Blindfold Activities in the TEFL classroom

Written by William Sullivan

Continued from page 1

When it comes to asking and answering simple questions inrepparttar target language, multiple blindfolds can be used on groups of students. Once blindfolded,repparttar 139241 students are assigned a task that requires them to ascertain a piece of information by asking each other a certain question. For example, a group of 10 are blindfolded and then instructed to arrange themselves from shortest to tallest. In this way, a simple mingle activity suddenly becomes both more challenging and more exciting as blindfolded students bump into each other asking, “How tall are you?”

Other activities involving smaller groups may involve tasks such as conducting a taste test, constructing a structure with wooden blocks, or arranging items according to a pattern. There are a variety of blindfold activities, many of which can be borrowed or adapted from any introduction to parlor games or team-building exercises. As isrepparttar 139242 case with most classroom activities,repparttar 139243 possibilities for those involving blindfolds are limited only byrepparttar 139244 creativity and inventiveness ofrepparttar 139245 teacher. Enjoy!

William Sullivan


Using, choosing and using an educational consultant

Written by Terry Freedman

Continued from page 1

4.Ask for references, testimonials, or details of evaluations, ie evidence of quality assurance ofrepparttar consultants’ work.

5.You can also ask howrepparttar 139091 consultant gets most of its work. Word of mouth is a good sign.

6.Ask forrepparttar 139092 CVs ofrepparttar 139093 consultants who will be working in your organisation if you decide to sign up this consultancy.

7.Isrepparttar 139094 consultant qualified to undertakerepparttar 139095 work? This could be an academic qualification, accreditation as an inspector or training provider in one or more schemes, or qualification by experience.

8.Hasrepparttar 139096 consultant been on relevant training inrepparttar 139097 last year?

9.Ensure thatrepparttar 139098 consultancy agrees not to subcontractrepparttar 139099 work without prior discussion with you,repparttar 139100 client.

10.If you are consideringrepparttar 139101 consultant for staff training, ask if you can attend one of their training sessions in another school.

11.Ask for other evidence that will help you decide ifrepparttar 139102 consultancy isrepparttar 139103 best for this particular work in your school, such as a client list (but note point about confidentiality above), examples of video work, published work or a website.

Using a consultant

Once you’ve decided on a particular consultant, have an agreement drawn up that ensures, for example, that you will be kept informed of progress. For example, it may not be unreasonable to ask for a summary every 2 weeks, if you are an LEA andrepparttar 139104 consultant is working in your schools.

Once you’ve hired a consultant, make sure you getrepparttar 139105 best value for money. This means some or even all ofrepparttar 139106 following, depending onrepparttar 139107 particular circumstances:

Have a clear set of aims and objectives that you are both agreed upon. This may be developed in discussion withrepparttar 139108 consultant before signing onrepparttar 139109 dotted line, but there must be a clear set of expectations byrepparttar 139110 timerepparttar 139111 consultant starts work.

Make sure thatrepparttar 139112 consultant hasrepparttar 139113 tools needed to dorepparttar 139114 job effectively. This could mean access torepparttar 139115 computer network, desk space, essential contact information and so on.

Ensure that you have allrepparttar 139116 contact information you need too: phone and fax numbers, a mobile phone number too, perhaps, withrepparttar 139117 facility for leaving messages, and an email address.

Put in place whatever is needed to enablerepparttar 139118 consultant to “hitrepparttar 139119 ground running”. If, for example, you spendrepparttar 139120 first morning discussing whatrepparttar 139121 consultant should do, you’re throwing money downrepparttar 139122 drain: all that should have been agreed beforehand – unless, of course, there is a need for a sudden change in plan, although even in those situations there should have been a contingency plan (a “Plan B”) in place.

Don’t keep askingrepparttar 139123 consultant to do more and more in an unplanned kind of way. If more work is needed, discuss whether it could feasibly be done well inrepparttar 139124 agreed time, or whether more days need to be allocated for it.


With proper groundwork when choosing a consultant, and sound planning, hiring a consultant to help you with your ICT work can be an excellent means of achievingrepparttar 139125 aims of your organisation.

Based in the UK, Terry Freedman has nearly thirty years’ experience in education. Specialising in information and communication technology (ICT), he has taught in inner city schools, been Head of Department, worked at the Qualification and Curriculum Authority (a non-departmental government body) and held a 3rd tier officer post -- Head of E-Education -- in a London local education authority (LEA).

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