are all the teachers speakers

Our youth needs better teachers that use their abilities in the best way possible. However, if you are a teacher and feel overworked and burdened, you might need to reconnect with your energy. Therefore, I will suggest that you must follow some great motivational speakers. Motivational speakers can solve many problems for teachers. Jeremy believes that teachers are today’s real heroes! Teachers are overworked and underpaid and sometimes teachers unintentionally fall short. Jeremy can be the perfect motivational speaker for teachers. Jeremy shares stories from his past and is a valuable asset, providing tips for connecting with some of the most challenging students. We will train you as a creative teacher so that to teach the children to be elite.You will do your best at work, we will cherish your dedication and help you to develop your strengths. Even if you are no longer an nine to fiver office worker, you still enjoy 18 days of public holiday, 14 days of annual leave and sick leave.Do not treat teachers Teachers can help students achieve this goal by: Having high expectations of all students regardless of their previous academic performance. Helping all students feel like a part of the school and educational community. Increasing a sense of school belonging (i.e., perceptions of being liked, accepted, included, respected, and encouraged to 1. Wendy Kopp is the CEO and Co-Founder of Teach For All, a global network of independent organizations that cultivates many of the world most promising future leaders. 2. This company was founded in 1989 to lead the future leaders of her generation against educational inequity in the United States. 3. model baju untuk orang gemuk dan pendek. This article is a preview of The Tech Friend newsletter. Sign up here to get it in your inbox every Tuesday and out, we can’t reliably detect writing from artificial intelligence programs like ChatGPT. That’s a big problem, especially for worse, scientists increasingly say using software to accurately spot AI might simply be latest evidence Turnitin, a big educational software company, said that the AI-cheating detector it has been running on more than 38 million student essays since April has more of a reliability problem than it initially suggested. Turnitin — which assigns a “generated by AI” percent score to each student paper — is making some adjustments, including adding new warnings on the types of borderline results most prone to first wrote about Turnitin’s AI detector this spring when concerns about students using AI to cheat left many educators clamoring for ways to deter it. At that time, the company said its tech had a less than 1 percent rate of the most problematic kind of error false positives, where real student writing gets incorrectly flagged as cheating. Now, Turnitin says on a sentence-by-sentence level — a more narrow measure — its software incorrectly flags 4 percent of investigation also found false detections were a significant risk. Before it launched, I tested Turnitin’s software with real student writing and with essays that student volunteers helped generate with ChatGPT. Turnitin identified over half of our 16 samples at least partly incorrectly, including saying one student’s completely human-written essay was written partly with stakes in detecting AI may be especially high for teachers, but they’re not the only ones looking for ways to do it. So are cybersecurity companies, election officials and even journalists who need to identify what’s human and what’s not. You, too, might want to know if that conspicuous email from a boss or politician was written by have been a flood of AI-detection programs onto the web in recent months, including ZeroGPT and Writer. Even OpenAI, the company behind ChatGPT makes one. But there’s a growing body of examples of these detectors getting it wrong — including one that claimed the prologue to the Constitution was written by AI. Not very likely, unless time travel is also now possible?The takeaway for you Be wary of treating any AI detector like fact. In some cases right now, it’s little better than a random a good AI detector exist?A 4, or even 1 percent error rate might sound small — but every false accusation of cheating can have disastrous consequences for a student. Since I published my April column, I’ve gotten notes from students and parents distraught about what they said were false accusations. My email is still open.In a lengthy blog post last week, Turnitin Chief Product Officer Annie Chechitelli said the company wants to be transparent about its technology, but she didn’t back off from deploying it. She said that for documents that its detection software thinks contain over 20 percent AI writing, the false positive rate for the whole document is less than 1 percent. But she didn’t specify what the error rate is the rest of the time — for documents its software thinks contain less than 20 percent AI writing. In such cases, Turnitin has begun putting an asterisk next to results “to call attention to the fact that the score is less reliable.”“We cannot mitigate the risk of false positives completely given the nature of AI writing and analysis, so, it is important that educators use the AI score to start a meaningful and impactful dialogue with their students in such instances,” Chechitelli key question is How much error is acceptable in an AI detector?New preprint research from computer science professor Soheil Feizi and colleagues at the University of Maryland finds that no publicly available AI detectors are sufficiently reliable in practical scenarios.“They have a very high false-positive rate, and can be pretty easily evaded,” Feizi told me. For example, he said, when AI writing is run through paraphrasing software, which works like a kind of automated thesaurus, the AI detection systems are little better than a random guess. I found the same problem in my tests of Turnitin.He’s also concerned that AI detectors are more likely to flag the work of students for whom English is a second didn’t test Turnitin’s software, which is available only to paying educational institutions. A Turnitin spokeswoman said Turnitin’s detection capabilities “are minimally similar to the ones that were tested in that study.”Feizi said if Turnitin wants to be transparent, it should publish its full accuracy results and allow independent researchers to conduct their own research on its software. A fair analysis, he said, should use real student-written essays on different topics and writing styles, and address failure on each subgroup as well as wouldn’t accept a self-driving car that crashes 4 percent — or even 1 percent — of the time, Feizi said. So, he proposes a new baseline for what should be considered acceptable error in an AI detector used on students a percent false-positive will that happen? “At this point, it’s impossible,” he said. “And as we have improvements in large-language models, it will get even more difficult to get even close to that threshold.” The problem, he said, is that the distribution of what AI-generated text and human-generated text looks like are converging on each other.