Volunteer for TESOL!

TESOL International Association is currently seeking TESOL members to serve as award reviewers for 2017. Volunteering for this service enables you to use your expertise and experience to help evaluate award applicants, an integral part of the award selection process.


For more information, please click the link below. Applications are due by Saturday, 1 October 2016.



2016 Conference Places to Stay

motel-690551__340Need a place to stay for the conference? Check out our list of hotels near Gorham. We do have a small block of rooms set aside at the Ramada Plaza. More info on our Places to Stay site.

NNETESOL Conference Prices

ticket-576228__340Going to the NNETESOL 2016 conference in Gorham, Maine? A reminder that early bird pricing ends at noon tomorrow, Saturday September 24th, 2016!

At that time, prices will go up by $10 for students and regular attendees. So get your tickets now and save ten bucks!

NNETESOL Annual Conference Schedule

14022210_1079749178761807_3098381108377639326_nOur first draft schedule with session topics is here! Visit the 2016 Schedule page on our web site for your first look! And don’t forget to check back again as the conference draws nearer  – things will likely change at least a tiny bit.


The Shader Croft School Comes to Winooski

By Rebecca Savage, Winooski, VT High School ELL Teacher

Week 1 swimming lessons - image courtesy the Shader Croft blog (http://shadercroftschool.org/blogs/winooski-ell-8-9.html)

Week 1 swimming lessons – image courtesy the Shader Croft blog.

This summer the Shader Croft School ran two, five week programs in the Winooski middle school for ELL students. The Shader Croft School is a non-profit organization that was founded in 2000. They partner with various public schools to offer a four to five week literacy program during the summer. We were able to have the Shader Croft program come to Winooski through a Title III grant and generous sponsors.

The mission of the Shader Croft School is, “ to provide basic literacy skill instruction to middle school students by providing a highly engaging student-centered, community-based, experiential, integrated learning environment. Shader Croft seeks to empower young adolescents with the skills and confidence necessary to achieve academic success.” This was achieved through a balance of academics, student led trips and teacher planned adventures.

Each student was responsible for identifying something they wanted to learn about and then planning a trip around that interest for the rest of the class. Every day the students spent the morning on academic work and then the afternoons were devoted to student led trips or teacher planned adventures.

The academic portion of the program was split into four classes-reading, writing, oral expression and trip planning/personal growth. Students began the program by setting goals in each of these academic areas. At the end of the program students re-visited their goals and reflected on their progress.

In reading class students learned vocabulary and read information about the trips they were going on to build background knowledge. They also worked on skills such as identifying the main idea of a story, using details to support their thinking, asking questions to monitor understanding and summarizing what they read.  

Writing class focused on crafting complete and descriptive sentences and paragraphs. Students spent a large part of writing class creating pieces that were published in a journal that was published and distributed to families, community members and faculty at the end of the program. The journal included the students trip summaries, recipes and six word stories.

In Oral Expression class, students practiced giving and receiving directions, introducing themselves to new people, phone etiquette and asking questions. Students also created Quizlet sets to acquire and practice new academic vocabulary.

During Trip Planning and Personal Growth class students worked with the trip planner teacher to map out their trip. Students had to look up information and travel directions on the computer. They made phone calls to businesses and community members to arrange their trip and finally they had to brainstorm and write down questions to ask. After the trip was completed, students filled out a trip reflection card, composed and sent thank you letters and wrote up a summary of their trip. For the Personal Growth portion of class students read stories and articles related to bullying and the pressures of being a teenager in today’s world.

Student led trips included: a tour of the air traffic control tower at the Burlington Airport, a visit to Folino’s pizza in Shelburne, fishing at Indian Brook Reservoir, a tour of the Vermont State Police barracks in Williston, video game design at the Emergent media center at Champlain College, a boat ride on the Spirit of Ethan Allen, a lesson on Vermont Geology at the UVM Perkins Museum and an afternoon of soccer with the Saint Michael’s College soccer coach.

The students’ favorite adventure of the summer was swimming! We began the summer with swim lessons at the YMCA in Burlington. Students learned swim safety and basic strokes. If the weather was nice in the afternoon, we were off to a swimming destination. Students enjoyed the waters at Bayside Park, Sand Bar and Oakledge Park.

Students concluded the Shader Croft program by giving presentations about their learning via the Google Maps tool. Throughout the summer students documented their experiences with writing and photos on their Google Map. The presentations took place on the last day of school with faculty and community members in the audience. The experience gave students valuable practice with the Effective Written, Oral Communication and Critical Thinking and Problem Solving Graduate Expectations.

Steve Hyde, the director of the Shader Croft school, summed up the program with this, “It was a pleasure to work with the students from Winooski and we were delighted to be able to give these wonderful students a productive and rewarding summer experience.”

