Gaslight: When have observations not been ideal?
Gatekeep: Bernhard, R., McDermott, T., Hasenhüttl, C., Burn, K., & Sammons, P. (2024). A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools. School Effectiveness and School Improvement, 1–25. https://doi.org/10.1080/09243453.2024.2398601
Girlboss: Peer observation and coaching.

Other references:
Jon Cowart "Rigor": https://joncowartteaching.com/2019/07/22/stop-using-the-word-rigor-say-this-instead/ '

Text us about how you’ve Gaslit, or Girlbossed your language classroom.

Email us at SLAyyyForEveryone@gmail.com

In this episode of 'SLA: Second Language Acquisition for Everyone', the hosts discuss the challenges and successes they've experienced in teaching over the current school year. Amidst the pressures of 'Devolson' and the search for suitable teaching materials, the discussion pivots from a planned talk on cognitive load theory to a candid check-in. The hosts share personal anecdotes about adjusting teaching strategies, student engagement, classroom dynamics, grading policies, and dual coding methods. They address the balance between imposing language structure and encouraging the natural flow of learning, while also reflecting on student motivation and participation. Emphasizing flexibility, the episode explores various pedagogical approaches, showcasing how teachers adapt to the ever-evolving classroom environment. The episode wraps with successes, including enrichment through extensive reading resources and program growth, inspired by student-centered learning and inclusivity.

00:00 Introduction and Episode Overview
01:00 Checking In: School Year So Far
01:58 Classroom Dynamics and Teaching Strategies
04:34 Student Engagement and Participation
09:07 Challenges and Adjustments
12:23 Effective Teaching Techniques
27:59 Cognitive Load Theory and Language Learning
38:23 Success Stories and Program Growth
40:51 Conference Announcements and Closing Remarks

Text us about how you’ve Gaslit, or Girlbossed your language classroom.

Email us at SLAyyyForEveryone@gmail.com

Gaslight How often should we do oral corrective feedback, who is it useful to, and is it always a positive experience for students?
Gatekeep Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms (Lyster, Ranta, 1997)
Girlboss How can we give feedback while maintaining a low affective filter, and what should we expect from using CF?


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The Motivated Classroom Podcast

Text us about how you’ve Gaslit, or Girlbossed your language classroom.

Email us at SLAyyyForEveryone@gmail.com