level, goals, motivation to study the language, previous learning experience, strengths and weaknessess, expectations from the teacher, time available for learning

to check that students are doing what they should be doing; to see if they need help; to see if they have understood the task

anything that is relatively short, involves creativity, movement and is multisensory (e.g. rhymes, stories, memory games, quiz games, activity, repetition with movement, drills)

tuning in, getting sts focussed, creating the atmosphere the activities during the lesson, making students feel at ease, letting students get to know each other more - to improve rapport, cheering students up or calming them down (depending on their mood)

Continuing Professional Development

the time of day, conflicts between members of the group, the institutional context, the previous lesson, how they had slept / how much and what they have drunk or eaten during the day / oxygen / light, etc.

authoritative

Bingo, Dixit, Tree of abilities

They will take them more seriously if they know they had their share in formulating the rules; they remember them better if they were actively thinking about them; if teachers make it clear that rules apply to them, students will enjoy creating rules for the teacher and empower them - this will create good rapport and a more democratic atmosphere

it increases students' talking time; improves negotiation and cooperation, shy students may have more opportunities to communicate with other students, students can choose their level of participation (anyone can have a bad day); greater chance of varied contributions

auditory, visual, haptic/kinaesthetic (+read-write in VARK)

a close and harmonious relationship in which the people or groups concerned understand each other's feelings or ideas and communicate well.

Total physical response (TPR)

to support as many of the students as possible, who inevitably come with many different perceptory learning styles

causes: too many lessons, poor classroom conditions, overcrowding, lack of air / light in classrooms, lack of support from the school management, not getting paid enough, repetition of classroom routines and events

advice / ways to avoid burnout: CPD - keep learning something new all the time (as a teacher and as a person), undertake action research, develop reflective practices, record yourself and use it to improve your skills, talk to students and adapt to the new needs of new generations, read professional literature, spend time with other teachers at informal get-togethers: share thoughts; write professional articles, attend conferences, peer observations, spend time with students (outside the classroom) - organise outside events

Special Educational Needs (SNI or BTM(N) in Hungarian)

it is all the incidental language use in the classroom (greeting, asking about their weekend, informal conversations) that triggers language acquisition (as in parent-children relationships; it is comprehensible, because input is 'rough-tuned' to students' knowledge and is understandable for them, even if they couldn't produce the same language

"Approach" is the broader term: it refers to theories about the nature of language learning and teaching (provides the background/reasons for doing things in a classroom the way we do); "Method" is the practical classroom realisation of an approach: "decisions which bring the approach to life". Methods include a variety of procedures and techniqes.

integrative

In a Delhi slum.

One of the main goals of teaching is to help students become autonomous learners who are responsible for their learning, and can plan their learning process; essentially, enabling students to continue learning on their own, after the instruction has finished (during or after a course).

It is Vygotsky's suggestion that children have a ZPD: where they are ready to do a new thing, but with some guidance: what they are able to do in collaboration today, they will be able to do independently tomorrow" - this is where instructional scaffolding takes place

Originally:Jerome Bruner, 1950s: Following the way children learn things (based on parenting): (1) make the child interested (2) break the task down into small steps (3) keep the child focussed (4) show them other ways of doing the task; on the whole, it means providing individual guidance, where the process leads to more and more independence

Well, that was a real question. Looking back on our previous sessions:
- "using" students' different circumstances to our benefit: the can find random items, show them, grab personal objects for a guessing game, find costumes for role plays, etc.
- create or find quizzes, online games (kahoot, quizlet, jeopardy, wordwall, liveworksheets, etc.)
- plan small group, pair and groupwork activities and vary these
- share a board (e.g. zoom board, jamboard, etc.) for brainstorming / collecting ideas
- ask students to use the internet for research and prepare their presentations in groups for each other (so that they learn to use the internet for research with some support or guidance from the teacher, which supports learner autonomy on the long run) and to reduce TTT (teacher talking time) as much as possible

Szesztay Margit