A few more thoughts...

Thank you, Alina, for posting such a thoughtful song with which we can so nicely relate. We've had a few 'twists and turns of fate' this year. We fed on each other's energy all along and after so much hard work we've accomplished the goals we had set for ourselves. At this time of year, 'these small hours still remain.' I can't stress enough how proud of our team I've felt on so many occasions. More than ever before I've come to realize how much more we can achieve together. The results of our joint effort has been immensely more than the sum of each individual's work. As I'm finishing the last touches on our self-evaluation to present on Thursday, I see the amazing quality and quantity of the work done. Along the process, Alina, you've always set the tone with your inexhaustible energy and keen sensitivity. Your love of the school has permeated your work, and your initiative has led to the exploration of new paths for us all.

Omar, after going through every piece of work the 7th Year team has produced I feel proud once again of your strong drive to extend your knowledge and develop constantly. Fortunately there are no limits to your initiative at school. I know that Pimpa's and Paula's support has been crucial to produce so much, but, like them, I wanted to highlight the long hours, the passion and professionalism you've put into your work to raise the bar and keep the standards high for us all.

Janine, Adela, Caro, Elvira, it was such a relief to count on you to take care of the nitty-gritty to make High School Musical the resounding success it became. I'm sure we've all contributed to give the kids that took part some of their finest moments in their high school experience.

To all of the FAAPI speakers, I did not get a chance to attend any of the other workshops, but I felt like I had a great time with just the bunch of you. As I look at the pics again, the sense of pride comes back and remains stronger...

To the ones that for different reasons could not make it to Jujuy, thank you for keeping the ball rolling at school, and for your unconditional support and encouragement.

"There are no problems we cannot solve together; and very few that we can solve by ourselves." (Lyndon Johnson)

At the beginning, we shaped a vision together, and set off on a worthwhile quest. Along the road, we've learned to rely on each other. We've been able to smooth our sharp edges, speak our mind when something didn't seem right, discussed our concerns, share our misadventures, discoveries, happiness, and the thrill of missions accomplished. Hopefully our work has added new shades and meaning to our lives. As we now turn to our loved ones with more time at home, I also hope we share the feeling that after the road we've trodden together we've grown as professionals and individuals.

If this is the case, we may now close our binders and backpacks, get ready to enjoy our time with family more relaxed, with the warm reassurance of a job well done and a group of people behind us all the way...

THANK YOU all for the small hours that still and will remain...

"LITTLE WONDERS"

Just before this fantastic year comes to an end, I wanted to share with you some of my feelings. I feel we worked harder than ever and accomplished wonderful things. This crazy idea of making blogs carried me to unexpected places that filled my heart of unforgettable moments.
So I wanted to share this clip from Disney`s movie: "MEET THE ROBINSONS" (Do you remember it , Norita?). It is my kids` favourite film, so I kind of watch it over and over again and fall in love with it every time.
The song is called : "LITTLE WONDERS" By Rob Thomas and the lyrics are quite optimistic and hopeful. This is my way to thank you all for the support, help and sound advice I got from you throughout all this way.

"What team???.... "

"SanPa!!!!"

Alina;)

"Little Wonders"

Let it go,Let it roll right off your shoulder

Don't you know

The hardest part is over

Let it in, Let your clarity define you

In the end We will only just remember how it feels

Our lives are made In these small hours

These little wonders,

These twists & turns of fate

Time falls away, But these small hours,

These small hours still remain

Let it slide, Let your troubles fall behind you

Let it shine

Until you feel it all around you

And I don't mind If it's me you need to turn to

We'll get by, It's the heart that really matters in the end

Our lives are made In these small hours

These little wonders,

These twists & turns of fate

Time falls away, But these small hours,

These small hours still remain

All of my regret Will wash away some how

But I cannot forget The way i feel right now

In these small hours These little wonders

These twists & turns of fate

These twists & turns of fate

Time falls away but these small hours

These small hours, still remain, Still remain

These little wonders These twists & turns of fate

Time falls away But these small hours

These little wonders still remain

I want you all to know that I we may have had our twists and turns, but personally, I hold on to "the little wonders that remain".

Final text for our First English Department Award

After a couple of revisions, here is the final (?) text:

Albert Schwitzer (1875-1965) dijo alguna vez: "No sé cuál será vuestro destino, pero una cosa sí sé: los únicos entre ustedes que serán verdaderamente felices son aquellos quienes habrán buscado y encontrado cómo servir a otros."

Si se cumple su predicción, nuestra personita debería ser muy feliz. Ha sido un verdadero dínamo detrás de todo proyecto de aula, de su promoción, y del colegio. En las clases de inglés ha sido una presencia refrescante, una batería de inagotable carga positiva, lista para buscar, enfrentar y superar los desafíos que implican llegar al alma de una segunda lengua que ha transformado prácticamente en otra primera lengua. A lo largo de estos años, en su motivación y capacidad de análisis, los sucesivos profesores que le han enseñado han encontrado una respuesta reconfortante y sólida. En ella se ha visto siempre plasmada la visión de aprendizaje que deseamos para nuestros alumnos. Tiene la maravillosa humildad de los grandes, ofreciendo su trabajo silencioso e incansable a pares, profesores y comunidad toda. Su calidez, su tranquilidad, su insaciable curiosidad intelectual, su entusiasmo creativo y su fina sensibilidad llenan su entorno de energía constructiva que esperamos perpetuar en la memoria del colegio a través de este premio. Por estas razones y muchas otras es un entrañable honor entregar el primer premio a la excelencia del Departamento de Inglés a Valentina Becker.

I'll be turning it in Monday first thing, so if you have any new suggestion for further revision, go right ahead...

Need for another meeting

Before our meeting with the owners, we need to do some homework together in preparation. How about meeting on Wednesday. I'd originally said Tuesday but I'm supposed to be at Anglo all morning! Sorry about the confusion, but this is part of the adjustments we need to make as we go along. Please tell Norita, Sofia, Graciela, and Silvia about this proposed change. I'm available all day. I propose we meet Wednesday at 10:30. Please, leave a message saying whether you can make it. If you can't, please, suggest a different time, preferably the same day. We don't know when the meeting with the owners will take place. Let's keep the conversation going through this blog in case we don't see each other.

First English Department Award!!!

As discussed earlier in conversations with different members of the Department, we are giving our first award. As you know, our first awardee is Valentina Becker. I've written a brief piece to be read at the end of year ceremony. Please, I'd like your feedback to amend, add, subtract, etc. etc. to this text. I'll be looking forward to your comments, not only about the text below, but about the award, the awardee, and any related thoughts... Here it is:

Valentina ha sido un verdadero dínamo detrás de todo proyecto del aula, de su promoción, o del colegio. En las clases de inglés ha sido una presencia refrescante, de inagotable energía positiva y que ha sabido maximizar la propuesta académica que se le presentó. Ha sido una de las pioneras en abrazar el desafío de ser parte del primer grupo de alumnos del colegio en tomar el examen de Bachillerato Internacional A2 que supone probar un nivel de inglés como primera lengua o casi primera lengua. A lo largo de los años en nuestras clases, en su motivación y capacidad de análisis, los sucesivos profesores que le han enseñado han visto una respuesta reconfortante y sólida. En Valentina se ha visto siempre plasmada la visión de aprendizaje que deseamos para nuestros alumnos. Su calidez, su tranquilidad, su bajo perfil altamente receptivo, su creatividad, su inagotable entusiasmo y su fina sensibilidad hacen de ella una presencia memorable que esperamos perpetuar en el tiempo a través de este premio. Por estas razones y otras que escapan a este escueto análisis, es un honor entregar a Valentina Becker el primer premio a la excelencia del Departamento de Inglés.

