|9.00-10.00||PLENARY 2: SANDY MILLIN (CSERSZEGI)|
Creating materials that flow
As teachers, we can feel a difference when we’re teaching from materials which seem to ‘flow’ perfectly compared to materials which don’t: bitty lesson compared to lessons which fly by. However, when we create our own materials, it can be difficult to work out how to create that flow. In my plenary, I’ll describe what I think ‘flow’ means within materials and show you techniques to make your materials flow which align with each of the principles I describe.
|10.15-10.45||Kristy Kors (Express Publishing): The power of stories|
We all know that stories play a big part in our lives. They are magical and have the power to transport us to the most amazing places with just a flick of a page! But what if stories could impact memory retention, learning efficiency, and understanding of the unknown? What if all this could be happening while also shaping our students into competent users of the English language and teaching them how to connect to themselves and others around them? Well they can. How? Let’s find out together!
BIO: Kristy Kors has a BA (Hons) from Leeds Metropolitan University and a CELTA allowing her to study different types of teaching methodological approaches. She taught English as a foreign language for several years before joining Express Publishing as an ELT Consultant. She now participates in seminars and conferences around the world, conducting teacher training sessions where she shares her research and ideas on the latest methodological advances. She has also been an oral examiner for various world renowned International exams for the past 5 years.
|Zsolt Tari (Discover EU): Discover EU – An informal learning opportunity for developing foreign language skills|
This section introduces the latest action of the Erasmus+ Youth programme, namely DiscoverEU and DiscoverEU Inclusion Action. The presentation is going to unfold how DiscoverEU can contribute to the competence development of young people (with the focus of foreign language competence) and what ways participants with fewer opportunities could be further supported within the Inclusion Action projects.
BIO: Zsolt Tari is a Communication Officer at Tempus Public Foundation, the Hungarian National Agency for Erasmus+ and European Solidarity Corps Programmes. As a colleague of the National Agency, he is responsible for the implementation of the DiscoverEU Learning Cycle (the latest action of the Erasmus+ Youth), the communication of DiscoverEU Inclusion Action and Youthpass. He has expertise in nonformal and informal learning as well as their recognition, designed and organized several training events for young people and youth workers in the last few years. Zsolt graduated from ELTE and holds an English and History M.Ed. degree. Currently, he is finishing his MA studies in Communication and Media at Milton Friedman University.
|||Amanda Welfare: Task-based projects for the multicultural classroom|
This talk will explore some extra-curricular projects I’ve set in collaboration with subject lecturers, for my Masters level students studying business topics. They generally come to their studies with a few years of business experience, and are looking to put practice to theory. I’ll focus on some key projects and show how students got an authentic experience working on a project and the business English real communication they utilised.
BIO: Mandy Welfare is a Senior EAP Lecturer and Materials Developer at Arden University, Berlin. Previously, she worked as a business English and intercultural trainer across Europe for 16 years. She has consulted on writing projects across Europe and published widely for digital and print.
|||Hegedűs Kristóf (Euroexam): C1 – now or never?|
Students often take quite extreme positions regarding their chances of passing a C1-level exam. Either they want to register no more than about a month after passing their B2, or they think it’s a totally unrealistic goal they will never attain. The new and fully-updated Euroexam C1 test, available from December 2023, makes achieving this level a realistic goal by using the types and length of texts that young people can confidently digest and also enjoy reading and listening to, and by posing tasks that require essential life skills like distinguishing between fact and opinion.
BIO: Kristóf Hegedűs is an educational consultant at Euroexam International and is involved in both the development of Euroexam’s range of tests and also training programmes for teachers and prospective test takers. Besides having taught English in a variety of contexts for 25 years, Kristóf also led the team of exam developers for the Hungarian National Matura in English language for 18 years.
|||Babos Krisztina & Dömők Szilvia & Gróf Szilvia & Lehmann Magdolna & Lukácsi Zoltán & Märcz Róbert & Soproni Zsuzsanna & Szikora Ágnes: A comparative study of test-takers’ perceptions of paper-based and computer-based language examinations|
The talk aims to present the findings of a research conducted in the spring 2022 to compare the lived experiences of test takers who had taken their language exams in two delivery modes: a) paper-based and b) computer-based. Of the 2015 respondents 81% took paper-based and 19% computer-based exams. Respondents completed an online questionnaire where they were asked about their 1) background information; 2) reasons for choosing that particular delivery mode and preparation for the exam; 3) personal impressions regarding the different parts of the exam, with open-ended questions.
