Remote teaching tips

This publication offers a range of practical tips and advice for remote teaching in all contexts.

Technology has already transformed our century. Smartphones, cloud computing, social media and videoconferencing are only a few of the major innovations that have exploded onto the scene. They have changed our lives and completely changed the ways in which we communicate and access information and learning. 

Yet in 2020 teachers have also had to face another unexpected challenge – the Covid-19 pandemic. We know many children have missed learning during school closures and too many lack the conditions for remote learning. But the more that teachers can provide remote teaching the better.

These tips provide new ideas for teachers less familiar with remote teaching and provide fresh insights for teachers who already teach remotely. See the list of tips and guidance below:

  • Getting started with online teaching
  • Keeping your learners safe online
  • Lesson planning for teaching live online
  • A menu of ideas for online lessons
  • Supporting neurodiversity in online teaching
  • Inclusion in remote teaching contexts
  • Helping parents and caregivers to support remote learning
  • Supporting your child to learn remotely at home
  • Maximising speaking opportunities in online lessons
  • Maintaining student motivation while teaching remotely
  • Using Facebook to teach English remotely
  • Using mobile messenger apps to teach English remotely
  • Teaching English via television or YouTube
  • Teaching English using SMS
  • Teaching English via telephone calls
  • Teaching English via radio
  • Teaching English remotely with limited technology
  • Zoom: top tips for online English teaching


As Novas Palavras Criadas em Inglês na Atualidade

Cat café’ and other words added to

NBD, but are you ready to fangirl over our dictionary update? Abso-bloody-lutely. We’ve got some awesomesauce new words – no, rly – that will inform and entertain whether you’re hangry or it’s already wine o’clock. Mic drop.

Mic drops, awesomesauce, manspreading, and more

Let’s pick that mic up again and check out some of the words that have been added to in the world of informal language. The mic drop in question can be a literal ‘instance of deliberately dropping or tossing aside one’s microphone at the end of a performance or speech one considers to have been particularly impressive’, but it’s more likely to be figurative – or an exclamation to emphasize a particularly impressive point: Nuff said. Mic drop.

Mic drop has been added to

If you want to describe something as excellent, you can use awesomesauce; on the other side of the coin, anything of a poor or disappointing standard is weak sauce. Weak sauce came first, and has a more comprehensible origin as a metaphor; an inadequate sauce would certainly let down an otherwise decent meal. Though awesomesauce clearly comes from the words awesome and sauce, the former is currently beating the latter in the Oxford English Corpus and Oxford Twitter Corpus.

Why say banter (‘playfully teasing or mocking remarks exchanged with another person or group’) when you can save a syllable with bants? (Be careful where you use it, though; the term might be recognized in the UK, but is likely to get bemused looks elsewhere.) And, speaking of brevity, the initialism NBDcan take the place of no big deal, while rly is handy textspeak for really. SJW stands for social justice warrior, which is also added in this update. It’s ‘a person who expresses or promotes socially progressive views’, but the word is used derogatively, usually by those who do not share these views.

You may remember mansplain from last year’s update. It’s now joined by the noun manspreading: ‘the practice whereby a man, especially one travelling on public transport, adopts a sitting position with his legs wide apart, in such a way as to encroach on an adjacent seat or seats’. If you’re a gentleman reading this on the bus … can we suggest you arrange your legs considerately? Rly.

Manic pixie dream girl has been added from the world of film criticism: find out more in our video post.

Other informal terms in this update include brain fart, bitch face, bruh, butthurt, fur baby, MacGyver, mkay, rando, and swole.

Mx, Grexit, and other words in the news

Among the additions in the August update, there are those that relate to recent news and events. The blends Brexit (British/Britain + exit) and Grexit (Greek/Greece + exit) were coined in 2012, relating to potential departures of the United Kingdom from the European Union and Greece from the eurozone (those countries which use the euro as their national currency).

Mx has been added to

The honorific Mx has also been added to It’s used (in the same way as Mr, Miss, Mrs, Ms etc.) before a person’s surname or full name as a gender-neutral title. Katherine Martin, Head of US Dictionaries, recently spoke with the New York Times about the rising popularity of the term, which is first found in the late 1970s and has gained significant traction since.


