I got an email a few days ago from a teacher in Australia called Rufus. She works with teachers in parts of the world where resources that many of us take for granted can be scarce, and where others that we may occasionally get our hands on are pure pipe dream.
She asked me to contribute to some upcoming training she would be leading in Cambodia, with teachers whose local resources were limited and whose confidence in their own English proficiency may also be limited, and who may not have been fortunate enough to have received much in the way of formal teacher education in the recent past.
In particular, she asked me what I considered my essential teachers’ toolkit: what, as a teacher, I considered a bare minimum of resources with which I could imagine working effectively with groups of students more or less anywhere. Continue reading