manual de capacitacion asesorÍa acadÉmica

8/2/2019 MANUAL DE CAPACITACION ASESORA ACADMICA

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MANUAL DE CAPACITACIN

ASESORA ACADMICA


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1. FILOSOFA DE LA EMPRESA

2. QU ES LA EMPRESA?

3. QU HACE LA EMPRESA?

4. QU VA A HACER UD. EN LA EMPRESA - CAPACITACIN

5. VINCULACIN LABORAL

Gua de Jornadas


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I) FORMAR A NUESTROS PROPIOS DIRECTORES.

II) CONTAR CON PERSONAS CON ALTO SENTIDO MSTICO CON LA EMPRESA.-Las personas con mstica tienen un gran poder para realizar algn cometido, tienen preferenciasvivas, anhelan vehementemente las cosas, poseen emociones intensas y despiertan potencialesinternos incalculables.

Tener mstica es encontrarse con Dios en el interior del alma.Es crecer, Respetar, defender, es apasionarse, es tener la plena conviccin por lo que se dice, hace ypiensa; es comprometerse con el pensamiento y mucho mas con los Hechos.Es creer, es renunciar a la pretensin de entender. Es el conjunto de fenmenos que no se puedenexplicar racionalmente, es tener f, es pasin. Es tener siempre confianza y un buen concepto de todolo que nos rodea.

La mstica no se puede comprar ni mucho menos se puede obligar a imponer. La mstica la gana quientiene la autoridad o la fama pblica para despertarla.

Si no hay mstica, todo concepto positivo y revestida de grandeza carece de sentido.Con ella nuestros colaboradores, nuestros jefes y nosotros mismos seramos barcos a la deriva,puesto que el que no cree es como el que no vive, el que no vive no siente y el que no siente nuncapodr desarrollarse en ste trabajo que es 100% vivencialy que requiere que seamos inspiradores

para poder ayudar al desarrollo de otros.

Filosofa de la Empresa


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Lo mas importante es conocer y convencerse que una Institucin sin mstica no Podr crecer, nimucho menos desarrollarse a altos niveles.Un gran ejemplo de esto son las dos mas grandes y antiguas Empresas:LA IGLESIA Y LA MILICIA, son instituciones que tiene FILOSOFA PROPIA, RESPETAN LOS SIMBOLOS(HIMNOS, BANDERAS, UNIFORMES, ESCUDOS), Le dan nombre a sus misiones, tiene un alto deseode ascender y gran vocacin de servicio;Por todo esto son GRANDES.

No podemos olvidar que no desarrollar mstica en los dems si antes no he logrado desarrollarla enm mismo, esto significa que sus dirigidos sern la imagen y semejanza de lo que UD. es; Por lo tantodesarrollaremos mstica cuando le demos la importancia a lo importante (las pequeas cosas),cuando nos preparemos lo suficiente para adquirir seguridad, cuando me despojo de las mascaras(orgullo, vanidad, hipocresa etc.), cuando lucho por no perder la humildad y sencillez, cuando meconvierto en un maestro del detalle, cuando no me enfermo del poder, cuando no vivo el pasado,cuando valoro el hoy.

Lo anterior se irradiar y por tal razn los dems querrn parecerse a alguien que hace las cosas congusto y alegra y quien est dando la muestra de una Empresa donde realmente si nostransformamos.No olvidemos que la mstica har que nuestra Empresa sea diferente a las dems y que as existaninstituciones que desarrollen la misma labor, no podrn jams imitar los sentimientos que nos

empujan a hacer una labor.



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EL MAYOR CAPITAL QUE POSEEMOS

III) MOTIVACIN

LA MOTIVACIN: Es el reflejo de motivar, de explicar la razn de una cosa, de encontrarle unmotivo, un por qu a algo.

MOTIVAR: Ser causa o motivo de algo, es la concientizacin a lo que se llega para la realizacin deuna accin a travs del motivo.

MOTIVO: Es lo que se mueve, conduce, la razn a nuestra conducta, siendo la Conducta la

manera de comportarse.

Los motivos se relacionan con las necesidades del individuo, el motivo es el motor que determinaque se haga algo.


El motivo es el motor que determina que se haga algo.


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Lo que buscamos es satisfacer a travs de nuestro trabajo, todo tipo de necesidadestanto para nuestro personal Interno como para nuestros Alumnos y nuestra Empresa.

NECESIDAD

MOTIVO

OBJETIVO

CONDUCTA

FRUSTRACIN

REPOSICIN

SATISFACCIN

NUEVANECESIDAD

Ciclo de las necesidades


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CLASIFICACIN DE LAS NECESIDADES:

-FISIOLOGICAS - PSICOLOGICAS

NECESIDADES FISIOLOGICAS: stas tienden a conseguir el equilibrio biolgico del organismo y laprocreacin.

NECESIDADES PSICOLOGICAS: Una vez conseguida las anteriores, aparecen los motivos psicolgicos;stos determinan la conducta del hombre encaminada al desarrollo de su personalidad.

FISIOLOGICAS:Comida PSICOLOGICAS:SeguridadVivienda Aprobacin socialRelacin Sexual Amor

Abrigo LogroAutorrealizacin

Como directores de All Access International Language Centre, debemos interesarnosfundamentalmente en aquellas necesidades humanas que pueden satisfacerse para el logro deresultados y el manejo perfecto de la formula:

NECESIDADES + INCENTIVOS + ACCIN = DECISIN



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Una de las clasificaciones en cuanto a necesidades humanas se refiere y para entender los motivos denuestros dirigidos, es la que hace el famoso Psiclogo de la Conducta Humana, ABRAHAM MASLOW,que veremos a continuacin:

NECESIDADES FISIOLGICAS: Tratados con antelacin, agregando que el hombre, como otros animalestiene un alto y fuerte sentido de conservacin; Para que satisfaga stas necesidades necesita dinero,

por eso son tambin llamadas necesidades econmicas. (Alimentacin, techo, vestido, recreacin, sexo,transporte etc.) Ejemplo: Poder tener el ingreso para transportarse en camin.

NECESIDADES DE SEGURIDAD: Seguridad fsica, econmica, cuando alcanzamos un nivel econmicodado, queremos asegurar nuestra permanencia ah, y se quiere alcanzar un status de vida razonable,tambin son llamadas necesidades psicolgicas o de equilibrio mental. Ejemplo: Transportarse en taxi(lo recoge y deja en la casa).

NECESIDADES SOCIALES: Quiere sentir que pertenece a una sociedad y que es aceptado como miembrodel grupo, amar y ser amado. Ejemplo: Transportarse en Carro propio (nuevo).

NECESIDADES DE AUTOREALIZACIN: El hombre debe ser lo que puede ser, tiene necesidades deprogresar hacia su potencial. Ejemplo: Transportarse en el mejor carro, Pero ahora contrata conductor.



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ESTANDAR DE VIDA, INCENTIVOS,PREMIOS BENEFICIOS,SUELDO,NATURALEZA FSICA

BIENESTAR FAMILIAR

OPORTUNIDAD, FUTURO

SEGURIDAD TRABAJO POLITICAS NORMASORGANIZACIN, CONDICIONES DE TRABAJO

ASISTENCIA, RELACIONES CON SUS SUBORDINADO,SORIENTACIN, COMUNICACIN,ETICA, TRATO,NECESIDAD AFECTIVA,SER ACEPTADO, BUEN TRATO

SER UTIL, IMPORTANTE, AUTORIDAD, INDEPENDENCIA, IDENTIDAD,STATUS, COMPETENCIA, RECONOCIMIENTO, CONFIANZA.

LOGROS, INNOVACIN, CREACIN, AUTODESARROLLO, HAGO MI TRABAJO

MUY INTERESANTE, RETOS, LIBERTAD, AUTORIDAD, INDEPENDENCIA.

MASLOW PLANTEA LAS NECESIDADES

Auto-

relizacinNo ser del

comn

Necesidades deEgo

Ser el # 1

Seguridades Sociales

Sentido de pertenencia,pertenecer a un staff,

Toma de decisiones

Necesidades de seguridad

Psicologicas:Empresa slida, Contratacin laboral, Salario

estable, Prestaciones, un cargo en la Empresa.

