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See, Mom?
Here is the list of words for middle school that the English teacher told all the parents about when you came to school. The teacher gave us the list too.
The teacher gave us a challenge:
Find as many words from the list as we can, in our computer games.
We add the words to a shared online document – see how many words we found today?
Now I’m looking for screenshots of words in the games.
Look! I found a few already.
appearance, creator /create (NBA)team, continue, available (and objectives from BAND 3) FIFA
Now, Mom, I have to call some friends. They have different computer games than I do.
I want to hear what they found.
The list linked to in the post is a “work in progress” and will be updated! Note my comments in red – the difference between “fresh” and “refresh” leads to a discussion of the prefix “re”!
If you and your students find additional words or create a list of your own, please link to it in the comment section, so we may all use it!
I’d love to hear about discussions you had or activities you prepared based on the connection between computer games and the “Band Lists”. Tell us about them in the comment section!
In that post, I explained how the gaps in struggling students’ general knowledge about the world hinder their performance on reading comprehension tasks regularly.
“The gaps in general knowledge are most striking when it comes to texts related to environmental issues. There are many such texts in our practice books and exams.”
Well, the amount of trash/debris cluttering up outer space is also an environmental issue. It’s time to push the boundaries of the students’ world knowledge and help them visualize the topic.
Wild animals in the city… It’s a JACKAL Naomi’s Photos
But first, a quick detour.
I began this “general knowledge project” with the video about cows and the environment (see aforementioned previous post) adding captions on a website called veed.io.
It really wasn’t particularly challenging to add captions using this website!
Video number two, on the topic of wild animals moving into the city also worked when using the site, despite its length. The site allows you to “chop off” a bit! My students were interested in the topic despite the fact the video is longer than the one about the cows. A few of them even had stories of animal sightings to share. I shared a picture of a jackal that I had taken, too.
Here is the original video. I’ve added a link to the captioned version (Hebrew captioning) below.
This is a link to a slightly shortened version of the video with Hebrew captioning. The captions have been edited for length and clarity.
The same captioning site did not work well with the video below. The helpful captioning in English on the original (which I think is good for learners, regardless of the status of their hearing) is large and appears in different places on different scenes.
More importantly…
The topic of space debris and the dangers it poses when hurtling around outer space is much more complex and includes more terminology than the previous videos did.
It’s much easier to take in the clear visuals and read the text properly when you stop the video frequently.
But who wants to stop a video frequently on their own initiative? Especially if viewed in class?
Fortunately, I have a wonderful 10th-grade computer whiz volunteering in my classroom – Amitay Merhav. Amitay translated the captions and spent time trying different captioning options to find one that works for my students.
For this video, we decided to use Edpuzzle, which I used to use intensively, but haven’t done so in recent years.
In this viewing mode, you see the English captions first, then the Hebrew version, and then the video stops completely until you hit the “continue” button.
In short, the viewer controls the pace.
Captions in any language can be added this way.
Or questions about the text.
When the video stops there is time to think.
Here is the original video. The link to the version with Hebrew captioning, the one with the pauses, appears below.
If you have any suitable videos to suggest, please do so in the comments. It would be great to have a video library of visuals related to common topics in course books and on exams!
FORTUNATELY, we’re back to teaching at school every day – no distance learning!
UNFORTUNATELY, due to Covid, the students have missed out on many school activities, both academic and social /emotional ones, and have a lot of catching up to do this year.
FORTUNATELY, schools are intensively trying to make up for lost time – students are going on school trips and outings, experiencing workshops on topics ranging from health and safety to inclusion, and even doing volunteer work. Wonderful things! These experiences are certainly more meaningful for high school students than the additional reason their English lessons are canceled – taking exams in other subjects…
UNFORTUNATELY, I have discovered that Merriam-Webster’s definition of the musical term “staccato” is now applicable to my lessons:
“1a: cut short or apart in performing: DISCONNECTED staccato notes”
By the time we discussed the last stanza of “The Road Not Taken” by Robert Frost during one of the lessons that did take place as scheduled, my Deaf and hard-of-hearing students needed a review of what we talked about at the beginning of the poem…
I needed an activity reviewing basic understanding of the poem.