“I think we should just get used to the fact that we won’t be able to reliably tell if a document is either written by AI — or partially written by AI, or edited by AI — or by humans,” Feizi said. “We should adapt our education system to not police the use of the AI models, but basically embrace it to help students to use it and learn from it.”A question before you goIt’s one of the scourges of online life Have you ever been misled by what you suspect is a fake online review? I’m talking about the types of reviews you find on Amazon that recommend a product that falls apart after you buy it — or the type you find on Yelp that praises a doctor who turns out to have a totally icky bedside manner?If you’ve got a story to tell about shady reviews, I would love to hear about your experience. Send an email to content is taking over social media. Here’s how to banish content is taking over social media. Here’s how to banish to drink less in 2023? These habit-tracking apps can to drink less in 2023? These habit-tracking apps can long, lonely wait to recover a hacked Facebook accountThe long, lonely wait to recover a hacked Facebook account Larry Ferlazzo Larry Ferlazzo is an English and social studies teacher at Luther Burbank High School in Sacramento, Calif. Today’s post brings an end to a series that might be called “Everything you wanted to know about supporting ELLs to speak English but were afraid to ask.” Academic Talk’ Michele Kimball is a managing consultant at McREL International. Previously, she was a bilingual early-childhood educator and a national school support consultantMy advice to teachers of English-learners is basically the same as what I tell all educators I work with Students need to talk in class because the one doing the talking is the one doing the learning. Silence may have been golden back in the day, but it was never a teaching tool, it was just an expression of I say “talk,” I’m referring to academic talk. Sounding like a book involves rich vocabulary and habits of thought that need to be taught and learned, which is different from talk outside of the classroom. In other words, formal talk versus informal talk. Also, leading the conversation in the classroom makes students feel enormously proud of themselves. Alternating between direct instruction and small-group work, educators can gradually build each student’s knowledge base as well as can be scary for educators at first. Allowing students to do the verbal heavy lifting may look like chaos during a formal observation. That’s why a gradual release of responsibility, popularized by David Pearson and Margaret Gallagher in 1983, is so important. For learning to stick, educators have to move past the notion that they are the focal point of the classroom. By working gradual release into the process of vocabulary expansion and exploration, everybody has to grapple with the new knowledge, and nobody is left entirely on their own. For educators to be effective, we need to be PIE—purposeful, intentional, and explicit—in the the inundation of our lives by technology, all of us—and definitely students—are having fewer conversations. We also know that conversations oral language development or the lack thereof impact writing. As a result, all students, regardless of home language, need to be taught how to speak. Even highly literate adults are interacting these days largely via thumb-typed sentence fragments with lots of images. People are losing the ability to string enough ideas together to have a conversation. The needs of English-learners and English natives are merging. In essence, the process of acquiring academic English is basically the same for students of all language backgrounds, including native-English I would like to point out that speaking and writing are correlated. Writing in the classroom is normally thought of as quiet time, but ideas get explored in greater depth, with greater detail and more thoughtful vocabulary when students and adults have an opportunity to talk them over first. Guiding students toward using academic oral language with each other in the classroom is a key literacy tool. Talk Routines Cindy Garcia has been a bilingual educator for 15 years and is currently a districtwide specialist for P-6 bilingual/ESL mathematics. She is active on Twitter at CindyGarciaTX and on her blogIn order for students to develop their speaking skills, they need consistent and multiple opportunities daily to speak in English. How can routines during which all students are expected to take part in academic conversations be embedded in the daily classroom schedule? Before starting a math lesson, students can take part in a number talk. Students solve a computation problem and then share their reasoning. Before starting a science lesson, students can analyze an image and then discuss the connection to the concept they are learning. At the end of any lesson, students can complete a 3-2-1 exit ticket and then share one or multiple parts with different students. A 3-2-1 exit ticket asks students to share three things they learned, two questions they still have, and one idea that resonated with them. Going beyond think-pair-share and facilitating structured conversations can support students in developing speaking skills aligned to their grade level. One example of a structured conversation is QSSSA, which stands for question, signal, stem, share, and assess. The teacher shares and posts the question for students. The students use the given processing time to generate a response, and when they feel ready to share, they use the predetermined signal. A sentence stem or sentence frame is used by students. This ensures that students will speak in complete sentences and practice vocabulary that the teacher thinks is the most important. Once the signal has been given by all students, the student shares their response using the sentence frame. As students are sharing with each other, the teacher is listening and assessing students’ content understanding and speaking skills. Technology tools such as Flipgrid allow students to record themselves speaking. Flipgrid can help lower students’ affective filter because students can record a video or just the audio. Students can review their recording and redo their recording until they are satisfied. Flipgrid is fun and engaging for students because it has backgrounds, stickers, filters, and other tools they can use during their recordings. Students also have the opportunity to view/listen to each other’s recordings and leave positive comments. Translanguaging Lori Misaka is a teacher-librarian at Waipahu Intermediate School in Hawaii. She has been an English teacher working with