skip to main | skip to sidebar
Reflective Online Teaching
My Personal Site for Reflective Teaching
RSS
    Jonathan Acuña Solano, Post Author
    Contact Email: jonacuso@gmail.com

The Trickster's Web: Unraveling Iktomi and Anansi in Sioux Legends and Afro-Caribbean Lore

Afro-Caribbean Lore, Anansi, Iktomi, Literature, Sioux Legends, Trickster 0 comments

 

Iktomi or Anansi? The Spider Trickster
AI-Generated Picture by Jonathan Acuña-Solano in 2024

The Trickster's Web:

Unraveling Iktomi and Anansi in Sioux Legends and Afro-Caribbean Lore


 

Abstract: This essay explores the trickster figures of Iktomi and Anansi, examining their roles in Sioux and Afro-Caribbean folklore. Iktomi, often seen as a malevolent figure, teaches lessons on humility through his deceitful actions, while Anansi, celebrated for his cleverness, embodies resilience and cultural preservation. The essay delves into the similarities and differences between the two characters, emphasizing their significance in upholding cultural values and transmitting wisdom through storytelling.

 

 

Resumen: Este ensayo explora las figuras de los embaucadores Iktomi y Anansi, examinando sus roles en el folclore Siux y Afro-Caribeño. Iktomi, a menudo visto como una figura malévola, enseña lecciones de humildad a través de sus acciones engañosas, mientras que Anansi, celebrado por su astucia, encarna la resiliencia y la preservación cultural. El ensayo analiza las similitudes y diferencias entre los dos personajes, enfatizando su importancia en la defensa de los valores culturales y la transmisión de la sabiduría a través de la narración de historias.

 

 

Resumo: Este ensaio explora as figuras do trapaceiro Iktomi e Anansi, examinando seus papéis no folclore Sioux e Afro-Caribenho. Iktomi, muitas vezes visto como uma figura malévola, ensina lições de humildade por meio de suas ações enganosas, enquanto Anansi, celebrado por sua astúcia, encarna a resiliência e a preservação cultural. O ensaio examina as semelhanças e diferenças entre os dois personagens, enfatizando sua importância em manter os valores culturais e transmitir sabedoria por meio de contos.

 


In the rich tapestry of Native American and Afro-Caribbean folklore, the trickster figures of Iktomi (Mclaughlin, 1916) and Anansi (Anglin Edwards, 2018) stand out as embodiments of cunning, wit, and the unpredictable nature of life. These characters, deeply rooted in their respective cultures, not only entertain but also impart moral lessons that have resonated through many a generation. Notwithstanding their mischievous natures, both Iktomi, the Sioux spider trickster, and Anansi, the revered spider of Afro-Costa Rican Limón province, play roles that go beyond mere troublemaking. Through their tales, we gain insight into the cultural values and social norms upheld by the Sioux people and the Afro-Costa Rican communities.

Iktomi, hailing from the Sioux traditions, is often portrayed as a figure who straddles the line between good and evil. He is known for his deceptive tricks, which frequently result in danger creeping from behind for those who cross his path. In some stories, Iktomi’s tricks gobble up the peace and order of the wigwams, leading to chaos and despair. His actions are usually driven by pride and vanity, and Sioux elders use his tales to admonish against such traits. However, there are instances where Iktomi’s mischief inadvertently leads to positive outcomes, teaching valuable lessons and, at times, even helping others.

Anansi, on the other hand, is celebrated among the Afro-Caribbean population of Limón, where he is revered as a cultural hero. Unlike Iktomi, Anansi’s tricks are often seen as clever and resourceful, rather than malevolent. His tales are filled with fine candor as he uses his intelligence to overcome challenges and instill hope in those facing adversity. Anansi’s stories, often recounted by the elderly members of the community, reflect the community's resilience and ability to find humor and wisdom even in the most trying times. Through these stories, Anansi helps preserve the cultural identity of the Afro-Caribbean people, reminding them of their roots and the importance of cleverness and adaptability.