Zsuzsanna Soproni teaches general English, English for business and academic purposes, oral communication skills, research methodology and EU institutions and policies at a private college. She has been a member of HABFLE for 9 years and is the co-editor of an annual applied linguistics volume.
A former secondary school teacher of English and History Robert Märcz works as an item writer and test developer. He has been a member of HABFLE for 3 years and conducts research in applied linguistics. The Hungarian Accreditation Board of Foreign Language Examinations (HABFLE) is an advisory body assisting the work of the Educational Authority.
|10.45-11.15||COFFEE BREAK (LOBBY)|
|11.15-12.00||Zoltán Rézműves (CUP/Fischer): Language learning is more than just learning a language|
What do we mean when we talk about language learning? Is there something beyond acquiring a mastery of grammar and vocabulary and developing our learners’ skills in reading, listening, writing and speaking? Can we teach learners to think better, to be more creative, or to learn more effectively and independently and also to work with others? Can we help our students to understand their responsibilities as members of society? We will explore how these objectives can be integrated into ‘just learning a language’.
BIO: I started out in English Language Teaching as a teacher in a Budapest secondary school in 1990. Between 1999 and 2011, I worked as an editor for a major ELT publisher based in the UK, then set up my own publishing services company, Consonant Kiadó and became a freelance author, teacher trainer and editor. Among numerous teacher’s books, practice and test materials, I also co-authored the coursebooks preparing for various national and international examinations in English. My teacher training and conference work has taken me to over 35 countries worldwide.
|||Nóra Takács & Boglárka Spissich: Keep calm and play board games|
Homo Ludens. We all are, but we tend to forget it. Awaken your playful self by coming to the workshop. Experience the joy of playing board games and explore its benefits. Wait…what if these are non-speaking-oriented games? Would you still consider taking them into your classroom? I would and I tell you why.
Nóra Takács started her teaching career in a bilingual primary school where she was teaching upper-primary classes. For four years, she has been teaching at Sage (Language School), Budapest. It is her happy place where teachers use methodologies she truly believes in. She also shares these best practices with teacher trainee groups at ELTE, Budapest. She simultaneously works with different age groups ranging from lower-primary to tertiary students, and she always strives to provide inclusive learning experiences in her classes.
Boglárka Spissich is a PhD student at Eötvös Loránd University at the Language Pedagogy and English Applied Linguistics programme. Her main research interest is EFL learning and teaching with the help of films and social media, focusing on the use of popular applications. Besides university, she also teaches at language schools and has experience in teaching at a secondary school. She finds it extremely important to engage and motivate learners, for which social media and films can be great tools.
|||Peter Holly: Sustainability in ELT – if not now, when?|
This interactive workshop will focus on sustainability and ‘green’ ELT issues, how they are relevant to our learners today, and how we can incorporate language activities on this subject easily into our teaching right now. There is no more important a topic for us as educators to address at this time in our classrooms. Participants will come away from this workshop with practical teaching resources that can be used immediately with their learners, and ensure that they are therefore addressing some of the key areas in the United Nations Sustainable Development Goals for Education.
BIO: Peter Holly has over 40 years of experience in ELT and education, having taught, trained and managed overseas all his life since university studies in the UK. He holds an MA in TEFL from UEA Norwich, which he was awarded after his first time in Hungary from 1985-1990 – when he worked for the British Council as a ‘lektor’ at Rákoczi Gimnázium in Sárospatak and at József Attila University in Szeged. He returned to the country in 2021, and now works as a freelancer – teaching learners of all ages general English and Business English online and face-to-face in Kaposvár.
|||Rebecca Svetina: #TRACES ∣ A Media Literacy Mystery|
Imagine playing a murder mystery with your whole class – minimal prep, everyone’s talking, and no one dies. Almost a dream, right? Bonus – your students learn a thing or two about media literacy and eSafety. IATEFL Slovenia (with the support of the US Embassy Ljubljana and RELO Belgrade) has published a deck of cards with 4 scenarios and 24 characters. #TRACES is a comprehensive ICT role-play game for critical thinking and gamifying media literacy CLIL lessons in the EFL classroom. We’ll be presenting and demonstrating how the game works.
