I was humming and haa-ing about whether or not to publish this on my blog seeing as it findable by my name. What if it damages my career prospects? Well, I decided, frankly, that if anybody wouldn’t hire me because of my ADHD, well, bugger them.
I sent this to IATEFL IPSEN SIG ages ago and it got published last year and they have just made it publicly available this week. The article started out life as some CPD I did for my current department just before I joined, but fleshed out a bit, and peer edited.
It isn’t very long, and if you need it (you probably do, seeing as us ADHD people are estimated at about 5-15% of the population including as yet undiagnosed people).
Feel free to let me know if it’s useful to you, or if I have made any glaring mistakes.
Download the newsletter (issue 4) here.
I have a couple of bits knocking around at the minute.
One is a blog post about working conditions on the iTDi blog.
The other is a piece called ‘Accommodating students with ADHD by a teacher with ADHD’ for IATEFL’s IPSEN SIG’s newsletter (link will be added when it goes fully public).
Hopefully one or both will be edifying.
I had a brilliant time at the Saitama Nakasendo Conference yesterday. I feel I have loads to do because I left with a ton of things to think about and so now have quite a few summer projects on to of DipTESOL portfolio writings and a summer course in writing for a mixture of ESL and EFL kids.
Jesse Ewak demonstrated a bit of Voicethread, which is something I might use in the future after I have a bit of a mess around with it and find out what it can and can’t do.
I wish I had gone to see Vanessa Armand‘s presentation because after seeing her slides I realised that her ‘fishbowl’ idea might be useful for a reading class that I teach.
Rob Lowe‘s presentation on integrating a blind student into his classroom was a presentation that he gave at the Tokyo JALT/TEDSIG Teacher Journeys conference a few weeks ago. There were four of us in the audience and basically what seemed to come up was that:
- institutions need to provide a bit more notice when assigning students with special needs to teachers;
- there is next to no information about integrating blind/visually impaired students (or any student with special or specific needs) into the EFL/ESL/ESOL classroom.
To this end, I decided to set up a Google Plus community, SEN in ELT as a place for teachers to share information.
My presentation was quite full, probably because my title was quite simple and something that most teachers need to do (‘Teaching Listening‘). I felt almost clever by involving a bit of research that I had done and using some unusual listening material choices. It seemed to go down quite well and I felt relieved because I feel a bit like somebody’s going to point out that I’m talking through an unorthodox orifice whenever I start new classes never mind presenting in front of people with PhDs and publications and stuff.
To cap it all off, I have ideas about discourse-level language teaching and JQuery-based web apps in my head, a lesson jam to schedule and publicise and other stuff too.
Everybody I met at the conference was lovely, including the mother of one of my former junior high school students, and it was rather a festival atmosphere throughout, except I had convenience store rice balls and canned coffee instead of cold beans and a bottle of vodka for lunch.