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Category Archives: General

Quotes in teaching and about teaching

I just thought it would be great to start collecting quotes on teaching.

Why would I, though?

Aren’t people sick and tired with tons of quotes on Social Media? Frankly speaking, I’m one of such a weary person. I now skip the quotes whenever they pop up in my news feed.

Though it wasn’t the same until recently. In fact, reading quotes was once my main material for reading. First of all, because I didn’t have longer time for more thoughtful reading. And second of all, I found them really informative and educational: These witty bits of wisdom would cast beams of light onto new sides of life or would let me look at my experience from a new perspective, sometimes bringing irony and grains of sarcasm into the way I treated my own existence. It was a fun and unintrusive way of analyzing my life, so to say, on the go.

The attractiveness of quotes lies in the their uncanny accuracy in capturing the quintessence of things. But sometimes, it’s their arousing controversy that makes you pause and re-condiser your own ideas and believes. That’s why quotes are good conversation starters and are widely used in teaching, especially in language teaching.

All these considerations and also the fact that I sometimes read books on teaching, I thought it would be a good idea to collect some gems of wisdom about teaching as I come across them.

So here I go with the first quote:

Let praise be a feeling, not a judgement. (Tim Murthey, Teaching One-to-One, 1988)

I loved this idea! In fact, it can be applied not only to the teaching context but to a broader number of life situations. And how good it would be to constantly remind yourself to be more genuine and sincere in expressing your emotions!

I’ll be posting other quotes as separate blog posts but they all will be easily accessible under “Quotes on Teaching” category.

Is there a quote on teaching that you particularly like?

 
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Posted by on November 29, 2016 in General, Quotes on Teaching

 

Tags: , ,

Teacher is a DJ

Does any job include so many roles as a teacher’s job?

Have a look at this ingenious image of 20 possible teacher roles made by Stacy Bonino for BusyTeacher.org:

teacher-roles

How many roles have you played in your teaching career?

Can you think of any other roles?

***

As for me, when I look back at my almost ten years of teaching practice I can say that I’ve played a considerable number of roles from the above list. I never chose in advance which role to play in the next lesson. Very often it wasn’t even my conscious choice in the lesson: I just responded to a given situation in the best (in my opinion) possible and appropriate way.

Naturally, some roles I like more than others.

Apparently, I play some roles better than others.

And, honestly speaking, I sometimes don’t feel like playing any of these roles at all.

As for other roles, I can say for sure that there are much more teacher roles than those listed in the above image. At least there is one I really enjoy performing. And as you have already guessed by the title of this blogpost, this is the role of a DJ.

Yes, Teacher is a DJ, too 🙂

***

If you know Jason R. Levine (@FluencyMC), I’m sure you will agree with me that Jason is the most brilliant example of a teacher being a DJ. He is inimitable in his ability to mix rap rhythms with English language items making English learning so fun and energetic!

If you don’t know Jason yet, it’s time to get aquainted with his superb music vidoes for English language learners. Here is one of my favourites: http://youtu.be/iOqlPXvnG34

Got hooked? 🙂 Check out tons of other Jason’s videos here: http://www.youtube.com/user/collolearn

***

As you may know well, music can be an incredibly effective way in teaching a language. I’m sure, you have already tried this or that way to incorporate music into your lessons. However, here is a simple guidence for you on how to music and songs in ESL lesson:

http://www.ehow.com/how_4493586_use-songs-music-esl-lessons.html

And here you will find a huge list (50 points!!!) on various ways music and songs can be exploited in the classroom. Surprisingly, music can be used for discipline matters!

http://fr.slideshare.net/ddeubel/50-ways-to-use-music-in-the-english-language-classroom-18755901

***

My favourite way to use music in my lessons, which actually inspired me to write this blogpost, is to use music or songs as the background while students are doing some tasks.

In fact, it wasn’t my idea. I borrowed it from my teacher of English at Oxford House College in London. At first, I was surprised when she put on some music after giving us a task to work on in pairs. It was so unusual as I had never seen any teacher in my school or university use music this way. But I promptly realized how great this idea is!

First of all, music takes tension away! It helps students to relax but at the same time to focus on the activity. (Don’t you listen to music while doing something else? For example, just right now, while I’m typing this post I’m listening to the music of which I’ll speak a bit later 🙂 )

Secondly, music creates some noise which makes students feel less shy to speak. Otherwise, students sometimes feel embarrassed when they hear their voices echoing in the quite room.