Necesidades Fisiologicas:

Alimentacin, Ropa, Techo, Transporte,

Recreacin, sexo.


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Lo mas importante es entender que el verdadero liderazgo de un director de All Access InternationalLanguage Centre. est en hacer sentir bien a su equipo de colaboradores, Conociendo sus necesidades

y facilitando los medios para que sean satisfechas.

NECESIDADES INDIVIDUALES

1. NECESIDADES DEL ALUMNO

2. NECESIDADES DE LOS TEACHERS

3. NECESIDADES DEL COORDINADOR ACADMICO

4. NECESIDADES DE LA EMPRESA

Las Empresas nacen para satisfacer Necesidades.

Aprender Ingls es la necesidad cultural Mas latente del profesionista de hoy en da.

All Access International Language Centre, nace para satisfacer plenamente stanecesidad de los Alumnos que vinculamos diariamente.


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1. NECESIDES DEL ALUMNO:

MOTIVOS PARA APRENDER INGLS NECESIDADES

Hablar Ingls para conocer museos, - AUTOREALIZACINPorque es pintor.

Ser el Gerente que mejor habla Ingls - EGOEn la Compaa.

Pertenecer al club de Anglo-parlantes - Sociales

Conservar el empleo - Seguridad

Ganar mas dinero - Bsicas primarias

2. NECESIDADES DEL TEACHER:Para el nuevo Teacher, los motivadores son las necesidades fisiolgicas y de seguridad.Estas necesidades se satisfacen por medio de los ingresos.

El Teacher tambin est en busca de reconocimiento constante y lo hace de manera positivademostrndolo con su puntualidad, disciplina y conocimiento.


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3. NECESIDADES DEL DIRECTOR:

No se puede concebir un Director trabajando para satisfacer solamente necesidades psicolgicas yfisiolgicas. stos directores se dejan dominar por ocupaciones a corto plazo. Cambian con facilidad susprioridades y decisiones sin escuchar a un Asesor que trabaje con ms tenacidad. En consecuencia,La gente se siente engaada.Para ser un Director eficiente, se requiere tener la capacidad de proyectarse en el tiempo, no se debentomar decisiones simplemente para salir del paso en el presente.

A los directores orientados hacia el Ego no les va mejor.Se convierten en personas indeseables, por lo general trabajan mal con los dems, debido a su

impaciencia por estar sobresaliendo. Miran a las personas como objetos para ser manipulados en reasde sus propios intereses.

Los directores orientados hacia la Auto-Realizacin son los de ms xito. Para satisfacer sta necesidadse requiere tener una amplia percepcin de la naturaleza interior de cada Asesor, para verlos no comoobjetos que pueden ser manipulados, sino como seres humanos complejos, con necesidadesindividuales.

Las actividades que realizan, siempre conllevan intereses individuales, grupales y empresariales.Al identificar que el fundamento comercial es un ciclo de necesidades y conociendo lo que la gentenecesita, puede CREAR ideas de cmo satisfacerlas.Qu necesito? Qu necesitas? Qu necesitamos?

No siempre podemos pensar en lo que necesitamos o necesita la Empresa; El principio es: Ensear

Al Asesor a satisfacer las necesidades del Alumno, para que satisfaga Las propias y de ese modolos directores satisfacer las nuestras y por ende las de la Empresa.


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a) CAPTACIN

b) SELECCIN

c) CAPACITACIN

d) AFILIACIN

e) RETENCIN

f) FORMACIN

g) FEEDBACK

Reconocer las necesidades, permite CREAR. Si invertimos el ciclo de necesidades Individuales,notamos que la primera es auto-realizacin de la Empresa, es decir, proyeccin a travs de la

formacin de nuevos gerentes y directores. Para que formemos Gerentes y Directores que debeser nuestra misin, es necesario pasar por los siguientes procesos:


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a) Presentacin Personal

b) Reglas para la capacitacin

c) Presentacin del grupo

d) Resea histrica de la Empresa

e) Perfil del personal que elegimos

2. Presentacin de la Empresa


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- Cmo acabar con el Negativismo:

EMPLEADO Vs. EMPRESARIOPROFESIONISTA Vs. EJECUTIVO

Es negativo Es positivo

No cree en l Confa ciegamente en l

No se capacita Aprende todo lo que le trae beneficios

Permanece 8 hrs. en el trabajo y trabaja solo 4 Trabaja 24 hrs. en funcin de su Empresa

Pide horas Extras El primero en llegar el ltimo en irse

Sus hijos van a escuela pblica Sus hijos van a escuela privada

Gana entre $4.500 y $6.000Sus ingresos van en ascenso por la obtencin de susresultados. (Autorrealizacin).

Quiere ser Lic. O Dr. Por el solo hecho de tener unTtulo profesional

Aplica cuanto aprende, (El hombre no vale por lo quesabe, sino por lo que hace con lo que sabe)

Conformista AmbiciosoRelojero No se coloca Lmites

A.R.C. (Alta resistencia al cambio) Le agrada el cambio

Evade las responsabilidades Ama los retos

Le agrada la rutina (Se acostumbra) Quiere aprender, progresar, entrenarse

FacilistaEntiende que las grandes oportunidades, no sonfciles.


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CARACTERISTICAS DEL METODO:

- ECLECTICO

- COMUNICATIVO Y NATURAL

- CULTURIZACIN (100% INGLS EN CLASE)

- ESTRUCTURAL

- INDUCTIVO Y DEDUCTIVO

- ACTIVO Y PRCTICO

- AUDIOVISUAL Y AUDIO - LINGISTICO

- DIRIGIDO Y GUIADO

- PERSONALIZADO

QUE HACE LA EMPRESA


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GRANDES DIFERENCIAS DE NUESTRO METODO Vs. SISTEMAS TRADICIONALES.

Sistema Tradicional

Gramtica Lectura

Escritura Pre-Establecida

Conversacin

Traduccin

Grupos Numerosos Horarios rgidos

Perdida de niveles

Calificaciones Numricas

Perdida por faltas

Tareas Exmenes

El Alumno depende delgrupo

Desconocen las necesidades

Sistema Natural All Access

Conversacin Lectura

Escritura

Gramtica Correctiva

Interpretar el idioma

Asesor Acadmico Personalizado

Horarios flexibles

Avance x logros

No escolarizado

El Alumno no depende delgrupo

Talleres

Clases de recuperacin

Evaluacin y segumiento

Dinamismo


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a) FORMACIN P. A. E. I.

b) AREA ACADMICA

c) PASOS PARA REALIZAR UNA CLASE

Que hace Ud. en laEmpresa


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P. A. E. I. = DIRECCIN MODERNACmo evitar la incompetencia de un director:

PLANEA

DECIDE PRODUCE

ORGANIZA ADMINISTRA

CONTROLA EMPRENDE

MOTIVA INTEGRAEJECUTA

NO IMPORTA LA COMPETENCIA

LABORAL POR LA UTILIZACIN DE TODASLAS FUNCIONES; SOLO EL CARGO.

SI FALTA ALGUNA DE LAS ANTERIORESFUNCIONES, HAY UN ESTILO DE INCOMPETENCIA

LABORAL

GERENCIA TRADICIONAL GERENCIA MODERNA

Formacin P.A.E.I.


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PRODUCTO

(P)

CONOCIMIENTOTCNICO Y

PRCTICO DELPRODUCTO Y

PRODUCTOR DE

RESULTADOS.TIENE EMPUJE YDECISIN.

ADMINISTRADOR

(A)

PROGRAMA,COORDINA,

SUPERVISA YVERIFICA LA

EJECUCIN DELO PLANEADO.

EMPOWERMENT

(E)

METAS ALTAS,VISIN,

ESTRATEGIA,ESTABLECE

POLTICAS CONAMPLIO CRITERIO,

INICIATIVAS,RIESGOS,

LDER.

INTEGRADOR

(I)

CREADOR YFORMADOR DE

EQUIPOSPRODUCTIVOS.

