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	<title>the lives of teachers &#187; classroom practice</title>
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	<description>teaching and learning languages</description>
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		<title>happy hallowe&#8217;en!</title>
		<link>http://www.livesofteachers.com/2011/10/25/happy-halloween/</link>
		<comments>http://www.livesofteachers.com/2011/10/25/happy-halloween/#comments</comments>
		<pubDate>Tue, 25 Oct 2011 13:23:52 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[reading]]></category>
		<category><![CDATA[halloween]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=968</guid>
		<description><![CDATA[It&#8217;s that time again&#8230;. a couple of quick ones in time for Jason Renshaw&#8217;s Hallowe&#8217;en Lesson Plan Challenge. The first worksheet is a set of questions to get them in the mood &#8211; there are four different question sheets with spaces to add extra questions. Students can circulate and make notes, then report back to [...]]]></description>
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		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>ipad 2 for teachers &#8211; a review (part one &#8211; classroom applications)</title>
		<link>http://www.livesofteachers.com/2011/08/19/ipad-2-for-teachers-a-review/</link>
		<comments>http://www.livesofteachers.com/2011/08/19/ipad-2-for-teachers-a-review/#comments</comments>
		<pubDate>Fri, 19 Aug 2011 06:16:33 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[iPad]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=940</guid>
		<description><![CDATA[&#160; I&#8217;ve had my new toy for a couple of months now, enough time to play around with it in various teaching contexts, on a few long and short trips, and in two different countries. I say toy because, if I&#8217;m honest, that is mainly what it is &#8211; I mean, it&#8217;s a luxury item, [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2011/08/19/ipad-2-for-teachers-a-review/feed/</wfw:commentRss>
		<slash:comments>9</slash:comments>
		</item>
		<item>
		<title>one step back, two steps forward</title>
		<link>http://www.livesofteachers.com/2011/06/10/one-step-back-two-steps-forward/</link>
		<comments>http://www.livesofteachers.com/2011/06/10/one-step-back-two-steps-forward/#comments</comments>
		<pubDate>Fri, 10 Jun 2011 03:24:30 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[teacher development]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=899</guid>
		<description><![CDATA[I haven&#8217;t read Malcolm Gladwell&#8217;s book Outliers, but I have heard enough about it to feel as if I have. The handy little factoid that is most quoted is the 10,000 hours rule; basically, that it takes 10,000 hours of hard practice to master achieve mastery of one&#8217;s given discipline.  What constitutes mastery, or practice for [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2011/06/10/one-step-back-two-steps-forward/feed/</wfw:commentRss>
		<slash:comments>9</slash:comments>
		</item>
		<item>
		<title>presentation tips for language learners</title>
		<link>http://www.livesofteachers.com/2011/05/06/presentation-tips-for-language-learners/</link>
		<comments>http://www.livesofteachers.com/2011/05/06/presentation-tips-for-language-learners/#comments</comments>
		<pubDate>Fri, 06 May 2011 07:06:27 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=902</guid>
		<description><![CDATA[I am working on some short videos or animations to show language learners how to do basic presentations. At the moment, I am focusing on common problems my students have had in the past and I used these tips as a kind of jigsaw reading today. What do you think? Anything to add, or take [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2011/05/06/presentation-tips-for-language-learners/feed/</wfw:commentRss>
		<slash:comments>4</slash:comments>
		</item>
		<item>
		<title>the mark e. smith guide to writing guide</title>
		<link>http://www.livesofteachers.com/2011/01/30/the-mark-e-smith-guide-to-writing-guide/</link>
		<comments>http://www.livesofteachers.com/2011/01/30/the-mark-e-smith-guide-to-writing-guide/#comments</comments>
		<pubDate>Sun, 30 Jan 2011 02:17:34 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[Mark E. Smith]]></category>
		<category><![CDATA[The Fall]]></category>
		<category><![CDATA[writing]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=850</guid>
		<description><![CDATA[Day three. Get up and go to pub. Day four. By now, people in the pub should be continually getting on your nerves. Write things about them on the backs of beer mats. Day five. Go to pub&#8230; by now guilt, drunkeness, the people in the pub and the fact you are one of them [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2011/01/30/the-mark-e-smith-guide-to-writing-guide/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>on standardisation</title>
		<link>http://www.livesofteachers.com/2011/01/26/on-standardisation/</link>
		<comments>http://www.livesofteachers.com/2011/01/26/on-standardisation/#comments</comments>
		<pubDate>Wed, 26 Jan 2011 06:18:38 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[assessment]]></category>
		<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[learner autonomy]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=846</guid>
		<description><![CDATA[&#8220;..standardisation is a reasonable way of maintaining minimal standards, not the best way of ensuring the highest possible ones. Establishing minimally acceptable standards and imposing them on everybody, even on those who can exceed them, can create a powerful but stultifying myth about what constitutes &#8216;good&#8217; teaching. Creativity in teaching is then stifled in favour [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2011/01/26/on-standardisation/feed/</wfw:commentRss>
		<slash:comments>9</slash:comments>
		</item>
		<item>
		<title>an interview with kaz hagiwara</title>
		<link>http://www.livesofteachers.com/2011/01/03/an-interview-with-kaz-hagiwara/</link>
		<comments>http://www.livesofteachers.com/2011/01/03/an-interview-with-kaz-hagiwara/#comments</comments>
		<pubDate>Mon, 03 Jan 2011 13:23:21 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[interviews]]></category>
		<category><![CDATA[video]]></category>
		<category><![CDATA[interview]]></category>
		<category><![CDATA[methodology]]></category>
		<category><![CDATA[suggestopedia]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=844</guid>
		<description><![CDATA[An Interview with Kaz Hagiwara from darren elliott on Vimeo. Kaz Hagiwara is a teacher of Japanese working in Australia, and a leading exponent of (de) suggestopedia. It&#8217;s a method you have probably heard of, but in seeing Kaz&#8217;s presentations and spending some time talking to him I realised that there was more to it [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2011/01/03/an-interview-with-kaz-hagiwara/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>six things you should say in the staff room (if you want to get ahead)</title>
		<link>http://www.livesofteachers.com/2010/12/10/six-things-you-should-say-in-the-staff-room-if-you-want-to-get-ahead/</link>
		<comments>http://www.livesofteachers.com/2010/12/10/six-things-you-should-say-in-the-staff-room-if-you-want-to-get-ahead/#comments</comments>
		<pubDate>Fri, 10 Dec 2010 05:26:17 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[six things]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=826</guid>
		<description><![CDATA[Now Lindsay is retiring his blog, we can safely plunder its fantastic format. I suppose it would be more respectful to wait until after the official date, but frankly I&#8217;ve been sitting on this one for a while and it&#8217;s Friday afternoon&#8230;. I feel like starting a meme. Here is my &#8216;something for the weekend&#8217;, [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/12/10/six-things-you-should-say-in-the-staff-room-if-you-want-to-get-ahead/feed/</wfw:commentRss>
		<slash:comments>8</slash:comments>
		</item>
		<item>
		<title>religious fervour and pedagogical evangelism</title>
		<link>http://www.livesofteachers.com/2010/11/26/religious-fervour-and-pedagogical-evangelism/</link>
		<comments>http://www.livesofteachers.com/2010/11/26/religious-fervour-and-pedagogical-evangelism/#comments</comments>
		<pubDate>Fri, 26 Nov 2010 11:34:07 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[reflection]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[blogging]]></category>
		<category><![CDATA[dogme]]></category>
		<category><![CDATA[dogmeme]]></category>
		<category><![CDATA[Scott Thornbury]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=813</guid>
		<description><![CDATA[(My contribution to the ＃dogmeme, with advance apologies to Karenne Sylvester) Teachers have a lot of people telling them what to teach, and how to teach it. Governments looking for cheap votes. Parents who want to abdicate themselves from the responsibility of raising their own children. Administrators who need to hit targets, meet budgets and [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/11/26/religious-fervour-and-pedagogical-evangelism/feed/</wfw:commentRss>
		<slash:comments>22</slash:comments>
		</item>
		<item>
		<title>an interview with jeannette littlemore (metaphor and gesture)</title>
		<link>http://www.livesofteachers.com/2010/11/23/an-interview-with-jeannette-littlemore/</link>
		<comments>http://www.livesofteachers.com/2010/11/23/an-interview-with-jeannette-littlemore/#comments</comments>
		<pubDate>Tue, 23 Nov 2010 00:47:44 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[interviews]]></category>
		<category><![CDATA[podcast]]></category>
		<category><![CDATA[video]]></category>
		<category><![CDATA[gesture]]></category>
		<category><![CDATA[interview]]></category>
		<category><![CDATA[metaphor]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=805</guid>
		<description><![CDATA[An Interview with Jeannette Littlemore from darren elliott on Vimeo. It was great to see Jeanette&#8217;s workshop, and to talk to her afterwards about the research she has been engaged in regarding metaphor and gesture. As teachers, we need to be aware of the ways in which our gestures may be interpreted&#8230; whether they support [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/11/23/an-interview-with-jeannette-littlemore/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		</item>
		<item>
		<title>&#8216;How-to&#8217; student video making.</title>
		<link>http://www.livesofteachers.com/2010/11/09/how-to-student-video-making/</link>
		<comments>http://www.livesofteachers.com/2010/11/09/how-to-student-video-making/#comments</comments>
		<pubDate>Tue, 09 Nov 2010 01:19:15 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[flip]]></category>
		<category><![CDATA[video]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=764</guid>
		<description><![CDATA[I wrote a couple of weeks ago about some of the possibilities opening up with new digital video recorders, and I&#8217;d like to explain in a little more depth a particular project I worked on with a class recently. This represents a full cycle of work over a number of lessons. Step One Everyone is [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/11/09/how-to-student-video-making/feed/</wfw:commentRss>
		<slash:comments>10</slash:comments>
		</item>
		<item>
		<title>culture and the language teacher</title>
		<link>http://www.livesofteachers.com/2010/11/05/culture-and-the-language-teacher/</link>
		<comments>http://www.livesofteachers.com/2010/11/05/culture-and-the-language-teacher/#comments</comments>
		<pubDate>Fri, 05 Nov 2010 06:03:22 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[CCM]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=768</guid>
		<description><![CDATA[(Written as a NEST, working in a foreign country, but hopefully of interest to all) How did you learn cultural awareness? Assuming you did, of course&#8230;. For an industry which pitches different cultures together with such force and frequency as ELT, there is very little teacher training devoted to cross-cultural communication. On the CELTA? Sorry, [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/11/05/culture-and-the-language-teacher/feed/</wfw:commentRss>
		<slash:comments>6</slash:comments>
		</item>
		<item>
		<title>watch yourself &#8211; digital video recording in language education</title>
		<link>http://www.livesofteachers.com/2010/09/29/watch-yourself-digital-video-recording-in-language-education/</link>
		<comments>http://www.livesofteachers.com/2010/09/29/watch-yourself-digital-video-recording-in-language-education/#comments</comments>
		<pubDate>Wed, 29 Sep 2010 12:00:46 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[video]]></category>
		<category><![CDATA[digital]]></category>
		<category><![CDATA[presentation]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=734</guid>
		<description><![CDATA[Presented at the Chubu Junior and Senior High School Seminar 2010 First of all, a guide to the five kinds of digital camera I discussed. The &#8216;traditional&#8217; camcorder, the pocket camcorder, the mobile phone, the digital camera, and the webcam. A Field Guide to Digital Video from darren elliott on Vimeo. Then a digital video [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/09/29/watch-yourself-digital-video-recording-in-language-education/feed/</wfw:commentRss>
		<slash:comments>6</slash:comments>
		</item>
		<item>
		<title>untitled film stills &#8211; student as archetype</title>
		<link>http://www.livesofteachers.com/2010/07/17/untitled-film-stills-student-as-archetype/</link>
		<comments>http://www.livesofteachers.com/2010/07/17/untitled-film-stills-student-as-archetype/#comments</comments>
		<pubDate>Sat, 17 Jul 2010 02:53:14 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[reflection]]></category>
		<category><![CDATA[archetypes]]></category>
		<category><![CDATA[Cindy Sherman]]></category>
		<category><![CDATA[photography]]></category>
		<category><![CDATA[teacher beliefs]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=612</guid>
		<description><![CDATA[In the first, a tousled woman peers out of a darkened room into the bright sunlight, martini glass in hand, sunglasses shielding her eyes from the glare, stocking hitched, a bored socialite drenched in ennui. Her children will populate the early Bret Easton Ellis novels of the 1980&#8242;s, deadened by money, neglect and sex. In the next [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/07/17/untitled-film-stills-student-as-archetype/feed/</wfw:commentRss>
		<slash:comments>7</slash:comments>
		</item>
		<item>
		<title>an interview with joy egbert &#8211; engagement, technology and flow</title>
		<link>http://www.livesofteachers.com/2010/06/07/an-interview-with-joy-egbert-engagement-technology-and-flow/</link>
		<comments>http://www.livesofteachers.com/2010/06/07/an-interview-with-joy-egbert-engagement-technology-and-flow/#comments</comments>
		<pubDate>Mon, 07 Jun 2010 03:54:26 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[interviews]]></category>
		<category><![CDATA[podcast]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[video]]></category>
		<category><![CDATA[flow]]></category>
		<category><![CDATA[interview]]></category>
		<category><![CDATA[jalt]]></category>
		<category><![CDATA[Jaltcall]]></category>
		<category><![CDATA[Joy Egbert]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=582</guid>
		<description><![CDATA[  an interview with joy egbert from darren elliott on Vimeo. Download Here Joy Egbert was in Kyoto, Japan for the 2010 JALTCALL conference and gave the keynote speech on student engagement. In this interview we talked about that, teacher training, creating &#8216;flow&#8217; and &#8216;micro-flow&#8217; situations, and working in limited technology contexts. Joy has a book [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/06/07/an-interview-with-joy-egbert-engagement-technology-and-flow/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
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		</item>
		<item>
		<title>a class with no teacher part two &#8211; feedback and reflection</title>
		<link>http://www.livesofteachers.com/2010/06/04/a-class-with-no-teacher-part-two-feedback-and-reflection/</link>
		<comments>http://www.livesofteachers.com/2010/06/04/a-class-with-no-teacher-part-two-feedback-and-reflection/#comments</comments>
		<pubDate>Fri, 04 Jun 2010 03:25:33 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[learner autonomy]]></category>
		<category><![CDATA[reflection]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[teacher beliefs]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=592</guid>
		<description><![CDATA[About a week ago I wrote about an experiment in silence with a class, and promised to come back with a report on the students&#8217; reactions. It really was quite enlightening. This is what we all learnt. 1. A particular result may not mean what you think it means Looking back through the many comments [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/06/04/a-class-with-no-teacher-part-two-feedback-and-reflection/feed/</wfw:commentRss>
		<slash:comments>15</slash:comments>
		</item>
		<item>
		<title>parallel learning and video blogging (my first prezi mash-up)</title>
		<link>http://www.livesofteachers.com/2010/05/28/parallel-learning-and-video-blogging-my-first-prezi-mash-up/</link>
		<comments>http://www.livesofteachers.com/2010/05/28/parallel-learning-and-video-blogging-my-first-prezi-mash-up/#comments</comments>
		<pubDate>Thu, 27 May 2010 20:55:23 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[reflection]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[video]]></category>
		<category><![CDATA[blogging]]></category>
		<category><![CDATA[Jaltcall]]></category>
		<category><![CDATA[presentation]]></category>
		<category><![CDATA[prezi]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=574</guid>
		<description><![CDATA[Two workshop prezis from JALTCALL 2010 at Kyoto Sangyo University, Japan, May 29th &#8211; 30th 2010. Parallel Learning: How online teacher development informs classroom practice Video blogging and Podcasting: Interviews with English Language Teaching Professionals As you can imagine, there is a fair bit of overlap between the two sessions, so I chose to use [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/05/28/parallel-learning-and-video-blogging-my-first-prezi-mash-up/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
		</item>
		<item>
		<title>a class with no teacher</title>
		<link>http://www.livesofteachers.com/2010/05/25/a-class-with-no-teacher/</link>
		<comments>http://www.livesofteachers.com/2010/05/25/a-class-with-no-teacher/#comments</comments>
		<pubDate>Tue, 25 May 2010 07:15:17 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=563</guid>
		<description><![CDATA[I recently read and enjoyed Jason Renshaw&#8217;s post about teacher silence in class, and thought I&#8217;d try it out myself. I have a class of students who are all very smart and engaging young people, but perhaps a little too relaxed. Most of them know enough English to do what they want to do&#8230;. which [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/05/25/a-class-with-no-teacher/feed/</wfw:commentRss>
		<slash:comments>30</slash:comments>
		</item>
		<item>
		<title>the collaborative lesson plan project &#8211; fork handles</title>
		<link>http://www.livesofteachers.com/2010/04/04/the-collaborative-lesson-plan-project-fork-handles/</link>
		<comments>http://www.livesofteachers.com/2010/04/04/the-collaborative-lesson-plan-project-fork-handles/#comments</comments>
		<pubDate>Sat, 03 Apr 2010 23:06:54 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[lesson plan]]></category>
		<category><![CDATA[sketch]]></category>
		<category><![CDATA[the collaborative lesson plan project]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=470</guid>
		<description><![CDATA[To paraphrase David Letterman, the teacher switch has no off position. Everything is fair game&#8230; newspapers, in-flight magazines, menus, tv commercials&#8230; all squirrelled away with the thought &#8220;Hmmmm, I can use that!&#8221; I had just such a moment yesterday, meandering through youtube. But as I tucked it away, I had another thought&#8230; why not get [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/04/04/the-collaborative-lesson-plan-project-fork-handles/feed/</wfw:commentRss>
		<slash:comments>10</slash:comments>
		</item>
		<item>
		<title>george does the opposite</title>
		<link>http://www.livesofteachers.com/2010/03/04/george-does-the-opposite/</link>
		<comments>http://www.livesofteachers.com/2010/03/04/george-does-the-opposite/#comments</comments>
		<pubDate>Thu, 04 Mar 2010 06:15:00 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[reflection]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[teacher beliefs]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=395</guid>
		<description><![CDATA[You may not be in such a slump as poor George Costanza, but why wait? The life of a teacher is characterized by peaks and troughs, by breakthroughs, epiphanies, bad days, difficult classes, critical incidents and culture bumps. But these things are GOOD things, because the worst thing that can possibly happen to a teacher is [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/03/04/george-does-the-opposite/feed/</wfw:commentRss>
		<slash:comments>17</slash:comments>
		</item>
		<item>
		<title>the uneven spread of technology</title>
		<link>http://www.livesofteachers.com/2010/02/04/the-uneven-spread-of-technology/</link>
		<comments>http://www.livesofteachers.com/2010/02/04/the-uneven-spread-of-technology/#comments</comments>
		<pubDate>Thu, 04 Feb 2010 06:15:05 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[marc prensky]]></category>
		<category><![CDATA[social media]]></category>
		<category><![CDATA[teacher beliefs]]></category>
		<category><![CDATA[web 2.0]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=325</guid>
		<description><![CDATA[A serious question on twitter this week, which I couldn&#8217;t answer in 140 characters. So, here is the full answer. Don&#8217;t you just love being pigeon-holed? I&#8217;m a gen Xer, who grew up on three kinds of video &#8211; game, nasty and pop. Before me, the baby boomers. And after? Generation Y &#8211; the millennials. Students [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2010/02/04/the-uneven-spread-of-technology/feed/</wfw:commentRss>
		<slash:comments>27</slash:comments>
		</item>
		<item>
		<title>&#8220;I want you to express your opinions freely (as long as they are the same as mine)&#8221;</title>
		<link>http://www.livesofteachers.com/2009/12/16/i-want-you-to-express-your-opinions-freely-as-long-as-they-are-the-same-as-mine/</link>
		<comments>http://www.livesofteachers.com/2009/12/16/i-want-you-to-express-your-opinions-freely-as-long-as-they-are-the-same-as-mine/#comments</comments>
		<pubDate>Tue, 15 Dec 2009 15:16:06 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[social issues]]></category>
		<category><![CDATA[critical thinking]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=257</guid>
		<description><![CDATA[Or &#8220;cultural diversity is a wonderful thing (within the framework of western liberal democracy)&#8221; Sara Hannam has just contributed yet another excellent post to the blogosphere, prompted by a horrific bit of teaching in the movie &#8216;Donnie Darko&#8217;. In this case, the teacher stifles the expression of a bright young man by sticking to her [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/12/16/i-want-you-to-express-your-opinions-freely-as-long-as-they-are-the-same-as-mine/feed/</wfw:commentRss>
		<slash:comments>20</slash:comments>
		</item>
		<item>
		<title>culture and reading skills &#8211; can (should) we teach both?</title>
		<link>http://www.livesofteachers.com/2009/11/14/culture-and-reading-skills-can-should-we-teach-both/</link>
		<comments>http://www.livesofteachers.com/2009/11/14/culture-and-reading-skills-can-should-we-teach-both/#comments</comments>
		<pubDate>Fri, 13 Nov 2009 22:48:08 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[reading]]></category>
		<category><![CDATA[social issues]]></category>
		<category><![CDATA[extensive reading]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=191</guid>
		<description><![CDATA[In a previous post I mentioned an article I had read on &#8216;nativised&#8217; reading materials &#8211; readings which are adapted to include local (and familiar) names, places and foods (for example) whilst retaining the vocabulary and grammar structures of the original. In the article, the researchers took a story based in New York and transplanted [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/11/14/culture-and-reading-skills-can-should-we-teach-both/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>a gift from a flower to a garden＊</title>
		<link>http://www.livesofteachers.com/2009/11/07/a-gift-from-a-flower-to-a-garden%ef%bc%8a/</link>
		<comments>http://www.livesofteachers.com/2009/11/07/a-gift-from-a-flower-to-a-garden%ef%bc%8a/#comments</comments>
		<pubDate>Sat, 07 Nov 2009 14:43:36 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[learner autonomy]]></category>
		<category><![CDATA[metaphor]]></category>
		<category><![CDATA[reflection]]></category>
		<category><![CDATA[teacher beliefs]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=178</guid>
		<description><![CDATA[＊extra points if you can place the title I am a sucker for an analogy. Only this week I got contorted in a lengthy comparison of the plight of Southampton Football Club, starting the season on minus ten points but now powering up the third division, to a student who had missed the first few [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/11/07/a-gift-from-a-flower-to-a-garden%ef%bc%8a/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>urban legends and critical thinking</title>
		<link>http://www.livesofteachers.com/2009/10/31/urban-legends-and-critical-thinking/</link>
		<comments>http://www.livesofteachers.com/2009/10/31/urban-legends-and-critical-thinking/#comments</comments>
		<pubDate>Sat, 31 Oct 2009 12:33:51 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[social issues]]></category>
		<category><![CDATA[critical thinking]]></category>
		<category><![CDATA[folklore]]></category>
		<category><![CDATA[story telling]]></category>
		<category><![CDATA[urban myth]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=140</guid>
		<description><![CDATA[&#8220;Did you hear about that boy on the other side of town? No? Apparently, he was walking home from school quite late, it was getting dark, when he saw this woman standing on the corner. She was wearing a mask, you know, like she had a cold. As he walked past she was staring at [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/10/31/urban-legends-and-critical-thinking/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
		</item>
		<item>
		<title>an interview with paul nation</title>
		<link>http://www.livesofteachers.com/2009/10/20/an-interview-with-paul-nation/</link>