Finally, music or songs can create a specific mood which best suits the task or part of the lesson. In fact, this is when our skills as DJs come into play! 🙂 And this is what I particularly like! 🙂

I really love looking through the music playlist on my iPhone and choosing the right music to play. Everything matters: the type of the task, the part of the lesson (the beginning, the middle, or the end), what mood I would like to put my students in, whether or not a music piece has some lyrics, and finally, the music itself (it’s rhythm, tempo, tune etc).

I think that music you put on in class as the background should be light and easy and should have little lyrics. But at the same time it must be sonorous and catchy. Such music will not dominate the classroom or pull students’ attention to itself but will create a lively and pleasant atmosphere in the class.

So I believe it’s highly useful to make a music playlist on your mobile device which would consist of music of different types and genres. Using only one and the same piece of music is a bit boring. So a varied playlist is a guarantee that your lessons will become more surprising and tuneful, and you, in turn, will become a better DJ! 🙂

Below are some of the example music pieces I use as the background:

  1. Isao Tomita “The Sea Named Solaris” – http://www.youtube.com/watch?v=UqPSFv6ZUac
  2. Ewan Dobson “Time 2” – http://www.youtube.com/watch?v=eXqPYte8tvc
  3. Frank Duval ‘Solitude” – http://www.youtube.com/watch?v=HbzAa8V6xyg
  4. Pink Floyd “Terminal Frost” – http://www.youtube.com/watch?v=sNWsQXYSsJQ
  5. Pink Floyd “Learning to Fly” – http://www.youtube.com/watch?v=eCB_INs2E24
  6. Enya “May it be” – http://www.youtube.com/watch?v=_upDME6MwPY
  7. Enya “Orinoco Flow” – http://www.youtube.com/watch?v=LTrk4X9ACtw
  8. Kate Bush “Bertie” – http://www.youtube.com/watch?v=dBRJeD2Y1nY
  9. Yann Tiersen “La Valse d’Amelie” – http://www.youtube.com/watch?v=r0c6cpscjb0
  10. Lindsey Stirling “Crystallize” – http://www.youtube.com/watch?v=aHjpOzsQ9YI
  11. The Glitch Mob “Drive It Like You Stole It” – http://www.youtube.com/watch?v=kON_KRmFRKk
  12. DJ Smash “Moscow Never Sleeps” – http://www.youtube.com/watch?v=FDm3GdDKt2w
  13. Eric Prydz “Call on me” (surely, I never show the video 🙂 ) – http://www.youtube.com/watch?v=QQSYo_pC-QA
  14. Uniting Nations “Out of Touch” (also, the video is never shown 🙂 ) – http://www.youtube.com/watch?v=w-Xz8aLuD7Y
  15. Urban Cookie Collective “The Key The Secret” – http://www.youtube.com/watch?v=Kt91rG311OM
  16. Michael Zager Band “Let’s All Chant” – http://www.youtube.com/watch?v=A-VlM_alVkY
  17. HBO Boxing Original Theme Song – http://www.youtube.com/watch?v=SSlDpLql1Hc
  18. Dropkick Murphys “I’m shipping to Boston” (yes, even this, even though it’s loud and has too much lyrics 😉 ) – http://www.youtube.com/watch?v=SSlDpLql1Hc
  19. The Prodigy “No Good. Start the Dance” (yes, sometimes even this 🙂 ) – http://www.youtube.com/watch?v=svJvT6ruolA
  20. And the crowing track on my playlist is surely my favourite – Yelle “Comme Un Enfant” (CENOB1TE Remix) – http://www.youtube.com/watch?v=NT_M91s0lrk

Well, of course, this list is no way exhaustive! Moreover, it’s being renewed all the time: some tracks come, some go. But you are kindly invited to treat yourselves to the tracks on my playlist! 🙂 I hope you will like some 🙂

And to round off this blogpost, here is the short musical movie I was listening to while writing this blogpost. It’s called God is a DJ, but so are teachers 🙂

Enjoy! 🙂

 
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Posted by on March 6, 2015 in General, Miscellaneous

 

Shall we self-study?

The idea of self-study groups isn’t a novelty. This learning technique has been tried and tested for centuries (at least, I’m convinced to believe so). I also believe that few will question the really he learning potential of self-study groups.

