"100 Classroom Dilemmas" is not just a collection of advice. It is a journey through 100 chapters where the questions that teachers often face are addressed. Each chapter is not only an answer to a teaching dilemma but also includes practical tips and a further task to complete.
Hi, I’m Luiza,
and this is not an ordinary e-book…
It’s a teacher guide created for foreign language teachers who want to make their lessons more effective and inspiring.
The purpose of my e-book:
My goal is to share knowledge, experience, and ideas so that every teacher can feel confidence and satisfaction in their work. I am sure it will become an inspiration and support for you at every stage of your teaching journey.
This e-book will show you how to turn theory into reality!
Is this e-book for you?
Yes, if you are a foreign language teacher
who aspires to enhance your teaching skills
and tackle various teaching challenges.
UNIQUE VALUE:
100 Chapters:
From games to group management - the entire methodology in one place!
All teaching questions you ever asked:
A complete thematic guide
for effective teaching.
Practical tasks:
Immediate application
in your work!
MAIN THEMES:
1. Games in the Lesson:
When are they a waste of time
and when is it worth taking the risk?
2. Games as an Educational Tool:
How to check if the selected games bring desired results?
3. Learning by Pretending:
How to add a bit of theatre
to the lesson?
4. Games and Exercises:
How to develop a foreign language in a creative way?
5. Open Tasks:
How to effectively use
open-ended tasks?
6. Engaging All Students:
How to interest everyone
in the lesson?
7. Utilizing Online Tools:
A creative approach to online education.
8. Active Listening:
How to create
an atmosphere of mutual understanding?
9. Dynamic Classroom Atmosphere:
Creating a positive environment.
10. Task Personalization:
Adapting lessons to individual student needs.
...and so on until Chapter 100!
Buy it now! Together we will create inspiring and effective lessons!
WELCOME ON BOARD OF:
"100 CLASSROOM DILEMMAS"
Education can be both effective and enjoyable!
CHAPTERS:
Chapter 1.
...in which we examine when games are a waste of time.
Chapter 2.
...in which we check whether the games we've chosen actually contribute anything.
Chapter 3.
... in which we play a little.
Chapter 4.
...in which we learn how to develop a foreign language through games and exercises.
Chapter 5.
...in which we examine open-ended tasks.
Chapter 6.
...in which we try to engage all students in the lesson.
Chapter 7.
...in which we creatively use online tools.
Chapter 8.
...in which we actively listen.
Chapter 9.
...in which we create a dynamic atmosphere in the class.
Chapter 10.
...in which we personalise tasks.
Chapter 11.
... in which we decide who is more important - the teacher or the student.
Chapter 12.
... where we discover student DIY.
Chapter 13.
... where the student questions our ideas.
Chapter 14.
... where we learn the difference between working on assets and working on deficits.
Chapter 15.
... where we develop students' creativity.
Chapter 16.
... in which a student struggles with independence.
Chapter 17.
... in which we address low self-esteem in students.
Chapter 18.
... in which we allow students to acquire the skill of self-assessment.
Chapter 19.
…in which we learn how to teach vocabulary effectively (in an effective way).
Chapter 20.
... in which we learn about deduction and induction in teaching vocabulary and grammar.
Chapter 21.
... in which we find the answer to the question of whether to memorise.
Chapter 22.
... in which we learn the principles of effective grammar learning.
Chapter 23.
... in which we learn effective strategies for error correction in foreign language learning.
Chapter 24.
... in which we involve the student in the error correction process.
Chapter 25.
... in which we notice what is good, not just what is bad.
Chapter 26.
... in which we create a safe space for making mistakes.
Chapter 27.
... in which the student doesn't do homework.
Chapter 28.
... in which we decide whether to punish a student for not doing homework.
Chapter 29.
... in which we make homework more appealing.
Chapter 30.
... in which we wonder if homework is really necessary.
Chapter 31.
...where we adapt lessons for students who resist using textbooks.
Chapter 32.
...where we contemplate the importance of textbooks in learning a foreign language.
Chapter 33.
...where we choose the right textbook.
Chapter 34.
...where we learn how to deal with students overusing their native language.
Chapter 35.
...where we contemplate how to positively utilise the native language in foreign language teaching.
Chapter 36.
…in which we wonder how many repetitions there should be in each lesson.
Chapter 37.
…in which we learn about content recycling in language learning - an effective technique for better memorisation.
Chapter 38.
...in which we continue the conversation about processing what has already been.
Chapter 39.