BIO: Rebecca is an English teacher, graphic designer, and translator. She is the founder of Bilingual BUZZ, a language center in Lesce, Slovenia, where she teaches all ages and designs educational materials. Originally from the USA (Pittsburgh, PA), Rebecca graduated from Kent State University in Visual Communication Design in 2008. That same year she moved to Slovenia where she still lives with her family.
|||Anna Szegedy Maszák & Tamara Schüszler: Where mentoring and positive psychology meet – supporting each other emotionally |
In our workshop, we will introduce what mentoring entails and what positive psychology means to us and thus find a common ground with our participants. Then, we will demonstrate the differences between sympathetic and empathetic listening, using common examples and pointing out how the latter can be helpful in a mentoring or peer-mentoring situation amongst colleagues – EFL teachers. Our further aim with this is to create space for reflection on situations where toxic optimism does not provide genuine help. Instead, we would like to focus on helping someone channel their own feelings out of their bodies with the help of mindfulness on the part of the speaker, and active, empathetic listening on the part of the mentor-listener.
Anna Szegedy-Maszák is a teacher of English and French at ELTE Apáczai Csere János Gimnázium és Kollégium, Budapest. She is a qualified mentor teacher, is working towards her PhD in the Language Pedagogy and English Applied Linguistics doctoral programme at Eötvös Loránd University, and has been an enthusiastic member of IATEFL-Hungary for many years.
Tamara Schüszler is a teacher of English who worked in a Budapest-based secondary schol for 9 years. She is currently doing her PhD in language pedagogy at Eötvös Loránd University. Her interests in the classroom and in research alike include emotional intelligence, social emotional learning, and positive psychology.
|1.30-2.15||KEYNOTE SPEECH: BOGLÁRKA KOCH & ENIKŐ TAKÁCS (CSERSZEGI)|
How can boundaries lead you to your wellbeing?
Have you ever felt that something is too much and there is a huge pressure on you but still can’t say no when somebody asks a favour? This could happen with anybody but setting boundaries can help you in not only the fight against burnout or maintaining motivation at work but also lead you to a more relaxed private life.
As psychologists, we see that developing our coping mechanism has become really crucial these days, so in our presentation, we aim to provide you with real tools that can easily help you in your everyday life. On the other hand, in our private lives and therapeutic work, we also find that clearly defined boundaries are one of the most important things we can do for our personal and mental well-being. We will show you how to recognise the need for boundaries and how to establish them effectively.
|2.30-3.15||Hugh Dellar: More than just the answers|
One of the great unsung skills of teaching involves providing more than just the answers when going through classroom exercises. In this session, I’ll explore the challenges posed by different types of vocabulary exercises, and consider what we can best add when working with each type. There will be interactive workshop elements – and plenty of practical ideas.
BIO: Hugh Dellar has over twenty-five years’ experience in the field and is the co-founder of the online school and training company Lexical Lab. He has co-authored two multi-level General English series, ‘Outcomes’ and ‘Innovations’, both published by National Geographic Learning, as well as one level of the high-school series ‘Perspectives’, and has most recently worked on the brand-new 3rd edition of ‘Outcomes’. His first methodology book, Teaching Lexically, came out via Delta Publishing in 2016. He has given talks, seminars, workshops and training sessions in over 30 countries around the world.
|||János Ujlaki: Fostering creativity with AI|
Are you ready to embark on a transformative journey in education? This workshop will explore the thrilling intersection of technology and imagination. In today’s rapidly evolving world, nurturing creativity is more critical than ever, and AI offers exciting opportunities to empower our students.
The workshop is designed to empower educators with the knowledge and tools to harness the limitless potential of AI in fostering creativity. Participants will discover how AI can inspire students to think outside the box, solve problems, and unleash their creative genius. During this interactive session, participants will gain insights into the role of AI in education and creativity, explore practical AI tools and applications that spark innovation, collaborate with fellow educators to brainstorm AI-driven creativity projects and develop strategies to integrate AI into their curriculum.
BIO: I am a teacher of English and Mathematics at Európa 2000 Gimnázium in Budapest. Our school has evolved to one of the best digital schools in Hungary, giving me the opportunity to develop both professionally and digitally. I like to experiment with new apps, modern approaches and methods. I am also a Microsoft Certified Educator, and the vice-president of IATEFL-Hungary. I have taken part in numerous international ELT conferences as a speaker.
|||László Katona: Multimodal translation strategies in a problem-based language classroom|
This workshop will focus on different multimodal translation strategies (with very practical and fun classroom activities that participants may take home) such as visual translation, audiovisual translation. Translating pictures, paintings, audio recordings and films are all fun activities that imply a number of important language learning related issues and offer complex skills development strategies even though language teachers are not often aware of the subtleties of such translation activities. Besides highlighting these through activities, the connections to problems-based learning will be implied.
