASE STUDY on TEACHER REFLECTION by Robert M. Boody

TEACHER REFLECTION AS TEACHER CHANGE, AND TEACHER CHANGE AS MORAL RESPONSE

A DIFFERENT FOUNDATION OF KNOWLEDGE

...[A]nother kind of knowledge is available to us, one that begins in a different passion and is drawn toward other ends. This knowledge can contain just as much sound fact and theory as the knowledge we now possess, but because it springs from truer passion, it works towards truer ends. This knowledge that originates not in curiosity or control but in compassion or love- a source celebrated not in our intellectual tradition but in our spiritual heritage (Parker Palmer, 1983).