Some fanciful words relating to food and drink are also included in the August update. Beer o’clock and wine o’clock are humorous terms for the (supposedly) appropriate times of day for having your first glass of either drink. You might need to start the meal earlier if you’re feeling hangry: a blend of hungry and angry, meaning ‘bad-tempered or irritable as a result of hunger’. Anything snackable will come in handy.

Hangry has been added to

English often forms new words using existing suffixes, and the realm of food and drink shows several such innovations. From the –y ending comes cheffy (relating to, or characteristic of, a chef) and melty (melting or partially melted); from the –ery ending, we get cidery (a place where cider is made) and cupcakery (a bakery that specializes in cupcakes). The latter is a venue where you’re unlikely to have the option of cakeage, which is ‘a charge made by a restaurant for serving a cake that they have not supplied themselves’, and another word created by the inclusion of a common suffix. The word is modelled on the pattern of corkage, where the same rule applies to wine. And if you can’t bring yourself to have the finest things in life separately, there is now the option of a cat café, where café patrons can eat while surrounded by feline friends.

Cat café has been added to

Edible additions to OxfordDictionaries.comfrom Australian English include Anzac biscuit, barmaid’s blush (typically red wine mixed with lemonade or beer mixed with raspberry cordial), battered sav (battered saveloy sausage), and lolly cake (a cake containing sweets, known generically as lollies in Australian and New Zealand English).

Gaming and the Internet

Whether you’re a Redditor, a YouTuber, or more used to handling physical meeples(playing pieces in certain board games), this update has terms that’ll come in handy. Some don’t show the finer side of the human character: rage-quit is a verb meaning to ‘angrily abandon an activity or pursuit that has become frustrating’, and is especially used in relation to video games.

Rage-quit has been added to

One reason you might rage-quit is because you are being pwned: that is, utterly defeated by an opponent. This informal term is used more often in video gaming, and supposedly resulted from a common mistyping of own with this sense, as a result of the proximity of p and o on a computer keyboard. Along with pwn comes pwnage(and ownage), being ‘the action or fact of utterly defeating an opponent or rival’.

A Redditor is a registered user of the website Reddit; the word is formed on the pattern of editor, and the site relies upon user-submitted content, posted in subreddits(forums dedicated to specific topics). Users might well post content that they consider glanceable, shareable, and even snackable – which can refer to online content designed to be read or viewed quickly, as well as to food.

Other additions from the sphere of technology and the Internet include spear phishing (‘the fraudulent practice of sending emails ostensibly from a known or trusted sender in order to induce targeted individuals to reveal confidential information’), and blockchain (‘a digital ledger in which transactions made in bitcoin or another cryptocurrency are recorded chronologically and publicly’). Nor are mobile phones left out: butt-dial and pocket-dialhave been added, denoting that awkward moment when you dial someone’s number by mistake while your phone is in your pocket.

Talking about job offers

Read the text and make sure you understand all the blue words and expressions. If you’re not sure of the meaning, click on the link to read the definition.

If you are successful in a job interview, the company may make a job offer.

If the company does offer you the position and you accept the offer then you will need to talk about the terms of employment. You will need to discuss the working hours and of course the salary.

Before you start your new job, you will need to decide on the start date. This will depend on the notice period in your current job. This could mean you have to work for a number of weeks after you hand in your notice.

When you have agreed all of this, your new employer will send you a confirmation letter and you can sign a contract with them.