…in which we learn about the Ebbinghaus Curve.
Chapter 40.
...in which we show that repetition teaches and not just reinforces.
Chapter 41.
... in which we encourage students to communicate in a foreign language.
Chapter 42.
... in which we combat language blockage.
Chapter 43.
... in which we assess how much time your student speaks in class.
Chapter 44.
... in which we wonder how to create the right conditions for speaking.
Chapter 45.
... in which we discuss whether it's worth working on pronunciation in language classes.
Chapter 46.
... in which we explain the difference between fluency and accuracy.
Chapter 47.
... in which we maintain a balance between speaking and other language skills.
Chapter 48.
... in which we learn how to teach writing.
Chapter 49.
... in which we work on receptive skills: reading and listening.
Chapter 50.
... in which we develop listening skills using audio and audio-visual materials.
Chapter 51.
... in which we methodically work with long texts.
Chapter 52.
... in which we decide whether to do dictation in a foreign language class.
Chapter 53.
... in which we ponder whether to read aloud.
Chapter 54.
... in which we effectively teach writing.
Chapter 55.
... in which modern technologies aid writing learning.
Chapter 56.
... in which we balance language skills.
Chapter 57.
... where we motivate writing from the very beginning.
Chapter 58.
... in which we develop the skill of choosing engaging materials for lessons.
Chapter 59.
... in which we remove the problem of teaching individuals significantly older than oneself.
Chapter 60.
... in which we develop the skill of managing financial matters.
Chapter 61.
... in which we ponder how to return to an advanced level in a foreign language when constantly working with the youngest students.
Chapter 62.
... in which we discuss how to develop professionally outside the training room.
Chapter 63.
... in which you discover your teaching style.
Chapter 64.
... in which we calmly accept last-minute substitutions.
Chapter 65.
... in which we wonder what to do when a teacher makes a mistake.
Chapter 66.
... in which burnout catches up with you.
Chapter 67.
... in which we make life easier.
Chapter 68.
... in which we help students overcome difficulties during work.
Chapter 69.
... in which we manage ourselves in time.
Chapter 70.
... in which we measure our own effectiveness.
Chapter 71.
... in which we collaborate with parents.
Chapter 72.
... in which we answer the question of what a test should really be.
Chapter 73.
... in which we introduce effective methods of checking understanding.
Chapter 74.
... in which we first assess what students already know.
Chapter 75.
... in which we decide: to test or not to test.
Chapter 76.
... in which we include adequate self-assessment in the progress measurement system.
Chapter 77.
... in which we start classes in an unconventional way.
Chapter 78.
... where we smartly start foreign language lessons.
Chapter 79.
... where we learn how to creatively end lessons.
Chapter 80.
... where we find out how to set goals for the lesson.
Chapter 81.
... in which we verify the goals set during the lesson.
Chapter 82.
... in which we turn on the cameras during online classes.
Chapter 83.
... in which we contract with the class.
Chapter 84.
... in which we maintain a positive atmosphere in the class.
Chapter 85.
... in which we deal with "Mighty Maria," the student who always does everything for others.
Chapter 86.
... in which we pair students working at different pace.
Chapter 87.
... in which we manage students who finish early.
Chapter 88.
... in which we work with very energetic students.
Chapter 89.
... in which we transform challenging behaviours into desirable behaviours.
Chapter 90.
... in which we work in pairs and groups.
Chapter 91.
... in which we maximise the efficiency of group work.
Chapter 92.
... in which we manage the time of task completion, so that nobody gets bored or stressed.
Chapter 93.
... in which we face a group with diverse proficiency levels.
Chapter 94.
... in which we discuss key principles of class management.
Chapter 95.
... in which we manage a very large group.
Chapter 96.
... in which we effectively work in trios.
Chapter 97.
... in which we build positive relationships with students.
Chapter 98.
... in which we don't label a child as naughty.
Chapter 99.
... in which we neutralise the chatterbox in the class.
Chapter 100.
The final chapter, where we wonder what else a teacher can do besides teaching, without giving up the job they love.
Don’t be shy! Share this limited opportunity with anyone you know
who might be interested in making their teaching more effective
and enjoyable!
- 100 Chapters: From games to group management - the entire methodology in one place!
- All teaching questions you ever asked: A complete thematic guide for effective teaching.
-
Practical Tasks: Immediate application
in your work!
129 PLN
159 PLN
29 Euro
39 Euro
*The lowest price in the last 30 days was PLN 129
