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EFL/ESL Teaching Techniques from The Internet TESL Journal - 0 views

  • Adults
  • Adapting the L2 Classroom for Age-related Vision ImpairmentsBy Jessica A. ThonnTeaching Adult ESL LearnersBy Yi Yang
  • Authentic Materials / Realia
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  • Effective Ways to Use Authentic Materials with ESL/EFL StudentsBy Charles Kelly, Lawrence Kelly, Mark Offner and Bruce VorlandAuthentic Materials and Cultural Content in EFL ClassroomsBy Ferit KilickayaUsing Creative Thinking to Find New Uses for RealiaBy Simon Mumford
  • Autonomy
  • My Philosophy for Teaching English for BusinessBy Lawrence BaronUsing Authentic Business Transcripts in the ESL ClassroomBy Jonathan CliftonTeaching Business Communication to LEP StudentsBy Ken LauFrameworking in Business English ClassesBy John AdamsonTeaching Tips for ESL University Business English InstructorsBy William BrooksMethodology for Using Case Studies in the Business English Language ClassroomBy Peter Daly
  • Becoming a Better Teacher
  • Matching Teaching Styles with Learning Styles in East Asian ContextsBy Rao ZhenhuiTeam Teaching Tips for Foreign Language TeachersBy Rebecca Benoit and Bridget HaughThe Importance of Eye Contact in the ClassroomBy Robert Ledbury, Ian White and Steve Darn
  • Business English
  • Three Activities to Promote Learners' AutonomyBy Galina KavaliauskienëGetting Students Actively Involved Using "The Mistake Buster" TechniqueBy Hai K.P. Huynh
  • Classroom Management
  • Perpetual Motion: Keeping the Language Classroom MovingA technique that allows students to practice with as many different partners as possible.By Christopher KelenInteresting Ways to Call Roll in JapanBy Lawrence KlepingerLet Your Students Teach Their ClassBy Naoyoshi Ogawa and Dennis WilkinsonEncouraging Students to Interact with the TeacherBy Roger NunnWhat to Do with Failing StudentsBy Marty DawleyCultural Kickboxing in the ESL Classroom: Encouraging Active ParticipationBy Jan Guidry LacinaA Group Introduction Activity to Create a Safe AtmosphereBy Clay Bussinger
  • Computers
  • Using Presentation Software to Enhance Language LearningBy Miriam Schcolnik and Sara KolQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisUsing PowerPoint for ESL TeachingBy Don L. Fisher
  • Culture
  • Encouraging English Expression through Script-based ImprovisationsBy Manette R. BerlingerTeaching Conversation Skills With Content Based MaterialsBy Greg GoodmacherUsing Pair TapingBy Peter H. SchneiderTeaching Conversation Strategies Through Pair-TapingBy Nancy Washburn and Kiel ChristiansonBoosting Speaking Fluency through Partner TapingBy David E. Kluge and Matthew A. TaylorOvercoming Chinese-English Colloquial Habits in WritingBy Ted KnoyCommunicative Language Teaching in a Multimedia Language LabBy Shih-Jen Huang and Hsiao-Fang LiuIt's on the Cards: Adapting a Board-game Communicative ActivityBy Bob Gibson Leaving the Room: An Introduction to Theme-Based Oral EnglishBy Stewart Wachs
  • The Talking Stick: An American Indian Tradition in the ESL ClassroomBy Kimberly FujiokaRole Playing/SimulationBy Patricia K. TompkinsBrainstorming Before Speaking TasksBy Brian CullenTeach Students to Interact, Not Just TalkBy Gerard CounihanFive Steps to Using Your Textbook to Build a More Dynamic EFL Conversation ClassBy Stephen B. RyanDialog Performances: Developing Effective Communication Strategies for Non-English Majors in Japanese UniversitiesBy Susan Gilfert and Robert CrokerOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. RyanDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnTips for Teaching Conversation in the Multilingual ESL ClassroomBy Cara PulickTeaching "How are You" to ESL StudentsBy Brendan DalyUsing Games to Promote Communicative Skills in Language LearningBy Chen, I-JungFacilitating English Conversation Development in Large ClassroomsBy Gerry GibsonHelping EFL/ESL Students by Asking Quality QuestionsBy Nasreen HussainSuccessful Classroom Discussions with Adult Korean ESL/EFL LearnersBy Hye-Yeon Lim & W. I. GriffithIncreasing Authentic Speech in Classroom DiscussionsBy Georgia SmyrniouDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnA Practical and Effective Way to Enhance the ESL Students' Oral CompetenceBy Yichu Qi
  • Conversation / Oral English
  • Practical Techniques for Teaching Culture in the EFL ClassroomBy Brian Cullen and Kazuyoshi SatoRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaCompliments: Integrating Cultural Values into Oral English ClassesBy Chou, Yen-LinRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaGuidelines to Evaluate Cultural Content in TextbooksBy Ferit Kilickaya
  • Drama
  • Drama Techniques for Teaching EnglishBy Vani Chauhan
  • Four Skills
  • Using Picture Dictation Exercises for Practising All Four SkillsBy Sylvia Sao Leng IeongTeaching the Four Skills in the Primary EFL ClassroomBy Marcos Peñate Cabrera and Plácido Bazo
  • Ideas
  • The Structural Drill in Remedial TeachingBy Felix MosesClassroom Techniques for Contextualization:How to make "This is a pen." a pragmatically motivated utterance.By Yoshinori SasakiA Technique for Practising Conditional SentencesBy Galina KavaliauskieneGrammar Correction in ESL/EFL Writing Classes May Not Be EffectiveBy Ronald GrayDoing Things with Sentences in the ESL ClassroomBy Simon MumfordTeaching ESL Students to "Notice" GrammarBy Francis J. Noonan IIIUsing Simple Poems to Teach GrammarBy Hawanum HusseinCommunicative Grammar -- It's Time to Talk.By Noriko NishiguchiEmpowering English Teachers to Grapple with Errors in GrammarBy Caroline Mei Lin HoHelping Students with ModalsBy Michael ThompsonA Technique for Practising Conditional SentencesBy Galina Kavaliauskiene
  • Humor
  • Using Humour in the Second Language ClassroomBy Paul-Emile Chiasson
  • Grammar
  • Using the Internet in ESL Writing InstructionBy Jarek KrajkaSome Possibilities for Using On-line Newspapers in the ESL ClassroomBy Jarek KrajkaGetting Your Class ConnectedSome ideas on using e-mail and homepages.By Dennis E. WilkinsonActivities for Using Junk Email in the ESL/EFL ClassroomBy Suggested ways to use junk mail and some ready-to-use handouts for the classroom.By Michael IvyLet the E-mail Software Do the Work: Time Saving Features for the Writing TeacherBy Ron BelisleDiscussion Forums for ESL LearningBy Peter ConnellReport on a Penpal Project, and Tips for Penpal-Project SuccessBy Vera MelloUsing E-mail in Foreign Language Teaching: Rationale and SuggestionsBy Margaret Gonglewski, Christine Meloni and Jocelyne BrantHow to Build a Multimedia Website for Language StudyBy Randall S. DavisMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardInteractivity Tools in Online LearningBy Chien-Ching LeeTeaching Search Engines to ESL Students: Avoiding the AvalancheBy Kirsten LincolnTeaching EFL/ESL Students How to Use Search Engines and Develop their EnglishBy Rupert HeringtonInteractivity Tools in Online LearningBy Chien-Ching LeeMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardHow to Build a Multimedia Website for Language StudyBy Randall S. DavisQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisCreating a Learning Community Through Electronic JournalingBy Anne BollatiA Model of Team Teaching in a Web-mediated EAP CourseBy Mihye Harker & Dimitra KoutsantoniUsing LiveJournal for Authentic Communication in EFL ClassesBy Aaron Patric CampbellWeblogs for Use with ESL ClassesBy Aaron Patric Campbell
  • 75 ESL Teaching IdeasBy Hall Houston
  • Redesigning Non-Task-Based Materials to Fit a Task-Based FrameworkBy Kevin RooneyA Holistic Classroom Activity - The Class SurveyBy Roger NunnThree Activities to Promote Learners' AutonomyBy Galina Kavaliauskienë
  • Music and Song in DiscussionBy Brian CullenSong DictationBy Brian CullenTeaching Phrasal Verbs Using SongsBy Subrahmanian UpendranHelping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation ClassesBy Natalia F. OrlovaFocused Listening with SongsBy Isaiah WonHo Yoo
  • Getting the Most from Textbook Listening ActivitiesBy Thomas LavelleTraining for Impromptu Speaking and Testing Active Listening With a Focus on Japanese StudentsBy Cecilia B-IkeguchiDictation DrawingBy Brian GroverReal Audio to Augment Real Listening in the ESL ClassroomBy Frank TuziSelf-Instruction by Audio CassetteBy John SmallDictation as a Language Learning DeviceBy Scott AlkireFocused Listening with SongsBy Isaiah WonHo YooListening Activities for Effective Top-down ProcessingBy Ji LingzhuDictation as a Language Learning DeviceBy Scott Alkire
  • Material Development / Activity Ideas
  • Internet
  • Motivation
  • Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment ProgramBy Supyan Hussin, Nooreiny Maarof, and J. V. D'CruzHelping ESL Learners to See Their Own ImprovementBy Upendran SubrahmanianCommunicating SuccessBy Trevor SargentCreative and Critical Thinking in Language ClassroomsBy Muhammad Kamarul KabilanLearner Training for Learner Autonomy on Summer Language CoursesBy Ciarán P. McCarthyEncouraging Students to Become Stakeholders in the ESL ClassroomBy Karen BordonaroMotivation in the ESL ClassroomBy William T. Lile
  • Music and Songs
  • Listening
  • Pronunciation
  • Some Techniques for Teaching PronunciationBy David F. DaltonTesting Some Suprasegmental Features of English SpeechBy Mehmet CelikTeaching English Intonation to EFL/ESLStudentsBy Mehmet CelikReverse Accent Mimicry: An Accent Reduction Technique for Second Language LearnersBy Laurence M. HiltonA Quick Way to Improve /r/ and /l/ PronunciationBy Tim GreerTeaching English Intonation to EFL/ESLStudentsBy Mehmet Celik
  • Teaching Debate to ESL Students: A Six-Class UnitBy Daniel KriegerGuiding ESL Students Towards Independent Speech MakingBy Françoise Nunn and Roger NunnA Genre Approach to Oral PresentationsBy Fiona Webster
  • Public Speaking
  • Teaching EFL/ESL Students How to Read Time and NewsweekBy J. Ignacio BermejoGraffiti for ESL ReadersDescribes an activity using content-based articles.By Brent BuhlerReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireHow to Read Nonfictional English Text Faster and More EffectivelyBy Helmut StiefenhöferWhat Do We Test When We Test Reading Comprehension?By Akmar MohamadTeaching ESL Reading Using ComputersBy Saad AlKahtaniAn Integrated Approach to Teaching Literature in the EFL ClassroomBy Christine SavvidouA Fun Reading Quiz GameBy Madhavi Gayathri RamanReading Aloud (Out Loud) in Conversational English Classes By Derek KellyUsing Children's Literature with Young LearnersBy Eowyn BrownUsing News Stories in the ESL ClassroomBy Robin Antepara
  • Reading
  • Testing
  • A Method for Oral Testing in University English Programs at Korean UniversitiesBy David B. KentMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Video
  • Developing Film Study GuidesBy Donna Hurst TatsukiDeveloping an English for Specific Purposes Course Using a Learner Centered Approach: A Russian ExperienceBy Pavel V. SysoyevVideotaping an English Mini-drama in Your ClassroomBy David G. MagnussonUsing CNN News Video in the EFL ClassroomBy Alan S. MackenzieContent Video in the EFL ClassroomBy Michael FurmanovskyCaptioned Video: Making it Work for YouBy Randall S. DavisUsing Movie Trailers in an ESL CALL ClassBy John GebhardtVideo Production in the Foreign Language Classroom: Some Practical IdeasBy Sebastian Brooke
  • Vocabulary
  • Personal Vocabulary NotesBy Joshua KurzweilLearner-centered Vocabulary Building PracticeBy Sadia Yasser AliA Learner-Centred Approach to Vocabulary Review Using BingoBy Galina KavaliauskienëSongs, Verse and Games for Teaching GrammarBy Arif Saricoban & Esen MetinDeductive & Inductive Lessons for Saudi EFL Freshmen StudentsBy Mohammed Y. Al-KharratWarm-up Exercises in Listening ClassesBy Zhang Yi JunGetting Japanese Children to Make Use of Naturally-sounding English in the ClassroomBy Junko YamamotoVocabulary Teaching Using Student-Written DialoguesBy Alice Dana Delaney WalkerTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareDrilling Can Be FunBy Simon MumfordThe Use of Corpora in the Vocabulary ClassroomBy Yu Hua ChenBuilding Vocabulary Through Prefixes, Roots & SuffixesBy William PittmanPersonal Vocabulary NotesBy Joshua KurzweilTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Writing
  • Secret Partner Journals for Motivation, Fluency and FunBy Timothy StewartReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireA Peer Review Activity for Essay OrganizationBy Bob GibsonMaking Jigsaw Activities Using Newspaper ArticlesBy David DycusUsing Postcards in the ClassroomBy Peter LobellLess Is More: Summary Writing and Sentence Structure in the Advanced ESL ClassroomBy George L. GreaneyTeaching Integrated Writing SkillsBy Cecilia B-IkeguchiCorrecting Students' WritingBy Bryan MurphyUsing E-mail in EFL Writing ClassesBy Eui-Kap LeeApproaching Writing Skills through Fairy TalesBy Silvia BrutiTeaching ESL/EFL Students to Write BetterBy Yesim CimcozEnglish Writing Program for Engineering StudentsBy Hui Mien TanFreewriting, Prompts and FeedbackBy Kenneth J. DicksonPortfolios and Process Writing: A Practical ApproachBy Simon ReaInteractive Writing in the EFL Class: A Repertoire of TasksBy María Palmira Massi
  • Using Cooperative Learning to Integrate Thinking and Information Technology in a Content-Based Writing LessonBy Gabriel Tan, Patrick B Gallo, George M Jacobs and Christine Kim-Eng LeeEncouraging Engineering Students to Write Simple EssaysBy Thevy RajaretnamIntegrating Writing with ReadingBy Yang ShuyingThe Process Writing MethodBy Daniel J. JarvisSuggestions for Evaluating ESL Writing HolisticallyBy Matthew W. CurrierDeveloping Writing Skills in a Foreign Language via the InternetBy Roger C. KenworthyCreating a Writing Course Utilizing Class and Student BlogsBy Andrew JohnsonA Fun Way to Generate Ideas for Comparison ParagraphsBy Melodie CookSeeing is Understanding: Improving Coherence in Students' Writing By Chien-Ching LeeDeveloping Task-based Writing with Adolescent EFL StudentsBy Maria CabralProviding Feedback on ESL Students' Written AssignmentsBy Jason Gordon WilliamsSimple Steps to Successful Revision in L2 WritingBy Catherine ColemanTeaching TESOL Undergraduates to Organize and Write Literature ReviewsBy Roberto CriolloThe Process Writing MethodBy Daniel J. JarvisIntegrating Writing with ReadingBy Yang ShuyingEncouraging Engineering Students to Write Simple EssaysBy Thevy Rajaretnam
  • Other
  • Maximizing Study Trips AbroadBy Howard HigaThe Application of Universal Instructional Design to ESL TeachingBy Kregg C. StrehornBaFa BaFa: Does it Work with University EFL Learners?By Donald Glenn CarrollA Tutor-Guided Learning Scheme in a Self-Access CentreBy Lai Lai KwanImproving Science Students' Fluency through Project WorkBy Nebila Dhieb-HeniaUsing Service-Learning as Part of an ESL ProgramBy James M. MinorIncorporating Critical Thinking Skills Development into ESL/EFL CoursesBy Andy HalvorsenHelping ESL Learners to Minimize Collocational ErrorsBy Rotimi TaiwoUsing Concept Maps to Gauge Students' UnderstandingBy Lee Chien ChingContent Based ESL Curriculum and Academic Language ProficiencyBy Clara Lee BrownUsing Pictures from MagazinesBy Joep van der WerffEnhancing Critical Thinking with Structured Controversial DialoguesBy Hanizah Zainuddin & Rashid A. MooreUsing Expectations to Improve LearningBy Gena BennettIntegrating Language Learning Strategy Instruction into ESL/EFL LessonsBy Catherine Y. KinoshitaUsing Checklists to "Standardise" ContentBy Chien-Ching LeeGames in the ESL and EFL ClassBy Angkana DeesriOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. Ryan
izz aty