The advantages of self-study groups are self-obvious: higher motivations of participants for learning; the increased sense of responsibility for one’s part of a task; the inspiring feeling of togetherness and being one team; the genuine interest in what participants are studying; better understanding and acquisition of the material as one has to teach it to others; and, the last but not the least, extensive practice of communicative skills. Not surprising that all these advantages may lead to better learning outcomes.

Team-puzzle-440x360-copy

However, as it is always the case in our world, the self-study group method of learning has its drawbacks too. The most evident disadvantage is the possible lack of the general direction of studies. Also, learners in a self-study group may stray from the main topic and get lost in details not being able to see the wood for the trees.

All these aspects considered, I believe it’s relatively easy to overcome the drawbacks of self-study group learning by introducing the time limit and some general plan of studies for a given group of learners.

To see how self-study groups have been used to boost students’ motivation, you can watch this video. The video shows high school students who speak about their experience of working in self-study groups.

Unfortunately, I have never had a chance to be part of self-study group myself and, to my own surprise, I have never tried this technique within all nine years of my teaching practice. So last week I decided to give it a go and see what would happen. Below you will find my observations and reflections on my experience of self-study groups of university students.

For the past three weeks, my students and I have been working on public skills and presentations skills, in particular. We have discussed some aspects of speaking in public; we have studied some practical techniques of delivering a speech and interacting with the audience; we have watched a model presentation and my students have made presentations of their own. However, it was clear to me that I would be able to cover all the aspects of public speaking within the rigid time limit we work in (one 90-min lesson a week): I literally wouldn’t have time to actually teach, discuss and practice the techniques in the classroom. So it dawned on me to give each student an individual question related to presentation skills as part of homework and to ask students to crowd source information for these questions to share it with other students the next lesson. The result exceeded all my expectations.

First of all, each and every student was ready with their part of homework. Secondly, some of the students had brought with them not only some texts but also some visuals like graphs, pictures and slides to illustrate their question. Thirdly, after being left on their own, my students promptly overcame some confusion at the unfamiliar setting and started working together, successfully managing the order of speakers, sharing information, asking and answering each other’s questions. In fact, they were literally learning from each other. I was really amazed that when I could stand back and gave my students almost complete autonomy, they were coping pretty well and learning was happening without my actual involvement.

However, the experiment wouldn’t be a real experiment if I didn’t introduce some variations in the way the study groups worked.

In my first group of students there was no leader assigned to steer the group in a particular direction, track the order of speakers and manage the time of the session. Students were all responsible for the way their group worked. I think that the absence of a leader significantly influenced the work of the group: the session looked more discussion-like and relaxed, while the atmosphere in the group was both informal and respectful. Students were doing their best to speak and put their ideas clearly, they were listening to each other more attentively and were eager to answer any questions. This was a group of people who were truly sharing knowledge and learning from each other. However, although the work of the group was managed well, timing was a bit of a problem because there was nobody to track the time and no one thought it was necessary.

In the second group of mine, I assigned a student to be the leader. His responsibilities included: managing the time and the order of speakers. Needless to say, that this group was better managed, at least in terms of time. However, the general atmosphere in this group differed from that in the previous group. Surely, I understand that the atmosphere in a group depends largely on the people comprising it, but the way the work of the group is organized comes into play too. So when I was observing my students in the second group, I had a feeling that they subconsciously reacted to their leader as if he was a teacher or any other sort of authority. The presence of any kind of authority changes the way people feel or interact in a group, so, in many cases, I noticed that the leader was the connecting-link in the conversations, that students felt less relaxed and less willing to contribute to the discussion, and that they were reluctant to ask questions, to express their opinion, or to add any extra information and take part in the conversation. In fact, there wasn’t a discussion as such, the whole session resembled in many ways a teacher-centered (in this case, leader-centered) lesson. It looked as if students were solely anxious to tell, retell or even to read out their bit of information and call it a day.

This was the first time I had had my students work in a self-study groups setting, and it was only natural for my students to feel some discomfort and awkwardness. So there is no doubt that more observations are needed to draw up more distinct conclusions on how different settings influence the work of a self-study group.