In their exultation, the people of Limón gather to hear Anansi’s tales, finding both entertainment and moral guidance. Similarly, Sioux communities have long used Iktomi’s stories as a means of teaching younger generations about the consequences of deceit and the value of humility. By all the unwritten laws of treachery, both tricksters would be seen as villains, yet their roles in their respective cultures are far more complex. They are not merely agents of chaos but rather teachers, mediators, and preservers of cultural heritage.

There are, however, key differences between the two characters. While Iktomi is often viewed with suspicion and responds with outrage when his tricks are exposed, Anansi is celebrated for his cleverness and ability to turn even the direst situations to his advantage. Iktomi’s tales frequently end with him being punished for his actions, a reflection of the Sioux belief in the importance of humility and respect for others. In contrast, Anansi’s stories often end with him victorious, a testament to the Afro-Caribbean value of resourcefulness.

The duality of these characters is what makes them so enduring. Iktomi, with his callous comments and prideful demeanor, serves as a cautionary figure, warning against the dangers of arrogance. Yet, his stories also uphold the fact that even the most flawed individuals can inadvertently contribute to the greater good. Anansi, meanwhile, represents the power of wit and intelligence in the face of adversity, a message that resonates deeply with the people of Limón, who have historically faced significant challenges.

As the people of Limón gather in the evening to hear Anansi’s tales, gather in affright at Iktomi’s latest scheme, or beseeching nautely for his trick to work, they are participating in a cultural tradition that has hitherto been concealed from outsiders. These stories, passed down through generations, are more than just entertainment; they are a way of preserving and transmitting cultural values, teaching lessons that are as relevant today as they were centuries ago.

In conclusion, Iktomi and Anansi are more than just tricksters. They are complex characters whose stories reflect the values and beliefs of the cultures from which they originate. Whether causing trouble in the wigwam or using wit to survive leaner times, these figures continue to captivate and instruct, reminding us of the power of storytelling in shaping and preserving cultural identity.



Reflective Journaling 1: Similarities and Differences (Acuña-Solano, 2024)

Both Iktomi, the Sioux spider character, and Anansi, the spider figure among the Negro population in Limón, Costa Rica, are trickster figures deeply rooted in their respective cultures. Here are some key similarities and differences:

Similarities:

1.    Trickster Archetype: Both Iktomi and Anansi embody the trickster archetype, using their cunning and wit to outsmart others. They often play tricks or deceive other characters, sometimes for their gain and sometimes to teach lessons.

2.    Cultural Significance: Each character holds a significant place in their respective cultures, serving as a vehicle for moral lessons, cultural values, and storytelling traditions.

3.    Shape-shifting and Transformation: Both characters are known for their ability to transform or manipulate their appearance, which is a common trait among trickster figures.

4.    Storytelling Tradition: Stories of both Iktomi and Anansi are passed down orally through generations, serving as important cultural narratives that preserve the history, beliefs, and social norms of their communities.

Differences:

1.    Cultural Origin: Iktomi originates from the Sioux people of North America, while Anansi comes from West African folklore and was brought to the Caribbean, including Limón, by enslaved Africans.

2.    Moral Ambiguity: While both characters are tricksters, Iktomi is often portrayed with more malevolent intentions, sometimes causing harm or chaos for selfish reasons. Anansi, on the other hand, is more often seen as a folk hero who, despite his trickery, frequently helps others or provides valuable lessons.

3.    Nature of Deception: Iktomi’s stories tend to focus on his failures or the consequences of his tricks backfiring, emphasizing the folly of deceit and pride. Anansi’s tales, in contrast, often celebrate his cleverness and ability to use his wits to overcome obstacles, highlighting intelligence and resourcefulness.

4.    Cultural Integration: Anansi’s stories have been widely integrated into the folklore of the African diaspora, including in the Caribbean, where they have merged with local traditions and taken on new forms. Iktomi's tales are more specific to the Sioux culture and haven't spread as widely outside of their original context.