multilingual students for eight years and served on the Hawaii state education department’s Multilingualism Policy Advisory Committee from 2020 to 2022Strategies to support ELLs in developing speaking skills begin with recognizing that they are not just “English-language learners” but are multilingual ML students who are proficient at translanguaging. Professor Ofelia García of the Graduate Center of the City University of New York explains that translanguaging is “the deployment of a speaker’s full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named and usually national and state languages.” In other words, what our ML students do naturally—combine their first languages with English to communicate with family and peers—allows them to use all of their language skills in a free-flowing, steady stream of conversation. Promoting translanguaging in your classroom encourages unhindered communication, without judgment or privileging English-only to encourage your multilingual students to develop speaking skills includeUsing multilingual word walls or personal dictionariesAdding phrases like “in any language” and “in English” to your learning objectives Do you include a language objective with your content objective? If not, try adding in speaking skills as part of your daily objectivesEncouraging students to use home languages when taking notes, labeling, filling in graphic organizers, students record short home-language videos for their familiesAllowing for home-language discussions in partners or small groups Learning greetings and key words in your students’ home languagesFinding and using resources in your students’ home languages Using translation sites, apps, and bilingual dictionaries content area glossariesIntentionally creating space for students to freely use their home languagesIncluding language info in getting-to-know-you activitiesSpeaking should not only happen in summative assessments or in formal settings. When students are encouraged to use all of their language skills daily in class discussion and activities, they will feel more confident in practicing their newly acquired language as well. My co-worker compared expecting students to speak only English with asking students to go through the school day with one arm tied behind their backs. Limiting communication in their home language limits learning and practicing English, as it inhibits thinking and great example of what ELLs can do when their home languages and cultures are incorporated into their learning is Waipahu Wayfinders, a summer program conducted in 2020 at Waipahu High School in Hawaii. Wayfinders was a unique opportunity for our multilingual students to learn how to transition to virtual learning during the pandemic while also creating tutorials for their classmates. I was part of a team of six teachers who led lessons in using Google Classroom, sending a professional email, and creating, sharing, and organizing files in Google Drive. We encouraged students to use their home languages with each other and to incorporate them into their assignments. As a final project, students made multilingual websites and screencast tutorials in Chuukese, Ilokano, Marshallese, Tongan, Samona, Tagalog, and English to share what they learned with their peers. These websites and tutorials have been shared with schools across Hawaii and in the Philippines and Marshall Islands. The amount of language produced during the four-week program, in English and in students’ home languages, was a constant, fluent stream, as students had to learn the tech skills and then produce their own tutorials. These students became resources for classmates and their families and gained confidence in their communication translanguaging in your classrooms and see how much your monolingual students learn from their multilingual peers and hear the language output of your MLs increase exponentially. Thanks to Michele, Cindy, and Lori for contributing their thoughts!This is the final post in a multipart series. You can see Part One here, Part Two here, Part Three here, and Part Four question of the week isWhat are the best ways to help English-language-learners develop speaking skills?In Part One, Laleh Ghotbi, Anastasia M. Martinez, Ivannia Soto, and Jody Nolf shared their Anastasia, Ivannia, and Jody were also guests on my 10-minute BAM! Radio Show. You can also find a list of, and links to, previous shows Part Two, Wendi Pillars, Jana Echevarria, and Isabel Becerra contributed Part Three, Irina McGrath, Ciera Walker, Chandra Shaw, and Keenan W. Lee offered lessons learned from their Part Four, Valentina Gonzalez and Julia López-Robertson wrote contributing a question to be answered in a future post. You can send one to me at lferlazzo When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in can also contact me on Twitter at Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As Expert Strategies for a reminder; you can subscribe and receive updates from this blog via email The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign—new ones are not yet available. And if you missed any of the highlights from the first 11 years of this blog, you can see a categorized list Was Another Busy School Year. What Resonated for You?How to Best Address Race and Racism in the ClassroomSchools Just Let Out, But What Are the Best Ways to Begin the Coming Year?Classroom Management Starts With Student EngagementTeacher Takeaways From the Pandemic What’s Worked? What Hasn’t?The School Year Has Ended. What Are Some Lessons to Close Out Next Year?Student Motivation and Social-Emotional Learning Present Challenges. Here’s How to HelpHow to Challenge Normative Gender Culture to Support All StudentsWhat Students Like and Don’t Like About SchoolTechnology Is the Tool, Not the TeacherHow to Make Parent Engagement MeaningfulTeaching Social Studies Isn’t for the Faint of HeartDifferentiated Instruction Doesn’t Need to Be a Heavy LiftHow to Help Students Embrace Reading. Educators Weigh In10 Strategies for Reaching English-Learners10 Ways to Include Teachers in Important Policy Decisions10 Teacher-Proofed Strategies for Improving Math InstructionGive Students a Role in Their EducationAre There Better Ways Than Standardized Tests to Assess Students? Educators Think SoHow to Meet the Challenges of Teaching ScienceIf I’d Only Known. Veteran Teachers Offer Advice for BeginnersWriting Well Means Rewriting, Rewriting, RewritingChristopher Emdin, Gholdy Muhammad, and More Education Authors Offer Insights to the FieldHow to Build Inclusive ClassroomsWhat Science Can Teach Us About LearningThe Best Ways for Administrators to Demonstrate LeadershipListen Up Give Teachers a Voice in What Happens in Their Schools10 Ways to Build a Healthier ClassroomEducators Weigh In on Implementing the Common Core, Even NowWhat’s the Best Professional-Development Advice? Teachers and Students Have Their SayPlenty of Instructional