Do you agree with the tone, the content, the structure? Should we include specific examples of her participation in different projects? Please, let me know what you think. I need to turn this in sometime THIS week... Thank you!

Back online!

After an interminable hiatus of no Internet connection, and even worse, no computer (!), I'm back to my real and more complete self. So here's a brief update...

We have a number of issues that everyone needs to know:

• Today, as a result of the 9th Year team inquiry, Diana and Filomena clarified the format of the December and February assessment. In every instance, we must give a written and oral exam, except in the December Language exam. In the latter we can give a written test only. For clarification, please ask Silvia, Norita or Sofia.
• The meeting of the Department with the school owners has been rescheduled for next week. Stay in touch to find out the exact date and time.
• Convened by Andrea, today I had a meeting with her and the three teachers of the Department of Lengua, Leonor, Guido and Laurita. We discussed working closer together to define curricular similarities and differences. The goal is to share experiences and approaches that may benefit both Departments. After Andrea sends the minutes of the meeting I'll share them with all you via this blog.

As usual, please, feel free to leave your comments on this or any other Department issue. See you around!

FRIDAY NIGHT FEVER!!!

HEY , YOU ALL, EVERYBODY, WE HAVE A PARTY TONIGHT!!!

GET READY TO TRY DELICIOUS SPECIALTIES.

BRING CONFORTABLE SHOES `CAUSE WE ARE GONNA DANCE AND SING ALL THE NIGHT THROUGH.. YOU CAN`T MISS THE KARAOKE CONTEST!!!

ARE YOU BRAVE ENOUGH TO MAKE YOUR OWN KIND OF MUSIC?

DATE: FRIDAY 5TH

TIME : 9:30 PM YOU CAN`T MISS IT!!!!

PLACE: PIMPA`S HOUSE WE ARE ALL IN THIS TOGETHER!!!

Here!

[slideshow id=504403158281462737&w=426&h=320]

A-team yeah!

Click here and enjoy!

Encore!

We just got an invitation from the APISE - Asociacion de Profesores de Ingles de Santiago del Estero - to bring the workshops on video production and webblogging to Santiago in November. They said that they chose these two because they deal directly with technology, an area they want to explore. I need your ok to arrange the details! They would organize the event with us only and would give participants credit from the Secretaria de Educacion!
How's that?

It`s the start of something new !!!

Hey we are back!! I can`t believe we`ve been through all this and it is way over!!!. We`ve been working so hard for it.... it really showed our team work. It was a great adventure. I feel we got to know each other deeper and in other levels. Who would have ever thought that Cecilia had that stimulating everlasting laughter!!, that Adela won a place as our gps and we discovered her resemblance with Monica (from friends), always in motion until she became motionless all of a sudden. Pimpa`s calm and wise advice that suddenly would turn into a flash of laughter!!, Charlie... always so perfect and calm would help us all like a big dad encouraging us to take our first steps into the unknown!!!.
Omar, always so helpful and ready to give a hand!. I have never thought you would have those acting skills!!!!. hey... we need your hand in HSM!!!. Silvia`s psychological explanations for every funny situation were really breathtaking!!!. Now Janine`s skills as a driver who travels in time were really something!! she could drive her car at 150 km/h , drink mate, send I.MS in her phone and discuss deeep stuff at the same time!!!. she is really an example of the multiplicity of working mothers. Elvira, our movie maniac!!! welcome to our team!!!. we will never forget your Ims "come back...come back!!" in the Titanic way. Now I really wonder what will you all remember about me???. mmmm I guess I would like you to forget about it!!!!.
Hey, we were all grrreat. We faced the giants and we left them gasping!!!!.
It was an unforgettable experience, thank you all for sharing this feeling of extraordinary Pride. We had our moments but I think we managed to work them out, didn`t we?. I strongly believe we must have a Post FAAPI meeting and share the details with the rest of the team. Hey you all, Thanks for your support!!
Thank you Silvina for your help !!! Cecilia and I drove you crazy!!!! you were a good friend, we will let all the staff know .
Hey I can`t wait for the Karaoke party, Pimpa keep your promise !!!! and Charlie, Adela & Elvira send me the pictures of our trip!!!!.
See you in another life!!!
ALINA =)))

We´re all in this together !!!

I just wanted to congratulate all the team for the presentations at FAAPI. They were all great and they showed that there was a lot of hard work behind each of them. You ALL rocked!!!!
As usual the company was the best.
I also think we could all feel that everybody was supporting us even though they were not there. It´s great to know... we´re all in this together.
Thank you all again for pushing and motivating me to do this kind of things.
Adela

Off We Go!

To Jujuy's FAAPI with our four workshops and a bag full of hope. Wish us luck and thank you for your support!

Happy Teacher's Day!!!

'Everyone must leave something behind when he dies, my grandfather said. A child or a book or a painting or a house or a wall built or a pair of shoes made. Or a garden planted. Something your hand touched some way so your soul has somewhere to go when you die, and when people look at that tree or that flower you planted, you're there. It doesn't matter what you do, he said, so long as you change something from the way it was before you touched it into something that's like you after you take your hands away. The difference between the man who just cuts lawns and a real gardener is in the touching, he said. The lawn-cutter might just as well not have been there at all; the gardener will be there a lifetime.'

Ray Bradbury - Fahrenheit 451
Quote suggested by Carolina Araoz

Department Meeting Tuesday at Noon :)

We have a loaded agenda which I'd like to publish as soon as I start getting your input. So, pls let me know what I should include in it. This will be a very important one. Please, make sure you can make it :)
Our Agenda
Urgent needs
Updates:

• EGB3: SSR
• 1st & 2nd Pol: FCE preparation
• 2nd Pol: A2 preparation
• 3rd Pol: English B & A2 preparation

Projects:

• A Critical Approach to the Selection of Cultural Material
• Video Production
• Weblogging
• Drama
• Our Musical

Internet

Alina proposes we have a more relaxed meeting on Thursday since there's no EGB3 class. Post your comment in favor or against, please.

Please, feel free to add items to our agenda! :)

Guidelines for proposals

If you need them, please check our cspfaapi.blogspot.com blog. :)

ACCEPTED 2!!

I attach below text of email I got today regarding our Drama Workshop proposal. The bold type in green is mine... :) We're on!

Estimados colegas: Nos dirigimos a Uds. para informar que su trabajo ha sido aceptado para ser presentado en el XXXII Congreso de FAAPI por lo que solicitamos remitan el texto completo para publicación. Adjuntamos los lineamientos generales a los que deben ajustarse. Adjuntamos también las observaciones realizadas por los evaluadores para que las observen en el trabajo completo. Deberán incluir bibliografía. Los evaluadores consideran que su trabajo es relevante e innovador. Asimismo recordamos que los tiempos para las presentaciones son: Paper: 45 minutos Demonstration: 45 minutes Workshop: 90 minutos Saludos cordiales Amelia Otaiza

ACCEPTED!

Our workshop proposals have been accepted - or at least I've heard about 3 of the 4. The only one that I haven't heard about is the Drama presentation. Has anyone of you heard anything?? I have cc'd the presenters the email I sent to the FAAPI committee asking for an extension of the deadline to turn in our 2nd draft or extended papers, which now is July 31! I hope we get it - and if we don't... I'm afraid I'm going to have to ask each team of presenters to take the initiative. I'm overloaded with work right now and it's just impossible for my mind to wander in this direction... Sorry! Anyway, let's not cross bridges yet and hope that they'll give us the extension. All in all, this is good news!!! :)

Our School Blog is OPEN!

sanpasec.blogspot.com is the link to get to our school blog! It'll be edited by the A2 group. It's been opened by Vale Becker, and it's really exciting! Check it out, and get ready to receive invitations to have your students submit work to it.

