No, not time travel. Instead, a few questions for Chris Wilson, who’s about to start the Delta. He’ll be dedicating his blog, elt squared, almost exclusively to Delta for the duration of his course. Here are my questions and his answers:
Why did you decide to do Delta?
As soon as I heard there was a higher level teaching certificate than the Celta, I knew I wanted to get it at some point. I heard that I needed two years teaching experience, something that I am grateful for, but I knew I didn’t want to be a “base-level” teacher, although since then I’ve realised there are plenty of great teachers who haven’t done the Delta but still have learnt a lot over time.
I wanted to really know why I should teach in a certain way and how to craft better lessons. I guess I also just love learning about language, teaching and how the brain works. Really I just want to know more about teaching and help people more.
How are you going to do it? Why did you choose this method?
I’m doing a modular distance Delta, which means I’m taking each module on it’s own when I want, fitting them in as I can. This was largely a practical decision tying in with the financial help that I could get from my school, but also because of difficulties in finding a local tutor for module two. I am probably going to have to do module two intensively at a local centre because of that.
Also I’m interested in taking a closer look at how the distance delta does the distance learning aspect of the Delta so our school can hopefully steal some ideas too
How much do you feel you know about the course before you start?
I feel I know quite a lot about the course thanks to ELTChat and the recent “How to survive the Delta” discussion (and the previous “what has the delta ever done for us” one). I’ve also spent the last few months just asking people who had done the course lots of questions. At the same time I don’t know anyone who has done it the way I am about to, so I’m still unsure how it will go!
How have you prepared for the Delta?
I’ve been asking a lot of questions, blogging for professional development and getting my note-taking system in order. At the same time we’ve been really busy here at work recently (and I’ve been finishing off a few projects that I want to get done before the start of the Delta) so perhaps erratically would be the best adverb
What do you think will be the most useful part of the course?
I am really looking forward to all of it, to be honest, and I am sure it will all be useful. I can’t wait to up my game in both knowledge of terminology and methodology, conducting a research project and lesson observations. In all honesty the lesson observations and classroom practice probably scares me the most and so is probably the part that will be most useful for me.
What will be the most difficult part?
I think it’s connected to the point above, class observations. I am quite clumsy and forgetful at the best of times but with stress I know I can slip up more and take longer to recover.
Anything else?
I guess thanks to everyone who has helped with their advice and recommendation in relation to the DELTA. I hope you don’t mind me asking a few more questions over the coming months!
I’m looking forward to following Chris’ blog over the next few months, and even more, to the end of my own Delta on June 5th! This post is, in fact, procrastination, as I’m supposed to be getting ready for the third of my four observed lessons. Hope you found it interesting!
International House is celebrating 50 years of teacher training courses. The first course took place in 1962, and was the forerunner to what is now the CELTA. As part of the celebrations, a one-day online conference has been organised for Friday 25th May 2012, and I am one of the presenters.
As it is my first webinar, I thought I would present on a topic I am familiar with, so I chose ‘Twitter for Professional Development’.
Here are all of the links I shared during my presentation:
Google Reader – a way to keep track of blogs you are following
For a more detailed explanation of how to make the most of Twitter, look here.
Thank you to International House for providing me with the opportunity to present this webinar, and to Oxford University Press for providing the platform to host the workshop.
When I did my Twitter seminar on Friday last week (blog post here) I started with a new activity, and it seemed to work really well. It was something I’d heard about before, but couldn’t find an appropriate time to use.
We started off with a big pile of scrap paper (A4 divided into four were the perfect size), plus a writing implement each. I took a piece of paper and wrote:
Sandy
As a teacher, one of my biggest problems is giving instructions. What should I do?
To prove this (!) I then told the group that they could either offer me advice or add their own problems. There were a few rules though:
no talking throughout the activity – the only communication could be on paper
write your name at the top of each piece of paper so that we can see who the message is on
one piece of paper per message, and don’t write too small (this is to simulate the ‘soundbite’ nature of Twitter)
you must place your paper at the end of the line (we had them all arranged on a row of tables), regardless of whether the previous piece of paper was what you were replying to (to simulate the Twitter stream)
The resulting ‘discussion’ was about ten minutes long and went really well. Here are a selection of our ‘tweets’ in no particular order to give you a taste of what we were talking about:
After we’d finished the chat I asked the DELTees how they felt during the chat. This is what they came up with:
The ‘chat’ was stimulating and made the rest of the seminar more interesting (at least, that’s how it felt) as they could really feel how Twitter works. I compared the amount of ‘tweets’ nine of us produced in ten minutes to the amount fifty or sixty of us produce in an hour on #eltchat and that got them really interested.