Using Pictures for Lessons | Junk Mail Catalogs: A Treasure-Trove for Language Teachers - 0 views

  • Teachers can easily use junk mail catalogs to create a picture file and then design lessons based on the pictures. This article briefly explains the benefits of using pictures, offers some suggestions for using pictures from junk mail catalogs, and describes three lesson plans
  • Pictures are a great incentive for language production and can be used in many ways in the classroom. "Specifically, pictures contribute to: interest and motivation; a sense of the context of the language; a specific reference point or stimulus" (Wright 19)
  • The lesson plans discussed below are for speaking, grammar, and writing activities
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    Focus on Speaking/Writing:          This is for students at beginning and intermediate levels. The objective is to practice asking and answering questions. Each student needs one picture. (Pictures of people from various ethnic, economic, age, and gender groups are particular]y useful. Fashion catalogs are good sources of such pictures.) The procedure is as follows: First, as a class, have the students generate a list of interview questions. Write them on the board. Then distribute the pictures to the students. Tell them they will become the person in their picture. The students must create a biography for that person. Give the students time to think. Next, divide the students into pairs. Tell them to take turns interviewing each other, using the questions generated earlier. Students should give answers based on the identities they created for the person in their picture. As a follow-up, students can write a one-paragraph biography of their person. Focus on Grammar: This works well with intermediate-level students. The objective is to practice using comparatives and superlatives. The materials needed are sets of pictures--one set per student--which show similar objects; e.g.,a set that shows different kinds of shoes, a set that shows different kinds of hats, or watches, or cars, etc. The directions for the activity are: Give one set of pictures to each student. Tell students they should use comparatives and superlatives (which have been taught prior to doing this activity) to describe the objects in their pictures. They should write as many sentences as possible. When students have finished writing, they should form small groups and read their sentences to each other. 'They should check for errors, both spoken and written, and discuss whether they agree or disagree with the statements made about the objects in the pictures. This activity also lends itself to a discussion of culture--for example, if the pictures present items of clothing, teachers can
izz aty

MY BLOG...AS IT IS...: catch us if you can - themes - 0 views

  • 1. Family and     relationships 1.       There was only Granda and me. Were the two of us enough to make a family?2.        We still had each other (chap. 12)3.       He can behave anyway he wants. He’s the best granda in the world. (chap. 12)4.       ‘I’m only here till my granda gets out of hospital.’- ‘No grandson of        mine is going to Castle Street. Not when I’m alive.’
  • 2. Growing up /       Adolescence 1.     My granda never forgot to take his pills; because I made sure he took them.2.    ”OK, Big Man, I need some help here. I can’t do this on my own.”
  • 3. Social and civic     responsibilities  1.   People are kind Rory. I thought the whole world was going to the dogs, and then         you meet kindness like this. It’s a wonderful world, Rory.’ 2.   A wonderful world – Passing us like the baton in a relay race. People who didn’t        even know us, but who were willing to help anyway.
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  • 4. Social bias 1.  TV reporter - -  the question is how can an old man and a boy disappear like this?       The answer had to be that people are helping them out. The public are very much      on their side. 2.  Ruby’s response: “People are taking sides about you, arguing about the rights and       wrongs of your case. That’s good. The more people who know your plight, the       better chance of you staying together.”
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    Write down other themes and find words or evidence to support the themes
izz aty