Strategies Are Out There. Here’s What Works Best for Your StudentsHow to Avoid Making Mistakes in the ClassroomLooking for Ways to Organize Your Classroom? Try Out These TipsWant Insight Into Schooling? Here’s Advice From Some Top ExpertsI am also creating a Twitter list including all contributors to this column. The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the authors and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications. Abstract A lot of attention has been devoted in the last 30 years to understanding nativeness and what has traditionally been called non-nativeness. While many studies have attempted to problematize the dichotomic division between so-called native speakers and non-native speakers, several others have specifically focussed on the language teaching profession in order to understand aspects related to identity and performance of teachers who align with either one of those two categories. In this paper, we provide a brief overview of relevant literature published after Moussu and Llurda's 2008 state-of-the-art article and set out a series of tasks that we deem important in order to expand the field of research and cover areas that have not yet been sufficiently investigated. Those tasks are grouped into three sections that cover the main aspects that we perceive to be in need of attention 1 debunking native-speakerism; 2 differences between native teachers and non-native teachers; and 3 languages other than English. References Árva, V., & Medgyes, P. 2000. Native and non-native teachers in the classroom. System, 283, 355–372. doi ScholarAtes, B., & Eslami, Z. 2012. An analysis of non-native English-speaking graduate teaching assistants’ online journal entries. Language and Education, 266, 537–552. doi ScholarBayyurt, Y., & Sifakis, N. 2015. Transforming into an ELF-aware teacher An EFL teacher's reflective journey. In Bowles, H., & Cogo, A. Eds., International perspectives on teaching English as a lingua franca Pedagogical insights pp. 117–135. Palgrave ScholarBayyurt, Y., & Sifakis, N. 2017. Foundations of an EIL-aware teacher education. In Matsuda, A. Ed., Preparing teachers to teach English as an international language pp. 3–18. Multilingual ScholarBenke, E., & Medgyes, P. 2005. Differences in teaching behaviour between native and non-native speaker teachers As seen by the learners. In Llurda, E. Ed., Non-native language teachers. Perceptions, challenges and contributions to the profession pp. 195–216. ScholarBernat, E. 2008. Towards a pedagogy of empowerment The case of impostor syndrome’ among pre-service non-native speaker teachers in TESOL. English Language Teacher Education and Development, 111, 1– ScholarBraine, G. ed. 1999. Nonnative educators in English language teaching. Lawrence ScholarBraine, G. 2010. Nonnative speaker English teachers Research, pedagogy, and professional growth. ScholarÇakir, H., & Demir, Y. 2013. A comparative analysis between nests and NNESTs based on perceptions of students in preparation classes. The International Journal of Social Sciences, 141, 36–47. doi ScholarCalvet-Terré, J. 2018. Native-speakerism in the Catalan ELT professional environment. Universitat de Lleida. Unpublished ScholarCanagarajah, A. S. ed. 2005. Reclaiming the local in language policy and practice. Lawrence ScholarCanh, L. V., & Renandya, W. A. 2017. Teachers’ English proficiency and classroom language use A conversation analysis study. RELC Journal, 481, 67–81. doi ScholarCheng, X., & Zhang, L. J. 2021. Teacher written feedback on English as a foreign language learners’ writing Examining native and nonnative English-speaking teachers’ practices in feedback provision. Frontiers in Psychology, 12, 1–16. doi ScholarClark, E., & Paran, A. 2007. The employability of non-native-speaker teachers of EFL A UK survey. System, 354, 407–430. doi ScholarColmenero, K., & Lasagabaster, D. 2020. Enclosing native speakerism Students’, parents’ and teachers’ perceptions of language teachers. Journal of Multilingual and Multicultural Development, 1–16. doi ScholarCook, V. 2005. Basing teaching on the L2 user. In Llurda, E. Ed., Non-native language teachers. Perceptions, challenges and contributions to the profession pp. 47–61. ScholarDavies, A. 1991. The native speaker in applied linguistics. Edinburgh University ScholarDavis, M. H. 1996. Empathy. A social psychological approach. Westview ScholarDerivry-Plard, M. 2016. Symbolic power and the native/non-native dichotomy Towards a new professional legitimacy. Applied Linguistics Review, 74, 1–18. doi ScholarDerwing, T. M., & Munro, M. J. 2005. Pragmatic perspectives on the preparation of teachers of English as a second language Putting the NS/NNS debate in context. In Llurda, E. Ed., Non-native language teachers. Perceptions, challenges and contributions to the profession pp. 179–191. ScholarDewaele, J. M., Mercer, S., Talbot, K., & von Blanckenburg, M. 2021. Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English? European Journal of Applied Linguistics, 92, 259–282. doi ScholarDewey, M., & Pineda, I. 2020. ELF and teacher education Attitudes and beliefs. ELT Journal, 744, 428–441. doi ScholarDörnyei, Z. 2003. Questionnaires in second language research Construction, administration, and processing. Lawrence ScholarFaez, F. 2012. Diverse teachers for diverse students Internationally educated and Canadianborn teachers’ preparedness to teach English language learners. Canadian Journal of Education/Revue Canadienne de l'Education, 353, 64– ScholarFaez, F. 2018. Empowerment of NNESTs. In Liontas, J. I. Ed., The TESOL encyclopedia of English language teaching pp. 1–7. John Wiley and Sons. doi ScholarFaez, F., & Karas, M. 2017. Connecting language proficiency to self-reported teaching ability A review and analysis of research. RELC Journal, 481, 135–151. doi ScholarFaez, F., Karas, M., & Uchihara, T. 2021. Connecting language proficiency to teaching ability A meta-analysis. Language Teaching Research, 255, 754–777. doi ScholarHall, S. J. 2012. Deconstructing aspects of native speakerism Reflections from in-service teacher education. The Journal of Asia TEFL, 107– ScholarHolliday, A. 2005. The struggle to teach English as an international language. Oxford University ScholarHolliday, A. 2018. Native-speakerism. In Liontas, J. I. Ed., The TESOL encyclopedia of English language teaching pp. 1–7. John Wiley and Sons. doi ScholarHoughton, S. A., & Bouchard, J. eds. 2020. Native-speakerism. Its resilience and undoing. ScholarHoughton, S. A., & Rivers, D. J. eds. 2013. Native-speakerism in Japan. Intergroup dynamics in foreign language education. Multilingual ScholarHyland, K., & Anan, E. 2006. Teachers’ perceptions of error The effects of first language and experience. System, 344, 509–519. doi ScholarInbar-Lourie, O. 2005. Mind the gap Self and perceived native speaker identities of ELF teachers. In Llurda, E. Ed., Non-native language teachers. Perceptions, challenges