Response cards
Suggestion cards
FORTUNATELY, I had a review ready, one which I created in 2019. In this review, the speaker solicits advice from a friend about his dilemma and then explains why he rejects the advice. You can find that activity here:
UNFORTUNATELY, The review activity is written on flashcards, housed in a box in the classroom. This means that the activity can only be done in class…
There is so much ground to cover when the students are in class…
FORTUNATELY, I just created a digital version of the activity. I now have the speaker, stuck at the point where the two roads diverge, using his cell phone to solicit advice from friends. I posted it online using LiveWorkseets, a format which is convenient for the students to access and use, even on their phones, and is easy for me to work with.
I did not make the worksheet a self-check one. I wanted the students to type in the missing sentences, so at first glance, it would have made sense just to type in the answers and let them check themselves. However, my Deaf and hard-of-hearing students often type with spelling mistakes, and then LiveWorksheet would mark a correct answer as WRONG. I simply ask the students to send me pictures of the completed worksheets.
UNFORTUNATELY, the students ended up doing the review activity in class after all…
I may have completely wasted my time but perhaps I’ll be glad to have a digital copy in the future.
I’m sighing now but I shall not be telling this with a sigh, somewhere ages and ages hence – I will have forgotten about it by then!
Moving forward – always something new to learn! Naomi’s Photos
It seems I don’t have to worry about falling into the veteran teacher’s trap of thinking that I’ve seen/heard it all.
I have my students to thank for that!
Access Denied!
Don’t Give Up! Naomi’s Photos
When your student repeatedly fails to log onto the classroom website, you’ve looked at her username, reset her password twice, tried typing the details in yourself (on two different browsers), and rebooted the computer, check the underscore!
I now know that it is very easy to miss the fact that a student has chosen to use a double underscore in her username (or was it a typo? We’ll never know).
Case Closed
We’re out of here – BYE! Naomi’s Photos
When launching into your standard “pre-poem-teaching” conversation with a new student about invisible barriers, stereotypes, and racism, your student suddenly shuts the book firmly and declares (in mother tongue):
It is not right to judge people by the color of their skin. That’s what the point of this poem you want me to learn is. See? I learned that. We’re done here.
When this happens, try to remember to close your mouth after your jaw drops…
The Draw of a Drawing
When you decide to add a drawing which you “created” in three minutes* to a message in the class WhatsApp group instead of using a carefully chosen humorous photograph (which you took yourself using a real camera!!) and then a student who never reads messages actually comments on it, don’t get insulted!
It seems that among the countless photos a student scrolls through, a drawing stands out a bit more.
Who knew? I can’t draw so I certainly didn’t know…
– – – – – – – – – – — – – — – – – – — –
I created my drawing thanks to a recommendation from Pete Clements, who blogs at ELT Planning
It’s very easy to choose a character and then edit it using the menu. I go into the site from my phone (though you can use a computer), save my “creation” to my phone and send it off. I didn’t download anything, I just use the “Blush” option. Play with it!
I can’t possibly teach my students everything they need to know.
I couldn’t do that even before the pandemic granted me the pleasure of teaching students who haven’t studied without disruption for the past year and a half. Students whose studies may be disrupted yet again in the near future…
What DO my students need to know?
This question has an obvious answer, considering the fact that I’m a teacher in the national school system and we have a curriculum to follow.
So there’s plenty of familiar material that needs to be taught.
However…
There’s an additional factor to consider.
Let’s shed some light on this… Naomi’s Photos
I feel that the pandemic has widened the gap between my strongest students and my weaker ones.
And believe me, it’s not because these strong students (most of them, there were a few exceptions) studied English on their own!
You also can’t claim that the students who are profoundly Deaf, from Deaf families, whose primary mode of communication is Sign Language were benefitting from watching movies in English without subtitles or following the lyrics of songs in English (the latter is very difficult for hard-of-hearing students to do as well).
One of the things that I have noticed about these strong students is that they are super observant and make connections. All sorts of connections!
They pay attention to words in English on packaging, clothing, bumper stickers, computer games, and websites they use.
But it’s much more than that.
I notice everything! Naomi’s Photos
When the stronger students watch the same movies (or T.V programs) as their classmates, they garner useful information, even when the quality of some of the movies is questionable. From a film about aliens landing on the White House lawn and snatching the US President, they recall all the other references to the fact that the capital of the US is Washington DC and not New York ( as some of my students think… )
They take note of the fact that in the opening ceremony of the Olympic games, athletes from Greece always head the parade regardless of alphabetical order and want to know why.