Being Poor - Whatever - 0 views

  • Being poor is getting angry at your kids for asking for all the crap they see on TV.
  • eing poor is relying on people who don’t give a damn about you.
  • Being poor is not taking the job because you can’t find someone you trust to watch your kids.
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  • Being poor is the police busting into the apartment right next to yours.
  • Being poor is needing that 35-cent raise.
  • Being poor is your kid’s teacher assuming you don’t have any books in your home.
  • Being poor is crying when you drop the mac and cheese on the floor.
  • Being poor is people surprised to discover you’re not actually stupid.
  • Being poor is people surprised to discover you’re not actually lazy.
  • Being poor is a six-hour wait in an emergency room with a sick child asleep on your lap.
  • Being poor is getting tired of people wanting you to be grateful.
  • Being poor is deciding that it’s all right to base a relationship on shelter.
  • Being poor is feeling helpless when your child makes the same mistakes you did, and won’t listen to you beg them against doing so.
  • Being poor is knowing where the shelter is.
  • Being poor is people who have never been poor wondering why you choose to be so.
  • Being poor is knowing how hard it is to stop being poor.
  • Being poor is seeing how few options you have.
  • Being poor is people wondering why you didn’t leave.
  • Being poor is staying with a man who beats your kids because you can’t afford to keep them out of foster care without his salary.
  • Being poor means making decisions like “is stealing food a sin” outside of an ethics class.
  • Being poor is realizing that heating and eating will probably be mutually exclusive this month.
  • Being poor is discovering that that letter from Duke University, naming you as one of three advanced students in your class invited to test out of HS early into their scholarship program, is just so much firestarter because the $300 it costs to take the test may as well be $3 million.
  • Despair is finally realizing, at nearly 36 and with a barely-afforded AA in English from a community college, just where you could have been by now had you had $300, and what that missed opportunity has truly cost you.
  • Being poor is understanding that the lowest, poorest, starvingest time of the month for anyone on public assistance is exactly when Katrina hit.
  • Being poor is taking a cash advance from the credit card–to pay the credit card minimum bill.
  • Being poor is trying to decide which one of you gets to eat today – the one of you that is pregnant or the one of you that can work.
  • Being poor is a sick, dreadful feeling of your stomach dropping out when the phone rings, because you know it’s a bill collector and you know you’ll pick it up anyway on a one in a million chance someone does want to hire you.
  • Being poor is laying down because it hurts to breathe and you are pregnant, but you can’t afford to go to the hospital.
  • Being poor is crying when $50 bill you didn’t expect gets taken from your paycheck.
  • Being poor means never forgeting that the bills aren’t paid.
  • Growing up poor is spending the rest of your life trying to escape (and never realizing that you have)
  • Being poor means looking at life in such a different way that most people can’t imagine it.
  • Being poor means being grateful that you’re living paycheck to paycheck.
  • Growing up poor means you feel guilty when you escape, because your siblings didn’t.
  • Being poor means saving the plastic containers and jars from yogurt or spaghetti sauce so you can take milk with you to school in your lunch after they lower the income limit for free lunches and your mom makes $3 more than the limit.
  • Being poor is choosing between the lesser of two evils and not realizing it.
  • Being poor is a motivator to never be as poor as your parents.
  • Being poor makes you appreciate everything you’ve earned.
  • Being poor gives you the ability to look at supporting your still poor mother as an honor not a burden.
  • Being poor is worrying that someday you will wake up, find yourself lying beneath a blanket in the back of that station wagon and realizing that your escape and rise was just a dream.
  • Being poor is a month with 28 spaghetti dinners, 2 invitations over to eat, and a day without.
  • Being poor is carrying your fiancee to the hospital to miscarry, then using their phone to call around for someone to take you back home, since there aren’t beds for Medicare patients.
  • Being poor is wondering what sort of fool drops a penny on the ground and doesn’t pick it up.
  • Being poor is wondering what to say when your friends ask you to join them for coffee in the campus coffee shop, and you can’t because you thought you had a couple bucks cash but you must have left it in your coat at home, and so you have to use all the change you dug up from under the seat for gas to get home after classes.
  • Being poor is pretending to any major, religion or career interest to get free pizza on campus.
  • Being poor means dreading getting a Christmas present from the Fireman’s Charity, because you’ll end up on TV and everybody at school will find out.
  • Being poor is wearing the same dress to school every day for four months, then getting “new” clothes from the church for Christmas and changing your clothes three times in one day because you can.
  • Being poor means not being able to take a better job because the shift ends are after the busses stop running, and you don’t feel safe walking the two miles home after dark.
  • Why is is so hard to remember poverty once you get past it, if you get past it? Why is it so hard to empathize with poverty if you have never had it? What the hell is wrong with us?
  • Being poor means learning firsthand the meaning of words like “eviction,” “garnishee,” “repossess,” and “transient motel.”
  • Being poor means paying a premium on food and goods at local stores that jack up prices for being in a poor neighborhood, or simply because they can.
  • Being poor means buying bread at the “day old store” even though it’s a lot older than one day.
  • Being poor means paying high prices for exprired meat at the bodega, because there isn’t a supermarket chain willing to open a store in your neighborhood.
  • Being poor means your 10 cent an hour raise is almost negated by the 25 cent increase in bus fare.
  • Being poor means watching your disabled child get worse and worse because you can’t afford the therapies.
  • Being poor means having your life gone over with a fine tooth comb to see if you’re bad enough to help.
  • Being poor is feeling ashamed when your ‘peers’ slam WalMart, and talk about buying organic, and the horrors of driving gass-guzzling cars, all while wondering why you repeatedly find ways to not join them at $15/plate social dinners.
  • Being poor is avoiding spending time with people you care about, because you don’t want to have to answer “how are you doing?”.
  • Being poor is having your best friend’s mother compliment her for hanging out with you–shows good moral fiber, don’t you know.
  • Being poor is having your mum scrimp and save to get you the latest “in” thing, just as it goes out of style. (But you wear it anyway, so she doesn’t feel bad, and then all the kids at school make fun of you.)
  • Being poor is being the family that everybody knows it’s okay to pick on.
  • Being poor is having your house egged and a firecracker tossed through your front door because some kid thought it was funny.
  • Being poor is losing your special lunch card and seeing the snotty kid across the street find it, chop it up with scissors, and return the pieces to you.
  • Being poor means going to a church school on a Pell grant and trying to get your associate degree in one year, because you know your sibs are close on your tail, and your family has barely enough money to send you.
  • Being poor takes time. Time to wait in line for the reduced-price clinic while gathering all your paperwork, and hoping you have it in order so you won’t be sent home to get one little slip of paperwork. Time to wait in line at the food bank, where people fight to get to the one box of expired Entemann’s first. Time that you spend walking back home or waiting beside your POS car because it broke down for the umpteenth time. Time that you spend at your minimum wage fast food job after hours because you really don’t want to go home, and the manager might just feed you.
  • Being poor means that if you pull yourself up and stop being ‘poor,’ you will still be struggling and behind, because a large chunk of your money will go toward cleaning up all the stopgaps, mistakes, and overcharges you accumulated when you were poor.
  • Being poor is everything gets washed by hand in the bathtub with the smallest amount of dollar-store detergent.
  • Being poor means choosing between a cup of coffee, a newspaper, or a load at the laundrymat. You can’t have all three, or even two of them. ever.
  • Being poor is everything must be mended, pinned, taped, glued or stapled for a little more use.
  • Being poor means two or three jobs, and never enough time, sleep, or money. never.
  • John, thanks for this. This is so spot-on it hurts. And I don’t have to do any of these things any more, but you really don’t ever forget what it’s like to do them.
  • Being poor is really, really pushing your two-year old during potty training, because diapers are really, really expensive.
  • Being poor means that you laugh hysterically when you watch the financial planning segments on the Today Show, because the thought of starting a college fund for your child is so far beyond the pale that if you don’t laugh, you’ll start to cry and you’ll never stop.
  • Being poor means that three years after you’re not poor anymore, you still know exactly what everything costs; you still feel like a dinner at Chili’s or even Wendy’s is a huge splurge; and you still feel like you can’t afford to buy a six dollar belt at Target. And you still buy ramen.
  • Being poor is obviously your fault, even though the biggest, fattest reason you had to file bankruptcy in the first place was because your husband frivolously got cancer while laid off. How silly of him! And then he couldn’t find a new job until he was done with treatment because oddly, employers are shy of hiring bald, vomiting people with IV ports taped into their arms.
  • Being poor is being horrified when you see a very young person from your area with an arm, neck, or hand tattoo, not because corporate America generally bans such things… but because fast-food and retail America does, too.
  • Being poor is being bumped by somebody carrying a Prada tote bag on your way to pick up your paycheck… and instantly realizing, without having to calculate, that in terms of actual cash value, the tote bag is worth far more than the paycheck.
  • Being poor means selling blood plasma and signing up for every medical experiment they’ll let you into, and breezing past the disclaimer form because, really, are you going to give up $100 just because you may be risking injury or death from whatever they’re giving you?
  • - Being poor is spending money you know you don’t have on a candybar because you need something to cheer yourself up enough to get out of bed.
  • Being poor is sleeping everyone to one bed so you’re a little bit warmer.
  • Being poor is having friends who’s parents won’t let them sleep over because you live in that part of town.
  • Being poor is not caring that starchy carbs are bad for you, rice and pasta are cheap, and it’s either that, or nothing at all.
  • Being poor is the lunchlady feeling bad for you so she sneaks you leftovers from after all the classes have eaten, for you to take home for dinner.
  • Being poor is learning to like skim milk because it’s a nickel cheaper than whole.
  • Being poor means your husband is working – when he can get work – at Labor Ready, and you’re at the food bank. Being poor means your husband is sharing his main meal of the day with someone who hasn’t eaten for three days.
  • Being poor is rejoicing the fact you miscarried
  • Being poor is becoming a stripper just to make the rent, and hating yourself for it.
  • Being poor is washing up in public bathrooms and sampling fragrances at the department store so you don’t smell bad.
  • Being poor is sleeping in stairwells.
  • Being poor means mom and dad do not sit and eat dinner with you. They eat after the kids are done with what’s left. Dad’s dinner is wiping clean the bits from the frying pan with a piece of bread.(He still does that out of habit just like grandpa.)
  • Being poor is not having sex because you can’t afford birth control and you’re smart enough to not get pregnant
  • Being poor is rejoicing in the fact that after five years, the color of your expired vehicle tags has cycled back around, and there’s less of a chance of getting pulled over for your 2001 tags.
  • Being poor is counting your food money for the week and knowing you will have to walk the two miles to the grocery with three children under the age of six.
  • Being poor is hearing your daughter tell you twenty years later that she finally realized that ‘Mommy already ate, sweetie’ was a lie.
  • Being poor is not being able to afford to pursue the ex who owes you child support.
  • Being poor is having a judge give him custody because HE isn’t poor.
  • Being broke is making a meal and sitting the kids down at the table, and sipping a glass of watered down powedered milk while they eat.
  • Poor never seems to leave us completely. No matter what we do or have done, we will always be haunted by the tears and shame of poverty. The worst part: even if our kids escape, THEY REMEMBER forever. A legacy we’d rather not give.
  • Being poor is having someone tell you that if you own _____ (A car, a TV, a bed) then you really aren’t poor, & realizing they’re either stupid, or worse off than you
  • Being poor means a 4 hours of commuting for a 6 hour shift.
  • Being poor means putting a beloved pet to sleep because you can’t afford the vet bill.
  • Being formerly poor means that your never-poor spouse resents the hell out of the fact that you still give your mom and siblings money – money that could have gone to “our” family. It means your spouse never quite thinks of your family as her family too because the resentment is there.
  • Being poor is throwing up six times a day because you are pregnant and don’t have health care. Being poor means that you can’t even scrape together enough change to ride the bus to the neonatal clinic, and it’s the middle of summer and too far to walk. Being poor means pondering an abortion because you know everybody around you is equally strapped for cash, you only get one meal a day, and you don’t see that changing in the immediate future. Being poor means after much tears and thought, when you finally decide to have the abortion, you have to borrow the money to get it done. Being poor means that if you’d kept the baby, some rich people would accuse you of abusing the welfare system. Being poor means that by getting the abortion, some rich people accuse you of murder. Being poor means weeks of crying and hating yourself.
  • being poor is mom and dad being humiliated saturday and sunday to pay your failed attempt at the american dream, because first you’re not american, second you are not rich, third you are not america educated, and all those dollar-master slavering world wonderpeople can tell you, making fun, is: born in the wrong country pal, hahaha.
  • being poor is working hard and never had worked enough.
  • Being poor makes you appreciate the value of free napkins, plastic food utensils, matches, condiment packages, plastic bags, or any other giveaway item of use in the home.
  • Being poor means never having leftovers.
  • FYI: Nick Mamatas has a few additions to the list (from an international perspective) here.
  • pictruandtru: you, more than anyone else here, need to read John’s article over and over again, until you get it. It was you he wrote it for. Being poor is people wondering why you didn’t leave.
  • Being poor (or having been poor) means you know that if there is a devistating economic crisis, you will know how to survive when those who never were poor are paralized with fear. Being poor is knowing you are strong and resourceful.
  • As a born-and-bred welfare kid raised by TV and cheap supermarket off-brands, I see my mother in many of these statements. She worked so hard to raise herself out of crushing poverty, with little or no useful help from the government or well-meaning “liberals” with social-science degrees that I can only shake my head and wonder how it was I got out of the poverty trap at all. I think I was just lucky. I also happen to be white and male, and I’m reasonably sure in today’s world this is a certain advantage.
  • Being poor means that someone who has never been poor will never really understand what it’s like.
  • Being poor means you no longer have to fill out the forms at the ‘payday loan store’ because they have your information memorized.
  • I joined the military so they would fix my teeth. I brushed everyday. And flossed. But never had dental insurance. Only got cleanings maybe once in my childhood.
  • The point is when something goes wrong, for whatever reason, being poor means your options are limited, and what options you have are often likely to cause you pain.
  • Being poor is not having any margin for error. The problem is that life only rarely lets people get through it without error.
  • When you’re middle-class or well-off, you can absorb a certain amount of the crap life throws at you. When you’re poor, you really can’t.