and contributions to the profession pp. 265–282. ScholarKamhi-Stein, L. ed. 2004. Learning and teaching from experience Perspectives on nonnative English-speaking professionals. University of Michigan ScholarKaras, M., & Faez, F. 2021. Self-efficacy of English language teachers in Ontario The impact of language proficiency, teaching qualifications, linguistic identity, and teaching experience. The Canadian Modern Language Review, 772, 110–128. doi ScholarKemaloglu-Er, E., & Bayyurt, Y. 2019. ELF-awareness in teaching and teacher education Explicit and implicit ways of integrating ELF into the English language classroom. In Sifakis, N. C., & Tsantila, N. Eds., English as a lingua franca for EFL contexts pp. 159–174. Multilingual ScholarKiczkowiak, M. 2020. Recruiters’ attitudes to hiring native’ and non-native speaker’ teachers An international survey. TESL-EJ, 241, 1– ScholarKiczkowiak, M., Baines, D., & Krummenacher, K. 2016. Using awareness raising activities on initial teacher training courses to tackle native-speakerism’. English Language Teacher Education and Development, 19, 45– ScholarLasagabaster, D., & Sierra, J. M. 2005. What do students think about the pros and cons of having a native speaker teacher? In Llurda, E. Ed., Non-native language teachers. Perceptions, challenges and contributions to the profession pp. 217–242. ScholarLee, 2009. Native and nonnative rater behavior in grading Korean students’ English essays. Asia Pacific Education Review, 103, 387–397. doi ScholarLlurda, E. ed. 2005a. Non-native language teachers. Perceptions, challenges and contributions to the profession. ScholarLlurda, E. 2005b. Non-native TESOL students as seen by practicum supervisors. In Llurda, E. Ed., Non-native language teachers. Perceptions, challenges and contributions to the profession pp. 131–154. ScholarLlurda, E. 2009. Attitudes towards English as an international language The pervasiveness of native models among L2 users and teachers. In Sharifian, F. Ed., English as an international language Perspectives and pedagogical issues pp. 119–134. Multilingual ScholarLlurda, E. 2014. Native and Non-native teachers of English. In Chapelle, C. A. Ed., The encyclopedia of applied linguistics pp. 1–5. ScholarLlurda, E. 2016. Native speakers, English, and ELT Changing perspectives. In Hall, G. Ed., The Routledge handbook of English language teaching pp. 51–63. ScholarLlurda, E. 2018a. Methods in NNEST research. In Liontas, J. I. Ed., The TESOL encyclopedia of English language teaching pp. 1–6. John Wiley and sons. doi ScholarLlurda, E. 2018b. English language teachers and ELF. In Jenkins, J., Baker, W., & Dewey, M. Eds., The Routledge handbook of English as a Lingua Franca pp. 518–528. ScholarLlurda, E., & Huguet, A. 2003. Self-awareness in NNS EFL primary and secondary school teachers. Language Awareness, 123, 220–235. doi ScholarLlurda, E., & Mocanu, V. 2019. Changing teachers’ attitudes towards ELF. In Sifakis, N. C., & Tsantila, N. Eds., English as a lingua franca for EFL contexts pp. 175–191. Multilingual ScholarLopriore, L., & Vettorel, P. 2019. Perspectives in WE- and ELF- informed ELT materials in teacher education. In Sifakis, N. C., & Tsantila, N. Eds., English as a lingua franca for EFL contexts pp. 97–116. Multilingual ScholarLowe, R. J. 2020. Uncovering ideology in English language teaching Identifying the native speaker’ frame. ScholarLowe, R. J., & Kiczkowiak, M. 2016. Native-speakerism and the complexity of personal experience A duoethnographic study. Cogent Education, 31, 1–16. doi ScholarLowe, R. J., & Pinner, R. 2016. Finding the connections between native-speakerism and authenticity. Applied Linguistics Review, 71, 27–52. doi ScholarMa, L. P. F. 2016. Examining teaching behaviour of NNESTs and NESTs in Hong Kong through classroom observations. Asian Journal of Applied Linguistics, 32, 199– ScholarMahboob, A. 2003. Status of nonnative English-speaking teachers in the United States [ Dissertation]. Indiana University ProQuest Dissertations ScholarMahboob, A. 2004. Native or non-native? What do students enrolled in an intensive English program think? In Kamhi-Stein, L. Ed., Learning and teaching from experience Perspectives on nonnative English-speaking professionals pp. 121–148. University of Michigan ScholarMahboob, A. 2005. Beyond the native speaker in TESOL. In Zafar, S. Ed., Culture, context, and communication pp. 60–93. Center of Excellence for Applied Research and Training and the Military Language ScholarMahboob, A. ed. 2010. The NNEST lens Non native English speakers in TESOL. Cambridge Scholars ScholarMahboob, A., Uhrig, K., Newman, K., & Hartford, B. S. 2004. Children of a lesser English Status of nonnative English speakers as college-level English as a second language teachers in the United States. In Kamhi-Stein, L. Ed., Learning and teaching from experience Perspectives on nonnative English-speaking professionals pp. 100–120. University of Michigan ScholarMarefat, F., & Heydari, M. 2016. Native and Iranian teachers’ perceptions and evaluation of Iranian students’ English essays. Assessing Writing, 272, 24–36. doi ScholarMatsumoto, Y. 2018. Teachers’ identities as non-native’ speakers Do they matter in English as a lingua franca interactions? In Yazan, B., & Rudolph, N. Eds., Criticality, teacher identity, and Inequity in English language teaching Issues and implications pp. 57–79. ScholarMoussu, L. 2006. Native and non-native English-speaking English as a second language teachers student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices [ Dissertation]. Purdue e-Pubs Purdue ScholarMoussu, L. 2010. Toward a conversation between ESL teachers and intensive English program administrators. TESOL Journal, 14, 400–426. doi ScholarMoussu, L., & Llurda, E. 2008. Non-native English-speaking English language teachers History and research. Language Teaching, 413, 315–348. doi ScholarPaikeday, T. 1985. The native speaker is dead!. Paikeday ScholarPark, G. 2012. I am never afraid of being recognized as an NNES’ One teacher's journey in claiming and embracing her nonnative-speaker identity. TESOL Quarterly, 461, 127–151. doi ScholarPhillipson, R. 1992. Linguistic imperialism. Oxford University ScholarPorte, G. 1999. Where to draw the red line Error toleration of native and non-native EFL faculty. Foreign Language Annals, 324, 426–434. doi ScholarPorte, G. 2014. Who needs replication? CALICO Journal, 301, 10–15. doi ScholarQuigley, A. 2016. The confident teacher Developing successful habits of mind, body and pedagogy. ScholarRampton, M. B. H. 1990. Displacing the native speaker’ Expertise, affiliation, and inheritance. ELT Journal, 442, 97–101. doi ScholarRao, Z. H., & Li, X. 2017. Native and non-native teachers’ perceptions of error gravity The effects of cultural and educational factors. Asia-Pacific Education Researcher, 261, 51–59. doi ScholarReves, T., & Medgyes, P. 1994. The non-native English