English Department Project
I'd like us to get organized in order to make the blog popular. I really feel it's a great idea, easy to implement and motivating for everyone at school and Yerba Buena. Our challenge is to turn it into a sight where our students will feel reflected, and will therefore check it out even if they have not been asked by a teacher or because they need to complete an assignment.

Until we get there, it'll be up to us to make them start contributing to it. So here is a list of mini-projects you could plan to implement as soon as we get back from winter break:

Book review: especially for grades 7-9, students could write a review of any of the books they read in their SSR time. To do this, you could get book reviews from The New York Times as model of structure, contents, and style (click on it to go to their Book Review section). Students could then write their own reviews and include a picture of the cover of the book, or their own drawing or collage of pictures about it, or pics of a movie based on it, also get the first chapter if you can find the full text online (many books are published online, but I guess they won't be simplified versions). Make sure they annotate the bibliographical information correctly, and they finally submit their work to you as a class project. You can choose three to five pieces, make copies and distribute to everyone. In groups, following an agreed upon set of criteria, they will decide which (1 or 2) will be sent to the editors for publication in the school blog.

Article review: the same procedure can be implemented for the review of interesting articles. The range of topics can as broad as our students' interests! It would be nice to have an article review and a book review every single week. This means that more people will get published! AND this would add a 'global' taste to the blog.

Just about anything! Think of any class project as possible subject for a journalistic piece that could be shared with the whole school. Always keep in mind that, though academic, it has to be written in such a way as to attract the reader's attention. This could include interviews, research on any topic, etc. Go to the blog and see the sections it'll include. Examples that I can think of is the 7th grade video project. If you complete anyone, e.g. a commercial/an interview, pick the best one and submit it to the school blog for everyone at school to enjoy! If you are doing a role play on a book read in class, a picture of it could accompany a written review of the book. This week you could work on a film review, next time on a sports event in Tucuman, then maybe cover an important global event and discuss how the issue is presented in different countries, have your artistically inclined kids to draw cartoons that may depict some current event in Yerba Buena or Tuc or Arg or the world, make any event that attract our students' attention and make it a class project to get published, etc. etc. etc. The possibilities are endless. If you'd like to brainstorm together about how you could turn any class content into an interesting article for the school blog, just let me know we'll talk about it!

It would be nice if by the end of August each class you teach has produced a few pieces worth publishing. How about making this your monthly objective for August and leave it incorporated into your curriculum somehow? We'll definitely explore ways to keep this going - I strongly believe the possibility of getting published will add an exciting flavor to any class assignment. Let's talk about it! For more questions, doubts, suggestions, etc. just holler!

School Blog Project

I've already presented the idea of the school blog to my A2 students, and they like it. The following are the brief notes they sent me of our brainstorming session. We also thought that we could have an editor per class, i.e. one for each level, 7th through 2nd Polimodal. They would be collecting texts and keeping the journalist's eye on the news!

Another idea: a cell-phone picture contest: "Life at San Patricio" i.e. snapshots of moments in our school that portray who we are on a daily basis. Let's talk to owners or Parents Association or authorities or ANYONE who can provide the awards for the winners. Hey, let me know what you think of this! (leave comments!)

We could post:

• Interviews
• Research Projects (like the one we are doing at school for garbage treatment).
• Reviews on Books, Movies, events, etc.
• Polls
• Opinion columns
  
• Maps (including transportation to certain places).
• Literature, creative writing pieces
• News:
• Global
• Argentina
• Tucumán – Yerba Buena
• School:
1. School week (Sports, Choreographies, etc)
2. School trips
3. Ceremonies
4. Calendar
5. School life
6. CAS
   

Minutes of the Think-Tank Meeting June 14

Click HERE to go to our FAAPI blog! There you'll find our minutes and everything else related to our projects from now on!

Tomorrow Friday: Teaching EGB3 English conference

I've told most of you but, just in case: At Anglo - whole day conference - 4 presenters. Check the poster at Faculty Room at school.

Interesting Talk on Saturday

Prof. Luis A. Gonzalez will present 'Reviewing Changes' and it sounds interesting! The aim is "to show how the English language has developed in recent years and to demonstrate that those changes mean we need to learn new terms and colloquial expressions. Although modern lexical items are highly specific to the place thwy are used, the main reason we seek to enrich our vocabulary is so that we can communicate fluently with other speakers of English, be they native or non-native speakers. We have to remember that today we speak not just of English but of 'Englishes'. In Great Britain there is a tendency to reject some of these changes in the language and so we have to make the differences between modern use and old usage quite clear. The new focus on broadening knowledge is part of a wider attempt to learn how to use Standard English correctly, improve our written English and help us to speak the English as it should be spoken."
If you'd like references on the presenter ask me (it's long to type!, but he seems to be really good!)
Venue: Colegio Nueva Concepcion
Date: Saturday June 16
Time: 10am-12pm
Registration: San Francisco - 422-8822 or sanfrancisco_tuc@arnet.com.ar
LIMITED VACANCIES

SCHOLARSHIPS!

31-05-07 |

U.S. Embassy Buenos Aires Offers Scholarships for EFL Teachers for Two Week Study Program in United States The U.S. Embassy is offering ten scholarships for EFL teachers to participate in a two week study program in Austin, Texas. The objective of the study program is to strengthen English teaching skills; to learn new ideas regarding pedagogy and methodologies using U.S.-content teaching materials; to foster a better understanding of the U.S.; and to establish ongoing connections between English teachers in Argentina and the U.S. In addition to this program, the U.S. Embassy will sponsor selected participants’ attendance at the TESOL (Teachers of English to Speakers of Other Languages) Symposium and the 7th Southern Cone TESOL Convention in Buenos Aires. PROGRAM DATES: July 12, 2007 Buenos Aires, TESOL Symposium: “Teaching English for Specific Purposes” July 13-14, 2007 Buenos Aires, 7th Southern Cone TESOL Convention July 14, 2007 – July 27, 2007 Austin, Texas, Texas International Education Consortium BENEFITS: Participants will receive: - Hotel accommodation (double occupancy) - Daily meals and incidentals allowance - Round trip air fare from city of origin - Health insurance - A laptop to be used in your English teaching work REQUIREMENTS: Degree in English from a 4-year college or university 3-5 years English teaching experience Valid passport Argentine citizenship Excellent English Strong commitment to teaching Under 45 years old A follow-up activity upon your return to Argentina to share what you learned in the U.S. with your colleagues. Preference will be given to candidates with no previous travel to the United States. Grantees will not be allowed to take their families with them to the United States during the program. APPLICATION PROCESS: The application deadline is Tuesday, June 19, 2007. Interested candidates should fill in the attached form and email it to ExchangesBA@state.gov with the subject line “TIEC 4.” Finalists will be announced on Tuesday, June 26, 2007. Selected candidates will be interviewed as part of the selection process.

Click HERE to get more info and the form to apply.

HOPE YOU TRY TO GET ONE!!

We're news!

Check out the article that Luciana Poliche wrote about our use of blogs! She was here last Wednesday and today she published her report on www.quorumtuc.com.ar, a news website from Tucuman. She also has a blog, muchachademanosfrias.blogspot.com. Click HERE and/or HERE to go to the article!