  • Being poor means understanding that Internet flamewars are a tragic waste of time better used bettering yourself. Use that time and effort to build yourself up rather than tear a stranger down- you’ll feel better afterward.
  • Being poor means being stuck around people who want you to continue to be poor.
  • Being poor means not being able to take advantage of all the really great sales that come along — because they only seem to happen when you don’t have the money in hand.
  • Being poor is having the grocery store checker give you dirty looks and make comments to the next customer about “my tax dollars being wasted” when you use food stamps to buy a day-old cake on sale and a package of birthday candles for your child. Being poor is being overwhelmingly grateful that the next person in line says to the checker, “I can’t think of a better use for my tax dollars than to pay for a poor child to have a birthday, you heartless prick.”
  • I still use tea-bags twice. I won’t eat ramen, because I ate far too much for too long. I consider myself well-off because I have a lot of books and I never skip a meal. I know exactly how much things cost, and shop at two supermarkets because one has cheaper prices on produce and meat, and the other has cheaper canned goods. And I know the usual price of everything I buy on a regular basis, so I know whether the “sale” price is really a good deal. And when it is, I stock up, just in case.
  • I worked for a bank for a while after finishing my bachelor’s degree, and here’s what I learned: Being poor means the bank doesn’t want you as a customer. Being poor means you will pay the highest fees for every service. Being poor means you will pay the highest interest on any loan. On the other hand– Being rich means all service charges will be waived on your accounts, because you’re a preferred customer. Being rich means never waiting in line, because the bank manager greets you when you come in and takes you to a customer service representative who handles your transactions.
  • Being poor is knowing how to sew.
  • Being poor is having a lower Social Security number than your classmates in high school, because you had to get one young to get welfare.
  • Being poor is finding prostitution a valid way to pay the electrical bill, and then lying to your spouse about where the money came from.
  • Being poor is exploding at the old lady who has taken all the 20c bread at the day-old store to feed to the fraggin’ SQUIRRELS.
  • Being less poor is living close enough to work and the store and the library to walk and NOT have to buy gas.
  • Being less poor is 10c for a packet of seeds that produces zucchini in your yard all summer.
  • I tell you this not to display my saintliness, but to put into perspective a conversation I have not infrequently with other members of my profession: ME: …no, I’m really tense about this case. If we lose, Mrs. Smith and her nephew have nowhere to go. She’s on a fixed income. What if I screw up and it costs them their apartment? OTHER LAWYER: Wow. Well, it could be worse. I mean, what if it were a big commercial-litigation case, and you screwed THAT up, and lost twenty million dollars for the client? At least the pro bono cases are over, what, five hundred dollars or something? (Pop Quiz: do you think the Other Lawyers who make such remarks have ever been poor?)
  • Being poor means you don’t count (unless you are pretty).
  • Being poor is never looking down on a man begging for change, mainly because you have seriously considered doing it.
  • Being poor is having the luck and luxury of growing up rich and having no resources whatsoever when you are tossed out of your parents house with no money for “the gay thing” because it’s an embarrasment to daddy and his ilk.
  • Being poor is making the rent and bills by six dollars and not having any left over for grocery shopping that week because that six dollars is for gas to get to work.
  • Being rich to poor means your parents make too damn much for you to get student loans so you have no way of getting any help, whatsoever.
  • Being rich to poor means that you can’t fathom how your family of two that you no longer live with lives in a 5500 square foot house.
  • Being rich to poor is your dad telling you it’s strange you don’t have a car, when you are paying for college on your own and he has just bought your younger, non-gay sibling, a BMW.
  • Being rich to poor is when your father visits your new apartment – the one you’re making it all on your own in – and tells you to move because you’re living “in a ghetto” as he drives home in his Mercedes.
  • Being poor means burning in shame because this is the most you could afford and you spent hours cleaning before he arrived.
  • Being rich to poor is being too ashamed to leave my name on this.
  • And being poor means you will probably be punished because you *did* leave
  • Being poor means teaching yourself to not notice feeling hungry.
  • Being poor means people making fun of your weight and calling you “anorexic” when you’ve been unable to have more than one meal a day.
  • Being poor is knowing you’re always under a microscope: Human Services, Housing Assistance, Social Security…but also, your friends, your family, and strangers who seem to think you’re lazy, unmotivated, or stupid for being in the situation you’re in.
  • Being poor is scraping enough money to go home to your family for Christmas and not having any gifts for them.
  • Being poor is using your stamps to buy pints of milk in glass bottles, then sitting outside of the supermarket, drinking the milk, rinsing out the bottle, and trading it in for a dollar cash so you can afford the co-pay on your prescriptions.
  • Being poor is never being able to afford to see a doctor for monthly cramps so bad they make you miss work; spending month after month for years hoping they just go away; and then finally getting seen and told you’re going to be infertile for the rest of your life, and that you could have avoided this had you come in sooner.
  • Being poor is sitting on a dusty brick sidewalk with a cheap recorder and a Goodwill hat, enduring snotty yuppie tourists, high school boys who make innuendos or say “get a day job”, police officers saying “You’re not doing anything illegal, but…”, and threats of physical violence from drunks, all in the hopes that someone will deign to put a dollar in.
  • Being poor is realizing that you will do just about anything necessary to feed your kids, including giving a blow job to a guy for $10.
  • Fifteen years ago, when I started in at a school, the packed that home room teachers got contained for each kid on opening day: 1 schedule, 1 emergency info form, 1 student handbook, 1 athletic dept. handbook 1 insurance form (AD&D plus emergency med. for school-related activities) and for a class of 20, three or four free/reduced lunch forms. You were supposed to give these to the students who asked for them, and get more if they weren’t enough. No one understood why I threw a hissy fit and made sure that there was one form per kid, just like all the other paperwork. Sometimes things do get slightly better. We now have cafeteria swipe cards, and the free kids and paying kids both just swipe their cards. The difference is that the paying kids have to top off their card balances with cash periodically.
  • Being rich to poor is your father casually talking about a utility bill that is the cost of your rent.
  • Being rich to poor is your father casually talking about half your years wages that he made in a week’s time.
  • Poor is living next to a crack house, being on a first name basis with the local prostitute, having murder weapons tossed in your back yard, and running from gangs.
  • Living in a house that’s literally falling apart. I used to get snow in my bedroom and water during thunderstorms.
  • By Katrina standards, however, my family was rich. We would’ve been able to evacuate. We had credit cards and family that would’ve helped us.
  • America, the land of opportunity, so long as you aren’t poor.
  • Being poor is hoping your bike doesnt break during your one hour cycle to work.
  • Being poor is walking for 3 hours to get to work because your bike broke.
  • Being poor is coming up with a different excuse every day why your not going to lunch (& dont eat any).
  • Being poor is thinking about the man who propositioned you while you were walking home some time back, and wondering just what he wanted to do to you or have you do to him, and how much he might be willing to pay for that.
  • Being poor is eating government commodity white rice with salt and pepper from packets that you kept from the last time you had fast food, and telling yourself that you actually prefer it that way.
  • Being poor is thinking of job benefits not in terms of health care, vacation, or retirement plans, but in terms of leftover or past-expiration-date food.
  • Being poor is being furious at the job interviewer who tells you that they won’t give you the nine-to-five office job because they don’t think that you can “adjust” from scrubbing out toilets on the graveyard shift.
  • Being poor is being furious at the manager of your rooming house for throwing away your bicycle because it was in such bad shape that he thought it had been abandoned there; surely no one would actually ride that thing.
  • Being poor is when people tell you that they think that you’re wasting your time and effort trying to get a better job, and they think that they’re doing you a favor.
  • Having been poor is weeping with joy and gratitude when you can afford an apartment with a kitchen and a bathroom of your own.
  • Having been poor is being amazed when you make it to the next paycheck with ten dollars in your bank account from the last one.
  • Having been poor is reading about thousands of people who used to have the comfortable middle-class existence that you have now, and have suddenly fallen through the cracks just as you once did, and really understanding for the first time what Satchel Paige said: “Don’t look back–something might be gaining on you.”
  • Being poor is not having eyeglasses until age 13 when you have needed them since age 4 and your grasp of the basics, like mathmatics, is without foundation, thereby closing the glorious door of science forever
  • Being poor is at age 14, using your entire first real paycheck to buy clothing for your younger siblings
  • Being poor is from age 14 on walking home three miles in the dark everyday after working after school because your family can’t survive without your paycheck
  • Being poor is making absolutely sure that you serve yourself last at all meals so that the younger kids can get their full share and so that you can be sure that your Mother gets to eat something as well
  • Being poor is watching your Mother die a slow agonizing death from cancer at home because your state doesn’t provide nursing home or hospice care for the indigent patient.
  • Being poor is not being able to escape watching your Mother die for even a minute because you don’t have a TV or a car or the price of a matinee movie ticket. Or money to hire someone to watch the young kids you are now responsible for.
  • Being poor is having, at age 18, to bath and clean your mother like an infant because the cancer has robbed her of her arms
  • Being poor is something you are inside forever.
  • Being poor, is having to share a bed with your three sisters in a house thats covered by tin and hoping it doesnt rain.
  • Being poor is being scared to take out the trash for fear of rats in the alley.
  • Being poor is hoping there’s not another drought so you have food to eat from the farm.
  • Being poor is rushing home so you can do your homework before nightime comes so you dont have to do it by candlelight instead.
  • Being poor is taking 5 years to finish high school because you have to work to pay for your private schooling.
  • Being poor is waking up your four year old at 3:30 in the morning to catch the bus in time to drop her at a seedy daycare, then make it to work on time.
  • Being poor is using your child’s piggy bank of dimes and nickels to pay for the ridiculous gas prices when you finally afford that car.
  • Being poor is walking up to your mom when you’re four, holding a toy and prefacing your request to buy it with “When you have money…”
  • Being poor is when your dinner consists of juice boxes because that’s all there is.
  • Being poor is being beat around by a baby-sitter you keep going to b/c they’re free
  • Being poor means learning by 7 that one meal a day is decent and real hunger doesn’t hit until at least the second day
  • Being poor is people asking you why you bothered to pick up that nickel on the ground
  • Being poor is never being liked by your friends’ parents because they think you must be a bad influence because you’re poor
  • Being poor is being bounced back and forth between different households who don’t really want you because your parents can’t afford to keep you.
  • Being poor means that holidays are no different than any other day: your mom is still working and there’s still no food in the house.
  • this is “being poor in one of the richest countries in the world”, being really poor is exactly like this, only much, much worse. Except perhaps without the status envy. Being really poor is walking 6 hours through the african night to the only hospital carrying your dead child, because you’ve heard the people there can bring the dead back to life. I’m not trumping your moving and honest writing. It just amazes me how humans are never happy, no matter what we have, if others have more.
  • this is “being poor in one of the richest countries in the world”, being really poor is exactly like this, only much, much worse. Except perhaps without the status envy. Being really poor is walking 6 hours through the african night to the only hospital carrying your dead child, because you’ve heard the people there can bring the dead back to life. I’m not trumping your moving and honest writing. It just amazes me how humans are never happy, no matter what we have, if others have more.
  • What’s the problem with me saying that there’s a difference between not having funds, and living like white trash? Because you’re ignoring reality in a desperate need to find somebody to step on–oh yes, we may have been poor, but we weren’t white trash, you see. And it’s a very handy way to see oneself as permanently beyond the reach of all those horrors of poverty: People stay poor because they are bad; I am good; therefore I will never be poor again. Your “brush your teeth” comment is a good example of this kind of magical thinking. The notion that people might have dental problems despite being diligent about dental hygiene is not one you can entertain, because that would deflate the whole “poor people deserve it” argument. (And, of course, it all rests on the fallacy that all poor people are adults.) Instead of focusing on self pity and hopelessness, I think it’s a lot better focus on what can be done to fix what’s broken. As somebody who didn’t grow up poor, Brian, let me give you a big suggestion as to one of those things that can be done, and it’s not telling poor people to shut up and work harder. It’s extending the same safety net, social support and benefit of the doubt we give wealthy people that we give to poor people. Believe you me, it’s quite an eye-opener to find out that things you took for granted when you were a kid–you know, like the cops showing up when someone calls 911, or having a functioning lab in your science class–were not available to everyone.
  • Being poor means not having a working stove, good pots and pans or decent food to eat and having to skip a meal or two a day.
  • Being poor means no asthma treatment and gasping for air in Emergency Rooms praying to stay alive where you know youll be getting thousands of dollars in bills you wont be able to pay.
  • Being poor means being looked at with a mixture of disgust and pity by so called “loved ones” who shop for recreation who have endless money to waste.
  • Being poor can lead you to depend on God, because there is no one else that is going to help you. I am a Christian today because of the poverty I faced.
  • Being poor makes you realize what a sick and shallow society we live in.
  • people seem take out of this list what they put into it. You seem to want make this list examples of how people can’t, don’t or won’t help themselves. Interestingly, this is one of the reasons I put this one in the list: Being poor is knowing you’re being judged.
  • being poor means wondering if the lights will come back on
  • Being poor is one meal a day, if that.
  • Being poor is worrying about appendicitis every time you ovulate.
  • Being poor means always the library, never the book store.
  • being poor is feeling all the eyes judging you, measuring you, and coming to the conclusion that you don’t belong; when all you want is to be away in the comfortable place you don’t have.
  • being poor is being exploited by rich people while you smile, not to be fired.
  • being poor is paying a debt to the rich for being born in their world.
  • The problem is people who aren’t poor or who have never been poor often don’t grasp why it’s difficult to escape poverty — you can do everything right in terms of trying to improve your life situation (and there are many people who are poor do), and yet just one thing going wrong can mess the whole thing up.
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    Being poor is knowing exactly how much everything costs.
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Etymology - English Word Histories - Stories of Words - Definition of Etymology - 0 views