speaking EFL/ESL teacher's self-image An international survey. System, 223, 353–367. doi ScholarRose, H., & Galloway, N. 2019. Global Englishes for language teaching. Cambridge University ScholarSavin-Williams, R. C., & Jaquish, G. A. 1981. The assessment of adolescent self-esteem A comparison of methods. Journal of Personality, 493, 324–336. doi ScholarSchreiber, B. R. 2019. More Like You’ Disrupting native-speakerism through a multimodal online intercultural exchange. TESOL Quarterly, 534, 1115–1138. doi ScholarSeidlhofer, B. 2011. Understanding English as a lingua franca. Oxford University ScholarSelvi, A. F. 2010. All teachers are equal, but some teachers are more equal than others Trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review, 1, 155– ScholarSelvi, A. F. 2014. Myths and misconceptions about nonnative English speakers in the TESOL NNEST movement. TESOL Journal, 53, 573–611. doi ScholarSi, J. 2020. An analysis of business English coursebooks from an ELF perspective. ELT Journal, 742, 156–165. doi ScholarSifakis, N., & Bayyurt, Y. 2018. ELF-aware teaching, learning and teacher development. In Jenkins, J., Baker, W., & Dewey, M. Eds., The Routledge handbook of English as a Lingua Franca pp. 456–467. ScholarSougari, 2019. Exploring teachers’ sense of efficacy in teaching ELF. In Sifakis, N. C., & Tsantila, N. Eds., English as a lingua franca for EFL contexts pp. 192–208. Multilingual ScholarSung, C. C. M. 2011. Race and native speakers in ELT Parents’ perspectives in Hong Kong. English Today, 413, 24–28. doi ScholarSwan, A., Aboshiha, P., & Holliday, A. eds. 2015. EnCountering native-speakerism Global perspectives. Palgrave ScholarTrent, J. 2012. The discursive positioning of teachers Native-speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 461, 104–126. doi ScholarTsang, A. 2017. EFL/ESL teachers’ general language proficiency and learners’ engagement. RELC Journal, 481, 99–113. doi ScholarVan der Geest, T. 1981. How to become a native speaker One simple way. In Coulmas, F. Ed., A Festschrift for native speaker pp. 317–353. ScholarWolff, D., & De Costa, P. L. 2017. Expanding the language teacher identity landscape An investigation of the emotions and strategies of a NNEST. Modern Language Journal, 1011, 76–90. doi ScholarZacharias, N. T. 2010. The teacher identity construction of 12 Asian NNES teachers in TESOL graduate programs. The Journal of Asia TEFL, 72, 177– ScholarZhang, L., & Zhang, D. 2015. Identity matters An ethnography of two nonnative English-speaking teachers NNESTs struggling for legitimate professional participation. In Cheung, Y. L., Said, S. B., & Park, K. Eds., Advances and current trends in language teacher identity research pp. 116–132. Scholar BOOK YOUR OWN PROFESSIONAL DEVELOPMENT District-Wide, School, or ConferenceProfessional Development EventsWhether you’re looking for a single virtual keynote or a full-day professional development experience for your district, school, or conference we have solutions sure to inspire your educators, equip your leaders, and boost student engagement! Contact us today to start exploring your very own Professional Development Event! GYTO SPEAKER NETWORKGYTO Speaker Network’s goal is Professional Development with Purpose! We provide PD Solutions for the needs of Schools, Districts, States, and Education Organizations to be the best for education professionals and students. We have created a Network of THE Best Education Speakers, Authors, Influencers, Presenters, and Trainers for any type of PD needs…Virtual or In-Person PD DaysConvocation Kick-off KeynoteContent/Grade-Level WorkshopsTraining for Teachers, Administrators, Leaders, Coaches, and Support Staff… Or simply Motivating all of the above. HOPE & WADE KING Educators, Authors, Get Your Teach On LeadersHope and Wade King are a dynamic, husband-and-wife duo, passionate about the world of education who have found tremendous success with students from a variety of backgrounds. They are both highly decorated, award-winning educators; and have built their classrooms on the foundation of student engagement powered by academic rigor. Together, Hope and Wade co-authored the best-selling book, The Wild Card, and a children’s book, The Wild Card Kids. Exclusive GYTO SPEAKERS LaNESHA TABBCulturally Relevant Teaching, Author, Founder, Education with an ApronAuthor of “Unpack Your Impact” and Education Influencer, LaNesha is a 15+ year educator helping schools to teach a culturally relevant curriculum. CHRIS POMBONYOAward-Winning Educator & Administrator, Former Radio Disney HostReady to take your students’ learning to new heights? Put the spotlight on the quality of teaching and learning in your classrooms to keep students “loving the show”! NAOMI O’BRIENFounder of Read Like a Rock Star, Author of “Unpack Your Impact”. Naomi's passion for culturally responsive teaching, accurate primary social studies lessons, rigorous reading instruction, and social justice-oriented education has been a driving force behind the message she hopes to instill in other educators and children. PRINCIPAL AMEN RAHHBest Selling Author, National Speaker, Executive Coach“Be Humble. Be Hungry. Be Smart. The next generation of schools will need to know how to create content that can build a bridge between your school goal and family needs and desires.” - Amen Rahh AMELIA CAPOTOSTAHost of “Literacy Live”, National Speaker and Implementation Specialist Pairing engagement and rigor in an ELA classroom, Creating passionate and powerful readers, and Classroom routines and management for a successful reading and writing workshop HAYWARD JEANSPEAK LIFE Educator! Education is a strength-based journey, and I am passionate about developing the Culture, Leadership, and Advocacy of Schools and Systems to help educators and students experience the educational breakthrough they deserve!” ALLYSON APSEYAward-Winning Educator and TEDx SpeakerAward-Winning Principal, District Leadership and Mentoring Coach, a Certified Trauma Practitioner, Executive Board of Directors for MEMSPA Michigan as the Professional Development Chair and is on the NAESP Editorial Advisory Board. Author of “Leading the Whole Teacher”. TODD NESLONEYAward-Winning Educator, Author, and TedX SpeakerTodd has an immense love for Reading and Leading! As an award-winning Principal and Teacher AND a finalist for the John Maxwell Transformational Leadership Award, Todd has traveled the world speaking to educators and organizations. DANIEL PATTERSONAuthor, Entrepreneur, Speaker, and EducatorAfter seventeen years in education, Daniel has dedicated his life to bringing awareness and transformational programming to mental health, substance use, and authenticity within education. NICHOLAS FERRONIAward-Winning Educator & ActivistNicholas Ferroni is a nationally recognized educator and activist who educates, mentors and inspires students to reach their goals while driving a national dialogue