BIO: László Katona (English Language and Literature – Chemistry) is a senior lecturer at the School of English and American Studies at Eötvös Lorand University, he delivers applied linguistics (media literacy, translation and ESP) courses for teacher trainees and English Studies students. He gained his PhD in Applied Linguistics for his research into the role of foreign language theatre activities in teacher training. He has more than ten years of experience of teaching Chemistry both in Hungarian and in English as a foreign language. His major scopes of research interest are CLIL, applied theatre, and multimodal translation strategies.
|||Réka Czirok (FirSteps English): Inclusive teaching: Creating the FLOW through stories|
I am Réka Czirok, I have worked as an English teacher at infant, pre-primary, primary, secondary and tertiary levels for 24 years. I love the challenge of meeting the needs of different age groups when teaching English. Though teaching small children has always been my passion, the acquisition type methodology primarily utilized here is a great aid in teaching all age-groups.
I started to develop story-centered teaching material for young learners in 2006. I was greatly inspired by my own children and my students and trainees in working out and developing the material. Presently, it consists of a series of 15 storybooks, workbooks, teacher handbooks, as well as puppets. FirSTeps Early English was registered as trademark in 2019. I am currently a full-time primary teacher (teaching English, Mathematics, Science, Craft) as well as a part-time freelance English teacher, and material writer, teacher trainer.
BIO: What makes you experience the power of FLOW in your life? Reading a good book, doing sports, creating crafts, or DIY, maybe cooking or baking a special dish? Reading a good book can make me feel the flow, it captivates my imagination and can transport me to the scene and action of the story; allowing me to imagine and live through the actions alongside the main characters of the story. Stories designed for a given age group and their specific interests can have great motivation power. It can create a FLOW that allows students to listen to and interact with in order to communicate in English and thus creates the basis for acquisition and building new knowledge with the already active knowledge of the second language. One of my greatest teaching challenges is to differentiate, to make the lesson interesting enough for bright and motivated students, and to help those who have learning difficulties and can easily lose interest. When the focus is on understanding the meaning of a captivating story, and not on the form, it can be a great tool for inclusive teaching. In my 5th grade class, alongside motivated, bright students, there is a girl who has learning difficulties. After reading the cartoon, “Ocean Planet” in their coursebook, I asked them to make up their own story about a special planet. This task inspired all my students, even Rebeka. She spent hours writing a story about an imaginary planet. She said that she was planning to write a book in English. I was really proud of her!
|Andreja Mandeljc: Focus and manage your classroom through infinite drawings|
Believe it or not, drawing doodles and finding strange patterns improves students’ focus and overall academic achievements. Want to learn how and what to do to make your classroom entertaining, yet knowledgeable? Join us for a workshop in drawing and focusing.
BIO: Andreja Mandeljc is an ESL teacher with more than 10 years of experience teaching at international and Slovene schools. She has been teaching SEN and social interaction lessons for the past few years along with ESL and participated in many a workshop on the English Language and inclusion.
|3.15-4.15||EXHIBITORS’ HOUR (LOBBY)|
|3.15-4.15||TEACHERS’ ER (LOBBY)|
A discussion forum on ‘Motivation and Emotional Intelligence’ moderated by Uwe Pohl
|3.45-4.15||COFFEE BREAK (LOBBY)|
|4.15-5.00||PLENARY 3: NÓRA SZALAI (CSERSZEGI)|
The history of ‘5 Perc Angol’
Nóra Szalai will share how – more than two decades ago – the idea of ‘5 Perc Angol’ came to life, and how some extra materials initially designed for her private students culminated into an international publisher and English-language teaching platform, as well as online language school.
|5.15-6.00||TEACHERS’ ER (LOBBY)|
A discussion forum on ‘The Bright Side of AI’ moderated by János Ujlaki
|5.15-6.00||Sandy Millin: Richer Speaking: how to get more out of speaking activities|
This session will demonstrate a range of low-preparation ways to adapt speaking activities that appear in coursebooks and other materials, based on my self-published book ‘Richer Speaking‘. These adaptations are aimed at helping students to speak comfortably for longer and to produce higher quality language while minimising the effort for you!