  • A definition tells us what a word means and how it's used in our own time. An etymology tells us where a word came from (often, but not always, from another language) and what it used to mean.
  • The word etymology is derived from the Greek word etymon, which means "the true sense of a word." But in fact the original meaning of a word is often different from its contemporary definition. The meanings of many words have changed over time, and older senses of a word may grow uncommon or disappear entirely from everyday use. Disaster, for instance, no longer means the "evil influence of a star or planet," just as consider no longer means "to observe the stars."
  • New words have entered (and continue to enter) the English language in many different ways. Here are some of the most common ways.
  • ...9 more annotations...
  • Borrowing The majority of the words used in modern English have been borrowed from other languages. Although most of our vocabulary comes from Latin and Greek (often by way of other European languages), English has borrowed words from more than 300 different languages around the world.
  • Clipping or Shortening Some new words are simply shortened forms of existing words
  • Neologisms or Creative Coinages Now and then, new products or processes inspire the creation of entirely new words.
  • Blends A blend (also called a portmanteau word) is a word formed by merging the sounds and meanings of two or more other words.
  • Conversion or Functional Shift New words are often formed by changing an existing word from one part of speech to another
  • Transfer of Proper Nouns Sometimes the names of people, places, and things become generalized vocabulary words.
  • Compounding A new word may also be created by combining two or more existing words
  • Imitation of Sounds Words are also created by onomatopoeia, naming things by imitating the sounds that are associated with them
  • If a word's etymology is not the same as its definition, why should we care at all about word histories? Well, for one thing, understanding how words have developed can teach us a great deal about our cultural history. In addition, studying the histories of familiar words can help us to deduce the meanings of unfamiliar words, thereby enriching our vocabularies. Finally, word stories are often both entertaining and thought provoking.
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    The etymology of a word refers to its origin and historical development: that is, its earliest known use, its transmission from one language to another, and its changes in form and meaning. Etymology is also the term for the branch of linguistics that studies word histories.
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Five-Minute Film Festival: 8 Interactive Video Tools for Engaging Learners | Edutopia - 0 views

