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leslie simonfalvi

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Everything posted by leslie simonfalvi

  1. Mike Toliver wrote: Hello Mike I'm Leslie Simonfalvi, director of the International Teacher Training & Development College in Budapest, Hungary. We teach English as a Foreign / Second Language, as well as different subjects in English. Girls / women are consistently at the top of my classes, too, and the 'only thing' they need for that is a different kind of explanation all the way through. To examplify what I mean please find pasted here the links to the related blogs we use as optional extras after a similar kind of verbal explanation in a speech-class. http://ilsgroup.blogspot.c
  2. David Wilson writes Att David Wilson Please consult a case study http://www.ilsgroup.hu/ilsgroup.php?in=ittdc/ldc re the use of Dilemmatic Grammar with LD. Best regards Leslie
  3. Hello I’m Leslie Simonfalvi, a teacher of English for Speakers of Other Languages and a teacher trainer for the same. I’m also the director of the International Language School Group and the International Teacher Training & Development College in Budapest, Hungary. The whole thing, i. e. flirting with computers and IT and ITC, started back in 1982 at that time Hungary, along with other ‘communist countries’, was under a very strict technological blocade and the COCOM – list [acrynom for Coordinating Committee for Multilateral Export Controls] still applied. We [and by ‘we’ I will unders
  4. ... and bring England into line with her European neighbours by starting teaching modern foreign languages to children all through their school-age through those foreign languages. A modern foreign language is not the translation of English into that modern foreign language. It is a modern foreign language in its own right, with an equally valid culture to go with it.
  5. Hello Michael I'm Leslie Simonfalvi, director of the International Teacher Training & Development College in Budapest, Hungary. I'm very interested both in helping you make the program more perfect, and in trying it with my students and giving you feedback on how it works. Leslie
  6. Provoked by this debate I would like to add a few points from a Hungarian context: 1 We have our own Ofsted, and we call it Spanish Inquisition. Their Inspectors are ex-teachers who - can never show in their own classes what exactly they mean by quality, - can never see what is happening in any class they visit when they do not happen to be there, - have clean forgotten most of the limitations within which we all have to operate, - want to measure the unmeasurable, and express in quantuums the unquantifiable, i. e. the helping relations in classes, the horizontal learning – acquisition be
  7. Hello Dan I come from a different world [i. e. TESOL, Teaching English for Speakers of Other Languages, and training teachers for the same], but you might be able to use some of your associations on my experiences. Here are some points I would like to make: 1 We use a great deal of peer-assessment, and it works very well. It is the most important kind of feedback in peer-learning groups. 2 We never use peer-assessment in teacher-centred groups. There, the full rights and responsibilities are with the teacher, and he assesses his own class on the basis of ’A Teacher’s Credo’. It is a list of
  8. Hello Everybody and an aside to Andy: please go ahead; I would feel privileged if you did. Hello Jean Well, actually, I am a counsellor. From a distance I look like an English teacher, but inside my student - teacher, or trainee - trainer relationships I have lots of counselling jobs to attend to. I think I can do it only because I'm trained, I'm not interested in teaching dogmata [i. e. I never follow the routine idiotism such as 'now it is in present simple tense, put it into future perfect continuous passive negative interrogative.'], and when teaching persons, I indirectly teach m
  9. Good Morning Jean Having read your post I'm having lots and lots of associations Thank you. The topmost thought is that in the so called 'primitive societies' [that in a closer analysis are not primitive at all] intra-marital affairs are less of a taboo and the young can learn more from earlier generations. In our sophisticated societies it is quite the opposite; each and every generation will start afresh and re-invent the wheel or the spanish wax, and the building up of a bigger and bigger body of accumulated knowledge about human relations is almost totally out of the question. In Hung
  10. Hello Everybody I teach English for all age-groups, from kindergarten kiddies up to their grandparents and above, in a society that is in a state of flux, and through this I have views on behaviours of a good cross-section of our society. All these quick changes have acted upon us, and as a result we have a lot fewer fix points in life than ever before in our modern history. This situation results in a great deal of escapes; sometimes escaping into a relationship or marriage, and other times excaping from a relationship or marriage. Hungary is in the top ten in divorces and the main reason
  11. Hello Everybody I live and work in Hungary and we are experiencing more changes in all aspects of life than probably any other generation before us. All these changes bring out from people around here both the best of us and the worst of us. There is a great danger that with all these quick changes we may jump over absolutely necessary developmental stages, both individually and as a society, and our children would suffer from the consequences. We used to be fed up with the one-party 'system' and we have always wanted a choice in parties. Now the choices are there and we have to experience
  12. Hello I'm Leslie Simonfalvi, director of the International Language School Group and the International Teacher Training & Development College in Budapest, Hungary. We teach English for Speakers of Other Languages [TESOL], a high number of subjects in English [including History], and we train teachers to do the same. We also teach LD students and of the three possible definitions of LD [i. e. Learning Disability, Learning Difficulty, and Learning Difference] we believe in the last, and the joyful learning of English, as well as the joyful learning of History in English are therapeutic for
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