Business Acronyms

1 B2B – Business to Business

2 B2C – Business to Consumer

3 BD – Business Development

4 CEO – Chief Executive Officer

5 CFO – Chief Financial Officer

6 COB – Close Of Business

7 COO – Chief Operating Officer

8 CRM – Customer Relationship Management

9 CSR – Corporate Social Responsibility

10 DM – Direct Mail (can also mean Direct Message)

11 EOD – End Of Day (EO plus another letter is commonly used for End Of Week, End Of Play or End Of Thread for example)

1 HR – Human Resources

2 IAM – In A Meeting

3 FYI – For Your Information

4 KPI – Key Performance Indicator – a way of measuring something that is crucial to the success of the business

5 MOM – Month Over Month refers to that month’s figures compared with the previous month’s (also QOQ or Quarter Over Quarter and YOY or Year Over Year)

6 PA – Performance Appraisal, or it can also stand for Personal Assistant

7 PDP – Personal Development Programme

8 P/E – Price to Earnings (refers to the market price per share divided by the actual earnings per share)

9 P&L – Profit and Loss (summarises the revenue, costs and expenses earned and incurred by a business)

10 ROI – Return On Investment (also used for ROA or Return On Assets and ROE or Return On Equity)

11 SMART – Specific, Measurable, Attainable, Realistic, Time-bound is a guide used for setting an objective that can be measured

12 SMB – Small to Medium Business (also sometimes called SME or Small to Medium Enterprises)

13 TOS – Terms Of Service

14 YTD – Year To Date

Dealing with errors in class

Como devemos proceder quando nossos alunos cometem erros ao falar ou ao escrever? Devemos corrigi los no momento em que cometem o erro, devemos esperar e comentar sobre o erro depois ou ainda não comentamos sobre nada e deixamos que o tempo se encarregue disso? Em grupo ou individualmente?

Essa é uma dúvida difícil e muitos professores não saber como proceder! 

Segue alguns conselhos e dicas de especialistas: 

Dealing with errors in class
Teachers often correct spoken errors as soon as they hear them, sometimes called immediate or on the spot error correction.
This has both advantages and disadvantages. Consider the following:
Advantages Disadvantages

Learner is aware of their error Can affect learner confidence. They may feel embarrassed or unwilling to speak.

Learner might have the opportunity to correct their own error (if the teacher prompts them to) Learner may not be able to get their message across due to interruptions, so communication is impeded.

Can improve accuracy Has a negative effect on fluency

For on-the-spot correction, you can:

– Help the learner to correct themselves (self-correction)

– Help other learners to correct the error (peer correction)

– Correct the error yourself (teacher-led correction)
Which type of on-the-spot correction do you use with your learners? (Self-correction, peer correction or teacher-led correction). Share with us!
Source: © British Council

Gerúndio ou Infinitivo?

Muitos alunos me perguntam como saber quando usar e ING ou TO na hora de escolher o tempo verbal mais apropriado . No entanto a regra é mais de memorizar do que de entender. 

Abaixo segue uma pequena lista com alguns verbos que pedem o gerúndio e outros que pedem o infinitivo.

Seguem alguns exemplos:
When two verbs are used together, the second verb is often in the gerund form (-ing) or the infinitive. There are no specific rules concerning which verbs take which form. Like irregular verbs, you will need to learn which form a verb takes.
Common Verbs + ‘ing’





can’t stand

They go jogging on Saturdays.

I don’t mind helping you.

They can’t stand driving in traffic jams.
Common Verbs + Infinitive






I promised to help him.

Alice needs to start that task.

He decided to quit his job.

Websites that help to learn English

There are lots of ready-made materials available for you from different websites.

Look at the materials below and choose one that you think would be good to use.

This is a song.

This is an audio series.

This is a game.

This is a short video to explain language.

This is a short video and lesson plan.

Shakespeare invented new words

Shakespeare 3

Nobody knows exactly how many words in the English we use everyday were invented by Shakespeare.

Some people have claimed that Shakespeare invented many thousands of words but a more generally accepted figure is 1,700.

As this National Geographic article explains, Shakespeare may have been the first person to use some words in writing or to popularise their use. Whether he ‘invented’ the words or not, he has certainly had a profound effect on English vocabulary.

Here are some of the words and phrases usually attributed to Shakespeare..

  • bedroom
  • blanket
  • fashionable
  • freezing
  • gossip
  • hostile
  • ladybird
  • lonely
  • manager
  • obscene
  • priceless
  • puke
  • undress
  • unreal
  • watchdog
  • pomp and circumstance
  • the be-all and end-all
  • flesh and blood

An internet search for ‘words invented by Shakespeare’ will bring up many thousands of results. Do a search and see which other words you can find to add to the list.