However, what I can say with certainty is what a teacher should and shouldn’t do during the session of the self-study group. First of all, the teacher should help students learn how to cooperate and self-study: students need to feel at ease with working together. They should learn to respect and appreciate each others’ contribution and opinions. Students need to learn not to be afraid or shy to express their ideas and ask questions. Also, it would be beneficial for students to learn to feel responsible for their own learning and stop being docile consumers of whatever their teacher telling them. Students should get the feeling of being independent and active participants of the learning process. Secondly, while conducting the self-study group session, a teacher should sit somewhere at the back of the classroom or leave the classroom in order to come back later to see what result the students have come up with. I would like to note here that the latter option can be chosen only when the learners have learnt to work in a self-study group and are quite confident and willing to work on the task without teacher’s supervision. When a teacher is present at the self-study group session, they should avoid any eye-contact with the students and be solely focused on taking notes of what is happening in the classroom. The eye-contact should be avoided to make students feel that they are on their own and should speak to each other instead of constantly looking back at the teacher for feedback. This will help students to become more self-reliable and start concentrating on the discussion.

I strongly believe that introducing self-study groups in one’s teaching is beneficial both for teachers, as it brings variety in the classroom routine, and to students, as they become more autonomous learners. So far, I can say that this was a really promising and inspiring experience. I will definitely use this method of teaching in the future.

 
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Posted by on April 21, 2014 in General, Young Adults

 

Tags: ,

The Driving Force of Personalization*

If you were invited to an evening party, which outfit would you choose: a tailored dress individually sewn for you for this particular occasion, or a dress which you bought in a shop and which might be worn by someone else at the party? I’m sure there is no second opinion about it. The same goes for other things in life, language learning including.

No doubt, we do need standards that structure our life and against which we could measure our success and growth, or whatever. However, we are all unique and perceive and react to the world in a different ways. We process and analyze information differently. That’s why standardization in education bears little fruit. So it’s not surprising that personalization and customization have become the burning issue in modern ELT discussions. The necessity of personalized learning is agreed upon by the majority of educators around the world. This means that within existing and preferably revised from time to time educational standards, teachers should strive to achieve personalization as much as possible, i.e. to make teaching meet the expectations and interests of learners.

Regardless of the seeming drawbacks of personalization such as the lack of general perspective; unclear time span of a course; blurred syllabus and lesson structures; easily lost purpose of learning and an obscure outcome; the overdependence on a particular teacher’s techniques and preferences; and, more importantly, the avalanche of online and paper resources, customization of the learning process has a lot of strong points.

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Foremost, personalization addresses learners’ unique needs and expectations. Students are working on their own mistakes and weak points; they study and practice the vocabulary and functional language they need for achieving their own personal or professional goals; they read about and discuss the topics relevant to them. Moreover, learners have the opportunity to work in the way that is most appropriate and convenient to them. For example, some learners need more of grammar drills while others find drills stultifying and prefer more dynamic and creative tasks.

With the advent of technology and its integration into the classroom, personalization has become even more easily achieved. Social networking systems, podcasts, wikis, bogs, encyclopedias, online dictionaries, webinars, online English courses, various applications, to name but the few, can satisfy the most capricious and picky learners. And though the shocking number of online resources can at first intimidate a learner, this frustration can be overcome with the attentive guidance of a teacher who will give expert advice to the learner on how to steer through online ocean and find the treasure islands.

Unfortunately, this hi-tech paradise is not accessible to the majority of English learners around the globe. I regret to say that Russia is not an exception. In addition to the use of mainly out-dated and tedious course books, there is almost no personalization of the learning process neither at schools, colleges, universities nor even at language courses. But if some attempts of personalizing lessons do occur, it is solely the initiative of some individual teachers.

So here rises the question: “How can teachers personalize learning in the low-tech environments?”

Below I am going to list some solutions to the above question. These things or techniques are no way new to ELT but we just sometimes need to be reminded of some old good but long-forgotten or taken for granted techniques which can serve us a good service in solving new problems.

The first and foremost thing to do at the very beginning of a course is to carry out a rigorous needs analysis and overall general English test. It will also be beneficial to identify students’ learning styles and teaching methods they are used to. I find it very fruitful to question students about their course expectations and then hold a group discussion on this topic. The finishing touch to getting to know your students is to conduct some psychological tests to reveal what sort of personalities your students have and what kind of people you will have to deal with later.