Two of them have already told me that they’ve signed up, and one more said she would sign up next weekend. This is much higher than my normal 1/12-15 hit rate! I really think this activity made all the difference, and I would heartily recommend it to anyone doing a Twitter for PD seminar, or to try out in class.
Today I’m doing another introduction to the world of Twitter and blogs, this time for students following the DELTA at IH Newcastle. For those of you who follow my blog, you’ll know that I’ve done a few of these now, and I’m trying to refine the presentation to make it as useful as possible. This time I decided to create a post, then talk teachers through everything referring back to the post so that they can see where to find the information again (while attempting to avoid Death by Blogpost). All feedback appreciated!
P.S. Even if you’re not interested in joining Twitter, scroll down to ‘How do I remember all this stuff?’ to find a couple of other tools you might find useful.
How do I find out about what I’m interested in?
The amount of information available on Twitter can be a bit overwhelming. To help find the most interesting information for you, people create clickable hashtags, such as #efl, #elt or #learnenglish. Some of the most useful ones for EFL teachers are:
general: #efl, #elt, #esl, #esol, #tefl, #tesol
teaching associations: #IATEFL – International Association of Teachers of English as a Foreign Language, #TESOLFr – TESOL France
IATEFL Special Interest Groups (SIGs): #yltsig – young learners, #besig – business English
conference hashtags: these change depending on the time of year / day, for example #IATEFL11, #LABCI – Latin American British Cultural Institutes
my two favourites: #eltchat: weekly conversations based on various ELT topics chosen by us (that includes you if you join Twitter!) They happen at 12pm and 9pm GMT every Wednesday, and the hashtag has just celebrated it’s first birthday. I’ve written summaries on chats about Homework, Encouraging Teens to Talk, Literature in EFL, Writing Your Own Materials and Spreading What You Learn At Conferences.
#eltpics: a hashtag for teachers to share their pictures. All images are added to a Flickr account, where they then become available for teachers anywhere to use in their classrooms under a Creative Commons license (where you only have to say who took the picture, without worrying about getting permission) Disclaimer: I am one of the curators of #eltpics, and am very proud of what we’ve managed to achieve so far (nearly 5000 pictures!)
Go to Tweetchat and type in a hashtag you’re interested in to find out what kind of information is being shared at the moment.
What are all of these strange symbols?
Looks interesting. How do I join in?
Watch Russell Stannard‘s excellent step-by-step introduction to Twitter and follow his instructions. If you have any problems, feel free to leave a comment here and I’ll do my best to help you out!
There are so many people on Twitter. How can I find out who is worth following?
Well, clearly the first person you should be following is me After that there are a few other things you can do:
Choose some of the people from Barbara Sakamoto‘s Starter PLN list. (‘PLN’ stands for Professional/Personal/Passionate Learning Network, and it something you’ll often see)
Don’t worry about following everybody immediately. There’s no rush, and you’ll soon start to work who it is useful to follow. If you walked into a staffroom, you wouldn’t try to talk to everyone on your first day, and Twitter is just the same.
Don’t feel obligated to follow everyone who follows you – it’s up to you who you choose to follow!
There’s so much stuff here. What if I miss something?
The answer to this is: don’t worry! If something is worth reading, it will be retweeted so many times that you’ll see it. To come back to the staffroom analogy – you don’t try to look at every coursebook and resource book on your first day at a new school. You’ll find the good stuff eventually, and the same is true of Twitter. Don’t be afraid to miss a few days or to lurk for a while before you start tweeting. In fact, as a survey I did a few months ago showed, almost everybody lurks before they dive in:
I don’t have time for all of this!
You can use Twitter for as much or as little time as you like. Nobody will complain if you take a holiday for a few days – we all lead busy lives, and Twitter is just one part of them. Many people in the teaching community have family commitments and busy working lives. Even dropping in for a couple of minutes every few days will show you something useful, so don’t worry if you don’t have hours free each week!
Right, now that’s cleared up I’m ready to say something.
You have 140 characters. If you can text, you can tweet!
Talk about anything you think is interesting – don’t worry about what other people might think (within reason!)
Use URL shorteners like bit.ly to give you more characters to play with. (Some Twitter applications shorten links automatically)
Don’t forget to include hashtags if you’re sharing information. This will help people to notice what you’re saying.
