Tag Archives: teachers

How to Recharge from Burnout

Your inbox is an overflowing bucket of urgent requests. You are consistently asked to do more with less. Your mind is constantly reshuffling priorities, perpetually calculating the number of minutes left in the day…We’re all feeling a littlefried at work and home. But there are ways to stay sharp and recharge.” Catherine Zuckerman, April 30, 2021, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Image- Rescuetime blog

Excerpt: How to Beat Burnout — Without Quitting Your Job, By Catherine Zuckerman, April 30, 2021

“Raise your hand if you’re completely burned out…You’re not alone. The pandemic has left many people fried from trying to juggle work, parenting, caregiving and other responsibilities without enough support.

Though not a medical diagnosis, burnout — specifically job burnout — is linked to a range of health problems, from irritability to cardiovascular disease. In 2019, burnout was officially recognized as a work-related phenomenon by the World Health Organization…Some, especially younger, workers are simply quitting. But for those who can’t or don’t want to quit, there are ways to beat burnout.

Kira Schabram is an assistant professor of management in the Foster School of Business at the University of Washington, where she studies how to mitigate burnout in employees. Past research has focused on finding ways to help employers reduce burnout among staff, she said, but hers focuses on what people can do for themselves… Dr. Schabram’s research suggests that small, deliberate acts of compassion toward yourself and others can help reduce feelings of burnout, whether it is short-term or chronic…According to Dr. Schabram, burnout rates tend to be higher in people who view their work as a calling, and ‘not just a paycheck.’ Like teachers…No matter what your burnout feels like, it’s important to get help. Workplace cultures vary, butemployers are legally bound to offer some form of protection for people who might be suffering from burnout, said Steven Azizi, an employment lawyer based in Los Angeles who specializes in representing workers in claims against their employers.”

 

Celebrating Gay Pride Month!

Lesbians in Ballet: ‘Has Anyone Like Me Ever Walked These Halls?’ By Siobhan Burke, The New York Times, June 1, 2021

‘I want a Juliet and Juliet’

Two Juliets- Audrey Malek, left, and Cortney Taylor Key, rehearsing a duet with the choreographer Adriana Pierce. Credit- Yael Malka for The New York Times

“Ballet’s strict gender norms put pressure on women to conform. But dancers who don’t are finding they’re not alone.” S. Burke, The New York Times, June 1, 2021

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 60 minutes.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

Pre-Reading: Predictions: Analyzing headings and photos

Directions: Examine the titles of the post and of the actual article.  Examine any photos, then create a list of  words and  ideas  that you  and your group members think might be related to this article. 

II. While Reading Activities

Word Inference

Directions: Try to infer the meanings of the words in bold taken from the article. You use a dictionary, thesaurus, and Word Chart for assistance.

  1. Job burnout is very common among office workers.
  2. Though not a medical diagnosis, burnout is linked to a range of health problems.
  3. We’re all feeling a little fried at work and home.
  4. Burnout was officially recognized as a work-related phenomenon.
  5. Christina Maslach is  an emerita psychology professor.
  6. Job burnout includes feelings of exhaustion and inefficacy.
  7. Burnout is rampant today.
  8. Some employees fear that they may be targeted if they complain.
  9. Dr. Schabram’s research suggests that small, deliberate acts of compassion toward yourself and others can help.
  10. Burnout rates tend to be higher in people who view their work as a calling.

Grammar Focus: Structure and Usage

Directions: The following groups of sentences are from the article. One of the sentences in each group contains a grammatical  error.  Identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error.

I

  1. Raise you’re hand if you’re completely burned out.
  2. Your mind is constantly reshuffling priorities.
  3. You’re not alone.

II

  1. job burnout are linked to a range of health problems.
  2. Writing in a journal helps recharge the mind.
  3. Dr. Parangi realized she needed to do things that recharged her.

III

  1. No matter what your burnout feels like, it’s important to get help.
  2. Letting others know your not OK is also key.
  3. In some places, if you’re not 150 percent, you’re seen as  weak or defective.

 

Reading Comprehension: Identify The  Speakers

Directions: Read the following quotes from the speakers in the article. Then identify the speakers.

  1. “Burnout, is rampant today, partly because many workers feel they can’t say ‘no’ to their employers without being targeted, demoted or punished in some way.”
  2. “For a long time, the assumption was that when you reach burnout, others need to pull you out of it…employers are ultimately responsible for conditions that drive burnout, but…employees who cannot leave and are not getting support can still help themselves.”
  3. “It’s overwhelming…It’s a lot of layers of trauma without very many resources.”
  4. “I literally couldn’t move out of my chair. It took every last bit of energy for me to change out of my scrubs.”
  5. “No matter what your burnout feels like, it’s important to get help.Workplace cultures vary, but employers are legally bound to offer some form of protection for people who might be suffering from burnout.”

III. Post Reading Activities

Graphic Organizers: Finding The Main Idea

Directions:  Have students use this advanced organizer from Write Design to assist them with  discussing  or writing about  the main idea and points from the article.