These comparisons reveal how both characters serve similar narrative purposes within their cultures yet reflect different cultural values and storytelling traditions.



Reflective Journaling 2: Anglin’s Views (Reflective Literary Journaling 2: Anglin’s Views of Anansi, 2024)

Joyce Anglin, a prominent Costa Rican Black storyteller from Limón, portrays Anansi as a clever and resourceful trickster deeply rooted in the Afro-Caribbean oral tradition. Her rendition of Anansi focuses on the character's wit and intelligence, often highlighting how Anansi uses his cunning to navigate challenges and outsmart stronger or more powerful adversaries.

Key Aspects of Joyce Anglin's Portrayal of Anansi:

1.    Cultural Hero: Anglin depicts Anansi as a cultural hero who, despite his small size and lack of physical strength, triumphs through his cleverness. This portrayal resonates with the experiences of marginalized communities, where intelligence and adaptability are valued for survival and success.

2.    Moral Lessons: Through her storytelling, Anglin uses Anansi's tales to impart moral lessons, often related to resilience, resourcefulness, and the importance of using one’s intellect to overcome difficulties. Anansi's tricks are not just for amusement but serve as metaphors for navigating life’s complexities.

3.    Community and Identity: Anglin’s storytelling underscores Anansi’s role in fostering a sense of community and cultural identity among the Black population in Limón. Her stories help preserve the rich heritage of Afro-Caribbean culture in Costa Rica, keeping alive the traditions brought over by African ancestors.

4.    Humor and Entertainment: Joyce Anglin brings a strong sense of humor to her portrayal of Anansi, making the stories entertaining and engaging for audiences of all ages. The humor in Anansi’s escapades also serves to disarm and endear the character to listeners, making his lessons more memorable.

5.    Empowerment: Through Anansi, Anglin conveys themes of empowerment, particularly for the disenfranchised. Anansi’s ability to outwit more powerful foes serves as an inspiration, symbolizing that even those with limited means can achieve great things through cleverness and determination.

Joyce Anglin’s portrayal of Anansi reflects a blend of traditional African storytelling with the unique cultural context of Limón, creating a vibrant and dynamic representation of the trickster figure that resonates deeply with her community.



Reflective Journaling 3: Iktomi in Sioux Legends (Acuña-Solano, Reflective Literary Journaling 3: Iktomi in Sioux Legends, 2024)

Iktomi, the spider trickster in Sioux legends, is a complex figure who embodies both positive and negative traits. While he is often portrayed as a mischievous and sometimes malevolent character, he is not entirely "bad" in all stories. Iktomi's role varies across different legends, and his actions can serve multiple purposes, including teaching lessons, entertaining, or even helping others.

Negative Traits:

1.    Deception and Mischief: In many Sioux legends, Iktomi is a deceiver who uses his cunning to trick others, often leading them into trouble or causing chaos. His actions are frequently driven by selfish motives, such as greed, vanity, or the desire to prove his cleverness.

2.    Pride and Folly: Iktomi's arrogance often leads to his downfall, as his tricks backfire on him. These stories serve as cautionary tales, warning against the dangers of pride and the consequences of deceitful behavior.

Positive or Neutral Traits:

1.    Teacher of Lessons: While Iktomi's tricks can be harmful, they often carry moral lessons for both the characters in the stories and the listeners. Through his failures and mistakes, Iktomi teaches the importance of humility, honesty, and respect for others.

2.    Cultural Mediator: In some stories, Iktomi plays a role in bridging the natural and supernatural worlds. He might interact with spirits or animals, offering insights or revealing truths that benefit others. His actions, though trickster-like, can sometimes lead to positive outcomes.

3.    Helper or Ally: In a few legends, Iktomi can be seen helping others, though often in indirect or unintended ways. For example, his actions might accidentally lead to the resolution of a problem or the teaching of a valuable lesson.