  • Huzzaz (26) is about discovery and curation of videos -- it's an easy way to collect, sort, and take notes on your playlists, from both YouTube and Vimeo. If you love gathering videos on themes, you'll find this tool very powerful. Or, have your students curate playlists on choice topics! See an example (27).
  • Similar to Zaption, teacher-founded eduCanon (23) allows you to supplement a chosen video with all manner of add-ons to make it more interactive, from "reflective pauses" to audio clips to multiple-choice questions. You can also track responses with this tool. See an example (24).
  • VideoNot.es (20) is an app that allows you to take live time-coded notes on any video, and skip around by clicking on those notes -- and even better, it's integrated with Google Drive so saving and syncing your notes is simple. You have to install it to see this example (21).
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  • Add Questions and Quizzes to YouTube Videos! (17) (00:45) This one is on the bare bones side, as YouTube has plenty of other features to work on -- but if you need something quick and easy, you can also add questions to your own uploaded YouTube videos with YouTube's Questions Editor (18) (still in beta mode).
  • Wanting to string a few videos together and add text and graphics overlays? Metta (15) is the tool for you -- although it had one of the more confusing interfaces on the list. Still, it's unique from the others in that it's creating less of a wrapper than a whole new media experience, a mashup -- for some applications, this could be amazing. See an example (16).
  • How to Use Vialogues (10) (04:54) If you'd like to have a discussion around a particular video, Vialogues (11) is a useful way to allow threaded conversations on a clip. You can also add surveys and open-ended questions with this tool, which was developed by the EdLab at Columbia University Teachers College (12). See an example (13).
  • TED-Ed Website Tour (7) (03:08) Most educators know TED-Ed (8) publishes amazing animations, but did you know their platform allows users to build lessons by adding questions and notes to any video on YouTube? The elegant interface allows your students to watch and then dig deeper into resources you've provided, via a unique URL that allows you to track their responses. See an example (9).
  • With Zaption (4), transform your students from passive watchers to active learners by adding links, multiple-choice questions, polls, discussions, and more to any video to create a "tour" -- or group a few together for a more complex lesson. Check out the tutorials on Zaption's YouTube channel (5); they also offer analytics to see if your tours are engaging. See some examples (6).
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    "It's no secret that I am a passionate advocate for using video in the classroom. When used well, videos can help students make connections to people and ideas beyond their usual frame of reference. That's why I've been really excited to see a wave of new (and mostly free or low-cost!) tech tools recently that enable teachers to take favorite clips and make them more valuable for educational use. Whether you use videos to flip your classroom or you just appreciate the power of video to engage kids, maybe one of the tools in my playlist below will help you go deeper in 2014."
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Hall, J 2014 Children's Human Rights and Public Schooling in the US (abstract) - 0 views

  • In certain areas, the US may have a better track record compared to other nations. However, human rights concerns are confronted everyday by people in this country, including children.
  • against the backdrop of neoliberal expansion, serious human rights violations are taking place among children in the US. The daily struggles among groups of school children in the US are specifically considered
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    Inside: "In an economony increasingly shaped by neoliberal reform, the conditions of children everywhere are deteriorating. Makret logics supported by translational bodies, networks, constituents, and policies - such as the UM, the World Bank/IMF, the WTO, and the World Economic Forum and the World Water Forum - bear out such outcomes (Goldman 2006, 2006; Goodman, 2011; Kloby, 2004). This economy helps shape policies and interaction in al spaces, including public schools in the US. When it comes to schools children are often silenced further by the gutting of school budgets, unequal funding, racial sorting/segretaion/violence, sexual harassment...targeted cuts to ESL and SE programs, and overal privatization. Given their vulnerabilities, for children to have any chance to succeed there muust be a significant shift in thinking among the public. The CRC must be debated in the US inlcuding a discussion of its problems and promise/potential. The US must ratify an improved version fo the CRC, live up to iy, and other nations must too... Public schools could be the forum where these conversations begin. Regrettably, many are unfamiliar with this convention and/or are unaware of its existence."
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Is Marijuana a depressant? - Yahoo! Answers - 0 views

  • Alcohol is a depressant, but caffeine, cocaine, methamphetamine, and ecstasy are stimulants. Marijuana is not really classified as either because it has a mix of effects. Depressant does not mean it causes depression, it means that it slows down certain metabolic processes. For marijuana this is primarily manifested by muscle relaxation and lowered blood pressure, or basically the relaxed or drowsy feeling most people experience when on this drug. Stimulant is basically the opposite, it stimulates certain metabolic processes. This is why people who are on cocaine or meth or ecstasy are generally energized, and addicts are frequently very thin because stimulants suppress the appetite and speed up metabolism. Some people who smoke marijuana have almost the opposite effect than most people - they get very anxious. It causes increased heart rate (and low blood pressure, that was intentional in case you are questioning that), and that can make people feel anxiety. That effect is considered a stimulant effect.
  • All stimulants and depressants alter brain function, usually temporarily but if abused or overused can cause a permanent change in brain function. Stimulants are more known for causing permanent chemical imbalances when abused, even permanent psychosis (hallucinations, or general misperception of reality). Many people have the misperception that prescribed stimulants (amphetamines like Ritalin, Adderal, Focalin, etc.) are completely safe because of their use as a pharmaceutical. While they are safe if used as prescribed, they still have potential to cause the same side effects as illegal stimulants if they are taken more than prescribed or in different ways (like snorting, or breaking a capsule, or injecting).
  • The other problem with lumping marijuana into these categories is that unlike most of them, marijuana is not chemically addictive. Drugs like cocaine and methamphetamine cause a chemical change in the brain which causes a chemical addiction in addition to a physical addiction. Though many will try to tell you that it is chemically addictive, they are really mistaking physical addiction for chemical addiction. If it makes you feel good, you want to keep feeling that way so you keep doing the drug. Chemical addiction includes severe withdrawal symptoms with abrupt discontinuation of the drug. While there are some withdrawal symptoms associated with it's use, they are usually restricted to people who smoke a lot for a long time, and the symptoms are not medically dangerous. If a cocaine addict were to stop abruptly, that person risks death from withdrawal symptoms if not properly taken care of. A more practical explanation would be: you don't see very many people lose their job, house, family, and belongings because of pot, but that situation is frequent among cocaine or meth addicts. The other complication of marijuana is that there is a legitimate medical use for it, while cocaine, meth, ecstasy, and alcohol have no medical use. Just in case someone tries to argue this, cocaine and heroin used to be used in hospitals about a century ago, but are no longer used because the health risks of their use far outweigh the benefits.
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    "I was just wondering because all other drugs such as alcohol, cocaine, methamphetamine, ecstasy and even caffiene are depressants and the drug basically causes a chemical imbalance in the brain. Can marijuana cause chemical imbalances? I never heard ever in my life of THC being a depressant. But like all drugs I could only imagine so thats why I came here to question it. Is marijuana a depressant? if so why and how does it cause depression? what does it do to your brains chemical structure in the long run?"
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Use of present tense in reports - WordReference Forums - 0 views

  • First I explain something about the findings they reported. After the participant had completed the task, he immediately fell asleep. That has to be in past perfect/past.
  • Then I comment on the researchers' findings in the report. The researchers are quick to conclude that it was the task that caused the participant's exhaustion. What the researchers fail to address is that the participant had run a marathon earlier that day. Here I use the present tense to talk about what is in the report and I still use past perfect/past to talk about the events in their experiment.
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    When is the best time to use present tense in a report? I'll have to provide an example, because I can't think of an adequate way to describe what I'm trying to ask without one. "After the participant had completed the task, he immediately fell asleep. The researchers are/were quick to conclude that it was the task that caused the participants exhaustion. What the researchers fail/failed to address was that the participant had run a marathon earlier that day." This passage is very vague, and for that I'm sorry, but I hope my question is apparent. In a report such as this, is it better to use the present tense to convey the researchers' own statements, or is past tense better? Because the researchers did do the concluding in the past, but I've been told that using present tense is preferable (as it is when writing a report about characters' actions in a fiction story). I hope my question isn't too convoluted... Thank you!
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Teaching materials: using literature in the EFL/ ESL classroom | Onestopenglish - 0 views

  • Why use literature?
  • Different models of teaching literature in class
  • Using literature over a longer period of time – the set novel or reader
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  • DIY literature lesson plan
  • Stage one: warmer
  • Stage two: before reading
  • Stage three: understanding the text, general comprehension
  • Stage four: understanding the language
  • Stage five: follow up activities
  • Using poems
  • Using extracts from stories or short stories
  • Using extracts from plays
  • Potential problems
  • Problem 2: How do I choose material?
  • Problem 3: Is the text too difficult?
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    Literature has been a subject of study in many countries at a secondary or tertiary level, but until recently has not been given much emphasis in the EFL/ESL classroom. It has only been since the 1980s that this area has attracted more interest among EFL teachers. The purpose of this article is to look at some of the issues and ways in which literature can be exploited in the classroom. There are also links to classroom activities and lessons with literature that you can download and use straight away.
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ELG STRATEGIES CHECKLIST - MODULE 3 - STUDYING IN ENGLISH (pdf) - 0 views

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    As you work your way through the ELG modules, use this checklist to note the strategies you  would like to try, then start planning how you might begin to use them. It will also be useful to  note the strategies you already use, so that you have a better understanding of your learning  approach.  ELG Star Tips are those strategies that were found by our research to be positively  associated with higher academic outcomes. 
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HOW TO WRITE A GOOD SUMMARY (PMR) - 0 views

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    You will be asked to write a summary of not more than 60 words in Section B of the PMR English Language Paper 2 � Read the text carefully to identify important facts. � Underline the important facts �leave out details like example or lengthy descriptions. � Write out your summary using your own words as far as possible but using the same tense as in the passage. � You must use /begin your summary with the 10 words given. � Use connectors or whatever suitable words to link the fact. � Write your summary in not more than 60 words and in one paragraph. � Count the actual number of words. Name of people and places are considered as one word. Examples: Kota Kinabalu, Tun Mahathir Mohamad � Don�t forget to write the number of words in brackets as the end of your summary.
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Vocabulary-Lesson Plans and Activities | ESL Voices - 0 views