Cerebral Chart by Write Design

 

Discussion Questions for Comprehension /Writing

Directions: Have  students discuss the following questions/statements. Afterwards,  students share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. Do you feel as if you’re completely burned out these days? Where do you feel the most stressed, at home, school, work or all three?
  2. What are some health issues related to burnout?
  3. Which organization declared burnout as work-related?
  4. Aside from exhaustion, what are some other feelings that define burnout?
  5. According to the article, why are some over-worked employees afraid to say “no” to employers?
  6. Discuss some of the ways to beat burnout. Can you think of other means to beat burnout that the article doesn’t mention?
  7. Why is it important to share your feelings with colleagues in the workplace?
  8. This article primarily  discusses burnout among office workers.Recently, there was an article in the news about tennis champ Naomi  Osaka who mentioned a need to preserve her mental health” during matches, which is why she declined to meet with the news media in between tennis matches. Do you think there is burnout among professional athletes?  What about students? Singers? Ballet dancers? What other professions or situations  can you think of that might cause a person to burnout?
  9. Discuss three new ideas  that you’ve learned about the topic from the reading,  two things that you did not understand in the reading, and one thing you would like to know that the article did not mention.
  10. Choose one profession in which you’re interested and write about the ways burnout can be avoided in that particular occupation.

ANSWER KEY

C-3PO: “Robots As Teachers? Oh Dear”

Robots have become an intricate part of our lives, so it’s no surprise that they are now being  prepared to enter the classrooms as teachers of young children.   Currently, researchers at MIT and Yale are focusing on improving  the social cues like intonation, gestures, and facial expressions, of robots to make them more likable to children.

ESL Voices Lesson Plan for this post with Answer Key.

C-3PO (l) and R2D2. Photo-DMA Central.

C-3PO (l) and R2D2. Photo-DMA Central.

Excerpt: Coming Soon to a Kindergarten Classroom: Robot Teachers, By Adam Sneed, Slate Magazine

“We’ve been promised for years that robots will soon move from factories into our everyday lives (maybe even white-collar offices), and yet so far, the closest thing we have to Rosie Jetson is the Roomba. In addition to dexterity and the ability to walk, one of the biggest hurdles to personal robotics has been human-machine interaction. For a machine to enter human space, it has to understand certain niceties.(You don’t want a robot chef that can’t tell if you gag when you take a bite of its food, do you?)

Robot teachers. Photo-Scoopit.

Robot teachers. Photo-Scoopit.

And if a robot with social skills can be built, it could have a huge effect on our classrooms. An ideal social robot responds not just to what you say, but to how you say it—factoring in social cues like intonation, gestures, and facial expressions. The robot can then respond with appropriate body language. We take this kind of interaction for granted in science fiction—with C-3PO, for example.

English-teaching robot. Photo Purdue Education.

English-teaching robot. Photo Purdue Education.

We like treating robots as though they are people. Even with today’s simplest robots, researchers have seen study participants give their machines names and carry on one-sided conversations with them. Compare that to the ambivalence people feel about their computer screens (and no, you do not literally love your smartphone) and it’s easy to see the potential for robots to keep people engaged.6. An English-teaching robot. Photo- Boston Globe

Our affinity for robots also appears to affect how we learn from them. Researchers at Yale recently found that people doing cognitive tasks like logic puzzles … learn more effectively when guided by a physical robot than they do with the same help from an on-screen avatar.

The study doesn’t draw conclusions as to why the physical robot was a more effective teacher than its on-screen version, but one guess is that the physical presence of a teaching robot lends it a degree of authority that participants didn’t sense from the digital instructors. Researchers at the University of Delaware are providing safe mobility to children with special needs, Photo- growing your baby.

A National Science Foundation project led by Scassellati, Breazeal and USC professor Maja Mataric aims to push these limits. The team is working to develop robots that can help children with disabilities learn social and cognitive skills. In order to carry out meaningful interactions, though, these robots have to be able to learn on their own so they can understand an individual’s personality traits and social cues.

A Robot in Korean Kindergarten. Photo Scoopit

A Robot in Korean Kindergarten. Photo Scoopit

Juyang Weng, co-founder of Michigan State University’s Embodied Intelligence Laboratory, is studying how robotic learning and cognitive development can look more like human learning in order to strengthen the connection between children and robot teachers…Eventually if a robot can develop its mind, then the robot can be a very close friend of a child,Weng says. The robot can be a teacher in a very fundamental way.” 

ESL Voices Lesson Plan for this post

Level: Low Intermediate -High Intermediate

Language Skills: Reading, writing, speaking and listening. Vocabulary and grammar activities are included.

Time: Approximately 2 hours

Materials: Student handouts (from this lesson) access to news article, and video.

Objective:  Students will read the article with a focus on new vocabulary. At the end of the lesson students will express their personal views on the topic through discussions, and writing. The language skills practiced will be reading, writing, speaking and listening.

I. Pre-Reading Tasks

 Prediction

Analyzing headings and photos

Directions:  Have students use this Pre-reading organizer by Scholastic to assist them in finding the main ideas from the reading.