4.    Preserver of Cultural Narratives: Iktomi's stories are an important part of Sioux oral tradition, preserving cultural values, social norms, and historical memory. Through his tales, Sioux elders impart wisdom and entertain others, ensuring that these lessons are passed down through generations.

Iktomi is not a one-dimensional character; his role in Sioux legends is multifaceted. While he is often a trickster who causes trouble, he is also a teacher, a cautionary figure, and at times, even a helper. His complexity reflects the nuanced nature of morality in Sioux culture, where characters like Iktomi serve to illustrate the intricacies of human behavior and the consequences of one's actions.



References

Acuña-Solano, J. (2024, September 11). Reflective Literary Journaling 1: Similarities and Differences Between Inktomi and Anansi. Reflective Journaling 2024. San José, Costa Rica.

Acuña-Solano, J. (2024, October 6). Reflective Literary Journaling 3: Iktomi in Sioux Legends. Reflective Journaling 2024. San José, Costa Rica.

Anglin Edwards, J. (2018). Anancy en Limón, Cuentos Afro-Costarricenses. San José: Editorial de la Universidad de Costa Rica.

Mclaughlin, M. L. (1916). Myths and Legends of the Sioux. Bismark, North Dakota, USA: Bismark Tribune Co.

Reflective Literary Journaling 2: Anglin’s Views of Anansi. (2024, August 18). Reflective Journaling 2024. San José, Costa Rica.

 


Iktomi & Anansi by Jonathan Acuña



Reading Comprehension Exercise:

Instructions: Read the essay carefully, then answer each question by choosing the best option (A, B, C, or D). Circle the correct answer for each question. When you finish, check your answers against the answer key provided at the end.


[1] - What is the primary role of both Iktomi and Anansi in their respective cultures?

A) To bring chaos and misfortune to their people.

B) To provide moral lessons through their stories.

C) To assist leaders in governing their communities.

D) To compete with each other in tales of bravery.


[2] - Which characteristic is more associated with Iktomi than with Anansi?

A) Kindness and generosity.

B) Cleverness and resourcefulness.

C) Mischief that often leads to harm or chaos.

D) Wisdom and honesty.


[3] - How do Anansi’s tales generally end, according to the essay?

A) With Anansi being punished for his actions.

B) With Anansi teaching others to avoid deceit.

C) With Anansi achieving success through his intelligence.

D) With Anansi losing his status as a hero.


[4] - What common trait do both Iktomi and Anansi share?

A) They both transform or manipulate appearances.

B) They are solely motivated by selfish desires.

C) They both originate from Afro-Caribbean culture.

D) They always act as positive influences.


[5] - In what way is Anansi seen as a cultural hero among the Afro-Caribbean population?

A) By causing fear through his tricks.

B) By using wit and intelligence to navigate adversity.

C) By strictly adhering to traditional beliefs.

D) By avoiding trouble and staying silent.


[6] - Why do the Sioux elders share tales of Iktomi?

A) To show the rewards of deceitful behavior.

B) To teach humility and the consequences of pride.

C) To scare children into obedience.

D) To entertain without any deeper purpose.


[7] - How does Joyce Anglin’s portrayal of Anansi affect the community in Limón?

A) It discourages them from engaging in storytelling.

B) It emphasizes the power of wealth over wit.

C) It fosters a sense of cultural pride and resilience.

D) It promotes strict adherence to Sioux legends.


[8] - What is a significant difference between Iktomi’s and Anansi’s tales?

A) Anansi’s tales often portray him as a foolish character.

B) Iktomi’s tales generally lack any moral lesson.

C) Anansi’s tales often celebrate his triumph through wit.

D) Iktomi is only known in the Afro-Caribbean culture.


[9] - What is the ultimate message conveyed through Iktomi and Anansi stories, as suggested by the essay?

A) Stories serve solely as entertainment without any lasting impact.

B) Trickster tales encourage communities to disregard their values.

C) Storytelling shapes and preserves cultural identity and values.