ANALISIS POR FUNCIN


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a) PRODUCTOR (LOBO SOLITARIO):

FUNCIN: Productor de resultados, necesidad de realizarse, impaciente, conoce tecnologa no disciplina, llega a laincompetencia por falta de tecnologa adecuada, cuando lo hace por instinto llegando a la ineptitud, no cumplecuotas, se vuelve zngano, tiene conocimiento pero no lo practica, profesor relojito "que trabaja mucho sinresultados, pero lo hace solo para l.

ESTILO:No delega, no controla, vive de crisis en crisis, aparenta trabajar mucho, no crece, critica a los colegas ysuperiores, no gusta de las juntas pues dice que son perdedera de tiempo, no se capacita, no entrena.

RESUMEN DEL ESTILO DEL SOLITARIO:- FUNCIN EXCLUSIVA: Produccin en la que sobresale.- COMPORTAMIENTO PREDOMINANTE: Apremiante, ocupado.- TOMA DE DECISIN: Acta sin pensar- PRCTICAS DE ENTRENAMIENTO: Haga como yo.- ACTITUD HACIA EL CAMBIO: Se resiste.- ENFOQUE DE CREATIVIDAD: Disperso por todo el mundo.

ACTITUD HACIA:- PRODUCTOR EXCLUSIVO: Igual que l: Lo aprecia- ADMINISTRADOR EXCLUSIVO: No lo respeta- EMPRESARIO EXCLUSIVO: Lo evita- INTEGRADOR EXCLUSIVO: No lo respeta ni lo tiene en cuenta- PALO MUERTO: Lo desprecia

ESTILO DE INCOMPETENCIA


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b) ADMINISTRADOR (BUROCRATA):

FUNCIN:Administrar una organizacin, organiza, supervisa, detallista, implementa, excelente memoria,(tambin tecnologa), administrar, servir, manejar, definir metas con autoridad para definir objetivos, se ajustan alas normas implementadas para los que de verdad producen.

ESTILO:No produce resultados, acta solo de acuerdo a las normas, conoce de memoria los procedimientos(manuales, circulares etc.), es gerente de escritorio, no sale al terreno, le gusta entrenar y programa a todosmenos a l, no es creativo, pasivo igual que su gente, trabajo montono, le gustan las juntas y los programas.

- FUNCIN EXCLUSIVA:Implementar y administrar en lo que sobresale, es poner y mantener lascosas en orden.

- COMPORTAMIENTO PREDOMINANTE:Controlar la implementacin.- QUEJA TPICA:Violaron la norma o procedimiento.- TOMA DE DECISIONES:Prefiere contratar oficinistas que son como l.- SUBORDINADOS:Gente S, S, S seor los asciende si se parecen a l.

- ACTITUD HACIA EL CAMBIO:Se resiste a l, teme perder el control.

ACTITUD HACIA :- PRODUCTOR EXCLUSIVO:Lo critica, lo califica.- ADMINISTRADOR EXCLUSIVO:Lo aprueba.- EMPRESARIO EXCLUSIVO:Sospecha de l.- PALO MUERTO:No lo toma en cuenta.


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C) EMPRESARIO - EMPOWERMENT (INCENDIARIO):

FUNCIN:Esiniciacin de accin, continuos planes de trabajo para grupo, genera su propio plan de accin, correriesgos, es creativo, siempre da ideas nuevas, desarrolla el grupo, analiza fuerzas y debilidades de la organizacin,

identifica lneas de accin.ESTILO: Va a toda velocidad sin resultados, cambia de planes permanentemente sin concretar ninguno, no haceseguimiento, le encanta ser testigo del furor de ideas, tiene poco sentido de lo que la gente puede realizar, seburlan de l en juntas, su grupo siempre tiene que estar de acuerdo con l, no permite discusiones, es unapersona muy agradable, entusiasta, con energa, siempre da la soluciones complicadas haciendo mas grande losproblemas, critica demasiado al grupo.

FUNCIN EXCLUSIVA: Innovar, Emprender.EN QU SOBRESALE: Ideas nuevas y nuevos proyectos.FOCO DE ATENCIN: En lo nuevo que se hace y cmo podra hacerse.RASGOS DE LA PERSONALIDAD: Entusiasta, estimulante, creativo, se auto-evala,Apariencia de mucho trabajo y produccin manifestada en crisis, toma de decisiones temporalessin compromiso de momento.ENTREVISTAS Y CAPACITACIONES: Le gustan, siempre y cuando no le quiten tiempo a susproyectos.

ACTITUD HACIA EL CAMBIO: Le fascina.ENFOQUE DE CREATIVIDAD: Lo monopoliza todo.

ACTITUD HACIA OTROS GERENTES:PRODUCTOR EXCLUSIVO:Lo apruebaADMINISTRADOR EXCLUSIVO: Lo aborreceEMPRENDEDOR EXCLUSIVO: Se siente agraviado por l.INTEGRADOR EXCLUSIVO: Le gusta.PALO MUERTO: No lo toma en cuenta.


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d) INTEGRADOR (SU PERSEGUIDOR):

FUNCIN:Asegura un buen equipo para que haya integracin, est conciente de las necesidades de la gente,suaviza el funcionamiento de las organizaciones desde el punto de vista de la gente, convierte la Empresaindividual en Empresa de grupos, interpreta lo que quieren los dems y no tiene problemas de ego.

ESTILO: No emprende, No produce, No administra, busca los planes aceptados por la mayora, sigue a los dems,no dirige, no se compromete, es fcil identificarlo, oye quejas y las arregla, busca apariencia total, entrena parahacer relaciones interpersonales, hace la empresa pero no el trabajo, no tiene metas reales de organizacin.

FUNCIN EXCLUSIVA: integrar la gente.EN QU SOBRESALE: Conseguir acuerdos y hacer amigos.FOCO DE ATENCIN:Aceptabilidad en lo que hace.RASGOS DE LA PERSONALIDAD: Afable, amable y cordialQUEJA TPICA: Ya no nos llevamos tan bien como antes.TOMA DE DECISIONES: Solo cuando hay concurso de opiniones.ACTITUD HACIA EL CAMBIO: Lo acepta si aumenta su funcin de resolver problemas.

ACTITUD HACIA OTROS GERENTES:PRODUCTOR EXCLUSIVO:Lo aceptaADMINISTRADOR EXCLUSIVO: Le disgustaEMPRENDEDOR EXCLUSIVO: Lo adula.INTEGRADOR EXCLUSIVO: Sospecha de l.PALO MUERTO: Le gusta.


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e) PALO MUERTO:

FUNCIN:No hace nada bien.

SOBRESALE: En mantener algunas de las dificultades.

COMPORTAMIENTO PREDOMINANTE: Espera que le digan que hacer, conforme, condescendiente, evade todaslas reuniones, se queja y pide que no lo amenacen.QUEJA: Y se van segn lo convenido, al grupo llegan y se van cuando quieren, reuniones poco frecuentes, bajaatencin de su presentacin personal.

ESTILO: No desempea ninguna funcin. No produce, No administra, no delega, No es competente, No escreativo, No emprende, No arriesga, es aptico, espera que le digan que hacer, no se Involucra con nadie, seguarda las buenas ideas y opiniones de los dems, se preocupa de cmo sobrevivir, el cambio es una graveamenaza para l, se atribuye el xito de los dems, evita comenzar alguna cosa nueva, favorece a lossubordinados.

No tiene flexibilidad ni poder de adaptacin.

El palo muerto no se va, lo despiden, nadie lo extraa.

ACTITUD HACIA OTROS GERENTES:PRODUCTOR EXCLUSIVO: Lo valoriza.ADMINISTRADOR EXCLUSIVO: se adapta a l.EMPRENDEDOR EXCLUSIVO: Le asusta mucho.INTEGRADOR EXCLUSIVO: Le gusta, los cambian.


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FUNCIN EXCLUSIVA;Todas: Produce Administra, Emprende, Integra.

EN QU SOBRESALE?En facilitar el desarrollo individual y el de la organizacin.COMPORTAMIENTO PREDOMINANTE: Iniciar, innovar, delegar sistemticamente.FOCO DE ATENCIN: Supervivencia de la organizacin.RASGOS PERSONALES: Maduro, Agresivo, Flexible, Analtico, Comunicativo, Sensible a la necesidad de laorganizacin. Se autoevala: xito de su organizacin y de su buen trabajo en equipo.