When encountering a reading passage on their national exam “Next Stop: Mars?” or perhaps about “Trash in Space” the stronger students can visualize scenes from various movies they have seen (such as “Apollo 13” “The Martian” ) and computer games they have played as aids in understanding the texts, despite the complex vocabulary. They recognize the symbol of NASA and know what it refers to.
Some of the stronger students had even seen footage from the International Space Station and even from the rover “Curiosity” when they read the news online.
The strongest students are more curious than their classmates. When reading a text in class about “invasive green parrots” or “Piano Stairs – The Fun Theory”, they will use Google to see visuals without me telling them to do so.
GENERAL KNOWLEDGE IMPACTS READING COMPREHENSION!
So many gaps… Naomi’s Photos
The gaps in struggling students’ general knowledge about the world hinder their performance on reading comprehension tasks regularly.
This has always been true.
However, before the pandemic, I had more time to discuss background information for every single reading passage with them.
The gaps in general knowledge are most striking when it comes to texts related to environmental issues. There are many such texts in our practice books and exams.
It’s one thing if the students don’t know that it’s very cold in Canada and that Amazon is a name of a company that delivers products, and that drones can be used to do so (all my students know about Ali Express!). It is much more problematic when the students haven’t a clue no about the connection between cows and the environment (actually, I’ve had students who didn’t even know cows could graze on a pasture – they assumed cows were only raised in enclosed spaces). Think of a reading passage on the topic of environmentally friendly meat substitutes…
They need to know that satellites even exist before reading about trash in space.
Wild animals in the city… A Jackal Naomi’s Photos
Forget satellites – a few of the struggling students are unaware that wildlife exists outside of a zoo or the continent of Africa. A text about the problems that arise when wild animals live in the city is harder to make sense of when you can’t visualize such a situation.
So…
Remember the ongoing problem called “lack of time in class”?
I’ve begun creating short homework (or independent-work-in-class-time) tasks for my students in which the students watch a short video (VISUALS!) about a topic related to an environmental issue and then answer a few lower-order comprehension questions just to make sure they have paid attention to the main points of the video.
My students are getting these videos WITH SUBTITLES in L1.
It’s very simple.
These videos are too challenging for my struggling learners in English.
AND…
I don’t want to spend time teaching vocabulary items such as “satellites” or even “factory” when there is such a large number of basic and frequent words/phrases these students do not know.
The dictionary will tell them what a satellite is in L1.
What I am concerned about is that the struggling learners will know what THAT word is denoting when they see the translation.
Note: For some of my students, Sign Language is their mother tongue. I hope to add a version with sign language for each video during the school year – I have asked for assistance in this matter, so I’m quite hopeful.
Here is the first video, in English. Perhaps it will be helpful to you as it is.
Here is the file with Hebrew captions. This is not a one-to-one translation, some captions have been edited for brevity and clarity. I’m trying to get a message across!
If you create captions in other languages for this video, please let me know!
Here is a link to download a copy of a Google form with “very unsophisticated” questions to ensure attention to the points I wanted.
Although THE PANDEMIC has been wreaking havoc on our lives for over a year and a half, I had not known there was an acronym out there that described the situation we are facing as teachers in the school system.
An acronym derived from four different words.
Words matter.
Defining a situation and looking at its components enables us to find footholds and add pegs to hold onto.
And then move forward.
As a teacher feeling concerned about beginning another school year in the shadow of the pandemic, I am certainly interested in a model for dealing with a difficult situation, even if it comes from the business world.
The suggested responses are my adaptations of their business recommendations.
unstable… Naomi’s Photos
VOLATILITY
“The challenge is unexpected or unstable and may be of unknown duration, but it’s not necessarily hard to understand.”
The challenges posed by teaching under “pandemic conditions” are no longer unexpected but they certainly are unstable. We could be teaching in-person in class one day and remotely the next. Many students could be absent due to illness and quarantine or perhaps the students will be divided into groups again. And we certainly don’t know how long this unstable situation is going to last!
The authors’ business response works well for education: “… devote resources to preparedness…”
LIGHTBULB MOMENT for STRESSED TEACHER SELF
Even though I may not know what a day of teaching will look like at any given point, the time I have already invested in creating digital versions of my classroom materials means that I AM somewhat prepared for an unstable new year! True, I haven’t digitized all my material yet, but continuing to do that is certainly a clear-cut achievable goal that will have a positive impact.