D) Trickster figures are always depicted as villains by their people.

 

Suggestions for Further Exploration:

1.    Explore other Sioux legends featuring Iktomi to understand his multifaceted role.

2.    Investigate the origins of Anansi in West African folklore and its adaptation in the Caribbean.

3.    Compare Iktomi and Anansi to other trickster figures in world mythology.

4.    Examine the role of oral tradition in preserving Iktomi and Anansi stories in modern times.

5.    Analyze the moral lessons imparted by Iktomi and Anansi in the context of contemporary values.

6.    Study the impact of colonialism on the transmission and adaptation of Anansi’s stories in the Caribbean.



Reading comprehension exercise Answer Key:

1.    B - To provide moral lessons through their stories.

2.    C - Mischief that often leads to harm or chaos.

3.    C - With Anansi achieving success through his intelligence.

4.    A - They both transform or manipulate appearances.

5.    B - By using wit and intelligence to navigate adversity.

6.    B - To teach humility and the consequences of pride.

7.    C - It fosters a sense of cultural pride and resilience.

8.    C - Anansi’s tales often celebrate his triumph through wit.

9.    C - Storytelling shapes and preserves cultural identity and values.

 


Unraveling Iktomi and Anans... by Jonathan Acuña




Thursday, October 31, 2024



0 responses to "The Trickster's Web: Unraveling Iktomi and Anansi in Sioux Legends and Afro-Caribbean Lore"


Post a Comment

Newer Post Older Post Home
Subscribe to: Post Comments (Atom)