QUEJAS TPICAS: No hay. (Alienta con sugerencias constructivas).TOMA DE DECISIONES: Participativa, estrategia, compatible.Seleccin de personal: Contrata a quienes producirn y que harn avanzar a la organizacin; Se integra al equipogente como l.ACTITUD HACIA EL CAMBIO: Introduce con cautela, sistemticamente.FOCO DE CREATIVIDAD: Constructiva, concentrada a la accin, se arriesga a la actividad creativa.ACTITUD HACIA OTROS GERENTES: Hacia los malos gerentes, los desarrolla o los cambia.Hacia los gerentes fijos y estables, los alentar, integrar, y ayudar hasta terminar de formar.

GERENTE MODELO:

PRODUCTOR ADMINISTRADOR EMPRENDE INTEGRAL PALO MUERTO(Productor y (Administrador y no (Emprendedor (Integrador y no NONo lobo solitario) Burcrata) y no incendiario) su perseguidor)

DIRECTOR IDEAL


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EL DIRECTOR COMO LIDER DE UN SEDE

Persona que por sus capacidades ha logrado asumir la responsabilidad de conducir un grupo depersonas, logrando satisfacer sus necesidades y las de sus seguidores.

No basta querer asumir la responsabilidad, se necesita la presencia de actitudes que le permitanencausar sus esfuerzos hacia las metas deseadas.

HAY DEBILIDADES Y DESCONCENTRACIN PORQUE:

-Hay quienes se quedan callados al ver-Hay otros que toman decisiones al ver pero sin planear-Hay otros que ni si quiera las ven.

IMPORTANTE: EL PODER DEL EJEMPLO ES IGUAL A ENSEAR HACIENDO

Nuestra imagen es fruto de:- Nuestra disciplina-Nuestra responsabilidad-Nuestra honestidad-Nuestros resultados


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TEACHER JUNIOR

TEACHER SENIOR

PROJECT LEADER

COORDINADOR

TEACHER MASTER

DIRECTOR ACADEMICO

DIRECTOR NACIONAL

ESCALA ACADMICA


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Training Manual


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All Access International Language Centre S.C.

Two talented businessmen, Camilo Plata and Ma. Del Rosario Perdomo, met in Colombia in 1997. They had workedFor different prestigious international language organizations in South America where both Directors starters toWork as marketing managers. Later they got involved whit the academic area. Once they were selected to developA new project in Mexico City and they came up with the idea to establish a language center an they foundedAll Access >International Language Centre S.C. on June 30th, 2002.

The first institute was opened in 2002 and since this new project demanded a balanced organizationLiliana Perdomo as a Publicity Director, promoting private classes among the military. Six month later, PatriciaPerdomo, came from Colombia to complete the cycle. As an accounting she became responsible for the schoolsFinances and accounting. There was a constant search for an innovating way to teach English, so the communicative

and natural methods were adopted in All Access international, but stills there were several areas to improve inAcademics and the best was yet to come.

As demand for classes had increased because of the good service and the public relations gained in the MexicanArmy, the doors were opened for All Access International Language Centre, to become the only language instituteThat worked for the Mexican Defense department (SEDENA), So Tecamachalco opened in August 2003.

In January 2006, the Academic Department began its development, guided by an enthusiastic group of teachers,Willing to have an opportunity to make history at All Access International Language Centre.

We are very proud that in less than five years, we have become a leading institute recognized among the armedForces in Mexico, under the guidance of our General Director Ma. Del rosario Perdomo.

We make the difference in peoples lives and they make a difference in ours. In spite all the changes and surprisesThe future may hold. All Access International knows that the basis of our strength and success is our unity,

Cooperation and loyalty


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Characteristics Eclectic Method

1. Communicative and Natural2. Only English Policy

3. Structural4. Inductive and Deductive5. Active and Practical6. Audio-visual & Audio lingual7. Directed and Guided8. Personalized (Human Approach)


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Eclectic

There are many teaching methods available throughout the world. Some of the most common secondlanguage method in Mexico are the Grammar Translation Method (used in many public schools) andthe Audio Visual Method (which is being commonly used nowadays).In All Access international language Centre, we have selected a series of techniques that have proven

to be the most effective in teaching students.

Although most schools might choose to follow an eclectic approach to teach EFL, there is a greatdanger of creating a monster rather than a princess. If not properly planned, a lot could depended onfactors such as teachers qualities and his or her ability to exploit different techniques in theclassroom.

The use of the word eclecticsuggests in a sense, the need for a single, best method to follow, as wellas an ability to reach eclectic conclusions.

Sometimes a teacher will follow what he considers to be right for his class, without any prior researchor study, thus transforming the method radically. Thats why constant guidance and supervision arerequired so we can keep a true All Access International Eclecticism.

OUR METHOD


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Eclectic

Eclecticism involves factors such as:

The process to learn the target language must be meaningful and real, making it natural. Language learning must be done in the target language in order to help the student from habits. Translation is inappropriate: Allowing it in class would create learning barriers from the beginningof the process, making the students progress slower. Mimicry, memorization and patent repetition do not teach the language. They are appropriatetechniques for a variety of classroom needs but not very productive in the long run if they aremechanical or meaningless.

When approaching EFL teaching eclectically, we must not forget the most important element in thelanguage-learning classroom, the student!All our efforts and training must aim at the students 'learning as our main goal, not at our masteringand infinite variety of methods and techniques.

OUR METHOD


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Communicative and Natural

How many times have you watched a movie that really moved you and made you think, again, that you could? Athousand different ideas crossed your mind and your heart became turmoil of emotions, everything pointing atcoming out of there and really doing something about it! Did you change the world? Did you become the mostsuccessful entrepreneur ever to exist? Did you discover the cure of cancer? Thinking and imagining were not

enough. We must practice our abilities to keep them sharp, and we must give and hear other

s opinions.

What good is it having the must delicious meal in the refrigerator? If we dont do something whit it, It is useless. Soit is with language. Communication of ones thoughts, opinions and feelings is the aim of any language. And itshould be our aim.

The most natural communication patent is that of a question and answer process. Students need to get lots practicein this area, while they check intonation, rhythm and pronunciation from the very beginning. This will help them

develop good language habits. This is achieved trough the use of highly oral productive activities in the languageclassroom and activities that promote communication in the real situations.

There are of course limits on having the students produce orally in the target language, so time should be spentwisely. We must avoid choral repetition or unnatural or mechanical practice. Individual word repetition or sentencerepetition are not very productive. Some humanistic and drama techniques would do far more for our students inhelping theme practice within a realistic set-up.

OUR METHOD


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Only English policy

Students come to us to learn a second language. It is our duty to fulfill their expectations. But this is no simple task.There are still teachers and Academic Coordinators and even Directors reluctant to keep and English onlyatmosphere in and out of the classrooms.

Several studies prove that using exclusively the target language in the classroom is highly effective. It is well knownthat the use of their mother tongues hinders the student s acquisition of the target language, creating barriers thatdo not allow them to stop translating and making them slow and unnatural in the new language.

Promoting the use of only English in the classroom should be an agreement rather than an imposed rule. Studentsshould see from the very start the benefits of helping each other speak English, so the group becomes a learningcommunity. Community work has additional benefits such as the confidence to make mistakes in the knowledge

that they will be corrected, not ridiculed. It also entitles the community members to the possibility of help outsidethe classroom and additional oral practice at informal gatherings in our out of the school s facilities.

The use of Spanish slow down the student's learning process. Therefore , it is completely avoided except for the first20 minutes of the INTRO CLASS in order to have students feel at ease, to explain the objectives and to providetheme some useful expressions.

OUR METHOD


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Structural

Although All Access international Teachers have the freedom to make important decisions in the classroom, thesedecisions must focus on looking for structural progress.Lessons never jump for Simple Present Tense to Past perfect Tense. There is a set grammar structure pattern that hasalready been set up in our classes by the interchange or Market Leader Book.

Our whole program follows a structure, which divides new information into small, easy digestible portions, goingfrom the easiest structures to the most complex ones; from the easiest to the most challenging. This is also true forindividual courses and classes.