Nobody’s listening to me!
It takes time to build up a following. Just keep talking, and somebody will listen to you. And don’t worry if you think you have nothing to say – we all have to start somewhere. As you use Twitter more and more, you’ll get the hang of what people are interested in. If you would say it in a staffroom (including the fun stuff!), you can say it here.
Fair enough. How can I make this all a little bit easier?
Download a free piece of software to organise your Twitter. My favourite is Tweetdeck. It allows me to organise everything on Twitter in one easy programme, so that I can see hashtags I’m interested in, tweets which mention me (@sandymillin) and private messages without having to click around the Twitter website. You can even follow multiple accounts at the same time (I have a private account where I follow celebrities like Neil Gaiman and Stephen Fry). This is what it looks like:
Do you have hundreds of bookmarks on your computer? What would happen if it died one day and you lost them all? Six months ago I started using diigo, an online bookmarking service, and I haven’t looked back (end of advert!) Without diigo, I would really be lost – as of today I have 1203 bookmarks, with a few more added each day. You can click here to see them all. Here are three links I have added today:
As you can see, every time I add a bookmark to diigo I use as many tags as possible to help me refind the links I need. Then all I need to do is click on one of the tags to find everything under that heading. I can even refine the search by clicking on more than one tag. For example, searching for speaking gives me 71 links, and refining the search by clicking lesson plan reduces that to 7 links, from which I should be able to find what I’m looking for.
One of my tags is DELTA, to which I add anything I think might be useful to those who are studying for this certificate. Feel free to raid the list for yourself.
What if I want to read/write more than 140 characters?
Blogs! You’re already reading my blog now. I use it to share materials I’ve created, information from seminars like this one and anything else I think might be interested to the EFL world in general. I then tweet links so that people know what I’ve written.
Here’s a list of blogs which I think might be interesting/useful to those studying DELTA (please let me know if you think there’s anything missing). You can also check out my blogroll, the list of (some of) the blogs I follow, found on the right of this page.
I use Google Reader to keep all of my blogs organised. It’s easy to set up, especially if you already have a Google account. Watch this video to find out how.
As you can see, I’ve been super-efficient recently and only have 6 blogposts to read at the moment (30-40 is much more normal!) As I read each post, Google Reader automatically deletes them so that I can clearly see what is unread.
Those of us who write blogs welcome comments from the readers so that we know what you’re thinking. The comments section of a blog is often a place of discussion and analysis, allowing you to go into more depth. Once you’ve commented on a few blogs, you should start feeling confident enough to start your own blog. If you need help with that, let me know.
Have you finished yet?
I hope so! If you have any problems or would like any help, please let me know by commenting here. I look forward to seeing you on Twitter or reading your blog in the near future. There’s only one thing it remains for me to say:
Welcome to our community!
P.S. From Twitter…
During the seminar I asked my followers to tweet useful links/people/blogs to start new Tweeters off. These were their responses:
@Marie_Sanako: Hi Sandy, currently in Manchester UK, and I wd recommend Linoit or Wallwisher, and @SeanBanville ‘s resources for starters!
@SueAnnan: Good morning Sandy and Deltees. I’m in Jersey and my site is bit.ly/u9mj4 . You will find everything you need there.
@katemillin: Dudley. Any library website is useful
@cerirhiannon: Hi @sandymillin tweeting from Cádiz, Spain – I don’t know if this is cheating but my recommendations are 2 hashtags #eltchat & #eltpics
@aClilToClimb: 0900! I’m tweeting frm Sunny Canaries. My fave site is my own, naturally Thr’s a pg of ext links: bit.ly/dEZP90 Anothr fave is anothr blog of mine It’s a blog roll: bit.ly/qKkzL9
@shaunwilden: It’s 8am GMT so Good Morning Sandy I am in Oxford and it’s a gloriously sunny day
@MotherChina: @sandymillin <hello from Taiwan!
@KalinagoEnglish: Hey Sandy’s folks @sandymillin Check out Sue Lyon Jones @esolcourses and Sean Banville @SeanBanville + their websites. Oh, forgot to say – I’m Karenne in Manchester doing MA EdTech+TESOL
This is an introduction to Twitter and three associated tools (Tweetdeck, Google Reader and Diigo) which I did at IH Newcastle on 18th August 2011. I’ve edited it slightly from the original presentation to make it easier to read online. Hopefully it should give you a basic idea of how to use these tools. If you need help, feel free to ask in the comments.
