Skip to main content

Teachers Pay Teachers


 http://www.teacherspayteachers.com/Browse/PreK-12-Subject-Area/Foreign-Language/French

Teachers Pay Teachers is an American site set up by Paul Edelman, a former new York City teacher, which allows teachers to sell their resources to each other for modest fees. There seems to be a good range of French resources available, but it is hard to evaluate their quality since you can only rely on the description of each one; there is no preview facility. However, there is a rating system and buyers can leave comments on the quality of the resources.

Resources include card games, powerpoint presentations, activities, worksheets, mini-lessons and posters.

Most resources cost between $1 and $5. Some are free.

Although many teachers would question why they should bother paying for powerpoints and workbooks when they can get them for nothing on a site like TES, this online marketplace concept is a good one and an easy way for teachers to make a small income from resources made in their own time. Teachers ought to be aware of ownership issues, however, since, in England at least, resources you make for your school may be the property of the school, even if schools rarely follow up on this.

I rather like their mission statement on the site:

"Teachers work hard and deserve extra compensation for all those hours spent lesson planning. Newer teachers and those looking for ideas can save time and leap ahead in competency by learning from veterans. We strongly believe that the ensuing exchange lifts all boats and leads to the better sharing of best practices. In the end everyone wins, especially our students."


Comments

Post a Comment

Popular posts from this blog

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a language).
Post a Comment
Read more

The 2026 GCSE subject content is published!

Two DfE documents were published today. The first was the response to the consultation about the proposed new GCSE (originally due in October 2021) and the second is the subject content document which, ultimately, is of most interest to MFL teachers in England. Here is the link  to the document.  We are talking about an exam to be done from 2026 (current Y7s). There is always a tendency for sceptical teachers to think that consultations are a bit of a sham and that the DfE will just go ahead and do what they want when it comes to exam reform. In this case, the responses to the original proposals were mixed, and most certainly hostile as far as exam boards and professional associations representing the MFL community, universities, head teachers and awarding bodies are concerned. What has emerged does reveal some significant changes which take account of a number of criticisms levelled at the proposals. As I read it, the most important changes relate to vocabulary and the issue of topics
5 comments
Read more

What is the natural order hypothesis?

The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,
4 comments
Read more