Audiovisual/lingual

This is another method that is currently influencing the Mexican educational system. Like its name indicates DVD s,CD players, overhead projectors, video cameras and computers are required, as well as visuals as tools to increasethe students oral production, build up their vocabulary and develop their listening, reading and writing skills.

Another important factor for having audiovisual-lingual material in the classroom is the fact that the teacher notonly teaches the language, but also shows cultural aspects of the target language and provides them a window theworld apart from their bedroom, home, job, city or country.

What could possibly be more gratifying for a teacher?

OUR METHOD


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Deductive

Is teaching an art or science? If teaching is indeed a science, the universal principles apply and precise adherence tothese principles would lead us to learn a foreign language. If teaching is an art, then it relies largely on the skills ofthe performer (teacher) to deliver a class effectively.

Anyone who has ever taught a class knows that not even the best-prepared lesson plan can guarantee the class willdevelop as planned. This is why teachers must exercise one pf the must important skills they will develop, theirability to read and write. Only Through constant research, study and training can teachers ever hope to reacheffective results in the language classroom. So teaching is a science and also an art.

For All Access international deductive classes to be effective, students must be involved in a deductive environment

throughout cueing and grammar formulas, but is not our objective to teach grammar definitions. Teachers who failto do so will inevitably be removed from their positions and invited to retrain.

Deductive teaching means we offer the students meaning from structures and formulas in order acquire thelanguage, students are exposed to grammar rules, but we dont emphasize on the grammatical terminology,students learn like children whit simple structures like children do by situations, visual association and reasoning inorder to establish general principles.

OUR METHOD


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Active and practical

All the classes are active, though most people never stop wonder why and this is so, or how it is done.

The obvious answer is because people learn many different ways, and kinesthetic learners will certain feelcomfortable experiencing this characteristic of our method. But what about the other kinds of learners? Well,keeping an active class will help every student keep their focus and interest, two basic ingredients of successfullearning.

Students participation and interaction is highly due to the great variety of dynamics and activities, these includedrillings that help students reinforce their understanding, from habits and, gain self-confidence and fluency withnew grammar points. They also include conversational activities through which students practice the language

naturally by connecting ideas and integrating new points of knowledge.

But being planning a practical class does not just mean topics or activities that do not apply to a specific group.Although it may sound simple, it rally takes a lot initiative and creativity in lesson planning. The knowledge ourstudents acquire in class must have a practical, almost tangible use.

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Directed and Guided

Since many activities will be used in the classroom, its very necessary for a teacher to correctly direct the group.The teacher is like an orchestra director; guiding, leading, showing the way the group should go in harmony. And if

any one should get excited and go into a different direction, the teacher will bring him or her wisely and tactfully.

Cooperation in community teamwork requires responsible, well educated manners. This discipline is not really sohard to achieve. People from habits and once they are formed it is hard to break them. Our task is to help thestudents develop positive ones.

Do remember that understanding on your part is not enough; students, especially children, tend to forget their goodwills. Whispering can rapidly turn into screaming for their love to be heard; touching frequently finds a way tobecome hitting, and so on.

Remember that every game or activity should have an academic purpose and that is the teachers responsibility tomake sure that those objectives are reached effectively and in the shortest time possible.Making correct use of clear instructions and direct association.

OUR METHOD


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OUR METHOD

Personalized (Humanistic Approach)

The psychology of All Access International is based on a Humanistic Approach, an Approach that describes us in

every way. This approach obviously requires that not too many students share the same classroom. This is the mainreason why All Access International Language has small groups, not larger than six students per session.

Personalized means exactly that, we see students as people and they are the center of our classes. When we lessonplan we think of what is the best way to promote our students; learning and evolution.

In teaching, students are giving individualized attention, working with their particular problems, likes and dislikes,hopes, experiences, desires, memories, opinions and environment. We look for ways to encourage them and to

make the class relevant and meaningful.


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STEPS

Grammar Concept

Warm up

Vocabulary

- Presentation

- Practice

Presentation & Drills

Consolidation

Follow Up

Reading and Listening

Warm Up

Vocabulary- Presentation

- Practice

Presentation

- Anticipation

- Play Video, CD-Rom, Reading

- Comprehension Check

Follow Up Activities


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4 Skills

Speaking Listening Writing Reading

Listen and Repeat Understanding Message Brainstorming Silent Reading

Discussions Making reference Outlining Skimming

Personalization Use of signals Drafting Scanning

Topic-talks -Linguistic Signals Editing Sequencing

Interaction -Para Linguistic Signals Re-writing Segmenting

Information Gap -Extra Linguistic signals Word Reference

Picture Monologues Guessing, Predicting & Anticipating Inferring Meaning

Dialogue Frames Developing a Hypothesis Predicting

Reading Aloud Risking and Speculating Implying

Stress and Intonation Proving Hypothesis Concluding

Gestures, Sound & expressions -Accept

Role plays -Reject

- Reformulate

SPEAKING SKILLS


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SPEAKING SKILLS

SKILL STRATEGY WHY? ACTIVITY

Speaking Listen & Repeat To model students pronunciation intonation & rhythm Imitating CDs, videos

Stress / Intonation Rhythm To help students acquire natural speech patterns Choral repetition

Reading Aloud Improve pronunciation, rhythm & stress Read a paragraph with guiding cues

Pronunciation & Spelling Ss recognize the words and correct usage Choral reading

Information & Direction Improve ss logical sequencing skills to be able to follow

and give directions

Tours, manuals, recipes

Personalization To identify vocabulary in context Matching words

Role-Playing Develop ss spontaneous speech Drama Techniques

Discussion To express opinions and to reach conclusions Debates & controversial topics

Topic talk Simulate ss critical thinking Problem solving

Dialogue Frame Recycle concepts through personal experiences Read dialogues, recycling

vocabulary

Picture Monologue Simulate ss creativity through visuals Creating comic strips, collages

Interaction Enable students to express themselves openly Set up a situation with the

appropriate dynamics

Mood & Emotion Recognize how feelings affect language techniques Role Plays

Interview & Survey Teach information gathering techniques Research, investigation, etc.

Information Gap Simulate critical thinking by inferring in context Story completion

Cueing Facilitate, stimulate critical thinking and oral production Pictures, Sounds, body language,


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LISTENING SKILLS


ListeningUnderstanding

the message

To help students understand the whole or general idea

and not to understand every part of it.

Retelling (the first time they hear)

general information/listen & react/

Discussion and answers.

Marking

Inferences

In order to get the general idea students have to make

inferences or conclusions what he thinks he heard.Answer wh-questions or

guidelines. Collect visuals and

retell the story.

Guessing To teach the student to predict based.Guess the title, main idea of theparagraph, matching, sentence

competition.

Develop

Hypothesis

To teach the students to draw conclusions using the

different clues he has.

Different outcomes and Why

possible sub-situations.

Risk and

Speculate

Exchange ideas and information, coherent expressions

of ideas.

Role Play a similar situation.

Prove

Hypothesis Accept, reject and reformulate.Debate, complete information in

the book, recognition, humanistic

activities.

Use of signals To make a guess based on different signals thestudents is able to recognize.

Identify by clapping, foot

stumping etc.


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WRITING SKILLS


Writing Free Writing Have students express their ideas freely Ss make an essay

Brainstorming Elicit ideas or vocabulary corresponding to an analysis Ss write all the words that come

to their minds, from a given topic.

Outlining Organize ideas taken from the brainstorming Personalize information from the

students brainstorming.

Drafting Have students write corresponding to the writing style Ss write the introduction and

body of a paragraph.

Revising Eliminate useless irrelevant information Exchange paragraphs and identify

mistakes and correct them.

Editing The last step before the piece is published Ss exchange texts and give input

or feedback.

Writing styles Messages, Notes, Survey, Narrative, Interviews,Letters, Rsum, Invitations, Questionnaires, etc.