about education reform. TYLER COOKPrincipal and Author of “Building Authenticity”Tyler Cook is a speaker, author, and coach who is passionate about developing high-impact leaders who will grow their districts, staff, or students to their fullest potential! JESSICA CABEENAward-Winning Administrator and Teacher, 4x Author & National SpeakerJessica has been named the 2021 ED Dive National Principal of the year, 2017 Minnesota National Distinguished Principal of the Year, and was awarded the NAESP/VINCI Digital Leader of Early Learning Award in 2016. She is an NAESP Middle Level Fellow and a Future Ready Principal. Verified GYTO PARTNERSTHESE SPEAKERS ARE NOT EXCLUSIVELY REPRESENTED BY GYTO SPEAKER NETWORK BUT WE STAND-BY, AND VERIFY THEY ARE EXCEPTIONAL SPEAKERS IN THEIR FIELD AND CRAFT. BRANDON P. FLEMINGFounder of the Harvard Diversity Project, Author of “Miseducated A Memoir”Brandon P. Fleming’s story of struggle, success, and service has inspired millions around the world. STEVE SPANGLEREmmy-Award Winning STEM Educator & SpeakerHe’s a bestselling author, STEM educator, and television personality branded by TIME Magazine as one of their “most influential people of the year” because of his passion to inspire the next generation of scientists and engineers. CLINT PULVERAuthor of “I Like It Here”, Founder of The Undercover Millennial, Leading Authority on Employee Retention“When we help other Educators, Students, and Co-Workers to Connect Engage, and Perform, your Retention Improves, Academic Success Soars, and Your People Win!” - CLINT PULVER GYTO The Mini Experience! We bring the Magic of GYTO Conferences to your school, district, state, or your own conference! MINI GYTO EXPERIENCE Customize the Magic of Get Your Teach On for your School or District!Experiences for K-12 teachers & administrators include multiple presenters, all of the materials needed for the sessions, fun GYTO decor, and attendee swag to create a professional development experience for your teachers and staff will never forget! Engagement Lab™Unlimited Room Transformations and student engagement with the click of a mouse! ENGAGEMENT LAB™ Research supports that when students are engaged, motivated, and immersed in an experience, their ability to retain information increases significantly. Our team of GYTO Engagement-Makers will fully transform a traditional learning space into their very own Engagement Lab™ that will bring lessons to life in an interactive environment with endless possibilities. This full transformation includes 30+ interactive scenes and experiences to transform any lesson in the click of a button...literally. Below are the different types of professional development experiences available to districts and schools. Please visit each speaker’s profile to find the keynotes and workshops they offer. MINI GYTO CONFERENCE EXPERIENCEFull & Multi-Day In-Person Options Bring the energy from the iconic GYTO Conferences to your District or School!LEARN MORE → IN-PERSONKeynote, Half-Day, & Full-Day Options VIRTUALKeynote, Half-Day, & Full Day Options THE GYTO TEAM“Thank you for serving us! What HOPE, WADE and the GET YOUR TEACH ON TEAM provide for us is more than what I could have ever asked for in my teaching career! The community, the friendships, the laughs, the joy, the fire, the new learning, and everything in between is so special in this organization that is now near and dear to my heart! I’m so glad I bit the bullet and decided on a whim to join all of you at your conference. It was seriously one of the best moments in my life that I will NEVER forget. Thank you for pouring your blood, sweat, and tears into GYTO! I hope to join you and all the other incredible people and educators again soon!- Dana Benn, Educator HOPE & WADE KING“Our virtual experience with Hope and Wade King was amazing! Inspirational, compassionate related to challenges with Covid-19, positive energy and messages! Loved the part about how Americans spend our time -the gossip one really helped send a message of professionalism to our team.”-ALICE ROYBAL-BENSONPRINCIPAL, DECKER ELEMENTARY CHRIS POMBONYOChris Pombonyo is an inspiring educator whose talent lifts the lives of those around him. As a speaker, Chris is passionate and dynamic, yet also honest and vulnerable, which makes him relatable and encouraging to his audience. He has been a recurring guest speaker in our teacher preparation program because he energizes our future teachers like no other. Our students will show up anytime and anywhere to learn from Chris!— DR. TAYLOR WENZELAssociate Professor University of Central Florida BRANDON P. FLEMING“Brandon, The most amazing thing today… so I decided after Thursday and Friday that I’m going to be an educator and not a teacher. My 3rd grade students learned about the Cherokee while I was in Georgia. There was a short 2 paragraph section in the Trail of Tears and after hearing you I decided I needed to do more with it. Today I read them some additional info on and we discussed it at great length. We talked and debated for so long that I looked up at the clock and it was dismissal time. They moaned because they didn’t want it to end. I loved it! Thank you for inspiring me to help my student become independent thinkers.”— AMANDA MASTTeacher, Danielsville, PA LaNESHA TABBI have had the pleasure of listening to LaNesha Tabb present at several different conferences. LaNesha’s content is so relevant because she a full time kindergarten teacher just like me. Once my district pushed us to a 90 minute reading block science and social studies were practically cut from my curriculum. LaNesha believes that little kids can tackle big topics. Because of her resources and guidance I have brought back social studies curriculum in my a kindergarten teacher I have always struggled to find a meaningful way to teach writing to my students. For years I sat in back to school meetings and said my goal for the year was to be a better writing teacher. After watching LaNesha do the writing process chant with her kindergarten class I was sold. I loved that the students purpose for writing wasn’t just in response to some prompt. Instead they were creating a book! I also appreciate that her writing process is a framework and not a program so the students have a lot of choice. One of my biggest goals as a kindergarten teacher is to build student independence so I don’t have 27 hands up saying Miss Forney! After hearing LaNesha present I was actually excited to start writing with my kids. The best part of being a part of LaNesha’s professional development is her passion. She found something that worked for her and her students and now she wants to share it with other teachers!