Watch this video:

© British Council

The Future of English

Here is a long but good text from an online course I am taking at University of Southampton. It is about the changes in English as a Lingua Franca and what to expect in the future.

What are your expectations Share with us.

A piece in the EL Gazette in October 2001 (p. 3) under the heading ‘It’s now official: English is hard’ announced: ‘you can now motivate your students by telling them that English is the hardest European language to learn’. It went on to report a study carried out at the University of Dundee, Scotland, which compared the literacy levels of British primary school children with those from fourteen European countries (Finland, Greece, Italy, Spain, Portugal, France, Belgium, Germany, Austria, Norway, Iceland, Sweden, the Netherlands, and Denmark). Children with one year’s schooling had been presented with lists of common words in the mother tongue. It was found that all but the native English speakers were able to read 90 per cent of the word correctly, while the British children could only manage 30 per cent. The researchers concluded that the gap between the English-speaking children and those from the other fourteen countries was the result of difficulties intrinsic to the English language. And at a conference of the Spelling Society, held at Coventry University in the UK in June 2008, in which new research by the literacy scholar Marsha Bell was reported, the same point was made again, with English being described as the worst of all the alphabetical languages for children to learn.

Rather than ‘motivate’ learners, such difficulties could, if widely publicised, discourage them from attempting to learn the language at all. The difficulties divide into three main categories: orthographic, phonological, and grammatical. Spelling difficulties are of various kinds although all relate to the fact that English orthography can often not be predicted from the way in which a word is pronounced. There are, for example, several ways of pronouncing the sequences ‘ea’ (e.g. as in ‘bead’, ‘head’, ‘bear’, ‘fear’, ‘pearl’), and ‘ough’ (e.g. as in ‘cough’, ‘bough’, ‘tough’, ‘dough’, ‘through’, ‘thorough’). A large number of words contain silent letters, such as those which begin with a silent ‘p’ or ‘k’ (‘psychology’, ‘pneumonia’, ‘pseud’, ‘knife’, ‘know’, etc.), another group which end with silent ‘b’ (‘comb’, ‘thumb’, ‘limb’, ‘climb’, etc.), and a third with a silent medial letter (e.g. ‘whistle’, ‘castle’, ‘fasten’, ‘muscle’). Other problems are doubled consonants (e.g. ‘committee’, ‘accommodation’, ‘occasional’, ‘parallel’), and the spelling of unstressed vowels (e.g. the underlined vowels in ‘woman’, ‘persuade’, ‘condition’, ‘success’, ‘infinity’, all of which are pronounced as schwa in RP and many other, but not all, native accents.

As regards pronunciation, difficulties relate particularly to English vowels. Not only does native English have more vowel phonemes than many other languages (twenty in RP as compared with, for instance, five in Spanish and Italian), but it has a particularly large number of diphthongs (eight in RP) and makes extensive use of the central vowel, schwa, in unstressed syllables regardless of the spelling – as was demonstrated in the previous paragraph. In addition, many accent varieties of English including RP andGeneral American (GA) make copious use of weak forms in connected speech. That is, schwa replaces the vowel quality in words such as prepositions (‘to’, ‘of’, ‘from’), pronouns (‘her’, ‘them’, etc.), auxiliaries (‘was’, ‘are, ‘has’, etc.), articles (‘a’, ‘the’) and the like. There are also several other features of connected speech such as elision (loss of sounds), assimilation (modifications to sounds), and liaision (linking of sounds across words). All these aspects of English pronunciation conspire to make it more difficult both to produce and to understand than the pronunciation of many other languages.