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READING SKILLS


Reading Silent Reading To improve speed and comprehension Make outlines

Implying To make students get involved in a topic Describe a character

Skimming To get the general idea from the text Guided questions

Scanning Look for specific information Comprehension questions

Segmenting To speed comprehension Puzzle

Word-reference To identify vocabulary in context Matching words

Inferring

Meaning

Use information in order to express their own

information

Surveys, interviews

Sequencing To arrange events in order for syntax check Unscramble events

Predicting Students make educated guesses Complete the story

Concluding To state a fact; consensus (impersonal opinion). Brainstorming the facts


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Critical Thinking

One basic concept of critical thinking is simple: We could define it as the art of taking charge of yourown mind. If we can take charge of our mind, we can take charge of our live; improve it, bringing itunder our self-command and direction. Of course this requires self-discipline. It involves becominginterested in metacognition, reflecting on our motivation for doing something.

It

s quite possible and unfortunately quite unnatural, to live an unexamined life, to live in a more orless automated, uncritical way. As teachers, too often we allow ourselves to uncritically teach as wewere taught; delivering instructions and information, as a result, those students cant deal withmindlessly, inadvertently discouraging activities, that block their initiative and independence bymissing opportunities to cultivate their self-discipline and thoughtfulness.

If taken seriously, the goal and value of critical thinking can transform every dimension of school life,

for example: The way we formulate rules and instructions, how do we relate to our students andencourage them to relate to teach each other, also we cultivate their reading, writing, speaking andlistening skills; we shape their and our teaching-learning skill.


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Cueing

Written

Oral

Visuals

Sound

Signal

Single-Slot CueMultiple-Slot Cue


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DramaTechniques/TPR

Improvisation

Dialogues

Role-plays

Plays, poems, songs & chants

Miming

Interpretation

Debates


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Effective Drilling


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Drills

What is a drill?

Anyone teaching a foreign language needs tools. Drills are very powerful tools in aiding the teacherand, precisely the way you use them will constitute the basis of your method.

What happens in students minds when we drill? We can fin the answer in the Behaviorist Theoriesof Learning (B.F. Skinner; Chumsky). This root of Psychology developed in the 50s is based on

experimental research on animals (rats, dogs, pigeons and monkeys).

The principles are quite simple if we consider that results were just a formation of habits. Habitformation is the basis of behaviorist learning theory. A habit is formed when a correct response tostimuli is consistently rewarded. The more often the reward the stronger the habit becomes; andonce the habit is formed, the individual will continue to respond adequately even if the rewards is nolonger give.

Another common type of habit formation is through punishment, but being punished with negativereinforcement will take us nowhere. This obviously is not what we do in our classrooms.

Skinner concluded that reward is more effective than punishment in teaching-learning environment.All of this was taken very much into account in the 50s and became the basis of the audio-lingualmethod; which was also applied in Mexico in the late 70s.


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Drills

Further back historically; Socrates had a very special way of teaching his students whenever a studentasked him a question, he would not answer directly, he would remain silent 4% of the time and helpthem find the answer with a series of specific recalling question, which he made 65% of the time. 5%

of those questions were divergent-thinking or evaluation-type questions. He believed that one couldnot teach anyone anything. On the other hand, you could only help the student find that, which wasprobably already known by himself.

We should then realize that students know more than what you expect and the way you drill and cueis that special way of helping them finds the answers. Sometimes we forget this and give too muchinformation to our students and their brain becomes lazy at looking for the right answer.


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Whats a drill?

What

s the objective of drilling?

What are the three main types

of drills?


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DRILL

GUDED ANSWERS -QUESTIONS

CHAIN

TRANSFORMATION

SUBSTITUTION

REPETITION

MECHANICAL

TRANSFORMATIONINTERPRETATION

GUIDEDQUESTION FREE

ANSWER

TRANFERINFORMATION

COMMUNICATIVE MEANINFULL

PRODUCTIVEACTIVITIES BASED

ON DIALOGUES,ROLE PLAYS,

DEBATES STORYTELLING, ETC.


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MECHANICAL DRILLS

Its purpose is to develop an automatic responseOf the structure through habit formation.

Mechanical drills concentrate on formrather than content a message.

Students do not need to completelyunderstand In order to respond correctly.

There is only one way to answerand the teacher monitors it closely

because error correction isemphasized at his time


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MEANINGFUL DRILLS

These drills focus on the meaning orMessage more than on the form.

Students are required to give trueInformation; therefore the teacher

Can always predict whatthey will answer.


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COMMUNICATIVE DRILLS

These ones focus on what is saidRather than on how it is said.

Although structure can be controlled

To a certain point, students areExpected to add new informationAbout the real world as well as toExpress their own thoughts and

Opinions; it is very difficult to predictThe answers or vocabulary thatWill be used.


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Whats an application?

An activity which will take the new grammar concept and integrate it withthe ones students already know.

This activity is totally communicative.

The teacher becomes a low key factor and allows students to participate

freely without interruption.


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Critical Thinking

1. Analyzing 2.Brainstorming 3.Classifying

4.Changing Point of View 5.Comparing & Contrasting

6.Deductive Reasoning 7.Defining Concepts 8.Experimenting

9.Imagining 10.Formulating Questions 11.Inventing

12.Observing 13.Ordering 14.Predicting 15.Remembering

16.Problem Solving 17.Summarizing 18.Synthesizing

19.Troubleshooting 20.Visual Thinking


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Cueing and Modeling For Instructions

Have you ever wondered why a well planned classroom from time to time ends up failing to achieveits goal?Its true that there are a number of things than can go wrong in that process; students level, lack ofmaterial, your mood at that moment, etc. Nonetheless, one if the things that very few of us imagineis that the problem may lay on the way we communicative what we want our students to do.

Over the years, several studies have shown that the way we picture what we say when we giveinstructions may differ a lot from the picture on the mind of those receiving these instructions.It shouldnt be a problem because optimally teachers who have learn a foreign language and whohave couple this with an understanding of learning styles and strategies will be better prepared toimpart this knowledge. However, many times we struggle for getting our ideas across with ourstudents. Giving instructions effectively has to do with understanding the way the human brain

processes input.

The first thing the brain does is receiving information and storing part of it in the short term memory.After processing this information, the brain sends signals to the different parts of the body in chargeof carrying the task out.


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Cueing and Modeling For Instructions

This is when the problem starts because its being proving that this information is processed in manydifferent ways depending upon the experiences, the type of intelligences, etc.

Problems

The problems you face when instructions are not fully understood by students are:

1. Students do something different from what they were asked.2. They took too long to end the task.3. They dont see the point of your activity.4. They have experienced frustration because of lack of achievement in classes.

5. Your wonderful activity ends up being not productive.

These all come as a result ofambiguous instructions.


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What to do?Fortunately, not everything is lost!! That these problems show up in class doesnt mean nothing canbe done to correct them, or ever better, to avoid them.

The first thing to do is to take a look at this data.

9 out of 10 people are visual learners

50% of people have a certain kind of problem understanding instructions the first time.

Analyzing this data provides us with valuable information. As most people are visual learners, we canunderstand that effective instructions have to do with images somehow. So if we want our studentsto understand clearly what we want them to do it is essential that they see what they need to do.Considering that fact, its essential that the teacher perform and model to students before doing theactivity.

At the same time, instructions need to be back up with a lot of cues.Cueing is a very powerful tool to get things done. Making use of all types of cues (oral, visual, written,sounds and signals) can make a difference in understanding instructions. For instance, telling studentsto hold a conversation by using a connector may not be as showing a written cue on the board withthe words you want your students to use.


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TipsWe can say then that in order to have our students do what we really want them to do is a matter ofgiving instruction the right way. This can be summarized as follows.

1. Remember that humans are not computers. The number of commands a person can rememberand execute has a limit. This limit varies depending on the age and natural capabilities, but theyrange between 5 and 10.

2. Be as simple as you can.3. Plan. If you dont have a clear idea of what you want and where you go, its very likely that yourstudents wont either. The more completed and organized is your class, the better chances youhave to succeed.

4. Avoid having students switching places, moving and talking while giving directions. Its a lotbetter to tell them what to do before the group move.

5. Aid yourself through the use of cues.

6. Avoid ambiguity.7. Show your students a little sample of what you need them to do.8. Have students repeat what you told them to do.9. Monitor them.