The program was a huge success and we hope the Shader Croft School will return next summer!

For more information on the Shader Croft School and their SES tutoring services, contact Steve Hyde at 802-598-3864 or steve@shadercroftschool.org


Teaching & Staying Active

silhouette-683751__180By Stephanie N. Brown

Teaching is a full-body sport. We are mentally, spiritually and physically challenged within our jobs. We stay up late and wake up early. We take short lunches (if we even have lunch). We live on coffee and tea to keep us energized. But with all of our work demands, we sometimes forget to make time for ourselves.

This past year, I was 200% dedicated to my job. If I was not teaching in the classroom, I was planning lessons, grading papers, applying for grants, participating in professional development, and networking. The one thing I was not doing was something for myself.

Many of my teacher friends have different physical activities or hobbies. They do Jazzercise or roller derby, informal sports teams or rock climbing. This was something I was lacking last year, and especially last semester.

Being mindful to my needs, I have decided to take a risk. I have been taking spinning classes as often as possible. While spinning may not be for everyone, I have already noticed positive mental and physical changes in myself. Instead of planning my workout around my schedule, I am planning my schedule around my spinning classes. This shift in mindset feels nearly revolutionary.

Not everyone likes to work out, has money to work out, or has time to work out. However, I would urge all teachers and professionals to find an outlet that is both mentally and physically beneficial. This personal space and time can help motivate you, sustain you, encourage you, and challenge you.

This fall try to develop a routine that helps you to support your whole self. Even if you just wake up 10 minutes earlier to meditate or take 15 extra minutes to walk the dog. Find/make time to enjoy yourself!

Responsive Classroom and ELLs

By Sarah Forbes

Image courtesy responsiveclassroom.org

Image courtesy responsiveclassroom.org

About the author: Sarah Forbes is the K-1 ELL Teacher at John F. Kennedy Elementary in Winooski, Vermont, an Adjunct Instructor in the Saint Michael’s College intensive summer TESOL Certificate program, and a Vermont Representative of the NNETESOL board.

After a four day training for responsive classroom, thanks to our school’s supportive administrators, I feel confident that the philosophies embedded in this approach are significant for all students, including ELLs, and the corresponding activities have great adaptive value for practicing language and content. Responsive Classroom aims to answer the question of how we can teach the whole child, and recognizes that a learner’s basic needs, including belonging, significance and fun, need to be met in order for academic learning to be at its best. It also argues that academic choice, which considers the various learning styles and developmental stages of students in a classroom, results in greater student engagement and “buy-in.”

It is exciting that our current administration is supporting this shift towards a more complete Responsive Classroom, as community, interaction, student choice and fun have always been central to my own teaching philosophy. When I worked with high school and college age EFL students in Japan, I had a lot of freedom in the content I taught and how I taught it. I tried to infuse all of my lessons with interactive and energetic activities, creative practice with meaningful content, and student choice. Even reluctant students, those who struggled to see why they were required to learn English, couldn’t help but be drawn in by the enticing, student-centered quality of collaborative projects, games, and story creation. Read the rest of this entry »

NNETESOL Board Opportunities for 2016

14022210_1079749178761807_3098381108377639326_n (1)Would you like to be more involved with NNETESOL? Consider joining the board in the upcoming elections at our November 2016 Conference.
We’re looking for
  • a New Hampshire State Representative,
  • a Publishers’ Liaison,
  • a Veteran Member at Large,
  • and a Webmaster.
More information about position responsibilities may be found on our website. We’d love to have you.  If interested, please contact Anne Wright Shank, Past President, awrightshank@cssu.org.

Fall Conference Registration is Now Open!

14022210_1079749178761807_3098381108377639326_n (1)Hurray, we are open for business! Register by clicking the correct button below.

Eventbrite - 2016 NNETESOL Fall Conference--USM, Gorham

Eventbrite - 2016 NNETESOL Fall Conference @ Gorham--Publishers' site

You can also see a basic schedule for the day at this link.

Don’t forget to register before September 25th for early bird prices! Can’t wait to see you in Gorham on 11/5!


Professional Development at HAUniv

By Heather Wardwell, NNETESOL New Hampshire Member

Please join Hellenic American University for an open house to learn more about our innovative Executive MBA program and our new Teaching English as Second Language professional development programs. Hosted by Hellenic American University President Leonidas Koskos and with an overview by Steve Norton – Executive Director of the New Hampshire Center for Public Policy Studies. In addition, Marie Blanchard, from the NH DOE ESOL department, will be presenting on Title III in New Hampshire.

The sky’s the limit with HAUniv, so join us at the fabulous new “Penthouse in the Sky” above Manchester.
September 14, 2016
4 p.m. to 6 p.m.
The Penthouse in the Sky
555 Canal St, Manchester, NH


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