P.S. Here is a screenshot of the tweets people sent me when I asked them to say where they are from and what they’ve learnt from Twitter. Click to make it bigger. It’s a good way to find people to follow to start you off!
lino-it is an online noticeboard which you can make public or private. You can add sticky notes (a bit like Post-It notes), links to videos, images and more. This week I’ve made two boards to collect ideas from my colleagues on Twitter.
The first is to collect ideas for practising listening to be passed on to my students. Some ideas have already been added, but feel free to add more and share it with your own students. I can’t embed it, but you can click on the picture below to go to the canvas:
The second is to collect cultural ‘nuggets’ to explore with my Advanced students for their final two classes. For their homework they had to choose an area of English-speaking culture which they find interesting and present it in class (that will happen on Tuesday). I would then like to introduce them to some new areas of culture which they’ve never thought/heard of before, and this is where you come in. So far, there’s only one idea from me on there, so again I need your help! Click on the picture to add your ideas
Thanks very much for your help, and feel free to use these with your own students.
All of the pictures in the image above are taken from the #eltpics photos on Flickr. #eltpics was started in October 2010 when three teachers (@VictoriaB52, @vickyloras and @cgoodey) decided to tweet pictures to each other on a given theme each week. As Victoria said in this interview with tefl.net:
The idea blossomed, so we asked ELT folk on Twitter to join in and share our diversity. In 3 weeks [we had] over 200 images from 20 countries on our Flickr site.
2. Find out the topic for the week by searching for the #eltpicshashtag or asking @sandymillin, @fionamau or @cgoodey (the current curators of the site). A new topic is announced every Sunday. (By the way, if you have any topic suggestions, feel free to let us know!)
3. Choose the photos you want to share and upload them to a site like flickr, yfrog or twitpic. You can also use a Twitter client like Tweetdeck. Please ensure that the photos are your own and that you have the copyright.
4. Tweet the links to the pictures you want us to upload. Don’t forget to include the hashtag #eltpics so we can find them! If you want to help us out, you could also mention the set you want us to add the photo to.
5. Sit back and wait for us to tell you they have been uploaded. If we don’t reply within a couple of days, please let us know, as we sometimes miss one or two pictures.
This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.
If you’re not happy with your pictures being shared and used in this way, please don’t send them!
Once they are on the flickr page, all of the images are available for teachers to use in their classrooms, for materials or for teaching-related blogposts. We would love to hear how you use them.
Ceri’s presentation from the 2011 IATEFL Conference on ‘Unleashing the Power of Images‘, including many #eltpics, as well as an interview in which she talked about them
This is my take on the tools presented by Niall Creaney during the closing plenary at the PARK Conference in Brno on 2nd April 2011. If you have a problem with any of the links, please let me know in the comments. The tools are:
Twitter has opened so many doors since I started using it in October 2010. It’s a micro-blogging site, where you send messages 140-characters long out into the world. For teachers, this means an international community full of support, inspiration and ideas. To find out more about what it’s about and how to get started, take a look at this conference presentation I did about blogs and Twitter for teachers. (Update: I also have a complete introduction to Twitter for Professional Development)
It seems scary at first, but if you keep going back and try to spend an hour or so playing with it at some point, you’ll get the hang of it. For the first couple of months I lurked, which is completed normal (find out more by taking a look at the post on the Online Professional Development survey I did in January 2011, through Twitter of course!) Now I spend a few minutes every day having a quick look at the links, and I always find something to make it worth it: useful, thought-provoking and/or fun.
As well as using it for professional development, many teachers use it with their students. I haven’t tried it myself, but here are some links to people who have:
Twitter links (for teachers and students) (via @pysproblem81)
2. Blogs
I started this blog in October 2010, but nothing much happened on it until I started posting regularly in January 2011. Partly through promoting my blog on Twitter and partly through presenting at conferences and promoting it, my stats look like this:
Apart from giving you a great positive feeling every time you see your stats , writing a blog is an excellent way to reflect on your teaching. You can use it to share ideas, connect with other teachers, get inspiration and so much more! As with Twitter above, you can find out more about what teachers use it for on my Online Professional Development Survey post, and see how to get started with it in the Whole New World of ELT one.
As well as writing your own blog, there are hundreds of other teachers in the blogosphere sharing their ideas. To get you started, take a look at the sites in my blogroll (on the right of this page).