BIO: Sandy is a freelance ELT consultant, teacher trainer, and materials writer. She writes a blog at http://sandymillin.wordpress.com and tweets @sandymillin. She is currently researching the knowledge, skills and attitudes which are needed for effective materials writing, as part of her NILE MA dissertation. Sandy has self-published three books: Richer Speaking, ELT Playbook 1 (for teachers) and ELT Playbook Teacher Training. The ELT Playbooks are books of reflective tasks to support professional development. She has also written for various publishers, including contributing to workbooks for National Geographic’s Keynote series and being a co-author on The CELTA Course Trainee Book Second Edition and The CELTA Course Trainer’s Manual Second Edition with Peter Watkins and Scott Thornbury. Sandy is proud to be an IATEFL ambassador. She is very excited to be doing her first ever in-person plenary at the IATEFL Hungary 2023 conference – thank you very much for this honour!
|||Natalie Lackovič: Fostering flow in the teenage classroom with SEL, aka Go with the Flow|
Discover the power of Social-Emotional Learning (SEL) in the secondary classroom, where personal growth and improved social interactions are crucial for teenagers navigating a challenging world. Join me, Natalie, in a not-so-traditional workshop tailored for passionate teachers like you. Together, we’ll explore how to create an optimal learning environment for your teenage students. This workshop is designed not only for educators currently working with teenagers but also for those seeking a fresh perspective on incorporating the SEL approach in their classrooms. I’ll provide practical strategies, icebreakers, and mentoring techniques that promote emotional well-being and cultivate a state of flow among teens. A few key takeaways include unlocking the potential of SEL, enhancing student engagement and motivation, and gaining practical tools for seamless SEL implementation. With a little courage, you’ll seamlessly integrate SEL into your teaching practice, promoting self-awareness, empathy, resilience, and effective communication.
BIO: Natalie Lackovic, an accomplished bilingual educator, brings a unique blend of expertise in biology and English instruction to the classroom. Originally from Australia, Natalie now resides in Slovakia, where she passionately teaches English language and literature, and biology in English, and guides aspiring science educators at the university level. Natalie’s driving mission is to transform traditionally unpopular subjects into engaging and enjoyable experiences for students. She achieves this through her active involvement in community initiatives, mentoring, and by conducting dynamic workshops for teenagers and fellow educators. Natalie’s unwavering commitment lies in shaping others to come through the power of education
|||Sandra Vida: Not my circus, not my monkeys|
This has in the recent years become my mantra, which I have to repeat to myself more and more often just to remain sane in this job, in this time, in this region. I will share my reasons why and hopefully save some minds from getting lost in the process.
BIO: I am a secondary school teacher with a love of singing, dancing, poetry and peace. As such, I am very different to teenagers I have been teaching for more than 20 years. I also believe very deeply in giving back to the community so I have been active in IATEFL Slovenia.
|||Cecília Barlai-Fülöp (MagazEnglish): Digital resources to make English learning/teaching fun|
MagazEnglish was created with the aim of providing high-quality and useful materials for teachers and learners. The articles focus on an area of grammar, vocabulary, and listening exercises to help boost students’ knowledge. This workbook is a resource kit for teachers, that contains around 20-22 pages of ready-to-go, no-prep worksheets ready for you to take into your classroom. We all know that it’s really challenging to meet the student’s needs, and keep them engaged through the lessons, so with MagazEnglish and the games we create you can create a smoother learning experience.
BIO: The first time I knew English was something special to me was when I participated in an English learning camp at high school. I felt so free and relaxed around English people. Thanks to my English teacher at school, I fell more and more deeply in love with the language. Then I moved abroad for three years and I had the chance to learn English – mostly British English – from native speakers. After moving back home, I started to teach English. In 2014, I became a certificated TEFL teacher and specialized in teaching children and Business English. I’m passionate about my job and have been doing it for more than 12 years. With MagazEnglish, I can share and pass on my love of English.
‘The more languages you speak, the more types of person you become.’
|András Gáspár (ONYC): ONYC Teachers’ Account|
The ELTE ONYC’s Teachers’ account was created to provide teachers with a digital platform which aims to be much more than a simple digital library of exam exercises as its contents are perfectly suitable for everyday use in the classroom. Apart from introducing the tasks of the language exam to future candidates, registered members also gain access to a wide range of organized, ready-to-use digital content created on various popular platforms such as Kahoot or Quizlet, as well as the means to share tips and ideas with fellow educators.