Secondly, make sure you try out various types of activities ranging from old-fashioned dictations to modern Web 2.0 tools, if, of course, it is possible in your teaching environment. In this way you will enlarge students’ arsenal of learning techniques and will address expectations of the majority of your students. Moreover, if your students find some types of activities most useful and appropriate to them – congratulations! – you have hit the bull’s-eye. In this case, try to include these activities as much as possible in your lesson plans. This is exactly what happened to me when I was teaching an elementary group of adults at a language school. As it is always the case at most language schools, I was under pressure to cover the whole course book by deadline. So we were mainly doing the textbook exercises during our lessons with the very few extra materials of mine. Somewhere at the end of the course book there was a listening dictation exercise: students had to listen to the whole sentences and then write them down. To my surprise, all the students in the group were excited about the task and were eager to do more exercises of this kind. Unfortunately, it was almost the end of our course and we never did such exercises again. But this case taught me a good lesson: teachers are not necessarily need to run headlong after ever-growing number of countless hi-tech educational tools but rather creatively exploit some traditional yet useful techniques. The case with my elementary group also showed me that a teacher should always be mindful of their students’ preferences and needs. This is how personalization can be achieved no matter whether you have to cover a course book in a limited time period or working one-to-one, whether your classroom is hi- or low-tech.

Thirdly, there is no better tool to personalize learning than to give floor to the students, let them decide on the contents of the lessons, choose the activities they like the most, make them active participants of their own learning. This way works both for group and individual teaching.

It is no secret that to do all these is highly time- and energy-consuming. From a teacher, it requires good people and observational skills, the ability to reflect and analyze. Teachers should always be tuned in, flexible and responsive to changes in their classroom. They should be able to single out students’ linguistic problems and address them accordingly. Finally, there is one more thing, the crucial one, that makes personalization possible in any learning environment. This is a teacher’s personality: the willingness to help and surpr@ise (© Vladimira Chalyova) your students, open-mindedness, patience, love for their profession, eagerness to try out new techniques and experiment with the old ones, and a strong feeling of responsibility.

To sum up, it is teachers’ personality that personalizes learning.

 

 

*The article first appeared at http://tesolgreece.blogspot.gr/2013/01/the-driving-force-of-personalization-by.html

You can find other interesting articles on personalised learning at http://tesolgreece.blogspot.gr/p/blog-challenge.html

 

 

 
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Posted by on January 25, 2013 in General

 

Surpr@ise Day in Kosice – How it all started for me

A great day in history, or a personal account of events.

I don’t clearly remember the very first time I learnt about the event. But somehow it was quite a quick and natural decision – “I’m going there.”  And there it all started.

Miraculously, my registration for the event coincided with the awakening of a pleasant feeling of spring inside of me. This was a wonderful feeling, almost a thrill, of something grand and new coming up my way. This feeling, the upcoming spring and the anticipation of the conference reinforced each other, becoming stronger and stronger every day.

There came the day of my departure.  Though it was almost the mid of March, it was a surprisingly lovely winter day. The rays of the rising sun glittered in the snow.  Millions and millions of sparkles danced in the frosty air, sweet and intoxicating. The vast blue sky and the infinite snow-bound earth looked calm and sublime. It was the day that makes you feel energized and invigorated! What a good start of the journey!

And what a surprise it was when I stepped out of my plane in Budapest to find myself in the mid of spring. The warm air and brightly shining sun! The snow-free ground! Everything ready to blossom!

Luckily, my plane arrived earlier and I had a chance to make short yet wonderful trip around the majestic historical part of Budapest. I felt so happy and delighted that I couldn’t stop smiling. I just couldn’t believe my luck!

And then later I met all these wonderful people – Peter Koukol, Luke Meddings, Vladimira Michalkova, Chuck Sandy, Barbara Bujtas, Lenka Kroupova and Marian Steiner – all smiling, open and friendly! In fact, I’m lost for words to give them all the praise they rightfully deserve!

The next day, the day of the conference, turned out to be a sort of revelation to me. First, Luke Meddings’s presentation “Through other people’s eyes” opened my eyes.  Chuck Sandy’s last seminar that day warmed me and opened my mind and heart. And all the people who shared their knowledge and fascination with their profession that day let me look at what I’m doing from a new surprising perspective. They gave me a broader view of our profession showing me the way how to be an even more creative and motivating teacher.

Now looking back at that giant leap I made from winter into spring to meet those great people, I think that the notion of spring could be the best metaphor for what actually happened to me.

By the Surpr@ise Day, I’d lost the momentum in what I was doing. I was working too hard and, probably, too mechanical. I knew I was doing a good job but I’d stopped putting my soul into it. The whole job was just like never-ending household chores – necessary and right but boring, dull and repetitive. As the result, I’d had fewer moments when I felt pleased and happy with my lessons. Now, thanks to all the people I met in Kosice, I rediscovered creativity, freedom and perspective in my profession. I got the taste for my profession back.