Nurturing Our Students' Sense of Self and Community

Our Workshop Proposals for this year's FAAPI

Below you will find the four proposals we sent in to participate in this year's FAAPI. Though my name's not listed, I'll be presenting with or supporting each of the teams. I'd like to say I'm proud of the response and enthusiasm shown by the Department members interested in taking part of this venture. You have also put in the necessary amount of work to finalize the requirements, such as writing papers, abstracts, and biodata, revising them endlessly, and meeting on several occasions to fine tune each project. I also appreciate the interest and contribution of those of you who, even when you won't be presenting, offered your material and expertise to support the effort of the project teams. Regardless of whether our proposals get accepted -and they'd be missing some great stuff if they don't!- your predisposition to further our professional stance is commendable.

Note: The rationale for the first workshop serves as theoretical foundation for the other three.


1. A Critical Approach to Selecting Cultural Content
Presented by Janine Cook, Adela Tineo

Abstract:
We will explore ways to promote our students' sense of self and community by sharing activities and projects that will help kids express their own meaning, and appreciate both the essential humanity in the universal values of L2 texts, and the cross-cultural differences from a critical viewpoint. Some of the activities revolve around podcasts, student-made radio programs, English language learner DJ, creative writing assignments, reading for pleasure techniques, songs, portfolios, class yearbooks, and self-disclosure activities.

Summary:
When we face the task of designing a course tailored to our students' needs and sociocultural context, we tend first to determine the level of proficiency of the students, and then select the textbook that will go along with it. With these two simple steps, most of our work seems to be done in terms of curriculum development. Some more enthusiastic teachers usually try to add readers and other 'extra' activities. This configuration is sound in terms of its consideration of the students' linguistic proficiency, the number of class hours in the program, and the appropriate sequence of linguistic development in all four skills, usually provided by the textbook. However, there's a whole dimension that goes largely ignored: What is the cultural content of our class and how is it to strengthen our students' knowledge foundation?
One of the basic tenets of teaching and learning a foreign language is to acquire an added perspective to our view of the world. Cultural awareness is paramount to the acquisition of other languages. However, when it comes to English, this simple statement takes on a kaleidoscopic dimension. As a lingua franca, English is nowadays the language of communication in the international community. Indeed more people speak English as a second or foreign language than the number of people who do so as their first language. It is also a second official language in a number of countries, such as Singapore and India, and the chosen language in the business and entertainment world. It is estimated that over 80% of what gets published on the Internet is in English. On a different level, English has also been the predominantly colonial language in the last two centuries. In addition, such long standing influence of English-speaking hegemonies has led to a quite intricate sociopolitical environment in each country of the periphery. Issues of power, identity, assimilation, imperialism, ownership, and international conflict, as it was our case with the Malvinas War, have determined the way citizens of countries in the periphery view and relate to this language. In this context, the English teacher can become a means to strengthen our subordination to the dominant culture or the facilitator in a nurturing process of our students' identity formation, critical thinking, and global awareness.

Podcasts, student-made radio programs, English language learner DJ, creative writing assignments, reading for pleasure techniques, literary circles, songs, production of expository and journalistic texts, portfolios, class yearbooks, self-disclosure activities are some of the material we expect to share.

This workshop will explore ways to promote our students' sense of self and community. We will share activities and projects that will help kids express their own meaning and appreciate both the essential humanity in the universal values of authentic texts of the target culture, and the cross-cultural differences that make us aware that their view of the world is not and need not be universally shared. Cultural diversity means there is no right or wrong, superior or inferior cultural perspective. This critical approach guides us to find a balance between contents that deal with the individual, the local culture, the Anglophone culture, and the global community. As a result, we can redefine the nature of English as an academic subject and our own role and relevance as English teachers in 21st century Argentina.

2. Acting, learning and Personal Growth
Presented by Alina Teran Griet, Elvira J. Llobeta, Silvia Granado

Abstract:

Our project includes the research of a variety of drama activities designed as bridge between language learning and personal growth. We are not only teaching the language and communication skills but providing strategies that will give students tools to relate to other members of the community, explore their own personalities, enhance their critical thinking and promote global awareness. “The power of arts can lead to a real passion for justice and courage to question.”

Summary:
This presentation aims to explore the use of drama in the classroom as a source to promote learning on the cognitive, socio-cultural and psychological levels. When planning a class, it's important for teachers to consider the social environment that surrounds their students as well as the inter-relationships among them as these aspects are reflected on each individual performance as a learner. The choice of material should consider thematic units to be discussed in class that are connected and relevant to students' reality. This sometimes implies that teachers should adapt this material in order to cater for their students' needs. Through drama activities, students may develop a receptive mind that, as Mandell and Wolf state, can make students "participate enthusiastically, stop and think about what is going on, be a good audience, concentrate and stay focused, keep open to new ideas..."

Drama activities can help students to acquire the language almost unconsciously. As Burke and Sullivan explain, role-play and improvisation techniques are helpful to encourage students to use the language and use it effectively and in context. Furthermore, as regards phonetics and phonology, students who practise drama skills in the classroom seem to evidence more confidence and fluency in the language. Learners are exposed to language used in context, sometimes more complex than the one usually presented in textbooks: therefore, they undergo a process which implies not only the understanding and interpretation of a text, but also the challenge of finding suitable gestures and sounds to perform it, while exercising their memory skills. Thus, the text is internalized not only grammatically, but also phonologically, taking the vocabulary, rhythm and intonation necessary into account to perform the text properly.
Learners are motivated and they are not aware that they are exercising the language: they are carried away by the enjoyment of doing a pleasurable activity. As a byproduct, the class tends to become a less formal environment in which they can all walk around and interact with each other. Students have the opportunity to develop their own creativity even from the early stages of learning. Jan Mandell and Jennifer Wolf state that "when adolescents create and act in their own plays, something more than a production and performance results."

In our workshop, we intend to share our experience including the research and implementation of a variety of drama activities designed as bridge between language learning and personal growth. We have worked on long-term projects to produce a longer play and a musical, and have also incorporated drama related activities in other lesson plans not related to the longer projects. Adopting a novel or a short story from an English-speaking community as material for dramatization and role-play deepens the students' understanding of the characters' motivation and inner drive, characteristics that portray their culture. Furthermore, when adapting the plot to our own environment, students are encouraged to change any part of the original action to make it fit their local issues and their own personal interests and attitudes. This process makes them aware of cross-cultural differences and strengthens their sense of identity. We are therefore not only teaching the language and communication skills but providing strategies that will give students tools to relate to other members of the community, explore their own personalities, enhance their critical thinking and promote global awareness. "The power of arts can lead to a real passion for justice and courage to question." (Wolf & Mandell, 2003)


3. Video Production and Other eProjects Made Possible
Presented by Omar H. Reinoso, Alicia Prebisch

Abstract:
We will show how students of favourable as well as constrained English language learning contexts can make a video production in which they practice all four skills in a motivating learning environment. We will also share a variety of stimulating activities with a high level of student involvement that aim at using popular electronic gadgets, available to most students, to enhance their learning experience. The projects and activities stimulate students' intelligences, imagination and creativity, while promoting critical thinking and cultural awareness.

Summary:
The objective of this workshop is to present video production as a tool to allow our students to explore a variety of topics that interrelate the target culture with their own in a motivating entertaining environment for both students and teacher. This type of project encourages students to seek the improvement of their linguistic skills not just to get a passing mark but to improve the quality of the project outcome. On the other hand, teachers can assess their progress on different levels beyond the mere improvement of their English skills, such as the students' attitude, level of commitment and work ethic. In the process of adapting a target-culture text to video production, the teacher connects students with distant places and promotes greater awareness of their own identity in the process of discussing similarities and differences between the fictional characters of their L2 reading and the reality of their L1 culture.