— KELLIE FORNEY17 YEAR EDUCATOR, EVANSVILLE, IN HOPE & WADE KING“Hope and Wade King are truly an inspiration. Having them at our school was amazing! They exuded energy and a passion for education. The money spent for professional development would be the best investment a school could make for their teachers.” — VICKI REDINGTEACHER, WEST BAY ELEMENTARY HOPE & WADE KING “So incredibly thankful for y’all. So inspiring at such the perfect time. No matter how many times I listen to y’all, I still walk away with pages of notes, more ideas, more ah ha’ moments, more love, and more love for my profession. Thank you doesn’t seem enough at all, but thank you to the end and back!!”— ASHLEY ROBERTSONPRINCIPAL, JAMES M. BROWN ELEMENTARY HOPE & WADE KING“For 9 years I’ve prayed for a day like today for our school community! You confirmed and took to a new level the belief for our scholars that we are not limited by where we live, but by where we believe! You stretched all of our beliefs about who we are, what we do, and why we do it! You used your gifts of classroom transformations to the extreme’ classroom makeover, our scholars and staff have been inspired to take our work to a whole new level! A level that our children deserve!”— HAYWARD JEANDIRECTOR OF STUDENT SERVICES, ORANGEBURG COUNTY SCHOOL DISTRICT HOPE & WADE KING“Set the Stage to Engage has been a game changer for me! It helped me get through my first year teaching 6th grade. My students loved when I would dress up or transform the room. They wanted more and loved coming to my class! I want to be a wave maker and have that ripple effect, and Set the Stage to Engage has guided me on that journey.”— JENNIFER REEVESTEACHER, ANGUS VALLEY ELEMENTARY Thank you for your interest in booking a private professional development experience! Please fill out our form and a member of our team will contact you soon. MORE FROM GYTO UPCOMING CONFERENCES SUSTAINABLE SEL ONLINE COURSE FREE RESOURCES A few years ago, I gave a talk at an education conference. The topic of the conference was K-12 mathematics education, but like most such conferences, it took place at a university. When I spoke near the end of the conference, my topic was a simple question "Where are the teachers?" Over three days, not one of the speakers was an actual K-12 teacher. Teachers were experts too, I said, and we should be listening to them too. Awkward silence followed. Finally, one of the distinguished education professors spoke up. "You know," he said with some irritation, "I wouldn't ask my students to teach their own classes; why should we invite K-12 teachers to talk about education?" I was reminded of this when I read a recent opinion piece in the Washington Post by Mike Rose, an education scholar from UCLA. Rose pointed out that over the years he'd read some 60 articles on medicine in the New Yorker magazine; nearly two-thirds were authored by medical practitioners medical doctors. Yet over the same period, he'd read 17 articles on education, and not one had been authored by an education practitioner, either a teacher or an education researcher. I myself would be less expansive in defining "practitioner." Rose went on to explain why this ill-served the New Yorker's readership. David Remnick, the New Yorker's editor provided a brief response in which he compared education to politics or sports. Remnick pointed out that they published many articles on these other subjects, but few by politicians or sports figures. He added that the New Yorker did publish articles authored by university professors, who were, after all, educators too. Now we have COVID-19. Here in New York City, as in other places across the country, the city faced an agonizing decision, whether to close the schools. The decision was complex Schools provide a variety of vital services to students and their families, and one had to balance disrupting those services against slowing the contagion, potentially saving lives. The decision also involved education itself, however, and while politicians, pundits, social workers, advocates for the poor, even union reps all weighed in, teachers were not part of the deliberations. Teachers found out the day before. It's commonplace to say, "We don't respect teachers," but we seldom consider what that means. Respect isn't merely the way you treat people—respect is the way you value their expertise. That eminent university professor infantilized K-12 teachers, no matter how seasoned or accomplished they were, perhaps because the teachers he knows are in training. Mr. Remnick suggested that university professors provide sufficient expertise most likely because he doesn't know what education expertise means or perhaps he confuses expertise with prestige. When deciding whether to close schools, the mayor and chancellor saw teachers as employees who receive decisions rather than experts who help shape at MfA, engaged in a science Lisnet for Math for America When we don't value expertise, we stop expecting it. Some policy makers assert that teachers don't need to know content beyond the level of their students. They suggest that teachers who learn as they teach can understand their students' struggles! Teachers seldom have a role in formulating pedagogical reforms, which are often created by university educators or politicians. And teachers are almost never consulted about policies that profoundly affect their students, like standardized testing or algebra for all in 8th grade or closing schools. Should teachers be experts in the content they teach? Of course, they must. To teach young people, you have to know the material—deeply, differently, so you can unpack the ideas in many ways, for the struggling as well as the precocious. Should teachers be part of reform? Of course. Teachers are the ones who drive reform forward, not policy makers. Should teachers weigh in on issues that affect their students? It seems absurd to even ask such a question. Good teachers know their students best. When we ignore this, we make colossal mistakes, like creating bizarre testing regimes or proposing misaligned curricula. Education suffers when we don't value teacher expertise, but the worst consequence is something more lasting The teaching profession becomes less attractive. The best eventually leave, fewer of the best enter, and over time teacher expertise declines, creating a downward spiral. Yes, I know, not every teacher is an accomplished expert, just as not every doctor is. But many are, and they are the ones we need most. Instead, they leave. Worse, they tell brilliant young people who think about teaching as a career "You can do better." A 2019 PDK survey asked teachers whether they would advise their own children to follow in their footsteps; less than half 45 percent said they would. The week of May 4 is Teacher Appreciation Week in the United States. This year, instead of giving teachers a plant or a letter or a video all suggestions from the internet, why not give them something they can use? Give them respect—the kind that recognizes their expertise. Otherwise, we might all soon be asking … "Where are the teachers?"

are all the teachers speakers