BIO: Since I started teaching, I’ve been interested in digital pedagogy and its applications online as well as in the classroom, and I’ve been able to apply my knowledge to a number of educational projects. I have designed and coordinated the development of web-based applications and the assessment of educators’ digital competence in three vocational centres. I have been organizing and leading online training courses for educators available on the IKK’s platform while being a teacher of English at a vocational secondary school. Most recently I’ve been involved as a designer, coordinator and content creator during the development of the ONYC’s Teachers’ account.
|6.15-7.00||Claudia Molnár (mm Publications): Reading – a dying skill?|
Motivating learners to read is an increasing challenge in the language classroom, especially when they aren’t interested in the topic. In this workshop we shall be looking at some of the reading skills we can focus on when reading is the last thing our learners want to do.
BIO: Claudia has been in ELT for over 25 years, holds a Ph.D in Applied Linguistics, M.Ed., CELTA, DELTA and PGCE. She is the Director of Education for MMPublications Central Europe and a freelance teacher trainer, ELT consultant, author and editor. Claudia has 2 children, 3 dogs, 2 cats and she loves spa days and yoga.
|||Lidija Šaravanja: Ready, Steady, Code!|
Lidija Šaravanja is an English teacher advisor currently working as a Primary school teacher in Vladimir Nazor Primary School in Čepin, Croatia. She has experience of working with various age groups – from preschool children to university students. She has a wide range of interests including civic education, sports, healthy living, entrepreneurship, digital literacy, and project work. In 2019 she obtained PhD in linguistics.
BIO: Unplugged and teased, students can learn things they are aware of and those they are not. Coding activities without a screen can foster their language, computational and life skills. Gadget free.
|||Nóra Tartsay Németh: Using Artificial Intelligence to develop critical thinking|
Artificial Intelligence is changing the way we learn, think, and live. It has only been around for less than a year, but it has already made educators to rethink their practices. In this practical workshop we are going to look at examples of how AI can actually help our students. It is not a short course in cheating at exams, but rather a list of ideas on how students can develop critical thinking skills, including argumentation skills, text analysis, problem-solving and decision making. In other words, the focus of the workshop is not on how AI can be used to think instead of students, but rather on how important critical thinking skills have become recently, and how teachers in primary, secondary and tertiary education can create a learning environment where students can experience ‘flow’. Yes, there is an AI for that, too – we just need to learn how to find it.
BIO: Nora Tartsay Nemeth is a teacher and teacher trainer at the Department of English Applied Linguistics at the School of English and American Studies, Eötvös Lorand University, Budapest. She specializes in learning technologies and digital literacies, with a special interest in e-learning. She is the e-learning consultant of the Faculty of Humanities at ELTE, offering training in online course design in Moodle and Canvas. She is also the co-owner of Sage Budapest language school, an innovative school for teenagers.
|||Milan Mandeljc: Speaking with a silver tongue|
It’s become common to say students know how to speak, it’s grammar and writing that they need! Let us teach them how to spell „picturesque” and „personnel” and woe be he, who should spell it „personal!” In fact, the skill of speaking has been neglected, either due to its complexity or perhaps intangibility. In the workshop we will work on participants’ speaking skills by trying out exercises that touch upon clarity, smoothness, speed and some more. Hopefully, we walk talk our way into takeaway.
– An almost seasoned secondary school teacher and seminar lecturer who loves to masticate on words. – A writer who hopes to find a way into people’s hearts.
– A father of three who does by error and trial. – A man who is hopelessly in awe of nature.
|Karolina Koplányi & Julianna Machnik: 7Flow, Brad Pitt, K-Pop: Seven practical ideas to keep us in our element, zone, or flow|
Many of us are all too familiar with pupils exhibiting signs of smart phone preoccupation, boredom or apathy during academic work or even lesson breaks. This practical workshop will offer seven ideas for high-engagement activities to bring your class into the flow state. Participants will be invited to brainstorm, try and discus various activity and task types and to share their own experiences. Specific ideas and suggestion on implementing these activities for a whole school recess-based programme to foster positive school climate will also be shared.
BIO: Julia and Karolina have been working as teachers of English as a foreign language in secondary education. They regularly collaborate to bring about various projects that foster pupils’ academic, personal and creative development. One of their current projects, entitled 7Flow aims to provide opportunities for students and colleagues to engage in challenging, self-directed, creative activities to experience flow state during breaks between lessons.
|7.30; 8.00||SAUNA SÉANCES 1 & 2 (WELLNESS)|
|9.15-10.00||INTERNATIONAL MIXER (CSERSZEGI)|
|10.00-||‘JOURNEY THROUGH THE DECADES’ PARTY (CSERSZEGI)|
Dress code: An icon from a chosen decade