Students need to communicate and work with each other and they also need to connect and interact with their community because they often have to search beyond the classroom for learning resources usually making use of new technologies. Many of our students find working with these technologies interesting and creative. A class-made video production is one way of adopting media that spur students' interest and enthusiasm. As a classroom project, it teaches study skills while enhancing the acquisition process. Students research the content for their videos and subsequently learn the information through script writing. The project taps on their creative reservoir to collaboratively determine scenes while visualizing the entire film. It also tends to favour improved self- esteem by providing youths with a recognized medium for broadcasting their views and ideas. As each student is part of a production crew and responsible for meeting the group's set goals, the project promotes cooperative learning. It also induces transparent learning because they enjoy themselves and it encourages process thinking because video production requires extensive planning.

Regarding the challenges of video production, it is time intensive, requires much planning, usually extra work, and, on top of that, it sometimes creates chaos in the classroom. However, the level of enthusiasm and motivation of the students far outweighs such constraints, especially when the outcome becomes the token of a most memorable experience they had in their English class. On a different note, video production in the classroom can be carried out not only in favourable language learning contexts such as bilingual or private schools, but also in constrained ones in which the teachers have few hours to teach a foreign language with students' limited literacy skills and equipment availability.

Language is an integral part of video production. Ideas need to be translated into words and images in the shape of written scripts then interpreted by spoken word and dramatization. Furthermore, it also allows for interdisciplinary projects with other areas of the curricula like Literature, Natural Science, Social Science and Arts. Students may film scenes of a novel or the whole of it, dramatize of short stories, poems, songs or films, also work on Reading Rainbow-style book reviews and oral presentations in science labs. Creative writing is encouraged and interpreted through video projects when they gather news about their own community, on local issues that present problem-solving challenges, and when they focus on cultural histories through the documentary genre.

4. WEBLOGGING our Way to Self-exploration and Global Awareness
Presented by Andrea C. Galvan, Alina Teran Griet

Abstract:

We do not need to become a tech whiz to create a blog. We’ll share different ways to incorporate blogs into our teaching. The focus will be on three uses: the teacher’s, class, and student’s blog. Examples from our personal experience will be the core of the presentation, including a slew of activities to foster linguistic development, cultural awareness, and critical thinking. The goal is the amelioration of authentic interaction, exploration of self and the larger community in a stimulating and fun virtual environment.

Summary:
One of the limitations EFL teachers often face is their students' and their own lack of exposure to authentic material and interaction with native speakers in real situations. On a general basis, a curriculum mostly based on the use of a textbook poses further limitations on truly authentic communication.

One way to counteract this drawback is the introduction of pedagogic tools provided by the Internet. Collaborative learning, supported by the use of e-mail, chat exchanges and discussion forums - which represent the first-generation web tools - has proved to be efficient as a source of authentic material and interaction.

With the recent advent of weblogging in the world of web publishing and journalism, we propose its use for the students' development of reading and writing skills. More importantly, weblogs foster self-exploration, critical thinking, and fluid communication with the larger community. We have found this tool effective not only in the cognitive process, but also as a means to get students to reflect about themselves as individuals, and their place in the world.

What is a weblog?
It's a web-based writing space, similar to an online journal which is dynamic, chronological, and continually updated with the accumulation of writing and other content - such as comments from readers, pictures, movie clips, podcasts and links to other websites. Blogs can be personal or group production, kept in privacy or published to a wider audience with a common interest. Keeping a blog is a truly communicative activity, since the entries are not produced for the audience of a teacher, but published to be read by a community of peers and, if so desired, by the general public on a global scale.

This process fosters critical thinking and thoughtful writing, as well as extensive reading and research in the target language. As a result, reading comprehension, vocabulary expansion, and writing production improve considerably. The possibility of interaction with members of other communities broadens the individual's mind and enhances understanding, acceptance and appreciation of other cultures.

Blogs are easy to create. We do not need to become a tech whiz to use them. We'd like to share different ways in which blogs can be incorporated into our daily teaching. You'll be able see three uses of this technological device: the teacher's blog, the class blog, and the student's blog. Examples from our personal experience will be the core of the presentation, and will include a slew of activities to achieve the aims of linguistic development, cultural awareness, and critical thinking. Beyond the development of cognitive processes, the goal is the amelioration of authentic interaction, exploration of self, discussion of global issues, in a stimulating and fun virtual environment.

In Memoriam

I walked through the corn field, away from the fence where the sound of the wind caressed the dandelion. With every sudden gust of wind a few more seeds were blown away, invisibly gone to find a new home in rich soil. Only one little seed remained attached; the head, almost empty, stood erect and proud. Another gust and now the last seed gone - the dandelion's mission done, a brittle barren head holds on. I keep walking and think of the same field just a few moons away, covered in countless yellow flowers...

Department Meeting on Thursday, May 10!

Even though I'd announced our May Dpt Mtg for Tuesday this week, we'll have to meet on Thursday. There's a Consejo Consultivo meeting on Tuesday at noon. Sorry!
We'll be starting at 12:45 on the dot. PLEASE, do you very best to be here on time.

Since most members chose Tuesday, Thursday and Wednesday -in that order of preference with one vote difference between the first two and the third- at noon as their best times to meet, we shall be rotating the day each month, i.e. in June the meeting will be either on Tuesday or Wednesday, etc. If any of these days is not your personal preferred/suggested time, please understand that this might just be the case once every three or four months. Also for this reason, I'd appreciate it if, whenever the meeting is on your 'busy' day, you could make arrangements so that you can attend our meeting.

Agenda

• Announcements:
• Comprehensive Exams EGB3: May 18-24 (No class PM)
• Polimodal: 2nd Midterm grades due May 19
• Check out new books in library
• Class Observations
• Evaluation: Comprehensive exams in Global?
• 25 de Mayo Acto
• Support needed from new psycho-pedagogue
• FAAPI update: The projects under an umbrella concept.
• Exciting On-going Projects: Movie, Play, Drama, Cultural Awareness, Others…
• Get FAAPI list of possible attendees
• IB update: A2/B, re: dossiers, prep
• FCE update: 1st and 2nd Polimodal
• EGB 3 update: SSR update
• Poetry throughout the curriculum
• Set up meeting for meeting with 3rd Pol Eng B teachers

Let me know of any issue we need to add to the agenda. Thank you!

St. Patrick’s Productions

The owners gave the ok for the production of St. Patrick's High School Musical! Our 8th graders led by Alina, and Janine will be working on this exciting venture.

Omar is heading a project to make a Yerba Buena version of 'Tom Sawyer, The Movie'. With Paula and Pimpa, they'll engage their 7th graders in the process of producing the movie. You'll hear more at our Department Meeting.

Teacher Training Seminar on May 9

On Wednesday May 9, from 6 to 9pm, Lucrecia Prat Gay will be making two presentations:
a) MIND-MAPS: LINKING TO LEARN
b) PORTFOLIOS AS WHOLE PICTURES OF SELF [sounds familiar?]
Sponsor: Trinity College London
Venue: Hotel Carlos V
Free of charge!
Registration: Libreria San Francisco (422-8822)
E-mail: sanfrancisco_tuc@arnet.com.ar
For more info, ask me!

Proposals for FAAPI presentations!

If you'd like to present at FAAPI, the deadline to present proposals has been extended till May 30! So, you have time to develop those great ideas of yours. I'll help you shape the concept and determine the steps to finalize the project - mind you: I don't have to be in it!

Meanwhile, there are two teams already working on projects:

a) Alina, Cecilia and I will expand our short rendezvous on the use of blogs to encompass a more ambitious project - and of course we'll send in the proposal.

b) Janine, Adela and I will be proposing a workshop whose title so far is: "A Critical Approach to Selecting Cultural Content"

We'll be sharing details in our coming Dept Meeting.