Grammatically, difficulties relate very particularly to verb forms and functions. Firstly, English has a large number of tenses all of which have both simple and continuous aspect (present, past, perfect, past perfect, future, future perfect) and none of which have a straightforward link with time reference. Second, there are many modal verbs (‘may’, ‘will’, ‘can’, ‘should’, ‘ought to’, etc.) each with its own problems of form and function. Third, one of the most problematic areas for learner of English is that ofmulti-word (or phrasal) verbs such as ‘get’ (‘get up’, ‘get down’, ‘get on’, ‘get off’, ‘get over’, ‘get through’, etc.) and ‘take’ (‘take up’, ‘take on’, ‘take off’, ‘take out’, etc.). Each has several meanings both literal and metaphorical, along with complicated rules as to whether the verb and particle can or must be separated for an object, depending on whether the verb is classed as adverbial or prepositional.

Because of these difficulties, it would not be surprising if there was eventually a move to abandon English in favour of an international language with fewer complicating linguistic factors along with a slightly les obvious colonialist discourse attached to it (although we see strand 6 [in the book] for another possibility, i.e. that users of ELF will adapt English to suit their own lingua franca purposes rather than accept that they should acquire and use a native version). Spanish appears to be a major contender, with its simpler pronunciation, spelling and verb systems, and its increasing influence in both the EU and America. As Moreno-Fernandez and Otero (2008: 81) point out

The sum of native Spanish speakers and non-native Spanish speakers plus those learning the language gives a total figure of 438.9 million Spanish speakers according to the estimations based on the latest consolidated census information and on other sources such as the Cervantes Institute.

And according to an article in the Times Higher Education Supplement (14 December 2001, p.23), ‘Spanish is … the second international language of business as its importance in the United States grows’. In Europe, there is a massive increase in demand for Spanish, with the number of people travelling to Spain and sitting Spanish-language examinations rising by 15 per cent a year, according to the Instituto Cervantes (Spanish equivalent of the British Council). In addition, the Dominican Republic, Cuba and Mexico are becoming increasingly popular tourist destinations, while the teaching of Spanish as a foreign language is spreading to many parts of the world. In this process, it is being ‘overtly promoted by the Spanish government as part of its aim to strengthen and enhance a pan-Hispanic community across the world’ as well as ‘a desire to consolidate a power bloc with some claim to compete with the overwhelming march of global English’ (Mar-Molinero 2006: 82). As Mar-Molinero continues, ‘[t]he Spanish language learning/teaching industry is thus a flourishing and expanding one’ and ‘whilst smaller in scale, in many senses it resembles the enormous EFL/ELT industry’.

Meanwhile, in the US there were found to be 50.5 million native speakers of Spanish in the 2010 census (see unit C1 [in the book]), making this the second largest L1 group in the US after English, and comprising almost a fifth of the total population. Already non-Hispanic whites are in a minority in California and there are also particularly large numbers of Hispanics in Arizona and Texas. However, it is not only a case of numerical increase: the US Hispanic community appears also to be experiencing ‘a resurgence of cultural pride and confidence’ (The Guardian, 8 March 2001, p.12), while politicians are beginning to pay far greater attention to the Hispanic community’s needs than they have done hitherto. Meanwhile, Latinos such as the Puerto Rican Ricky Martin and Jennifer Lopez have, respectively, topped world pop music charts and won important film awards, and still more recently, the Latin music of artists such as Daddy Yankee, Don Omar, and Molotov has been achieving worldwide popularity (see Mar-Molinero 2008: 39-40).

Further evidence that English may eventually give way to another language as the world’s lingua franca is provided by the internet. As Crystal (2006: 229-231) points out

[The Web] was originally a totally English medium – as was the Internet as a whole, given its US origins. But with the Internet’s globalization, the presence of other languages has steadily risen. In the mid-1990s, a widely quoted figure was that just over 80 per cent of the Net was in English.

However, as he goes on to say,

The estimates for languages other than English have steadily risen since then, with some commentators predicting that before long the Web (and the Internet as a whole) will be predominantly non-English, as communications infrastructure develops in Europe, Asia, Africa, and South America.

He also cites a 2004 Global Reach survey which found that 64.8 per cent of a total online population of 801.4 million was in countries where English is not the mother tongue, and notes that Chinese is expected by most sources to become the majority language of internet users. And a few years later, this seems even more probable. In a table showing the top ten internet languages at the start of 2010 (Internet World Stats 2010, in Crystal 2011: 79), although English still has the largest number of internet users (496 million users, 27.5 per cent of all internet users), Chinese is catching up fast (408 million users, 22.6 per cent of all internet users).