Can it be righted? Naomi’s Photos
UNCERTAINTY
“Despite a lack of other information, the event’s basic cause and effect are known. Change is possible, but is not a given”.
Gathering information about the pandemic (aka “event”) itself isn’t really a helpful option for a teacher, since the school management and others don’t know when there will be a lockdown or new restrictions either.
However, if we focus on the authors’ emphasis on sharinginformation, the connection to education becomes clear. Invest in building/strengthening your ties with other teachers – what are they doing? Did it work? Do they know what you’ve been doing? Even the things that didn’t work? We are not alone!
Sharing equals strength.
LIGHTBULB MOMENT for STRESSED TEACHER SELF
Yes, I will probably be frustrated and even VERY FRUSTRATED at times during the upcoming school year. It’s unavoidable. When it happens I must remind myself that I do belong to quite a few online groups for teachers, so if no one at school has time to talk to me about it, someone is out there who does have time to listen and discuss.
But before anything else, my first response should be to BREATHE!
Many things to take into account… Naomi’s Photos
COMPLEXITY
“The situation has many interconnected parts and variables. Some information is available and can be predicted but the volume and nature of it can be overwhelming to process.”
The authors recommend building adequate resources to address the complexity (and bringing in specialists, but that’s not realistic in this case …).
As far as I’m concerned that means dividing the work of creating a large number of resources that cater to students with different needs. The instability of the situation doesn’t end when the school day is over, it affects our daily lives. Sharing and dividing the work are the only antidotes I can see to feeling overwhelmed.
LIGHTBULB MOMENT for STRESSED TEACHER SELF
This is something I need to work on more. The pandemic isn’t going away tomorrow – this is a call for action!
Connections… Naomi’s Photos
AMBIGUITY
“Causal relationships are completely unclear. No precedents exist; you face ‘unknown unknowns.”
No precedents.
I have never taken an in-service training course on teaching in a situation in which the normal progression of a school year is so frequently disrupted for such an extended period of time – that situation is so unprecedented that I couldn’t even imagine it until it happened.
Causal relationship?
Will the students retain vocabulary when they learn online and have GOOGLE TRANSLATE at their fingertips?
Will having the students write their answers on paper and then send me pictures of it force them to really look at the words in the sentence carefully despite using translation programs?
I don’t know.
The business advice here is spot on but not so easy to adopt.
Which net is better? Naomi’s Photos
The authors recommend EXPERIMENTING – thinking carefully of strategies that could solve issues, trying them out, and learning from the results.
To some extent, we all do it. What else can we do in such a situation?
However, this requires dealing with failure and learning from it. I don’t know how it works in the business world, but as a high school teacher, I find experimenting to be a safe and useful approach in a limited way.
Yes, the students responded well to acting out a poem in class – Do More of That.
No, the students did not seem to really engage with vocabulary when I used a certain word puzzle, nor did they particularly enjoy it – Don’t Do That.
But high school is a setting with high-stakes standardized exams. You don’t have a lot of wiggle room.
In addition, in order to learn from results, experiments should be planned carefully. Some outcomes are difficult to differentiate from others – how do I know if it is because of a certain strategy I tried?
LIGHTBULB MOMENT for STRESSED TEACHER SELF
So here’s something in my life that the pandemic hasn’t upset. I’ll continue to try, from time to time different ways to practice vocabulary or work on a text or anything else. That’s what I’ve always done.
Finding something that hasn’t changed is comforting too.
How much wood could a woodchuck chuck if a woodchuck could chuck wood?
“Review” is the name of the game, right?
Especially when you are planning for the first weeks of a new school year.
Even more so when you taught a set of “chunks” or “collocations” during an unpredictable previous school year, in which the pandemic messed with your teaching.
Particularly so when you are teaching Deaf and hard of hearing students who always need vocabulary items practiced intensively as they lack exposure to the spoken language.
So…
Work within the boundaries Naomi’s Photos
I wanted my review exercise to emphasize the context in which the “chunks” are used.
And…
I needed the task to be suitable for face-to-face teaching in class or for remote learning.
In addition…
I wanted to shake things up a bit. The students had a whole series of tasks last year (which you can find by clicking here: 400 WAYS TO RUN OUT OF MILK – VOCABULARY & DISTANCE LEARNING) so I changed the approach a bit. This time the students aren’t required to write a sentence including the target “chunk” or complete the target chunk – they need to complete the context in which it is used.