The best way to keep track of the blogs you read is to use a reader, such as Google Reader. Once you’ve signed up (free), you add the links to the blogs you want to follow and the reader does the rest. This is what my page looks like:
This is the first page I see when I go onto the site. In the centre are all the posts that have been added to blogs since I last went on the site. As I read them they automatically disappear from the main page, but I can access them again by clicking on the name of the blog in the bottom left-hand corner. Of course, you can also go back to the original blog address too!
So now you’ve had a look at Twitter and blogs and you’ve found loads of great new ideas. How do you keep track of them? The answer is Social Bookmarking. Rather than keeping your links on your computer, where you could easily lose them if anything went wrong, you can use a site like Delicious or Diigo. You can access your bookmarks from any computer, without having to worry about being on the same machine. You can also tag them with as many words as you like, making them easier for you to find again.
As you can see, each link is tagged with various key words which I have chosen myself. To find a page again, I have various options:
I can search for any word I remember from the title / post using a box in the top right (not shown);
I can search for a specific tag by typing it in the box at the top (where it says ‘filter by tags’)
I can click on a tag underneath a link
I can click on a tag in the menu on the left
This is the little bar which appears in my browser (Safari) whenever I want to add a site to my bookmarks:
You simply click ‘Bookmark’ when on the page you want to share, change any of the options you choose, and hey, presto! it’s added to your bookmarks. You can also upload the bookmarks from your computer straight onto the social bookmarking site to keep them all together.
As for the ‘social’ part of social bookmarking, you can subscribe to other people’s links and be updated whenever they add to them. My Diigo page is here if you’re interested.
This is the first of the tools which is mainly for students to use. The slogan is ‘Poster Yourself’, and it does what it says on the tin. Here are some examples of work created by 14-year-old boys in the UK: they created glogs about Spanish-speaking celebrities as part of their Spanish studies at secondary school. It is an easy tool for students to use, and the results look impressive quickly. You can include pictures, videos and text, then embed your glog in other sites, such as on a class blog or a school webpage. This one was embedded into a wiki (via @tperran). Students could use it as an alternative to traditional paper-based homework, then email you the link. There is even an option to create a Glogster for Education account, where you can create accounts for your students for free.
Prezi is a web-based alternative to Powerpoint, used to create striking presentations which you can either present online or download to your computer. If you’ve seen my Whole New World of ELT presentation, then you’ve already seen your first prezi. As with Twitter, it looks a little scary at first glance, but once you’ve had a look at some other examples of presentations, followed the tutorial you are given when you first log in to Prezi and played around a little, you’ll soon get the hang of it. One tip: zoom out as far as you can before you start making your presentation if you intend to have a lot of ‘layers’ – the default setting is slightly zoomed in.
You can use it in the classroom too. Here is an example of a presentation made with American primary school students (via @surrealyno). And here are more ideas:
Dropbox is a free online file-sharing site. First download their desktop application, then drag the file you want to share into the folder on your computer. Dropbox will automatically ‘sync’, making your online Dropbox look exactly like the Dropbox folder on your computer and vice-versa (if somebody updates the file online, it will update in your Dropbox too). You can then invite people to see your files and folders. Here is a video tutorial to show you how it works. This is my homepage:
The free account comes with 2GB of space, with an extra 0.25GB added for every person you refer to the site. I have now referred 3 people so I have 2.75GB.
It’s a great way for students to submit work to you as they don’t have to worry about space limits. It’s a lot easier than traditional file-sharing sites in my opinion. I haven’t used it with my students as yet, but it’s been useful for sharing materials with colleagues en masse.
One teacher (lucky enough to have computers for every student!) used Dropbox to synchronise student presentations. To see an excellent summary of everything you ever needed to know about Dropbox, including links to a few lesson plans (mostly primary and secondary), click here.
This is the first of these tools which I’ve not used myself, so I’ll let them explain themselves to you:
It seems it’s an easy way to take notes on anything and in any way you could possibly imagine: use it to type notes, take screenshots, store photos and much-more – it’s like an online, searchable filing cabinet. It can be accessed from computers and mobile devices. Here is their guide to find out how to get started. I reckon the best thing to do is just go and play, then come back here and let others know what you’ve been doing with it… (Thanks in advance!)
This is a customisable flashcard site purposely designed for language learners to use for self-study. It is incredibly easy to use, and you don’t even need to create an account if you already have a facebook one. Once you’ve signed in, there are three big blue buttons to greet you:
You can search for flashcards that have already been created or make your own quickly and easily. Quizlet’s own guide is here. Once you’ve created the set, your students can then look at the flashcards and play two fun games to help them practise the words. This set about vegetables (created by @NikkiFortova) is a good example that you can play with. You can also create groups so that all of your students can see the flashcards you create for them. It’s principally designed for self-study, and the makers recommend allowing students to choose when / if they want to use it.