Which other projects shall we propose???? Hey, go for it!!

Your Best Time for Dept Meetings!

Let me know what date and time for our Dept Mtgs work best for you. Last year, we used to meet on Thursdays at noon. What will this year be? Pls, respond WITH A COMMENT giving all of your available times. By next week, I'll determine the meeting time based on the people to responded. So, if you don't want a date that does not fit your schedule, POST YOUR COMMENT TODAY!

And we did it!

Our presentation went great! Based on lots of feedback we got from the crowd after it, people seemed to have really liked it! From the three of us, thank you for your support. We just can't wait till the next one! Which one will that be?

We're in!

Our proposal to present at the UNT L2 Acquisition course has been accepted. Our department will be represented by Alina, Cecilia and Carlos and we'll be discussing 'The Use of Electronic Texts in the L2 Classroom.' We're presenting on Saturday morning April 14, and the school is sponsoring us. It would be great if you could attend and cheer for us!

Newly wed!

Elvirita is now happily married! It happened last Saturday and as you read this she's probably away having a blast -no pun intended- on her honeymoon... She is on leave until after Easter. SO we all wish you lots of happiness, solace and companionship for very many many years to come!

St Patrick's 30th Anniversary Dinner

ADELA: It was a lot of fun, but also very moving, especially when Alina read her speech. Everybody listened to the words she chose to express and describe so many feelings and experiences. I wanted to say how proud everyone of us was to see her up there. The food was very good, the company perfect. Later the music did the rest. It was really nice to spend some time together.

NORITA: To celebrate the 30th anniversary of our school was really touching!!
I would have never imagined that I would spend 20 years teaching at Saint Patrick's.
It was good to meet the people that are not working here any longer but that have left an unforgettable mark in my life. When talking to Pimpa, we remember how hard it was to get to the school by bus!!! We thought we were going to an unknown world...and in fact, it was unknown. All the challenges I faced, the hard and good moments lived made me value not only the professional opportunity I had but also the special people I met.
Here I have learned and agreed with values that I transmit not only to my students but to my daughters as well.
You know? I feel part of the history of this school and when I look back and remember all the effort, time, fears, happiness and achievements experienced at school, I feel the need to say "thanks" to all my old colleagues in this still unknown world, where I dare to go on combining my unflagging commitment with the fresh energy of my new colleagues.
HAPPY BIRTHDAY DEAR FRIENDS...!!!!!

FAAPI Call for papers: Cultural Awareness in ELT

[From FAAPI's Call for papers]
Culture can be defined as the whole way of life of a people or group, which includes - among others social practices that bond a group of people together and distinguish them from others. The classroom context is an example of a cultural group and by being so, is an important phenomenon to be analyzed and observed. The classroom setting has been examined under two complementary perspectives: social interaction and language learning. These two viewpoints led researchers to realize that culture is not only present in the classroom setting but also in the language that is being taught. In spite of these different views, culture has taken up a very relevant part in language teaching and learning studies. Culture and language are interrelated, and the language taught in our classrooms is used as the main medium through which culture is expressed.

It is because language is one of the most visible expressions of a particular culture, and the influence it has on a group has a strong social and cultural impact that this has been chosen as the main theme for FAAPI 2007 Conference. The teaching of English as a foreign or second language entails the inclusion of the target culture as well, and this should serve the development of cross-cultural communication. The achievement of this goal is possible with the interrelation of key aspects in the teaching process, and this instance of professional development hopes to strengthen the notion that language is beliefs, values and needs present in all its forms.

Given the nature of this conference, participants are invited to submit papers on the following Areas:

Sub-themes:
o Cross Cultural Education
o Language and Culture
o Literature as a means of culture
o Cultural Awareness through Literature, History, Folklore, Humour in ELT
o Teaching Culture in the ESL/ EFL classroom
This list is offered as a guideline for prospective contributors. In accepting or rejecting a proposal, the main criterion will be its relevance to the theme of the Conference. In case of equivalent merit, papers from members of FAAPI Associations will be given preference.

SUBMISSION DEADLINE: 27 April, 2007
Evaluation results will be sent by 02 July, 2007
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
So far, Cecilia, Alina, Adela and Janine have expressed interest in presenting. Let's give shape to our proposals so we can work on submitting them by the deadline. In light of this info, feel free to make any further suggestions...

El Uso de Textos Electronicos en la Clase de Lengua Extranjera

Borrador para elevar propuesta redactado por Alina y Cecilia, con input agregado por mí:

Esta presentación tiene como objetivo dar a conocer una propuesta para el uso didáctico de ‘blogs’ en la clase de LE.

La escritura frecuente, la escritura para una audiencia, el contenido significativo de la escritura y el uso de la computadora para producir textos son todos factores que mejoran la habilidad para escribir de los alumnos (Mark Bernstein, 2004) y que son preponderantes en el uso del blog. A través de este medio buscamos la discusión de temáticas relacionadas con contenidos usualmente desarrollados en la clase de inglés, como por ejemplo, a) análisis de textos variados en género -literarios, periodísticos, etc.- y en formato -programas de radio y películas, etc.; b) reacción y reflexión sobre material de clase en general; c) lectura intensiva y extensiva de distintos géneros y temas. La propuesta entonces pretende demostrar la utilización didáctica de ‘blogs’ como disparadores para el desarrollo de distintos tópicos y generadores de discusión, debate y reacción personal en la lengua meta.

El blog del docente sirve como medio de comunicación sobre contenido de la clase –actividades, tareas, cronogramas, criterios de evaluación, etc.- y como fuente de vínculos en la Internet para mayor lectura por parte del alumno. El blog de la clase sirve como foro de discusión sobre temas propuestos por el docente. Finalmente el blog de cada estudiante sirve para explorar los mismos temas, proponer otras reflexiones, escribir libremente, explorar la escritura creativa y dar rienda suelta a la búsqueda de sus propios intereses siempre a través de la lengua extranjera..

En el uso del blog, toma gran importancia la dimensión social en el proceso de aprendizaje cuando el alumno toma posturas ante los estímulos y desarrolla su pensamiento crítico en las discusiones. El factor interpersonal en la comunicación toma nuevas características al interactuar con sus pares y docentes en un mismo marco contextual. Además, el foco en un mensaje significativo promueve una mayor autoestima y seguridad para el estudiante en el uso de la lengua.

La implementación de este recurso provisto por Internet en un aula virtual destaca un nivel de compromiso y participación mayor por parte de los alumnos adolescentes especialmente, y el estímulo de su pensamiento crítico acompaña un marcado desarrollo lingüístico.

Suggestions and feedback are welcome!!

Here's the first conference for our presentations!

After Alina shared the call for papers for the first ACPI Conference (Cordoba), let's put the proposal together! Let me know who'd like to do what? Here are some ideas. You may sign up for the one(s) you'd like to present in, or add more ideas you may have. I'm posting this in outr blog so everyone can see it. Thank you, Alina, for sending the info! We'll be discussing the details with the groups involved or interested.

Ideas:

• Drama strategies in the classroom
• The use of blogs
• Designing catching / motivating activities
• Using podcasts
• Extensive reading: SSR and technology use

Add a comment now where you sign up and share any other insight about this project. To do so, click on the word 'comments' below...
Looking forward to hearing from you about this!

UNT Drama Invitation!

Elvira has sent me the following news. Hope you can organize the trip to see it. Sounds exciting!

"Our drama group called "The Cue" has decided to perform the play "Happily Never After" once more, this time having secondary school students as our audience.

