Dictionary Definitions

A dictionary definition: vignette

Several authors have provided a definition for vignette. Some of them have defined a vignette as a type or personal narrative that describes an event shortly after it has taken place. (Pintos & Crimi, 2010). This view seems to be supported by Erickson (1986), who states that the narrative vignette “is based on field notes taken as the events happened and then written up shortly thereafter” (as cited in  Angelides, Panayiotis, Gibbs & Paul, 2006, para. 12). According to Polou (2001), vignettes are “short descriptions of hypothetical persons or situations which contain the information necessary for the respondents to base their judgements upon” (Idem, para. 4).

In conclusion, not only are vignettes used to describe a real case but they are also meaningful, since they provide professionals with the resources to analyse a specific situation, receive feedback and reflect upon their practices.

References

Angelides, Panayiotis, Gibbs, & Paul (2006) Supporting the continued professional development of teachers through the use of vignettes. Retrieved September 2010, from

http://findarticles.com/p/articles/mi_qa3960/is_200610/ai_n17197617/print

Pintos, V., & Crimi, Y. (2010) Unit 2: Personal Narratives in Teaching. Buenos Aires. Universidad CAECE. Retrieved September 2010. from

http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=7214

A dictionary definition: an outline

According to Pintos and Crimi (2010) an outline is a type of writing that involves summarising texts  by means of following a logical hierarchical structure. In order to write an effective outline it seems to be necessary to consider the purpose of writing it and the readership in order to be consistent. As regards the format an outline must have, it is important to consider aspects such as parallelism, coordination, subordination and division. According to Purdue OWL (2007),  “Each heading and subheading should preserve parallel structure. If the first heading is a verb, the second heading should be a verb.” It is also important to keep a hierarchy within the outline. For example, the information that appears in the heading should be more general that the one that appears in the subheading. (Purdue Owl, 2007)

All in all, outlines are organised summaries that rank information under different headings and subheadings, arranged in a logical format. Outlines could be written “to summarize what you have read or to brainstorm what you are about to write.” (Pintos & Crimi, 2010, p.22).

References

Pintos, V., & Crimi, Y. (2010) Unit 1: Building up a community of teachers and prospective researchers. Buenos Aires. Universidad CAECE. Retrieved August 2010, from

http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=6856

Purdue OWL. (2007). Developing an outline. Retrieved August 2010, from http://owl.englihs.urdue.edu/owl/resource/54/01/

A book critique on From teacher to manager: Managing language teaching organizations

White, Hockley, van der Horst Jansen, and Laughner (2008) strike the readers with an utterly suggestive title. From teacher to manager: Managing language teaching organizations (2008) could be considered an essential book in the field of teaching management. According to White et al. (2008),

[A]nyone moving from a classroom to a supervisory or managerial role needs to extend existing skills relevant to their new job, as well as acquire new competencies and a new managerial perspective. This book is intended to be a contribution to such development (p.1).

White et al.’s book is divided into ten clear and well-organized chapters, expressed in straightforward language and friendly to teachers who approach management for the first time. Especially noteworthy is the authors’ ability to engage the reader from the very beginning. This is achieved by means of including Reflection sections in each chapter, which aim at involving the reader into the topics discussed. Also, the inclusion of  Task sections at the end of every chapter prove to be very effective so that managers-to-be can put into practice the theory learnt. In addition, this book also includes an appendix with suggested answers to the tasks and a very useful index too.

The authors of this book seem to suggest that any teacher wishing to set up his or her own language school, or simply wishing you climb up the career ladder will appreciate the information provided in it. From hiring staff to budgeting, all the aspects of managing a language teaching organisation have been taken into account by these authors.

All things considered, the authors’ wish that “From Teacher to Manager will meet the needs of newcomers and practising managers, (…) and will lay a foundation for whatever specialized training and development they may undertake in the future” (White et al, 2008, p.4) seems to have been accomplished. Not only has White et al (2008) presented useful theoretical information but he has also provided the reader with insightful tasks.

References

White, R. et al (2008) From teacher to manager. Managing language teaching organizations. Cambridge: Cambridge University Press