    Reflective Online Teaching

    Reflective Online Teaching
    Let's learn together

    Visitors

    Costa Rica

    Costa Rica
    My Home Country

    TESOL Certified Instructor

    TESOL Certified Instructor

    Certified Virtual Instructor

    Certified Virtual Instructor

    PD Talks & NCTE-Costa Rica

    PD Talks & NCTE-Costa Rica

    Copyscape

    Protected by Copyscape

    Labels

    • #EdChat (8)
    • #LTTO (14)
    • A1 Learners (1)
    • ABLA (9)
    • Academic Research (9)
    • ADDIE Model (7)
    • Afro-Caribbean Lore (1)
    • Alexander Luria (5)
    • Anansi (1)
    • Andragogy (5)
    • Andy Curtis (1)
    • Apps for Education (1)
    • Assessment (9)
    • Assessment Practices (3)
    • ASSURE (1)
    • Asynchronous Tools (2)
    • Aural/oral skills (1)
    • autonomous learning (1)
    • Barthesian Analysis (5)
    • Behavior (1)
    • Bettelheim (1)
    • Biblical Text Analysis (1)
    • Big Data (6)
    • Blended Learning (1)
    • BlendIt Course (8)
    • Bloom's Taxonomy (5)
    • BNCs (9)
    • Book Critique (2)
    • Book of Job (1)
    • Bookmarking Sites (1)
    • Case Study (4)
    • CEF (2)
    • Classroom Management (2)
    • Cloud Reader (1)
    • Coaching in Teacher Classroom Observation (2)
    • Code of Ethics (1)
    • Communicating about Uncertainty (1)
    • Community of Practice (8)
    • Competency-Based Learning (9)
    • Content Assimilation (1)
    • Content Design (1)
    • CoP (2)
    • Course Project (2)
    • critical skills (1)
    • Critical Thinking Skills (2)
    • Culture (11)
    • Culture Framework (2)
    • Culture Teaching (8)
    • Curriculum Design (2)
    • Curriculum Development (5)
    • Data Science (7)
    • Data-Driven Teaching (5)
    • DDT (1)
    • Deductive Grammar Instruction (2)
    • Deontology (1)
    • Developmental Feedback (1)
    • Diane Larsen-Freeman (1)
    • Didactics (4)
    • Distance Education (2)
    • E-Portfolios (1)
    • Education and Learning (34)
    • Education Technologies (9)
    • Educational Philosophies (1)
    • EFL/ESL Activities (1)
    • Electracy (1)
    • ELF (1)
    • ELL (16)
    • ELL. ELT (1)
    • ELT (35)
    • ELT Conference (1)
    • English Grammar (3)
    • English Teaching (1)
    • Enkidu (1)
    • Eric Mazur (1)
    • ESP (2)
    • Ethical Judgments (1)
    • Ethics (37)
    • Ethics Analysis (1)
    • Etiological Storytelling (1)
    • Evaluation (1)
    • Executives' School (9)
    • Ezekiel (1)
    • Fairy Tales (2)
    • Feedback (5)
    • Flipped Classroom (1)
    • Flipped Learning (1)
    • Formative Assessment (1)
    • Forums (1)
    • Frankenstein (1)
    • Freudian Analysis (3)
    • From theory to practice (2)
    • Future for Education? (2)
    • Global Competence (1)
    • Global Ethics (7)
    • Grading Ranges (1)
    • Grammar (3)
    • Guest Author (1)
    • Guided Practice (2)
    • H. G. Wells (1)
    • H.P. Lovecraft (3)
    • Haiku (1)
    • HD Brown (1)
    • Higher Education (49)
    • History (2)
    • Homerton College Cambridge Course (2)
    • Hootcourse (1)
    • Human Rights (1)
    • Hybrid and Blended Learning (61)
    • Hybrid In-person Teaching (1)
    • Idioms (1)
    • Iktomi (1)
    • Independent Practice (1)
    • Inductive Grammar Instruction (2)
    • infographic (1)
    • Instructional Design (3)
    • Integration of Technology into Teaching (10)
    • Interventions in ELL (1)
    • Isaac Asimov (1)
    • Jacque Lacan (1)
    • Jacques de Molay (1)
    • James Thurber (1)
    • Japanese Folklore (1)
    • Jeremiah (1)
    • JotForm (1)
    • Jungian Analysis (4)
    • Kahlil Gibran (2)
    • Kathleen M. Bailey (1)
    • Kirkpatrick Model (1)
    • Knight Templars (1)
    • Lacanian Analysis (4)
    • Language Competences (1)
    • Language Learning (13)
    • Language Teaching (6)
    • Laureate Course Module 3 Teaching with Technology (19)
    • Laureate Educator (4)
    • Laureate Educator in the XXI Century (2)
    • Laureate Educator-Week 1 (1)
    • Laureate Educator-Week 2 (1)
    • Laureate Educator-Week 3 (1)
    • Leadership (9)
    • learner autonomy (1)
    • Learning (8)
    • Learning Activities (1)
    • Learning Objectives (2)
    • Learning Preferences (1)
    • Learning Styles (1)
    • Les Demoiselles d’Avignon. Pablo Picasso (1)
    • Lesson Planning (4)
    • Lev Vygotsky (4)
    • Libraries (1)
    • Life is a Dream (1)
    • Life Stories (1)
    • Linguistics (2)
    • Listening (1)
    • Literary Criticism (15)
    • Literature (29)
    • LMS (6)
    • LOTI Profile (5)
    • MakerSpace (1)
    • Marcel Duchamp (4)
    • Mary Shelly (1)
    • Materials Design (1)
    • Meaning of Justice (1)