The rapid increase in the amount of Chinese on the internet (1,162 per cent growth between 2000 and 2009, as contrasted with English’s 252 per cent growth) leads Crystal to believe it will soon replace English in the leading position on the internet. On the other hand, Graddol’s earlier point that ‘there remains more English than is proportionate to the first languages of users’ (2006:44) is still true. In other worls, a large amount of internet use in English is by NNESs [non-native English speakers] rather than NESs [native English speakers]. And we cannot discount the possibility that a sizeable proportion of NNESs may continue to use English on the internet as well as, or instead of, their L1, especially for intercultural communication.

Thus, although it is possible that English-medium internet use has passed its peak, it is by no means certain. Meanwhile, the implications for both the spread and type of English used in other forms of communication are as yet far from clear.


Crystal, D. (2006) Language and the Internet. 2nd edition. Cambridge: CUP

Crystal, D. (2011) Internet Linguistics. London: Routledge.

Mar-Molinero, C. (2006) ‘The European Linguistic legacy in a global era: linguistic imperialism, Spanish, and the Instituto Cervantes,’ in Mar-Molinero, C. and Stevenson, P. (eds) Language Ideologies, Policies and Practices. Houndmills, Basingstoke: Palgrave Macmillan.

Mar-Molinero, C. (2008) ‘Subverting Cervantes: language authority in global Spanish,’ International Multilingual Research Journal 2: 27-47

Moreno-Fernandez, F. and Otero, J. (2008) ‘The status and future of Spanish among the main international languages: quantitative dimensions,’ International Multi-lingual Research Journal 2: 67-83

Further information

Jenkins, J. (2015) Global Englishes. A resource book for students, 3rd edition, Abingdon, GB: Routledge

Further free resources from ‘Global Englishes’ by Jennifer Jenkins

Find this book (with a discount of 20% for users of this course, enter codeGEFL1 at checkout) on the Routledge website

3 Maneiras de lidar com quem não gostamos no ambiente de trabalho

Às vezes temos que enfrentar situações com colegas em nosso trabalho que nos fazem perder a cabeça e nos desencorajam a agir de forma acertada.

Seguem 3 dicas sobre essa  matéria da Revista Time de como agir nessas situações conflitantes.

Espero que sejam úteis para você.

3 Ways to Deal with Someone You Really Dislike at Work

By Jennifer Winter


Sometimes, our least favorite employees are in that position at no fault of their own. I figured this out when starting a new job as a manager. I had one employee who was outgoing, ambitious, and hard working—and yet, I couldn’t stand her. For the longest time, I had no idea why.

So, I started making a mental note every time she did something that made me cringe and looked for patterns. It turned out, I found her most annoying every time she asked me a question—specifically one I couldn’t readily answer. I realized that, while her constant questions were definitely not on my favorite to-do list, the real issue wasn’t really with her, it was with me—I didn’t like feeling unprepared and put on the spot.

After that, I made a point to bone up on the issues she typically raised and enlisted her help in figuring out solutions to common snags the entire group faced. Not only did I improve my skills and knowledge as a manager, but I empowered her to take on more responsibility—and kept her busy in the process.

If you’ve got an employee you avoid like the plague, try to figure out what exactly it is about that person that’s driving you batty. The answer might surprise you, and trust me, once you realize what’s irking you, it’ll be much easier to address.

Grab a Pen

I’m a big fan of taking notes, and will rarely go anywhere around the office without my trusty notebook and pen in hand. While it’s obvious why this is beneficial in a meeting, I was surprised to realize my notebook had handy meditative powers, too.

A few years back, I was relatively new as a manager, so I hadn’t come across too many employees I didn’t really like, but one guy was a definite non-favorite. Among many other things, he was a talker. Every time he came by my desk to ask me “a question,” I’d find myself nodding off 20 minutes later, without a clue what he really needed. Not good.