Wallwisher is one of a variety of online bulletin boards. Others include Primary Wall and Lino-It. All of these tools allow you to post notes, pictures, videos and links on a ‘wall’ which looks similar to a real-world noticeboard. This is the demo screenshot they have on their homepage:
Here is a wall I created for students to post suggestions on how to practise English outside class (unfortunately students didn’t get into it in this class, but I know others who have!) Apart from the example just mentioned, I’ve only added to walls other people have made to send birthday wishes, but there are many other uses for it!
This is the only other tool on the list which I have not used myself. TitanPad is designed for online collaboration when creating documents. This is the example they show on their homepage:
As you can see, each collaborator has their own colour, clearly marking who has edited what in the file. You can save versions of the file and export it in various formats. Up to 8 people are allowed to collaborate on each document. The main attraction is that no sign-up is required – you can create a pad directly from the homepage. Unfortunately, it also has some disadvantages, as the pad is public to anyone who has the url. This post explains how it can be useful.
11b. Google Docs (update: now called Google Drive, but still does the same thing!)
If you’ve ever used Microsoft packages, you can use Google Docs without any more effort than simply logging in. You can create documents, spreadsheets and presentations online, as well as professional-looking forms. It looks similar to other offline software, making it very quick to learn if you are already familiar with document etc. software. Here is Google’s tour of their docs function.
As with TitanPad, you can view changes made by other collaborators and the documents are updated in real-time. You can also find out who else is viewing the document at the same time as you. You need to sign in, but don’t have to have a Google account to do this.
Google Docs have myriad uses in the classroom. My students used a document to give me definitions of words and a form to answer reading comprehension questions of an online article during a webquest. Here are some suggestions from other teachers:
Skype is a piece of software which you can download to your computer, then use to make phonecalls to people anywhere in the world. Watch the visual explanation to find out more (they explain it better than I can!):
In March 2011, Skype created an Education section of their website. This enables teachers to set up projects with other schools around the world, as well as finding inspiration for Skype-related projects. Here are 50 suggestions for using Skype, based on real projects which teachers have done. It’s a great way to bring the real world into your classroom.
13. Word clouds
A word cloud of this blogpost so far made using Wordle…
…and the same text entered into Tagxedo
As you can see, word clouds look visually stunning, and encourage students to read and think about what is there. The online software processes the text, making each word appear once in the cloud sized according to how often it appeared in the original text (i.e. the more a word appears in the original text, the bigger it is in the cloud) I won’t go into too much detail here, as I have already blogged and created presentations about word clouds. The posts can be found here, and include links to tutorials for both Wordle and Tagxedo, as well as many ideas on how to use them:
So, that’s it: thirteen (plus one!) tools presented at the PARK Conference, explained in my own words. If you have any more suggestions on how to use the tools, or think I need to make any corrections, feel free to comment on the post. I look forward to hearing what you think!
Enjoy!
25th March 2011: I’ve just discovered that the original plenary session on which I based my list of tools was taken from this page: http://issuu.com/mzimmer557/docs/tools_for_the_21st_century_teacher. You will find more tools and more information there.
RT @alialsaeed: #Woolwich murderer says he was sick of British army killing Muslims. Well, we, Muslims are sick of people like u using our … 39 minutes ago
RT @The_Angry_Nurse: Two nutters with knives don't represent two billion Muslims, and one EDL crowd without brains does not represent seven… 6 hours ago
RT @bytagoe: 75-year-old Pakistani man killed by a white man with a machete in Birmingham two weeks ago. Barely any media coverage http://t…6 hours ago
#eltpics
#eltpics is a collection of photos, based on a weekly theme, taken by ELT teachers, trainers and writers from around the world.
These are, in turn, available free to others in the field of ELT under a CC license to use in their classroom and on their non-commercial materials.
Anyone interested in joining in can tweet an image with the hashtag #eltpics, and it will then be added to the #eltpics Flickr group.
For a more detailed explanation of how to join in, please see this post.
For ideas on how to use some of the photos, visit the eltpics blog.
It was nominated for an ELTons award in 2013.
You can see the last 10 photos uploaded to the site below:
After that there are a few other things you can do:
