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	<title>the lives of teachers &#187; classroom practice</title>
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	<link>http://www.livesofteachers.com</link>
	<description>teaching and learning languages</description>
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		<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>
		<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[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>29</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>4</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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		<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>
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