The Supr@ise Day gave me a chance to re-examine my life too. When listening to Luke and Chuck, I felt so strongly how much I was missing on my life! All work and chores, no life, no joy, no free time – I’d been getting tired and jaded.  Now I felt motivated, inspired to change life and make more room for personal development, hobbies and joy.

There was another miraculous thing about that day in my life. I had a feeling of warmth and comfort in those people’s company. I can’t say that I’d felt lonely before I came to Kosice but, beyond any doubt, I’d been somewhat isolated. Now, being surrounded by the Supr@ise Day people, I wasn’t isolated any more but connected and valued.

Yes, it was spring, the Spring which is not just a time of year, but the time of life. It was the time of renovation and renaissance, the time of coming back to Life.  That’s why my badge, that said “Spring’s coming”, was about both the long-awaited season and the beginning of a new stage in my life.

Post Scriptum

I smile at the thought that there is a funny simile between me and Mr Mole from Kenneth Grahame’s The Wind in the Willows, who was carried away by Spring’s all-conquering power out of his modest and quiet dwelling into the unknown enormous world to explore, discover, invent, meet, rejoice and open the brand new world of adventure!

“The Mole had been working very hard all the morning, spring-cleaning his little home. First with brooms, then with dusters; then on ladders and steps and chairs, with a brush and a pail of whitewash; till he had dust in his throat and eyes, and splashes of whitewash all over his black fur, and an aching back and weary arms. Spring was moving in the air above and in the earth below and around him, penetrating even his dark and lowly little house with its spirit of divine discontent and longing. It was small wonder, then, that he suddenly flung down his brush on the floor, said “Bother! And “O blow!” and also “Hang spring-cleaning!” and bolted out of the house without even waiting to put on his coat. Something up above was calling him imperiously, and he made for the steep little tunnel which answered in his case to the gravelled carriage-drive owned by animals whose residences are nearer to the sun and air. So he scraped and scratched and scrabbled and scrooged, and then he scrooged again and scrabbled and scratched and scraped, working busily with his little paws and muttering to himself, “Up we go! Up we go!” till at last, pop! his snout came out into the sunlight, and he found himself rolling in the warm grass of a great meadow.

This is fine!” he said to himself. “This is better than whitewashing!” The sunshine struck hot on his fur, soft breezes caressed his heated brow, and after the seclusion of the cellarage he had lived in so long the carol of happy birds fell on his dulled hearing almost like a shout. Jumping off all his four legs at once, in the joy of living and the delight of spring without its cleaning, he pursued his way across the meadow till he reached the hedge on the further side.” (Penguin, 1994)

How true this situation has been for me! Now I’m there, nearer to the sun and air, feeling elated with the joy of living and the delight of spring! 🙂

 

Post Post Scriptum

Thank you to all of you! You’re special! 🙂

 
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Posted by on April 22, 2012 in General

 

Acknowledgements

I would like to start my blog by expressing my deepest gratitude and sending million thanks to the people who have changed my mode of thinking and set me developing both personally and professionally in a new fascinating direction. This direction has led me to a lot of wonderful discoveries and big achievements one of which is this blog.

First of all, I thank Anna Loseva, my MSU colleague, for unveiling the grand world of the Internet teaching community and introducing me to the prominent members of her PLN.

I thank Vladimira Michalkova for inviting me to the Surpr@ise Day in Kosice, Slovakia, and giving me a golden opportunity to meet such outstanding people like Chuck Sandy, Luke Meddings, Marian Steiner, Barbara Bujtas and Lenka Kroupova, the people that have become an integral and irreplaceable part of my personal and professional network.

I thank Chuck Sandy for inspiring me and helping me to break out of my circle of failure by sending me powerful vibes of positive energy and by making me believe that I matter.

I thank Luke Meddings for waking me up and tearing me out of my day-to-day monotonous routine in work and life and reminding me of my long-forgotten love for painting and art.

I thank Marian Steiner for his friendly and kind support I feel I can always rely on.

I thank Barbara Bujtas for sharing her world views and reflections on life and inviting me to take part in joint projects.

I thank all my friends in my buddy group on Facebook for always being there and always being ready to help, support and inspire me.

I thank Romano Rodriguez for his loving and genuine support, understanding, patience and appreciation, for always being a helping hand and a strong shoulder to cry on, and for changing my life in a miraculous way.

 
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Posted by on April 21, 2012 in General