  • Guessing Meanings From Context Learners who can guess the meanings of words from context are able to read and decipher words independently, outside of class and are prepared for the vocabulary included in standardized tests such as the TOEFL. Linguist Paul Nation suggests teaching students the following procedure for guessing the meaning of words in context. 1. Look at the unknown word and identify its part of speech. For example, is it a noun, verb, or adjective? 2. Next, look at the sentence containing the unknown word. If the word is a noun, what adjectives describe it? If it is a verb, then what nouns go with it? 3. Study the relationship between the sentence containing the unknown word and the other sentences. Are there cues like conjunctions (because, but, if)?  Are there any adverbs (however)? The possible types of relationships are cause and effect, contrasts, and summary . 4. Try to guess the meaning of the word. 5. Use an English-English dictionary to see if you were correct. New Ways in Teaching Vocabulary by Paul Nation.
  • Using  Graphic  Organizers Another effective strategy for teaching the meanings of words is the use of graphic organizers. There are literally dozens of styles, and each has its unique purpose. One example would be a vocabulary map for analyzing new words and their associations: On the board draw a circle or a square and write the word: Draw a circle next to it and place the part of speech Draw another for a synonym Draw one for antonym Underneath draw a square for a sentence using the word, another square for a picture representing the word, and another square for the definition of the word. Have students work in groups on one of these charts and then share their work with the class. Find more ideas for graphic organizers at Graphic Organizers Enchanted Learning.
  • Antonyms, Synonyms and Homophones Whenever students encounter a new word, they should record it into their vocabulary notebooks (see introduction) and add not only the meaning but as many associations as possible, including antonyms, synonyms, and homophones related to the word. Antonyms are words that mean the opposite of each other. Example: The antonym of long is short. Synonyms are words that have similar meanings. Example: Some synonyms for long are lengthy and elongated. Homophones are words that sound the same, but are spelled differently. Examples: new, knew Homographs (or homonyms) are words that are spelled the same but are pronounced differently and have different meanings. Examples: wind (noun, air current) and wind (verb, operate by turning a key or handle). Not all words have homophones or homographs. Additional Sources: Online Thesaurus Synonyms, Antonyms, Homonyms
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  • Breaking Down Compound Words A compound word is a word made up of two other words. An effective method for understanding the meaning of a compound word is to break the compound word down into its components. Examples: drugstore (a store that sells drugs), lifeboat (a boat that preserves life)
  • Affixes: Roots, Prefixes, Suffixes Students can also learn the meanings of words by breaking them down into their roots and affixes. The root is the base word; the affix can be a prefix placed before the root or a suffix placed after the root. Some roots can appear alone, as well as with affixes; others appear only with affixes. Examples: port = to carry prefix ex = out, out of ex + port = export, to carry something out of an area im = in, into im + port = import, to carry something into an area suffix able = to be able transport + able = portable, able to be carried ex + port + able = something that can be carried out of an area Additional Sources: Wikipedia List of PrefixesMichigan Proficiency Exams-List of Prefixes Michigan Proficiency Exams-List of SuffixesList of Suffixes (UK) Wikipedia List of Latin words with English derivatives (Latin roots) Online Etymology Dictionary
  • Idioms and Phrasal Verbs Students need to master idioms and phrasal verbs if they are to feel at home in English. Idioms (idiomatic expressions) An idiom is a phrase or an expression with a special meaning that cannot be understood from the individual meanings of its words. For example, to fly off the handle means to lose one’s temper or to get angry. You can find more idioms at http://www.usingenglish.com/reference/idioms/ Phrasal verbs A phrasal verb usually consists of a verb and a preposition, that together have a special meaning. For example, put off means to postpone. Sometimes a phrasal verb may consist of three parts. E.g., put up with means to tolerate. Note: Some phrasal verbs can be also be considered idioms (like put up with) when the meaning of the individual words is different from the meaning of the sum of its parts. You can find more phrasal verbs at http://www.learn-english-today.com/phrasal-verbs/phrasal-verb-list.htm Terminology  the technical vocabulary of a particular area. Terminology or jargon are words used to identify the technical vocabulary of a particular area or subject. For example, stethoscope, and blood pressure cuff, are terms used in the field of medicine. Word Games and Crossword Puzzles In addition to teaching your students strategies for dealing with learning new vocabulary, provide your students with vocabulary games and puzzles so they can practice. There are several great vocabulary games and puzzles in the word games area. ESL Voices Word Games
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    When it comes to teaching vocabulary, one challenge is knowing which words and phrases to teach. There are several areas that should always be included in vocabulary instruction. In addition to single words, idioms: (time on my hands, getting cold feet) and phrasal verbs (get in, go out).  It's especially important for students to learn idioms, phrasal verbs, because there's no logical way to figure out their meaning from the individual words. Also keep in mind that reading is a channel for new vocabulary growth, so always include vocabulary exercises whenever you assign new reading material. It's also a good idea to have students keep a vocabulary notebook. The notebook could be organized into sections for words from novels, selected readings, or news articles, as well as vocabulary they've encountered at random. However the vocabulary books are organized, make sure everyone has the same plan. In this section there are several good strategies you can use for teaching vocabulary. There are also activities you can try with your students to increase their knowledge of English vocabulary.
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The Best Way to Learn a Language | The Live in Asia Blog - 0 views

  • 1. Define fluency for your own purposes.
  • There are different levels of fluency. At the very least, being “fluent” means being able to communicate well enough to take care of daily tasks, including shopping, ordering food, communicating with drivers, getting medical care, etc. That’s a lot different, for example, than being fluent in the business lingo of your target language. To keep focused, and motivated, define your fluency goals based on your own needs. Then, when you reach a fluency goal, congratulate yourself on a job well done. After that, if you so desire, make a new fluency goal. Doing this will give you motivational “victories” in what can otherwise seem like a never-ending conquest.
  • 2. Get Structure
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  • Some people can grab a book, start practicing, and, after some time, master a new language. For the other 99% of us, the best way to learn a language is to use a product that provides some structure. For me, computer-based learning is the best. I can study whenever I feel like it. I can study at my own pace, and I can focus on the topics that I find most meaningful.
  • 3. Be consistent.
  • The best way to learn a language is to study it every day. That is not to say that you have to study it all day, every day. It just means that all of your high school teachers, and your parents, were right—cramming is not an effective way to learn something. You will learn far more if you study one hour a day five times per week than if you study five hours on Monday and take the rest of the week off. Be consistent.
  • 4. Speak Out!
  • speaking out is the most important part of learning a language. You can memorize a million vocabulary words, but if you are not actively using them, you will not be able to recall them when you need them most. I don’t know what it is, to be honest, but there is something about actually getting the words to come out of your mouth that makes them stick in your head. Linguists often say, “Once you use a word three times in conversation, you own it.”
  • 5. How to Speak Out.
  • You don’t even need a speaking partner. This is one of the only situations in life where it’s perfectly acceptable to have conversations with yourself. Or, even better, sing to yourself. It’s a great way to learn!
  • Of course, at some point, you are going to want to talk to a real person. For that, turn to the language learner’s best Internet friend—Skype. Skype is a free Internet chat program that has both video and sound. Get yourself a free Skype account, search forums for a language learning partner, and then get talking! There are millions of people on the Internet who want to speak in your target language. Don’t be shy! Get out there and talk to them–it’s the best way to learn a language fast!
  • 6. Categorize
  • The human brain naturally likes to categorize things. If you want the best way to learn a language, be good to your brain and give it what it wants. You’ll be glad you did.
  • 7. Work in Phrases
  • Understand that you can get a great deal done knowing just a little bit of your target language; it’s amazing how repetitive daily conversation is. The quickest way to learn a language, at least at a rudimentary level, is to learn these basic survival phrases.
  • The key is to remember that you are trying to communicate, not trying to show how eloquent you are. You can be eloquent later.
  • 8. Use Flash Cards
  • If you want to speak another language, you have to memorize vocabulary. There is no way around it! The simplest, most effective way to learn vocabulary is to make your own flash cards.
  • With new vocabulary words, do not make stacks of more than 25-30 cards. It is not efficient to memorize too many words at once. Also, make sure you continue to shuffle the cards as you learn; otherwise, your mind will memorize the order of the words, and you will have difficulty recalling their meanings in a different context.
  • 9. Review Basic English Grammar
  • review the basics. I’m talking about knowing the difference between nouns, pronouns, verbs, adjectives, and adverbs. I’m talking about understanding subjects, predicates and articles. Understand basic sentence structures.
  • when you learn the sentence structure of a new language, you will not just “know how to use it.” You will have to learn, for example, where to place verbs and nouns in a sentence.
  • if you can’t recall what articles and verbs are, you will not be able to take advantage these learning tips, and it will take you much longer to figure out how to structure sentences.
  • 10. Figure out what kind of learner you are.
  • Each of us learns differently. Find out what learning style works best for you and focus on learning in that way.
  • when learning a new language, you should always use a variety of strategies. For example, you should not just read and memorize, even if that is your best learning strategy. Focus on that, but also listen to recordings, speak dialogues, write sentences, and learn grammar rules.
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205 Ways to Praise a Student/Learner - 0 views

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    When was the last time you received a compliment from someone? Did you like it? Did you feel the sincerity that comes with the statement? I remembered before how we were praised in the classroom. It's common to hear a teacher who would say "very good", "good" or "excellent" to praise a student. Now that we're part of the workforce, our superiors would most likely say, "good job","great job" or "excellent job" to express their satisfaction for a job well done. Do you share the same observation? Now let's go back to my personal call center training experience. One of the things I learned in doing call center training is that I have to explore a lot of ways to acknowledge what learners do best. Another is to use effective acknowledgment expressions to celebrate the learners' improvement/ achievement. That's why I am very thankful when my Senior Trainer shared a copy of these acknowledgment expressions that I can use in my training sessions. On the other hand, you can use this list not only when praising a student. You can also use this whenever you have the chance. Just check the list and let me know what you think ok?
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Birmingham Grid for Learning - Multiple Intelligences (Secondary) - 0 views

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    It has been claimed by some researchers that our intelligence or ability to understand the world around us is complex. Some people are better at understanding some things than others. For some of us it is relatively easy to understand how a flower grows but it is immensely difficult for us to understand and use a musical instrument. For others music might be easy but playing football is difficult. Instead of having one intelligence it is claimed that we have several different intelligences.
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Adult ADHD: 50 Tips of Management « Dr Hallowell ADHD and mental and cognitiv... - 0 views