    • Metacognition (2)
    • Metadata (1)
    • Methodology (2)
    • microcelebrities (1)
    • Mind Maps (2)
    • Mindfulness (12)
    • Mixed-Methods Research (4)
    • Modeling in ELT (1)
    • MOOCs (1)
    • Moodle (5)
    • Moral Lesson (1)
    • Motivation (2)
    • Music and Learning (1)
    • Mythology (1)
    • Needs Assessment (3)
    • Netiquette (1)
    • Network Community (1)
    • Nicatesol (1)
    • Nive Events of Instruction (1)
    • Nonviolent Communication (6)
    • Nouns in English (1)
    • Objective Writing (1)
    • OER (1)
    • Online Community (1)
    • Online Instruction (55)
    • online learning (44)
    • Online Learning Programs (1)
    • Online Persona (9)
    • Online Program Design (1)
    • online teaching (4)
    • Online Teaching Approach (1)
    • Online Teaching Practices (71)
    • Oral Assessment (1)
    • Oral Communication (1)
    • Oral Skills (2)
    • Paper.li (1)
    • PBL (1)
    • Pedagogy (2)
    • Pedro Calderón de la Barca (1)
    • Peer Instruction (1)
    • Penny Ur (2)
    • Personal Learning Networks (2)
    • Philosophy (1)
    • Phonemics (4)
    • Phonetics (4)
    • Phonotactics (3)
    • Pilot Programs (1)
    • PLEs and PLNs for Lifelong Learning Competencies Week 1 (1)
    • Poetry (1)
    • Popol Vuh (1)
    • Produsage (1)
    • Produser (1)
    • Professional Competencies (1)
    • Professional Growth (1)
    • Projec-Based Learning (1)
    • Pronunciation (7)
    • Psychology (1)
    • Public Speaking (1)
    • Qualitative Research (4)
    • Quantitative Research (4)
    • Reading (1)
    • Reading and Vocabulary (2)
    • Recruitment (1)
    • Recycling in Education (1)
    • Reflective Journaling (4)
    • Reflective Teaching (55)
    • Research (9)
    • Richard Schmidt (2)
    • Risk Communication (1)
    • Robert Gagné (2)
    • Roland Barthes (2)
    • Rubrics (3)
    • Schema (1)
    • Scoop.it! (1)
    • Second Language Acquisition (4)
    • Secret Societies of the Middle Ages (1)
    • Semiotics (1)
    • Sentence Patterns (1)
    • Short Films (1)
    • Short Stories (4)
    • Sioux Legends (3)
    • Sketchpads (1)
    • SLA (3)
    • Social Media (29)
    • Social Networking in Education (3)
    • Speaking (1)
    • Speaking Scenarios (1)
    • Stephen Krashen (1)
    • Sticky Curriculum (1)
    • Storytelling (1)
    • Strategies for online teaching (1)
    • Student Assessment (1)
    • Student Engagement (1)
    • Student Interest (3)
    • Student Motivation (1)
    • Student Tips (2)
    • Sumerian (1)
    • Summative Assessment (1)
    • Syntax (2)
    • Task-Based Instruction (1)
    • Task-Based Language Teaching (1)
    • TBI (1)
    • TBLT (1)
    • Teacher Development (23)
    • Teacher Feedback (2)
    • Teacher Mentoring (2)
    • Teacher Observation (1)
    • Teacher Training (2)
    • Teaching (47)
    • Teaching Adolescents (1)
    • Teaching ePortfolio (1)
    • Teaching Grammar (2)
    • Teaching Online (9)
    • Teaching Philosophy (4)
    • Teaching Portfolio (1)
    • Teaching Practices (49)
    • Teaching Practicum (22)
    • Teaching Presence (2)
    • Teaching Styles (8)
    • Teaching Tips (9)
    • Teaching With Technology (4)
    • Teaching With Technology-Week 1 (1)
    • Teaching With Technology-Week 2 (1)
    • Teaching With Technology-Week 3 (2)
    • Teaching With Technology-Week 4 (4)
    • Teaching With Technology-Week 5 (3)
    • Teaching With Technology-Week 6 (2)
    • Teaching With Technology-Week 7 (3)
    • Teaching With Technology-Week 8 (2)
    • Teaching With Technology-Week 9 (1)
    • Tech Tip (5)
    • Technological Assessment (2)
    • Technology Use Tips (1)
    • Templars (1)
    • The Assassins (1)
    • The Book of Proverbs (1)
    • The Butterfly Circus (1)
    • The Cats of Ulthar (1)
    • The Data Scientist (5)
    • The Epic of Gilgamish (1)
    • The Loincloth (1)
    • The New Normal (1)
    • The Noticing Hypothesis (2)
    • The Outsider (1)
    • The Prophet (2)
    • The Time Machine (1)
    • Thomas Keightley (2)
    • Tolkien (1)
    • Trickster (1)
    • UCC (1)
    • Universidad Mariano Gálvez (2)
    • Utilitarianism (1)
    • Videoconferencing Platforms (1)
    • Virtual Classroom Features (1)
    • Virtual Learning Environments (8)
    • Virtual Teaching (5)
    • Virtualized Teaching (1)
    • Visual Literacy (1)
    • VLE (47)
    • VLEs (38)
    • Vocabulary learning (10)
    • WAS (14)
    • Web 2.0 (4)
    • Web search engine options (1)
    • Web Tools (6)
    • WebQuests (1)
    • Wilbert Salgado (4)
    • William Elliot Griffis (1)
    • Working Adult Student (5)
    • writing (2)
    • Writing Skills (1)
    • Zecharia Sitchin (1)
    • ZPD (1)