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TPRIntroduction

Total Physical Response is a language learning method based on the speech and actionscoordination. It was developed by James Asher, a psychology professor at San Jos University inCalifornia, United States. His theory is linked to the Trace Memory Theory, which holds that thememory will be stronger according to the number of connections and its intensity.

Ashers language has four principles to be evaluated:

Second language learning is parallel to first language learning and should reflect the samenaturalistic process.

Listening should be developed before speaking, (children and adults respond physically to spokenlanguage.

Adults should use right hemisphere for motor actives while the left hemisphere is in charge oflearning.

Delaying speech reduces stress.

As a conclusion a teachers have the responsibility to look different options or teaching skills in orderto ease the learning process, Total Physical Response is a good resource to be taken into account in

our daily lesson planning.


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Background

Total Physical Response (TPR) is a language teaching method built around the coordination of speech

and action; it attempts to teach language through physical (motor) activity. Developed by JamesAsher, a professor of psychology at San Jos State University, California, it draws on several traditions,including developmental psychology, learning theory, and humanistic pedagogy, as well as onlanguage teaching procedures proposed by Harold and Dorothy Palmer in 1995. Let us brieflyconsider these precedents to total Physical Response.

Total Physical Response is linked to the tracetheory of memory in psychology, which holds that themore often or the more intensively a memory connection is traced, the stronger the memoryassociation will be and the more likely it will be recalled. Retracting can be done verbally (e.g., by roterepetition) and/or in association with motor activity. Combined tracing activities, hence increase theprobability of successful recall.

In a developmental sense, Asher sees successful adult second language learning as a parallel process

to child first language acquisition. He claims that speech directed to young children consists primarilyof commands, which children respond to physically before they begin to produce verbal responses.Asher feels adults should recapitulate the processes by which children acquire their mother tongue.

Asher shares with the school of humanistic psychology a concern for the role of affective (emotional)factors in language learning. A method that is undemanding in terms of linguistic production and thatinvolves game like movements reduces learner stress, he believes, and creates a positive mood in the

learner, which facilities learning.


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Approach theory of language

Asher does not directly discuss the nature of language or how languages are organized. However, thelabeling and ordering of TPR classroom drills seem to be built on assumptions that owe much tostructuralist or grammar-based views of language. Asher states that most of the grammaticalstructure of the target language and hundreds of vocabulary items can be learned from the skillfuluse of the imperative by the instructor (1977:4). He views the verb and particularly the verb in the

imperative, as the central linguistic motif around which language use and learning are organized.

Asher sees language as being composed of abstractions and non-abstractions, whit non-abstractionsbeing most specifically represented by concrete nouns and imperative verbs. He believes thatlearners can acquire a detailed cognitive map as well as the grammatical structure of a languagewithout recourse to abstractions.

Abstractions should be delayed until students have internalized a detailed cognitive map of the targetlanguage. Abstractions are not necessary for people to decode the grammatical structure of alanguage. Once students have internalized the code, abstractions can be introduced and explained inthe target language.


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Theory of Language

This is a very similar position to Ashers view of child language acquisition.Although learning psychologist such as Jensen have since abandoned such simple stimulus-responsemodels of language acquisition and development, and although linguists have rejected them asincapable of accounting for the fundamental features of language learning and use, Asher still sees astimulus-response view as providing the learning theory underlying language teaching pedagogy. Inaddition, Asher has elaborated an account of what he feels facilities or inhibits foreign language

learning. For this dimension of his learning theory he draws on three rather influential LEARNINGHYPOTHESES:

1. There exists a specific innate bio-program for language learning, which defines an optimal pathfor first and second language development.

2. Brain lateralization defines different learning functions in the left-brain and right-brain

hemispheres.

3. Stress (an effective filter) intervenes between the act of learning and what is to be learned; thelower the stress, the greater the learning.

Let us consider how Asher views each of these in turn.


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Theory Bio-program

Ashers Total Physical Response is a NaturalMethod inasmuch as Asher sees first and second languagelearning as parallel processes. Second language teaching and learning should reflect the naturalistic

processes of first language learning. Asher sees three processes as central,

a) Children develop listenina competence before the develop the ability to speak. At the early stages offirst language acquisition they can understand complex utterances that they cannot spontaneouslyproduce or imitate. Asher speculates that during this period of listening, the learner may be making amental blueprint of the language that will make it possible to produce spoken language later.

b) Childrens ability in listening comprehension is acquired because children are required to respond

physically to spoken language in the form of parental commands.c) Once a foundation in listening comprehension has been established, speech evolves naturally and

effortlessly out of it. As we noted earlier, these principles are held by proponents of a number of othermethod proposals and are referred to collectively as a Comprehension Approach.

Parallel to the processes of first language learning, the foreign language learner should first internalize acognitivemap of the target language through listening exercises. Listening should be accompanied by

physical movement. Speech and other productive skills should come later. The speech-productionmechanisms will begin to function spontaneously when the basic foundations of language are establishedthrough listening training. Asher bases these assumptions on his belief in the existence in the human brainof a bio-program for language, which defines an optimal order for list and second language learning.A responsible hypothesis is that the brain and nervous system are biologically programmed to acquirelanguage in a particular sequence and in a particular mode. The sequence is listening before speaking andthe mode is to synchronize language with the individuals body


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Brain Lateralization

Asher sees Total Physical Response as directed to right-brain learning. Whereas most second languageteaching methods are directed to left-brain learning. Asher refers to neurological studies of the brainsof cats and studies of an epileptic boy whose corpus callosum was surgically divided. Asher interpretsthese as demonstrating that the brain is divided into hemispheres according to function, with

language activities centralized in the right hemisphere. Drawing on work by Jean Piaget, Asher holdsthat the child language learner acquires language through motor movement a right hemisphereactivity. Right-hemisphere activities must occur before the left hemisphere can process language forproduction. Similarly, the adult should proceed to language mastery through right-hemisphere motoractivities, while the left hemisphere watches and learns. When a sufficient amount of right-hemisphere will be triggered to produce language and to initiate other, more abstract languageprocesses.


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Objectives

The general objectives of total Physical Response are teach oral proficiency at a beginning level.Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills A TPRcourse aims to produce learners who are capable of an uninhibited communication that is intelligible

to a native speaker. Specific instructional objectives are not elaborated, for these will depend on theparticular needs of the learners. Whatever goals are set, however, must be attainable trough the useof action-based drills in the imperative form


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The syllabus

The Type of syllabus Asher uses can be inferred from an analysis of the exercise types employed inTPR classes. This analysis reveals the use of a sentence-based syllabus, with grammatical and lexicalcriteria being primary in selecting teaching items. Unlike methods that operate from a grammar-

based or structural view of the core elements of the language, Total Physical Response requires initialattention to meaning rather than to the form of items. Grammar is thus taught inductively.Grammatical features and vocabulary items are selected not according to their frequency of need oruse in target language situations, but according to the situations in which they can be used in theclassroom and the ease with which they can be learned.


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Reduction of stress

The movement of the body seems to be a powerful mediator for the understanding, organization andstorage of macro-details of linguistic input. Language can be internalized in chunks, but alternativestrategies must be developed for fine-tuning to macro-details.

A course designed around Total Physical Response principles, however, would not be expected tofollow a TRP syllabus exclusively.

We are not advocating only one strategy of learning. Even if the imperative is the major or minorformat of training, variety is critical for maintaining continued student interest. The imperative is apowerful facilitator of learning, but it should be used in combination with many other techniques.The optimal combination will vary from instructor to instructor and class to class.


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Types of Learning and Teaching Activities

Imperative drills are the major classroom activity in total Physical Response. They are typically usedto elicit physical actions and activity on the part of the learners. Conversational dialogues are delayeduntil after about 120 hours of instruction. Ashers rationale for this is that everyday conversationsare highly abstract and disconnected; therefore to understand them requires a rather advanced

internalization of the target language. Other class activities include role plays and slidepresentations. Role plays center on everyday situations, such as at the restaurant, supermarket, orgas station. The slide presentations are used to provide a visual center for teacher narration, which isfollowed by commands, and for questions to students, such as Which person in the picture is thesalesperson?. Reading and writing activities may also be employed to further consolidate structuresand vocabulary, and as follow-ups to oral imperative drills.


