In classic B fashion,the PD began to come together well this morning in my mind. I knew roughly what I was doing but bits and pieces came to mind as I did this or that.This is what I did and why: So we have standards for phonemic awareness,talking/listening,writing,reading and these are the same for us teaching in English and the Arabic teachers teaching Arabic. The need? for the children to do center activities to learn these things,less paper/pencil activities,less sitting,more participation,more activities that allow for authentic assessment. Possible solution? A PD that is translated let me back up...that is INTERESTING to someone who speaks English SL or possibly not at all. So :interesting,easy to duplicate,relevant to what you need to be doing in class,fun for the kids,etc. My teacher translated for me after each segment.The teachers seemed interested and seemed as if they just might duplicate some of these activities to teach Arabic to the kids. I enjoyed it,it was...
Up for the challenge! I spent 7 years teaching abroad in the same country, city, and school. My blog begins before the move and documents the preparation, introduction to a new city, the ups and downs of my experiences, and the end of my time here. Admittedly, posts decline as the years pass but I will continue to update through the resignation process. When I return home, I will begin to document repatriation and all that comes with it!