		<comments>http://www.livesofteachers.com/2009/10/20/an-interview-with-paul-nation/#comments</comments>
		<pubDate>Tue, 20 Oct 2009 04:19:27 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[interviews]]></category>
		<category><![CDATA[video]]></category>
		<category><![CDATA[vocabulary]]></category>
		<category><![CDATA[interview]]></category>
		<category><![CDATA[Paul Nation]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=127</guid>
		<description><![CDATA[Paul Nation Interview from darren elliott on Vimeo. Paul Nation is  a researcher, teacher and teacher trainer best known for his research into vocabulary learning and acquisition. This interview was conducted by Darren Elliott for www.livesofteachers.com He presented twice at the ETJ Chubu Expo on Sunday, and between presentations was kind enough to answer a [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/10/20/an-interview-with-paul-nation/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
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		</item>
		<item>
		<title>what does it mean to know a word?</title>
		<link>http://www.livesofteachers.com/2009/10/10/what-does-it-mean-to-know-a-word/</link>
		<comments>http://www.livesofteachers.com/2009/10/10/what-does-it-mean-to-know-a-word/#comments</comments>
		<pubDate>Sat, 10 Oct 2009 00:26:24 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[assessment]]></category>
		<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[learner autonomy]]></category>
		<category><![CDATA[reading]]></category>
		<category><![CDATA[vocabulary]]></category>
		<category><![CDATA[assesment]]></category>
		<category><![CDATA[Diane Schmitt]]></category>
		<category><![CDATA[extensive reading]]></category>
		<category><![CDATA[Jo Moir]]></category>
		<category><![CDATA[Norbert Schmitt]]></category>
		<category><![CDATA[Paul Nation]]></category>
		<category><![CDATA[testing]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=38</guid>
		<description><![CDATA[A vocabulary test in which the students merely have to vomit the words onto the page, and once purged walk away fresh with no memory of the incident, is no good to anyone. How can we ensure our students LEARN words, rather than just REMEMBER them. Learner Autonomy &#8211; Are students more likely to learn [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/10/10/what-does-it-mean-to-know-a-word/feed/</wfw:commentRss>
		<slash:comments>4</slash:comments>
		</item>
		<item>
		<title>freedom to read (?)</title>
		<link>http://www.livesofteachers.com/2009/09/24/freedom-to-read/</link>
		<comments>http://www.livesofteachers.com/2009/09/24/freedom-to-read/#comments</comments>
		<pubDate>Thu, 24 Sep 2009 13:32:24 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[reading]]></category>
		<category><![CDATA[extensive reading]]></category>
		<category><![CDATA[learner autonomy]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=40</guid>
		<description><![CDATA[Extensive reading &#8211;  reading for pleasure, reading widely, reading what one wants to read, reading at one&#8217;s current level of attainment. Does it actually work? You&#8217;ll be waiting a long time if you want conclusive proof of anything to do with learning languages, but the general consensus seems to be that it is a pretty [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/09/24/freedom-to-read/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>the land of do as you please</title>
		<link>http://www.livesofteachers.com/2009/09/20/the-land-of-do-as-you-please/</link>
		<comments>http://www.livesofteachers.com/2009/09/20/the-land-of-do-as-you-please/#comments</comments>
		<pubDate>Sat, 19 Sep 2009 15:14:43 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[dogme]]></category>
		<category><![CDATA[L1 vs. L2]]></category>
		<category><![CDATA[teacher beliefs]]></category>
		<category><![CDATA[technology]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=33</guid>
		<description><![CDATA[Are all the debates about the best way to teach driven by the needs of individual teachers? For example, if a particular teacher can&#8217;t get out of bed in the morning, thinks youtube is an emergency plumbing service, and is fluent in the learners&#8217; L1, what are the odds that the class instructions will be [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/09/20/the-land-of-do-as-you-please/feed/</wfw:commentRss>
		<slash:comments>12</slash:comments>
		</item>
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