When I asked Debbie about her experiences teaching EFL to high school students during the pandemic, she showed me a wonderful short story she had written. The story presents the reader with the humorous-yet-so-realistic experiences of the “the superheroes” of the entire English Department at the high school. Debbie shared it at the final staff meeting of the school year.
Debbie kindly gave me her permission to share an excerpt from the story here.
The first thing that I want to say to the entire staff is: WELL DONE!!! WE DID IT!!! We managed to get to June 2021, and WE SURVIVED!
So, let me tell you a story: the story of The Great Battle:
Once upon a time, on September the 1st, 2020, a group of superheroes set out on yet another step of their quest. These superheroes had many hidden talents and powers like: eyes at the back of their heads, the ability to distinguish perspectives and uncover motives, vast knowledge of obscure grammatical rules, and more. They could catch negative energy, change it and shoot it back thousand times as hard while converting it into positive vibes. These superheroes could even read minds, they could move kids without even touching them (aka telekinesis) and shut up even the most talkative pupil with their piercing icy stare!! They were endowed with endless patience, bladders which never need emptying like camels, voices which could rapidly change in volume and tone and they were as tough as steel. They were fierce!!
SUPERHERO! Naomi’s Photos
These heroes stepped bravely into the unknown, armed with books, markers, and overflowing bags, into a classroom with real live pupils in it at the Mekif Yehud Gym. (I say gym because we shlepp so many kilos around with us as we go up and down a trillion steps each day – working all our muscle groups as we complete our full daily workout).
Anyway, we locked eyes with our shiny new boys and girls in the arena (aka the classroom) with the knowledge that we would conquer all, had so much to give, and knew exactly what punishments we would dole out if they were late for class, did not do their homework, etc. We were mighty. Us warriors had no idea that we were doomed…we would have to face new challenges ahead:
Debbie in class, when “teaching with masks” was not necessary!
Winter was coming:
And then came the craziness: banished to planet Zoom
with black boxes instead of sweet smiling teenage faces
with pupils whose default mode was on mute
with pupils who have the audacity to know how to operate a computer better than we do
and the worst was Zooming with an unstable Internet connection, dressed from the neck down, not in strong armor: but in our pajamas….
Define: LOCKDOWN!
So, we developed new superpowers: the ability to identify a pupil by his ceiling fan or window. We adapted our investigative powers when pupils logged in under false aliases. We learned how to ignore messy closets and unmade beds. We became wizards at spotting plagiarized essays from the Internet.
We even learned that Zoom is not only a verb, but an adjective and a noun too…. (For example, yesterday I zoomed with my class. Our zoom or zoomification (if you speak American English) was fantastic. I am all zoomed out now!!! How often do you zoom? And in Present perfect: I have been zooming since the Pandemic, etc.)
Living with the Pandemic Naomi’s Photos
But back to the story. Finally, after huge struggles and the worst battles were fought and won, much sweat and tears were shed, and the art of awakening knowledge and creativity under such unique circumstances was mastered, we were allowed back into our physical classrooms for a second round – it was like we had never taught our classes before. We had to learn their names all over again and learn how to differentiate between our pupils simply by their eyes above their masks….
We then relaxed a little…
We began to slowly realize that we had come out on the other side unscathed….
Naomi: Vicky! From “noooooooooooo” to “wooohooos” with emojis sprinkled in – I’m so glad you agreed to talk to me about teaching adults remotely during the pandemic.
But first, may I ask :
How many years have you been teaching?
I have been teaching for 24 years, ever since I was a student at university. It is a funny story, as I had never imagined being a teacher – I had wanted to become a lawyer for as long as I remembered myself up to that point! However, missing a window of a 0.25 mark in the entrance exams sent me to teaching school and I am so happy about this “accident” (I hope my students are too!).
I had absolutely no experience with Zoom before the pandemic, only Skype – some of my students from Greece wanted to continue learning with me after I had left Greece for Switzerland in 2009, and we used that tool. Zoom wasn’t so hard for me, and I think it is a really practical tool. With some of my private students, we have decided to continue teaching remotely, as it saves them from commuting to come to me.
Daily Commute… Naomi’s photos
Nonetheless, there were some initial difficulties. Bad internet connections were pretty rare but when they happened, they could become quite an issue.