We are going to stage it at Centro Cultural Virla on April 18th, and the cost will be $5 per student.

We are scheduled to give 2 performances: From 3pm to 4:15pm the first one and then the other from 4:45pm to 6pm... the play isn't very long, but we do pre- and post- viewing activities (designed and carried out by us, the actors) with the students. It's a really nice experience, and we've had great results in the past!

The coordinating head and supervisor of this project is Prof. Cecilia Saleme de Dip and the Language III Cátedra. We are part of a project from Departamento de Extensión at Fac. de Filosofia y Letras.

Since the play has been bought directly from the States, it is not an abridged version of some previous work. But I'm sure San Patricio students will have absolutely no problem following it!!!!"

Alina's spirit

Here's another exciting piece of news from Alina. Thank you for sharing this!!!

"I wanted to tell you is that our students in 8th grade are looking forward to this year's performance. They were really enthusiastic and were thrilled when I suggested "making our own Musical" based on the script of High School Musical but adapting it to our reality, emphasizing the feeling of belonging that our students share towards the school. I also thought this would also go well with all the activities and celebrations of the school anniversary. I was thinking of making them work on that and come up with their own script and then give it shape. Also I thought it would be nice to include some of the feelings graduates and teachers share towards the school so that the final outcome shows our values, reality and true spirit of the institution.
I know this will require so much work and demand even more time from us. We will also need extra help so volunteers and ideas or suggestions are welcome. The name of the play/musical would be Saint Patrick's High School Musical!"
Alina

Correction of minutes by Alina

I think you misunderstood me when I told you about my colleagues at Pablo Apostol. The thing is that now that I work there I have the chance to share more time with the teachers that also work in San Patricio's Primary school.

One day, they were telling me they were surprised by the quality of work that we do in the secondary school. They were really interested in this new change in the syllabus and couldn’t imagine how we could do it. I told them that all the material was created by us which meant endless hours of work at home. We not only had to look for new material, but also make the type of practice needed to cover the language and grammar points. I also told them that the work is so demanding that most of us just can’t get a position in other schools.

They were really shocked and told me that they had a "CARGO" –position- at the primary school (they taught 16 hrs and were paid for 20 hours). While their students were having gym class or religion or arts, they used this free time at school to look for material, grade and prepare classes. So for them working at San Patricio was not a burden since everything or most of the work was done during the "PAID WORKING HOURS".

What I meant to say was that I would like to have the same feelings, but our situation is totally different and ends up being rather unfair. At least this is what I feel.

Alina

To post a comment...

Click on the word 'comments' below! Next to the word you can see the number of comments left so far...

Check out our 3rd Polimodal Website!

We've been using it since the beginning of class! Click here to have a look at it. And let us know what you think...

My news!

As you all probably know, I've been sick this week with 'epiglotitis'! This weird occurrence happened just out of the blue and it was my turn to catch it! I'm much better now. I've recovered my voice, though not at a 100% just yet. But I'll be back to school Monday.
The other piece of news is that I'll be having knee surgery this Thursday March 15. That means that Monday through Wednesday I'll be organizing St. Patrick's ceremony. I'll leave it ready, but you all are going to have to take care of it! So, who's volunteering to be the MC (Master of Ceremony)? Please, help with this by adding your comments below so that I don't overlook any aspect.
Thank you!

Minutes Meeting February 28, 2007

Personal goals for 2007
Several of you have already given me your personal goals (Adela, Cecilia, Norita, Omar, Paula, Silvia, Grace). If you haven't done yours yet, please do so at your earliest convenience. Also I'll be looking for each one of you to discuss them with you.

Updated CV/resume for your bio and personal file at school
I've only received four CVs. Some of you expressed their difficulty updating your CV. Should this become a serious issue for you, please, let me know so that we can make an alternative arrangement. As I'm working on a Department website, which, unlike our blog, will be open to the whole school community, I would like to include a bio on each one of you.

Teachers' Concerns
Before the actual discussion of Department goals, the members asked for greater financial and academic recognition from the institution. There was a shared sentiment that despite the cutting-edge program we have developed, our work goes largely unrecognized by the school community in general, especially the owners through the salary. The following points were mentioned:

• The tradition of quality work in the Department has not been recognized for over a decade now, especially considering that way before the two big curricular changes (1995 and 2005), English teachers were deprived of an extra stipend on account of the amount of correction work. Now, the group feels we are working harder and yet the compensation is not according to neither the quality nor the amount of work.
• CORRECTION: Regarding Alina's words on her experience at Pablo Apostol, please check the entry above!
• Public school teachers now earn more than San Patricio teachers. Also, we know that the demand of the English program on each Department member is much greater than what teachers of other disciplines at school have to respond to.
• Since we are trying to use more technology, this will mean that at home each teacher will need to have a good PC and pay for an Internet connection. It was requested if the school could develop some kind of program to finance the purchase of PCs for those teachers that need it - four of us actually expressed their strong interest in getting one. This could also be offered to the whole school faculty.

Department Goals 2007
After this discussion, the goals for 2007 for the English Department were proposed and discussed. We agreed on the following:

• Technology: We'll start the process of exploring how the use of technology can enhance our class work.
• Transition to higher level: As we are enforcing changes in curriculum at every level, we shall do our best to make the transition as smooth as possible. Last year, 2nd Polimodal started the A2 program and the change did not impact on the number of students who passed or failed the class. We would like to achieve the same throughout the board.
• Find more opportunities for professional development: both in terms of working on presentation of our work outside school as well as attending professional meetings. It was mentioned that the FAAPI will take place in Jujuy this year, which would be a good opportunity for most of us to attend since transportation will not represent a heavy financial burden. Also, we need to find ways to let others know the amount and quality of work the Department does on a regular basis, this refers to more than just planning lessons from a textbook. Instead we develop curriculum and produce the material required by the changes. One way to do this will be through publishing it online on the Department Website - which is in the works!
• Fine tune the Sustained Silent Reading Program: EGB3 teachers report that kids enjoyed the program but they also said that we need more resources, i.e. more books. Note: Diana said that this kind of purchase is already approved by the owners so we should just make the lists and place the order with Scholastics.
• Improve communication with primary school: especially between 6th and EGB3 teachers, so that the transition for kids from one building to another does not become traumatic in the English class.
• Using drama: as follow-up to the excellent work of the 8th Year team last year, we would like to explore the use of drama in the classroom further. Carlos promised to share some of his relevant bibliography.
• Study skills: The 7th Year team will devote extra effort to developing the kids study skills.

Syllabus design
Carlos shared his syllabus for 3rd Polimodal. Even though the timing is not the best, should anyone want to use it and adapt it for their groups, you are welcome to do so. However, this written syllabus should become regular practice at every level next academic year.

Literary Works for 2007
Carlos asked the teams for the list of literary works each team is planning to use this year.

Annual Planning 2007
Each team will develop their annual planning sheets (planificaciones)
The Department split up into team groups to make up the groups for this year and plan their lessons for the diagnostic period.

Great link for all sorts of activities!

www.eslcafe.com Check it out and let me know what you think!!!

FCE results!

Only four of twenty two CSP students could not pass the FCE last year. Three of the four had not been recommended by us -the only ones by the way, i.e. no unrecommended student made it this year. With this year's 18/22 passing rate -i.e. 82%, we add another excellent result in international evaluations. We heard of the other one when we got back to work in February, which is that 100% of our 3rd Polimodal kids passed the IB exam last October. Keep up the good work!