So, I started keeping my notebook handy on my desk. Whenever he came by, I’d politely stop him, grab my pen, and start taking notes of our conversation.

My goal was twofold; first, I wanted to keep myself on track and force myself to pay attention to what he was saying—after all, I was still his manager, and I was there to help him—and secondly, I hoped that my furious note taking would help keep him on track, too. After all, it’s hard to ramble on and on when you know someone’s transcribing your every word.

One of the hardest tasks when dealing with your least favorite employees is making sure you give them the attention they deserve. Keep a pen and notebook handy, and you’ll not only make sure you’re paying attention, but you’ll have a sly diversionary tactic to keep your mind off how annoyed you are at the conversation.

Call For Backup

I know, this probably sounds strange, but if done correctly, it can be an elegant solution to dealing with your least favorite employee.

I stumbled across this tactic after I’d been a manager for a while and was lucky enough to have some great people working with me, including my second in command. She was always eager to learn and jumped at any opportunity to take on additional responsibilities. So, when I was getting frustrated with a particularly irksome employee, she asked if she could take a stab at coaching. The issue we were dealing with at the time was minor and, she suggested, a perfect opportunity for her to try her hand at managing.

This, it turned out, was a great approach. Not only did she get the chance to gradually test the management waters, I was able to observe and guide her throughout the process. And an unexpected benefit? I learned a ton watching her deal with this employee. She approached him in a completely different way, which he responded to quite well. I ended up adopting some of her techniques, and he and I eventually ended up getting along pretty well.

The lesson here is, when all else fails, don’t be afraid to call on someone else to pinch hit. Just remember, this should be used as a learning opportunity for both you and your (temporary) substitute, so don’t fall into the trap of just passing off all your difficult employees to other people.

When you manage, all your employees probably won’t be stars, and some of them will likely drive you crazy from time to time. Keep these tips in mind when you’re getting frustrated with one of your employees, and they’ll never have a clue they aren’t your favorite

Read the full article at

BULLYING – O que Escolas e Professores Podem Fazer

Segue um texto para treino de leitura e compreensão sobre um tema bastante atual.

BullyingBullying can be found in every school. It is often part of how young people interact in our society. Each school must recognize the extent and impact and take steps to prevent that from happening. When bullying is ignored or underestimated, students will suffer permanent torment and harassment. It can cause lifelong damage to the victims. Both bullies and victims are more likely to become criminals. A failure of the school to deal with bullying endangers the safety of all its students, allowing a hostile environment that certainly interferes with learning. There is clear evidence that school can dramatically reduce the incidence of bullying. We need to make schools free of bullying, take immediate action; every student has the right to a safe environment free from bullying.

The size of the problem

Scientific studies show that bullying is an international problem that affects all schools. There is a remarkable similarity in the incidence of bullying from country to country and from school to school. Bullying knows no international boundaries, socio-economic status or ethnic boundaries. This usually has three common characteristics: it is a deliberate and hurtful behavior is repeated and it is difficult for those being bullied to defend themselves. There are three main types of bullying: physical type: hitting, kicking, taking belongings; verbal type: name calling, insults, racist comments and indirect type / emotional: spreading nasty stories, excluding groups.

How to deal with an incident of bullying

Students bullied are typically passive or become so because of intimidation. Avoid concentrating the focus on the shortcomings of the victim of bullying. Focus on the immediate problem is that the behavior of the aggressor. The objective of any intervention must stop the abuse immediately. Make sure that the abuser changes his behavior. Provide support for the victim, ensuring the same access to an environment free of bullying at all times.

Teacher and School Action

Not only the teacher, but all school staff must be committed to a common response to bullying when it happens, because immediate action is crucial. Clear procedures should take place when a case of bullying is discovered. The school needs to provide the necessary support for the individual teacher, so that he is able to maintain a classroom environment safe. There should be clear guidelines that stipulate that teachers have responsibilities when it comes to a case of bullying. A teacher who is conscious of their role should observe when a student is isolated, sad and should seek the reasons for this. Teachers must recognize that a safe classroom is the most effective way to develop a positive learning environment free from bullying. Bullying 2