Teaching Teenagers

What are ways in which you help build your teenage learners' self-esteem?

I deeply believe it is really important to respect people’s identity, pace and behavior in a classroom, especially in teen age. There are teenagers that will never worry of committing errors in class as long as it is the process of learning, and there are teenagers that will feel profoundly affected by being observed when making any mistake. 

In this regard, I sometimes commit a deliberated mistake in class expecting students make the correction and show them that since we commit errors in our own language, why not in English, and especially in the process of learning.

Promoting a relaxing environment where everyone of us, students and teachers are learners, also promotes an atmosphere of equality among all the members of the classroom. 

What are ways in which you strengthen your teens’ cultural identities while teaching them about different international cultures of the world?
 
Two  things I always consider when teaching English:

1.- I make sure my students be aware that English is just a mean and not the ending itself. We use English for communication, not for alienation. This conclusion usually comes up after a discussion session where students emphasize the real life uses English has and the benefits its learning can bring to us.

2.-  Every topic taken to classes is usually adapted to our reality. During the process of Personalization, students are required to produce the language acquired using personal information. And going further, international culture is also brought to classes according to the topic. For example: when teaching greetings: hand-shakes, kisses, hugs, bow, back-slapping, and others are taken to classes as a bite of culture, with emphasis in what we usually do in our country.

Topics like food and restaurants, TV programs, locations and directions, politics, reading preferences, history and arts, ethics and values, personal care, and so many others are highly enriched with our own cultural sense of belonging.
Luckily, Peru is a country with a very developed awareness of cultural heritage that promotes tourism and international businesses. It makes it easier to keep the students always conscious of national and regional identity.
 

By Dalton Mendoza 

Teens in B-Flat

♪♫♪♫♪ ♪   TEENS IN B-FLAT  ♪♫ ♪♫♪
	This is kindly dedicated to the mysterious world of teenagers, those who have just arrived from Wonderland or the fight of the Avengers Being intensively creative, and deeply complicated, they are the energy of the world, that deserve to be respected.
	Walking at different paces never remember a duty to be undertaken, social network oriented, a phone number will never be disremembered. Media is the way they prefer to be reached, books are quite old fashioned, and a smart phone is the peak.
	Teachers always disconcerted by their personality continuously reinvented, the ABC has been smashed in a call to get knowledge trainers modernized. By: Dalton Mendoza CAJAMARCA - PERU

those...times...!!!!!

To underlinig the especial of our locality with relationship to the childhood cajamarquina and its joy icomparable, we have the pride of to mention someone games how: "mata gente", "el coche currun", "yases" and others between they ,we mention the game of the "ollitas" witch it writing looks very easy , but it has much sense for us and more the children that still.

CREATIVITY AND PRIDE CAJAMARQUINO

  

Las ollitas

Only there is a rule very important for play, is the disposition and the desires that the children put.

One group of children , free on time, the do not know what to play then choose "Las Ollitas" for to the play.

One of members needs know about the game and other member explains to him...

Ejecution

1.the children group choose a buyer and a salesperson .
2.the others members are assing a name of fruit or vegetable.
3.the buyer and the salesperson have a sit especific separate of extreme  to extreme.
4.the buyer to shopping to the sit of salesperson.
5.if during the trayectory the pot falls go to the garbage(place that the group choose)but if the pot arrive intact until the extreme following playing and then repeat until that curfew a winning.
6.the winning receives a prize .

The finally the play of the childen understand that the play is very important for conserve their friendship.

¿ what did we learn ?

1.the confidence: in you and your classmates .

2.work in group: for that everybody are very happy .

3.to memorize : the name of the fruit and vegetables of the members.

“THE WORDER FUL OF THE CHIDHOOD IS THAT ANYTHING IS IN IT A WORDER”

Posted by: Leslie Malaver and Peggy Vergara

Cajamarca, beautiful place

Hello friends. Cajamarca is in Peru (South America),nort-west exactly.

In summer and spring Cajamarca has warm weather and you can see the flowers, but in winter and fall, the weather is so cold in windy; take advantage of this you can fly the kite.
It has a beatiful sky and brown mountains, Cajamarca is famous for its food, turistcs places, customs and friendly people.
In Cajamarca the people usually eat green soup, guinea pig with spicy potato, "chicharrón con mote", "shambar" and "cecina shilpida".

This place is famous too for its touristic places such as: "Baños del Inca" (place with hot wather), "Ventanillas of Otuzco and Combayo" (burial niches), Llacanora´s waterfalls, Baroque Churches (especial styles of builders), Rescue Room (place where happened an act that marked the future of our contry). All of this builders in the Tahuantinsuyo (age of Incas´Empire) and Colony.

Customs as Carnaval is very famous and amazing here (this is a celebration where you sing, play with water ballons, show your abilities and eat food very nice).
Other famous celebration is Chorpus Christi (about religion).
We hope that checking Cajamarca in the internet, because it´s beautiful and amazing like we said in this blog.

Writers:Alhexis Emmanuel Ruiz Correa and Kenny Daniel Salazar Fernández.

The English Access Microscholarship Program

The English Access Microscholarship Program (Access Program) provides a foundation of English language to talented 14- to 18 - year-olds from economically disadvantaged sectors through after school classes and learning activities. Participants gain English skills that may lead to better jobs, educational prospects, and increased opportunity to participate in future exchanges.

Access students gain an appreciation for American culture and democratic values, increase their ability to participate successfully in the socio-economic development of their countries, and gain the ability to compete for and participate in future U.S. exchange and study programs.

In Cajamarca, thanks to the AMIDEAST and the Embassy of the United States in Lima-Peru, we have the program implemented since 2009 and our first graduated group of students achieved their goal of English understanding and communication in June 2011.

 

Our work consists on implementing the institutional approach, which aims to have teachers take the role of facilitators to ensure student centered classes and to develop and reinforce their students’ communication abilities by using teaching strategies such as classroom language, pair and group work, summarizing, comprehension checks, student – student interaction, role playing and so on.

This blog aims to be a communicative board beetween our site and Access Students abroad.

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