Skip to main content

Questions we never ask

We only learn new information by asking questions.

BUT nobody likes an inquisitve person

Think of all of the great thinkers, visionaries, leaders, movers, innovators, and builders of our time. Where would humanity be today if they had not asked themselves questions?

Think of social media and sites like Formspring. Why are they so popular?

People say we accept the reality of the world with which we are presented. Sometimes asking questions can mean we don't accept a given situation.

When do you prefer not to ask questions?

In which situations are questions unwanted?

Published with Blogger-droid v1.7.4


Angela said…

*What are the most important things to you in life ?
* What’s the top priority in your life right now?
* What do you represent and what do you want to embody?
* Is there something you’re still holding on to? Is it time to let it go?
* What are you doing about it? Is there anything you are running away from?
* What is your inner dialogue like?
* What`s the biggest step you can take now that will create the biggest result?
Anonymous said…
A question one should never ask a woman:

How old are You?
Anonymous said…
OH, my!
Angela`s transcedental questions made me reflect on my whole life.
I`m still trying to find the answers.

Popular posts from this blog

My takeaways from BrELT on the Road

Just in!

Coincidence or not, propositions and concepts echoed through the plenaries and concurrent sessions I attended (apologies in advance to those I could not even attend in spirit at the same time).
Jamie Keddie encouraged us to use video to let students create their own narratives and not to limit this resource to practicing target language. Thru video, students can see there are multiple perspectives that contribute to a story and we have individual interpretations of that story. In so doing, they understand there is no right or wrong - we construct meaning based on our pre-conceived notions of reality. This awareness pivotal to critical thinking. The beauty of it all is that we benefit just as much from this method as our students.
Prodding students to see differently or see the unobvious was at the heart of Claire Venables' session "Not a box". By asking students to find new uses and meanings for a box, we are giving young learners a chance to learn language that i…

Yes we can speak English

Guess I'm a sucker for projects and project-based learning. Although this latest endeavor might not be considered a project in itself.
A simple Google search on the use of Whatsapp or other instant communication tools for English-speaking skills development came up with an extensive list of results.
The idea of creating a group to practice speaking had a specific target group - English teachers who are taking an online postgraduate course on language teaching. Many of them miss the chance to brush up on their oral skills, for the simple reason that the classes are online and interaction with the professor and colleagues comes only through text. 
The initiative rekindled a professional goal I had set for myself when I created the blog Help a teacher with their English (it has been discontinued - all related posts will show up here in the future). Nothing like being able to follow through on an idea and see it materialize into something you had not even fathomed in the first place.

Managing Project-based learning: a dual view

This post is the result of a promising collaboration between myself and +André Hedlund : the start of more to come. 
Coordinating PBL - Stephan's part 
Implementing project-based learning in a content-based syllabus has become the order du jour in educational contexts in general and in ELT in particular. Academic directors and coordinators face the responsibility of delivering meaningful, student-driven, student-generated learning opportunities, which, in turn will foster the much sought-after skills of communication, collaboration, creativity and critical thinking. This post outlines my role as coordinator responsible for implementing projects in a language centre as a prelude to André Hedlund’s narrative of his experience with projects at CCBEU Goiânia.
Based on the core design elements of PBL, the text analyses, therefore, the implications in managing projects and ensuring minimal success. The first important point to consider in any project-based or program-oriented learning pro…