 Pre-reading Organizer By Scholastic

II. While Reading Tasks

Vocabulary

Word Inference

Directions: Have students use the Word organizer from Enchanted Learning to assist them with new vocabulary.

Color Vocabualry Map by Enchanted Learning

 Sentences:

  1. Robots will soon move from factories into our everyday lives, maybe even white-collar offices.
  2. In addition to dexterity and the ability to walk robots will do more tasks.
  3. An ideal social robot responds not just to what you say, but to how you say it.
  4. Factoring in social cues like intonation, gestures, and facial expressions robots will appear  more human.
  5. The ambivalence people feel about their computer screens is amusing.
  6. Our affinity for robots also appears to affect how we learn from them.
  7. Researchers at Yale recently found that people doing cognitive tasks like logic puzzles are more open to robots.
  8. The study doesn’t draw conclusions as to why the physical robot was a more effective teacher than its on-screen version.
  9. A teaching robot lends the screen a degree of authority.
  10. Creating artificial intelligence… will set a new standard for interactive educational technologies.

 Reading Comprehension

  Sentence Match

Directions: Students  are to complete the sentences from the article by selecting the correct words or phrases.

1. An ideal social robot responds not just to what you say, but to

a- how you say it.

b-the tone you use.

c-how you spell it.

2. The robot can then respond with appropriate

a-speech.

b-sounds.

c-body language.

3. We like treating robots as though they are

a- mechanical friends

b-people.

c-toys.

4. Our affinity for robots also appears to affect how

a-we create them.

b- we learn from them.

c-we gather information from them.

5. The way we divide the world between animate and inanimate objects plays a major role in how

a- we learn.

b- we create robots.

c- we choose robots.

6. The team is working to develop robots that can help children

a- learn their alphabet.

b- learn how to sing.

c-  with disabilities learn social and cognitive skills.

7. In order to carry out meaningful interactions, though, these robots have to be able to learn

a-on their own.

b- through a computer.

c- from a reader.

8.Traditional robots, even ones used in education, aren’t really

a-friendly

b- interactive.

c-sophisticated

9.  Eventually if a robot can develop___then the robot can be a very close friend of a child,

a- feedback,

b- program,

c-its mind,

10. But moving social robots from science fiction to reality promises to be a powerful force for ___.

a-for mankind

b-programmers

c-education.

 Grammar Focus

 Identifying Parts of Speech

Nouns

Directions:  Students are to identify the nouns in the following paragraph, then use as many of the terms as possible  to write their  own paragraph concerning robots.

“We’ve been promised for years that robots will soon move from factories into our everyday lives (maybe even white-collar offices), and yet so far, the closest thing we have to Rosie Jetson is the Roomba. In addition to dexterity and the ability to walk, one of the biggest hurdles to personal robotics has been human-machine interaction. For a machine to enter human space, it has to understand certain niceties.(You don’t want a robot chef that can’t tell if you gag when you take a bite of its food, do you?)”

 

III. Post Reading Tasks

WH-question format

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

WH-How Questions

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion/Writing Questions

Directions: Place students in groups and have them answer the following questions. After, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the discussion topics.

  1. How would you react to a robot teaching your classes?  Would you feel comfortable?  Explain why or why not.
  2. Do you think that young children would feel comfortable with a robot as a teacher? Provide reasons for your answer.
  3. Should robot teachers get a salary the same as non-robot teachers? Explain why or why not.
  4. Can you think of any reasons why robots should “not” be introduced into the classroom?  Provide examples.

IV. Listening Activity 

  Video Clip: Japanese School Tests Robot Teacher

Introduction: “Students at the Kudan Elementary School in downtown Tokyo were told a special teacher would help them with their science class.”

While Listening Exercise

Multiple choice

Directions: Students are to choose the correct response from the ones provided from the video.

1. But few [children] expected the teacher would need___ to help her up to the podium.

a- another teacher.

b-three grown men.

c- a fork-lift.

2. Saya, the substitute teacher, is a___ .

a- robot.

b- computer screen.

c- avatar.

3. Built by Professor Hiroshi Kobayashi of Tokyo University of Science, he says she’s not meant to___.

a- talk to the children.

b- be a baby-sitter.

c- take away the jobs of teachers.

4. Saya may be able to help in schools where___

a- there are many children.

b- there is a shortage of teachers.

c- technology training is needed.

5. “… in some small schools, there are children who do not have the opportunity to come into contact with___

a- new technology.

b-new friend.

c-new teachers.

6. Most students were___by the robot.

a-afraid

b-angry

c-mesmerized

7. One student remarked that “ “Its so much more fun than____

a- playing sports.”

b-doing homework.”

c-regular classes.”

8. Another student said that “ “It was great seeing the robot___

a-teaching.”

b- moving and speaking.”

c- asking questions.”

9. But the class teacher was not convinced Saya was ___

a-to play with the children.

b- stand on her own.

c-ready to go full time.

10. The___of the children did not stop after the class.

a-curiosity

b- noise

c-anger

Post Listening

Directions: With your group members, make up questions that you would like to ask the speakers.

ANSWER KEY-Teacher robots.

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