  • the single most powerful treatment for ADHD is understanding ADHD in the first place. Read books. Talk with professionals. Talk with other adults who have ADHD. You’ll be able to design your own treatment to fit your own version of ADHD.
  • It is useful for you to have a coach, for some person near you to keep after you, but always with humor. Your coach can help you get organized, stay on task, give you encouragement or remind you to get back to work. Friend, colleague, or therapist (it is possible, but risky for your coach to be your spouse), a coach is someone to stay on you to get things done, exhort you as coaches do, keep tabs on you, and in general be in your corner. A coach can be tremendously helpful in treating ADHD.
  • ADHD adults need lots of encouragement. This is in part due to their having many self-doubts that have accumulated over the years. But it goes beyond that. More than the average person, the ADHD adult withers without encouragement and positively lights up like a Christmas tree when given it. They will often work for another person in a way they won’t work for themselves. This is not “bad”, it just is. It should be recognized and taken advantage of.
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  • it equally if not more important for those around you to understand it–family, job, school, friends. Once they get the concept they will be able to understand you much better and to help you as well.
  • Try to get rid of the negativity that may have infested your system if you have lived for years without knowing what you had was ADHD
  • Listen to feedback from trusted others. Adults (and children, too) with ADHD are notoriously poor self-observers. They use a lot of what can appear to be denial.
  • Consider joining or starting a support group
  • Give up guilt over high-stimulus-seeking behavior. Understand that you are drawn to high stimuli. Try to choose them wisely, rather than brooding over the “bad” ones.
  • Don’t feel chained to conventional careers or conventional ways of coping. Give yourself permission to be yourself. Give up trying to be the person you always thought you should be–the model student or the organized executive, for example–and let yourself be who you are.
  • what you have is a neuropsychiatric condition. It is genetically transmitted. It is caused by biology, by how your brain is wired. It is NOT a disease of the will, nor a moral failing. It is NOT caused by a weakness in character, nor by a failure to mature. It’s cure is not to be found in the power of the will, nor in punishment, nor in sacrifice, nor in pain. ALWAYS REMEMBER THIS. Try as they might, many people with ADHD have great trouble accepting the syndrome as being rooted in biology rather than weakness of character.
  • External structure. Structure is the hallmark of the non-pharmacological treatment of the ADHD child. It can be equally useful with adults. Tedious to set up, once in place structure works like the walls of the bobsled slide, keeping the speedball sled from careening off the track.
  • Make frequent use of: ◦    lists ◦    color-coding ◦    reminders ◦    notes to self ◦    rituals ◦    files
  • Color coding. Mentioned above, color-coding deserves emphasis. Many people with ADHD are visually oriented. Take advantage of this by making things memorable with color: files, memoranda, texts, schedules, etc. Virtually anything in the black and white of type can be made more memorable, arresting, and therefore attention-getting with color.
  • try to make your environment as peppy as you want it to be without letting it boil over.
  • Now that you have the freedom of adulthood, try to set things up so that you will not constantly be reminded of your limitations.
  •  Make deadlines.
  •  Break down large tasks into small ones. Attach deadlines to the small parts. Then, like magic, the large task will get done. This is one of the simplest and most powerful of all structuring devices. Often a large task will feel overwhelming to the person with ADHD. The mere thought of trying to perform the task makes one turn away. On the other hand, if the large task is broken down into small parts, each component may feel quite manageable.
  • Prioritize. Avoid procrastination. When things get busy, the adult ADHD person loses perspective: paying an unpaid parking ticket can feel as pressing as putting out the fire that just got started in the wastebasket. Prioritize. Take a deep breath. Put first things first. Procrastination is one of the hallmarks of adult ADHD. You have to really discipline yourself to watch out for it and avoid it.
  • Accept fear of things going well. Accept edginess when things are too easy, when there’s no conflict. Don’t gum things up just to make them more stimulating.
  •  Notice how and where you work best: in a noisy room, on the train, wrapped in three blankets, listening to music, whatever. Children and adults with ADHD can do their best under rather odd conditions. Let yourself work under whatever conditions are best for you.
  • it is O.K. to do two things at once: carry on a conversation and knit, or take a shower and do your best thinking, or jog and plan a business meeting. Often people with ADHD need to be doing several things at once in order to get anything done at all.
  • Do what you’re good at. Again, if it seems easy, that is O.K. There is no rule that says you can only do what you’re bad at.
  • Leave time between engagements to gather your thoughts. Transitions are difficult for ADHD’ers, and mini-breaks can help ease the transition.
  • Keep a notepad in your car, by your bed, and in your pocketbook or jacket. You never know when a good idea will hit you, or you’ll want to remember something else.
  • Read with a pen in hand, not only for marginal notes or underlining, but for the inevitable cascade of “other” thoughts that will occur to you.
  • Set aside some time in every week for just letting go
  • Recharge your batteries. Related to #30, most adults with ADHD need, on a daily basis, some time to waste without feeling guilty about it. One guilt-free way to conceptualize it is to call it time to recharge your batteries. Take a nap, watch T.V., meditate. Something calm, restful, at ease.
  • Many adults with ADHD have an addictive or compulsive personality such that they are always hooked on something. Try to make this something positive.
  • Understand mood changes and ways to manage these. Know that your moods will change willy-nilly, independent of what’s going on in the external world. Don’t waste your time ferreting out the reason why or looking for someone to blame. Focus rather on learning to tolerate a bad mood, knowing that it will pass, and learning strategies to make it pass sooner. Changing sets, i.e., getting involved with some new activity (preferably interactive) such as a conversation with a friend or a tennis game or reading a book will often help.
  • recognize the following cycle which is very common among adults with ADHD: Something “startles” your psychological system, a change or transition, a disappointment or even a success. The precipitant may be quite trivial. This “startle” is followed by a mini-panic with a sudden loss of perspective, the world being set topsy-turvy. You try to deal with this panic by falling into a mode of obsessing and ruminating over one or another aspect of the situation. This can last for hours, days, even months.
  • Plan scenarios to deal with the inevitable blahs. Have a list of friends to call. Have a few videos that always engross you and get your mind off things. Have ready access to exercise. Have a punching bag or pillow handy if there’s extra angry energy. Rehearse a few pep talks you can give yourself, like, “You’ve been here before. These are the ADHD blues. They will soon pass. You are O.K.”
  • Expect depression after success. People with ADHD commonly complain of feeling depressed, paradoxically, after a big success. This is because the high stimulus of the chase or the challenge or the preparation is over. The deed is done. Win or lose, the adult with ADHD misses the conflict, the high stimulus, and feels depressed.
  •  Use “time-outs” as with children. When you are upset or overstimulated, take a time-out. Go away. Calm down.
  • Learn how to advocate for yourself. Adults with ADHD are so used to being criticized, they are often unnecessarily defensive in putting their own case forward. Learn to get off the defensive.
  • Avoid premature closure of a project, a conflict, a deal, or a conversation. Don’t “cut to the chase” too soon, even though you’re itching to.
  • Try to let the successful moment last and be remembered, become sustaining over time. You’ll have to consciously and deliberately train yourself to do this because you’ll just as soon forget.
  •  Remember that ADHD usually includes a tendency to overfocus or hyperfocus at times. This hyperfocusing can be used constructively or destructively. Be aware of its destructive use: a tendency to obsess or ruminate over some imagined problem without being able to let it go.
  •  Exercise vigorously and regularly. You should schedule this into your life and stick with it. Exercise is positively one of the best treatments for ADHD. It helps work off excess energy and aggression in a positive way, it allows for noise-reduction within the mind, it stimulates the hormonal and neurochemical system in a most therapeutic way, and it soothes and calms the body. When you add all that to the well-known health benefits of exercise, you can see how important exercise is. Make it something fun so you can stick with it over the long haul, i.e., the rest of your life.
  • Learn to joke with yourself and others about your various symptoms, from forgetfulness, to getting lost all the time, to being tactless or impulsive, whatever. If you can be relaxed about it all to have a sense of humor, others will forgive you much more.
  • Make a good choice in a significant other. Obviously this is good advice for anyone. But it is striking how the adult with ADHD can thrive or flounder depending on the choice of mate.
  • Schedule activities with friends. Adhere to these schedules faithfully. It is crucial for you to keep connected to other people.
  • Find and join groups where you are liked, appreciated, understood, enjoyed. Conversely, don’t stay too long where you aren’t understood or appreciated.
  • Pay compliments. Notice other people. In general, get social training, as from your coach.
  • Set social deadlines.
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Inclusive language: words to use and avoid when writing about disability - GOV.UK - 0 views

  • Avoid medical labels. They say little about people as individuals and tend to reinforce stereotypes of disabled people as ‘patients’ or unwell. Don’t automatically refer to ‘disabled people’ in all communications – many people who need disability benefits and services don’t identify with this term. Consider using ‘people with health conditions or impairments’ if it seems more appropriate.
  • Everyday phrases Most disabled people are comfortable with the words used to describe daily living. People who use wheelchairs ‘go for walks’ and people with visual impairments may be very pleased – or not – ‘to see you’. An impairment may just mean that some things are done in a different way. Common phrases that may associate impairments with negative things should be avoided, for example ‘deaf to our pleas’ or ‘blind drunk’.
  • Words to use and avoid Avoid passive, victim words. Use language that respects disabled people as active individuals with control over their own lives.
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  • (the) disabled disabled (people)
  • able-bodied non-disabled
  • an epileptic, diabetic, depressive, and so on person with epilepsy, diabetes, depression or someone who has epilepsy, diabetes, depression
  • fits, spells, attacks seizures
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TESL Malaysia » Useful Resources for Teaching "Catch Us if You Can" (Form 5 N... - 0 views

  • Listed as one of the Form 5 novels for the KBSM Literature Component, Catch us if You Can by Catherine MacPhail (Perlis,Kelantan,Kedah, Penang and Perak) is one interesting story about Rory and his grandfather, Granda. The story portrays how Rory acted as his grandpa’s carer and their journey (of escape) is full of surprise betrayals and unexpected friends. Here are some useful resources that teachers could use in teaching the novel.
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Talking about disability: A guide to using appropriate language - 0 views

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    Life for most people with mental or physical disabilities is vastly improved over what it was twenty or thirty years ago. The Americans with Disabilities Act and other federal and state laws assure that people with disabilities have the same basic rights as people without disabilities. Some things have been slower to change; namely, attitudes and perceptions about people with disabilities. Ignorance and discrimination can be serious impediments to achieving integration, productivity, and independence for people with disabilities. The use of outdated language and words to describe people with disabilities contributes greatly to perpetuating old stereotypes. No longer should we view people with disabilities as helpless or tragic victims. Awareness is the first step toward correcting this injustice. If public opinion about people with disabilities is to be brought up to date, the public needs to hear and learn to use appropriate language. It is especially important for the media, elected officials, public speakers, and others in leadership positions to portray people with disabilities sensitively and realistically. This is a guide to using descriptive words and language when talking to or about people with disabilities.
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