Activities Feb 27-28

On Tuesday, we have a full day of meetings or workshops or whatever Diana, Filomena and Eduardo are preparing for the whole faculty. It will be from 8am to 5pm, and lunch will be provided. On Wednesday morning we are having a Department meeting. For this particular occasion, please, bring the following:

• Your personal goals for 2007. We shall schedule brief individual meetings so that I can have a chance to discuss your goals with you.
  
• An updated CV/resume. As I'm working on a Department website - which, unlike our blog, will be open to whole school community - I would like to include a bio on each one of you.
• Part of the agenda for our Wednesday meeting will be: a) determining class groups for this year; b) determining Department goals; c) discussing syllabus design for your classes; d) possible use of technology in your classes; e) list of literary works for each of the levels to be used this year; f) annual planning; g) diagnostic period planning; h) any other issue not mentioned here that I may have overlooked - if so, please make me aware as soon as you get a chance.

Enjoy the weekend, and see you around soon!

Rosario's here!!!

Sofia gave birth to a beautiful and healthy baby girl! Mom and daughter are fine at Sanatorio del Parque. Congratulations!

Happy Valentine's Day!

Though borrowed from another culture, this celebration of people we love is a great idea to have. Enjoy the day with all your loved ones!!!

Department pics!

Hope you like 'em! Still missing: Paula, Alina, Elvira and Sofia. AND none of the group pics was good, so we'll give it a try again on Friday! If you don't like your individual pic, we can get another one from you Friday as well. Hey, feel free to post your comments on this or any of the other posts. You can publish your comment on the blog for everyone to read or if you'd like to make a comment and email it to me, that's also possible.

Interesting links

To create a website for your class. Check it out, it's easy and opens a wide variety of opportunities because it's been created specifically for educators -and it's FREE!!:
http://www.cfkeep.org/static/index.html

To create your own blog:
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Food for Thought

The world was once as flat as a pancake. Or so we thought.

It is the willpower of individuals that buries the past and opens the door to the future. When he set sail, Christopher Columbus had a distinct purpose. He also had papal blessings and the latest nautical technology, the financial backing of a king and queen, and a crew made up, in part, of ex-convicts. There was tremendous risk, but the desire for wealth and truth outweighed that risk: a whole new world was waiting to be discovered. When he set sail, Christopher Columbus was being more than just creative, he was “thinking outside of the box.”

When I first began teaching I heard this term quite often, but could only guess at its meaning. My administrator rarely modeled it and the examples my graduate school professor provided never applied to my students. The most important thing I learned during that first year was taught to me by those I was trying to teach: that different people experience that world in different ways and that these perspectives are not only healthy, they are a resource to be put to use. Unbeknownst to me, I had taken my first step toward thinking outside of the box.

A half-century after Columbus’s arrival in the New World, Miguel de Cervantes created the first modern novel and literature’s greatest idealist, sweetest romantic, and biggest dreamer. Readers still make the mistake of calling Don Quixote crazy when, in fact, he should be held up as an example of reality’s pliability. We each see the world in our own way. Beauty is in the eye of the beholder.

Relating the author to the history of his native Spain, Carlos Fuentes described Cervantes as “caught between the flux of renewal and the stagnant waters of reaction.” The same can be said of our schools. Educators are always looking to change the system, yet we remain mired in a factory-style environment of terminal points and quality control that smacks of political tunnel vision. We are working in the world of the Industrial Revolution even as we live in the world of the Technological Revolution. One aspect of teaching has not changed, though: a meaningful education requires a teacher who sees beauty where others see the ordinary.

We all know that the world is round. We are just now learning how small it can be. Television and the Internet have enhanced, for better and for worse, the background knowledge of students. This home base of information is vastly different from that of teachers, no matter how young those teachers might be. To adjust appropriately requires the initiative of Columbus and the vision of Quixote. And only a Rip Van Winkle (a parable of fear in the time of the Industrial Revolution) would be unaware of the impact that technology is having on learning. If our schools are to keep up, greater capital is required School districts are continually mining, new resources; they must, otherwise teachers, and the tools of their trade, will be antiquated by the time freshmen become seniors. Thinking outside of the box now means signing partnerships with local businesses. It also means creating new opportunities for parental involvement and finding new and different ways to engage the students. We must all continue to think outside of the box.

Teachers have always been creative, just as the world has always been round. And like Don Quixote, teachers will continue to see Dulcinea’s beauty . . . every time we take our place before a classroom full of students. It is a journey just like any other.

Randy Howe

Minutes Meeting February 12

Discussion on Monday Feb 12: Members present: Silvia, Carolina, Norita, Janine, Cecilia, Omar, Adela, Graciela, Carlos. Absent: Alina; On leave: Sofia.

Agenda sharing. Our next meeting will be Friday Feb 16 at 10:30am

Welcome back reflection: The text shown above was shared and discussed. Norita expressed a high level of anxiety at using technology in class or rather at the pressure of having to use it. Carlos said he does not expect everyone to start developing websites for their classes but he would like everyone to be open to the exploration of the possibilities that the use of tech offers. It is a process that takes time, but a healthy degree of openness to the idea and a predisposition to begin to tread on this path is necessary to be able to become proficient at some point. Carolina said that last year she felt it would be impossible to implement it and felt blocked by the idea. She seems to feel that she could now give it a try and change attitude. Pimpa agreed on the need to give it a try. Graciela said that at home she insists her children teach her how to use their PC and Internet connection and asks for constant clarification and repetition of instructions from them, yet she is determined to keep learning. (Note from Carlos: I would like you to re-read the text and find the aspects beyond technology that it makes reference to, such as a vision of the type of education we want to provide, the strong belief in the transforming power of education, an openness to change, the need to catch up with the times, and the love of kids and of teaching. Feel free to post your comments on this blog!)

Department News for 2007: Carlos announced that the Department's proposal to keep the four sections in 2nd and 3rd Polimodal was accepted. Therefore, the course assignment for this year is: Cecilia will be teaching IB English B in 3rd Polimodal with Norita; Carolina will be teaching the A2 class with Carlos in 3rd Polimodal, she has asked for a leave of absence from her 1st Polimodal hours and will be teaching the full load of 14 hours in 8th Year; Adelita will be subbing for Sofia in 9th Year, she will also be teaching 1st Polimodal -welcome back!; Carlos will be on leave from his 2nd Polimodal hours and Elvira Llobeta has accepted the offer to teach this class that begins preparation for the A2 exam.

Reflection on your 2006 personal objectives: to be completed on Friday, except Alina, Janine, Graciela and Norita who did it upon request last December.

Planning Workshop

Ø Set personal goals: due Friday

Ø Set Department goals for the year

v Raising the bar: The next step in curriculum adjustment is taking place this year. 7th and 8th Year will teach at the Intermediate level; 9th Year will start preparation for FCE and selected students will take the exam at the end of this year; for the last year, 2nd Polimodal will complete preparation for FCE and start the A2 program; 3rd Polimodal will finish the preparation for A2.

v Technology: email, website, grades! Carlos discussed the use of technology and shared the websites to create a web page and a blog.

v Student Portfolios: Carlos shared the document published on this blog and a lengthy discussion followed. Pimpa was very interested in implementing it in 7th Year. Norita shared her experience with the dossiers in her 3rd Pol. class. Most Dpt members were interested and requested more literature on the subject.

v Get Dpt bio: Friday. We had a picture session but will need to have another on Friday - especially the group picture!

v Publication: Friday

v ?

Setting time and date for team meeting

Determine syllabus for your class: Carlos is working on his syllabus and will share it and other formats when he's done.

Student grouping: Friday

Book order:

o 7^th and 8^th: Going for Gold – Intermediate

o 9^th: Laser FCE

o 1^st: Gold FCE

o 2^nd: Gold FCE