    Blog Archive

    • ►  2025 (19)
      • ►  June (2)
      • ►  May (3)
      • ►  April (4)
      • ►  March (6)
      • ►  February (2)
      • ►  January (2)
    • ▼  2024 (28)
      • ►  December (3)
      • ►  November (2)
      • ▼  October (4)
        • The Trickster's Web: Unraveling Iktomi and Anansi ...
        • Enhancing Online Learning: Harnessing the Power o...
        • Monsters, Mirrors, and Fate: The Struggle for Iden...
        • Mastering Effective Online Language Education: St...
      • ►  September (4)
      • ►  August (5)
      • ►  July (3)
      • ►  June (2)
      • ►  May (2)
      • ►  April (3)
    • ►  2023 (6)
      • ►  September (1)
      • ►  August (5)
    • ►  2022 (1)
      • ►  July (1)
    • ►  2020 (54)
      • ►  November (4)
      • ►  October (7)
      • ►  September (11)
      • ►  August (15)
      • ►  July (10)
      • ►  April (2)
      • ►  March (5)
    • ►  2019 (13)
      • ►  August (5)
      • ►  July (8)
    • ►  2018 (11)
      • ►  June (2)
      • ►  May (7)
      • ►  April (2)
    • ►  2017 (6)
      • ►  May (2)
      • ►  April (2)
      • ►  January (2)
    • ►  2016 (101)
      • ►  November (4)
      • ►  October (7)
      • ►  September (10)
      • ►  August (4)
      • ►  May (22)
      • ►  April (17)
      • ►  March (21)
      • ►  February (14)
      • ►  January (2)
    • ►  2015 (53)
      • ►  November (5)
      • ►  October (13)
      • ►  August (4)
      • ►  July (8)
      • ►  June (5)
      • ►  May (14)
      • ►  April (4)
    • ►  2014 (40)
      • ►  October (5)
      • ►  September (11)
      • ►  August (4)
      • ►  June (3)
      • ►  May (8)
      • ►  April (5)
      • ►  February (1)
      • ►  January (3)
    • ►  2013 (46)
      • ►  December (1)
      • ►  November (1)
      • ►  October (3)
      • ►  September (5)
      • ►  August (6)
      • ►  July (7)
      • ►  June (6)
      • ►  May (7)
      • ►  April (1)
      • ►  March (4)
      • ►  February (3)
      • ►  January (2)
    • ►  2012 (17)
      • ►  December (3)
      • ►  November (4)
      • ►  October (4)
      • ►  September (6)
    • ►  2011 (5)
      • ►  September (2)
      • ►  August (2)
      • ►  January (1)
    • ►  2010 (46)
      • ►  December (9)
      • ►  November (14)
      • ►  October (3)
      • ►  March (4)
      • ►  February (8)
      • ►  January (8)

Copyright © All Rights Reserved. Reflective Online Teaching | Converted into Blogger Templates by Theme Craft