In addition, in large groups, some people would be too shy to turn on their microphones to ask something, so I encouraged them to use the private chat function in order for me to answer their questions.
Most importantly, not seeing or hearing the student’s reactions was quite the challenge! It still is sometimes.
Invisible faces… Naomi’s Photos
Wait a minute – didn’t your students turn on their cameras?
The policy at our two business schools where I teach part-time was for all students to have their cameras on at all times. Even so, some students chose to keep them off for their own reasons. I would check in on them every now and then to see if they were okay.
A useful technique that I adopted, is what I call “surprise questions“. I use it to check if everyone is still participating! The questions I ask are for everyone, the students just don’t know the order in which they will be asked to answer…
Are you talking to me? Epstein Family Photos
Can you give an example of something you did that made “life” easier?
Maybe not easier, but more pleasant! I encourage my online students, especially in groups, to go ‘wooohooo’ or clap loudly when they like an activity we are doing, or even say ‘noooooooooooo’ if they don’t like something. So far, the ‘nooooooooooo’ has been used only for fun and to make us laugh!
It is always funny when the students decide to use gifs or emojis to express what they want to say or give feedback. Of course, I take advantage of this as a language moment, so they have to explain why they used the emojis or gifs – sometimes they are from tv programs that I had no idea existed!
Thank you for sharing your experiences, Vicky! May teaching remotely in the future become a tool you use when appropriate, but not a necessity…
For me, learning how to use Zoom was the easy part.
I’m good with technology and mastered the necessary technical skills quite quickly.
However, teaching students majoring in chemistry remotely, without a laboratory – that was the challenging part!
I see that you want to hear about “chemistry experiments without a lab”, but wait a minute.
There were some basic obstacles to overcome.
You have to find a way in! Naomi’s Photos
At first, there was a time limit to a Zoom session. Chemistry lessons are typically scheduled for three consecutive hours, so logging in and out of links was inconvenient and time-consuming. Fortunately, once teachers got access to unlimited sessions, that was no longer a problem.
Then there was the issue of “the whiteboard”. As a chemistry teacher, I don’t simply write words on the board – diagrams, and drawings, calling for all sorts of shapes, are frequently needed. I quickly discovered that using a mouse to draw on the “Zoom Whiteboard” was really inconvenient. Drawing on a little whiteboard (like a child might use) and holding it up to the camera wasn’t a great improvement, but I did that until the digital graphics tablet ( which I ordered, “out of pocket”) was delivered. That enabled the students to see what I was drawing directly on the screen.
Cameras, you ask?
I can’t see you! Naomi’s Photos
My 12th-grade students had studied with me for an entire year before the pandemic, so they were more cooperative when it came to turning on their cameras. But with the 11th graders, I needed to be more emphatic.
In order to emphasize the importance of eye contact, I made sure to completely stop screen sharing when someone asked a question.
When we talk to each other we look at each other.
So, back to the painful topic of EXPERIMENTS…
The students could not participate in active experiments. Many of the students were at the stage where they were supposed to be designing and conducting their own research experiments in the laboratory. I was supposed to bemoving around the room, assisting and guiding as needed.
The students were supposed to be learning by doing.
You have to test each step… Naomi’s Photos
During remote learning, I showed them videos of experiments. The students then had to spend hours writing detailed reports of experiments they hadn’t experienced themselves. This affected the students’ ability to really pay attention to details as well as their motivation. Such a report can take several hours to write.
At some point, we got permission from the Ministry of Education to ask the students to conduct an experiment at home. That was a complex experience involving frustration on both ends. When a student encountered a problem I couldn’t simply approach and immediately identify the problem.
To counter the alienation of learning by just watching experiments in class as opposed to a hands-on experience I relied heavily on my most powerful teaching “tool” – enthusiasm!
Light the way forward! Naomi’s Photos
My students have always said that I get very enthusiastic in class about whatever it is we’re doing. During remote learning, I made sure they felt the enthusiasm in any way that I could. I tried to get them excited about the phenomena, despite the experiments being on video. The students remarked on it too!
Do you know that we even had a competition of fun Chemistry Memes created by students? It was awesome!
Would you like to see it?
Naomi’s Note:
I DID want to see it.
Michal put aside her handwritten end-of-the-year notes for each student and showed it to me.
It was indeed awesome.
Teaching English as a FOREIGN language to Deaf and Hard of Hearing Students
Define: LOCKDOWN!