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Teachers Role

In giving feedback to learners, the teacher should follow the example of parents giving feedback totheir children. At first, parents correct very little, but as the child grows older, parents are said totolerate fewer mistakes in speech. Similarly teachers should refrain from too much correction in theearly stages and should not interrupt to correct errors, since this will inhibit learners. As time goeson, however, more teacher intervention is expected, as the learners speech becomes finetuned.

Asher cautions teachers about preconceptions that he feels could hinder the successful

implementation of TPR principles. First, he cautions against the illusion of simplicity, where theteacher underestimates the difficulties involved in learning a foreign language. This results inprogressing at too fast a pace and failing to provide a gradual transition from one teaching stage toanother. The teacher should also avoid having too narrow a tolerance for errors in speaking.

You begin with a wide tolerance for student speech errors, but as training progresses, the tolerancenarrows. Remember that as students progress in their training , more and more attention units arefreed to process feedback from the instructor. In the beginning, almost no attention units areavailable to hear the instructors attempts to correct distortions in speech. All attention is directed toproducing utterances. Therefore the student cannot attend efficiently to the instructors corrections.


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Classroom Management

Point blank, no classroom management technique will be effective for very long if effective teachingis absent. Classroom management techniques are not a substitute for good teaching. For that matteris a preventive measure that keeps students so involved and interested that they are not interestedin causing discipline problems.

Good teaching, however, will not prevent all classroom management problems. To that end, eveneffective teachers must be ready with appropriate strategies of classroom management in order to

Keep the learning boat afloat. The point is, as in medicine, an ounce of prevention is worth apound of cure. If many (certainly not all) discipline problems can be prevented through effective,stimulating teaching, the one would e foolish not to take advantage of it.

Is effective teaching all is needed? No, you must understand that children have much personal historyand experience that goes beyond your influence. In the real world, these children cannot simply leavetheir out-of-school problems at the schools front door in the morning and collect them at the end fothe day. The students problems are essential to even the most effective teacher.


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A Few Tips

Assign Responsibility: The more responsible the students are for their own behaviors, the less needthere will be for teacher-supplied classroom management. Therefore, if for no other reason than toreduce the time and energy devoted to classroom management, teachers should work to increase thepool of responsible students.

Too often teachers assign responsibility only to those students who have already shown they areresponsible. What point is there to curing the already cured? How do students who are not

responsible ever learn how to become more responsible unless they are given practice with beingresponsible?, It reminds me the childhood friend whose mother said he was not allowed to goswimming with us only after he learned how to swim! He never did go swimming with us. To this dayhe still CAN NOT swim.

Back Away: when you call upon a student to answer a question or acknowledge a student who hasasked a question, the natural tendency is to move closer to him. When you do this, what happens?The closer you move in his or her direction the quieter his or her answer will be.

After all, why should he speak loudly when you are, or soon will be, right next to him or her? Whathappens is that the two or you carry on a dialogue and the rest of the class feels left out.


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A Few Tips

Catch Students Being Good: this suggestion deals with teachers trying to catch students being good,not just catching them being bad. Given that students behavior in the future is, to a great degree,

governed by consequences of their present behavior, it makes just as much sense to reward goodbehavior as it does punish bad behavior. In fact, it makes more sense.

BE friendly, not their friend, there is a difference between being friendly and being friends. Irecommend that you be friendly with your students, but no to be friends with them. Keep aprofessionaldistance between YOU (the teacher) and THEM (the students).


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Dynamics

Psychology has contributed insight into the use of group dynamics in the learning process. Thedynamics most commonly referred to lesson in All Access International are:

Total Class: It refers to a teacher-focused dynamic, which is often used to introduce new material and,for error correction analysis. The teacher-student interaction used makes it possible for only onestudent to intervene at a time and frequently permits some students to drop-out mentally. Thisdynamic should be used for a maximum of 8 minutes a time, (Presentations)

Whole Group: Unlike total class, a whole group dynamic maximizes student involvement. It isfrequently used humanistic ally as a way for students to obtain personal information from variousmembers of the class, such as an interview. It is frequently used as an energizer because it involvesphysical movement such as mingling and is usually fast-paced.

Small Groups, trios and pairs: The wise teacher is acutely aware of the effect on students workingwith one, two or three other students. Adolescents, for example, are typically self-conscious and willwork better with only one or two students. Whereas adults often prefer three or four others.Undoubtedly, the size meters, the number of students will affect the intensity of practice and timethat must be allowed. It is more interesting, for example to solve a problem with several otherstudents, but drilling can be done more effectively in pairs and trios. At any rate, small groups or


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Dynamics

One-to-one practice is more interesting, makes better use of class time and helps students gain selfconfidence much more than any other type of dynamic and also permits personalized errorcorrection without embarrassment. They encourage meaningful social relationships and more naturalconversational flow.

Teams: This dynamic is used more frequently during drilling to obtain enthusiastic participation undertime stress. The dynamic is also used as an energizer and usually permits some physical movement.Most people like challenges, if the dynamic does not become too competitive or embarrassing forslower students.


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Dynamics and Audiovisual Aids

Material must match student needs, age and socio-cultural background. If used productively, it willmake your job easier and your class will come alive spontaneously. Be careful that is not ambiguousand does not produce direct confusion instead of direct association! It must be the appropriate sizefor the dynamic (total class, pairs, trios, small groups, etc). It should be colorful, not too detailed andstimulating.

Consider the following material, which can be classified by dynamics:

Total Class: Acetates (overhead projector), videos,, audios, realia, flash cards, diagrams, maps,puppets, and even masks.

Small Groups of Pairs: Index cards, puzzles, handouts, small visuals, postcards, magazines, newspapers, books, realia, cue cards, board games.

Teams: Mini-basketball, wall-charts, balloons, balls, realia, bowling balls, etc.


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Material

Visual aids help teachers transmit meaning through association, stimulating student critical thinking,creativity and interest so as to encourage their participation.

Some type of visual aid must be used in each activity and the teacher should make the most out of it.Many questions, answers, situations and topics for discussion can come of just one picture.

In order to choose adequate material it is advisable that the teacher select carefully answering the

following questions:Is the material chosen based on a rather complicated situation that would itself need a lot oftime for explanation, or is a situation easily and quickly understood?Are the visual aids large, colorful, easy to read and appropriate for the activities and dynamicsto be used during the class?Will the visual aids provoke logical and meaningful examples?Are the examples based on material clear, vivid and precise in order to make the meaningobvious?How long will the presentation of the situation and the examples of the structures take?


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Material

The teacher has to introduce new vocabulary contained in the visuals before having students workwith it.

Interesting situations have been created with audio CDs, DVDs and CD-ROMs using the grammarpoint of the lesson and useful expressions and vocabulary. CDs are important for developing listeningcomprehension and natural intonation as well as for building up vocabulary and increasing oralproduction.

Materials that commonly should be used in the classrooms at All Access International are:

-Wall Charts -Magazines and newspapers-Flash Cards -DVD player-Posters -Tape Recorder-Photographs -Additional literature-Handouts -Video Camera-Realia -Games-Blackboard drawings -Overhead Projector-Index Cards -Computers and CD-ROMs


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Use Of Blackboard

The blackboard can be a very effective teaching tool, if it is properly used. It is necessary to bear in

mind that the blackboard is another teaching aid and not the only one we can use. It can be used inthe following situations:

1) Cues: Visual reinforcement to given concept. Cues for oral exercises, drills, dialogues, etc.

Examples, sentences.

2) Vocabulary Build up or reinforce the students vocabulary knowledge. Illustrate or draw vocabulary items, this saves TTT and helps him or her convey ideas easily.

3) Drawings:

To cue students to produce examples, sentences, stories, etc.

4) Contest and games Tic-tac-toe Hangman Jeopardy Spelling bees.


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Use Of Blackboard

1) Material display:

The most visible spot in the classroom is the board area; therefore, visuals can be placedthere.

The distribution of the board must be carefully planned. See the following diagram:

Non- erasable informationOr

Permanent information

(Grammar, cues, patterns, etc.)

Erasable information

VisualsPictures

Contest Scores

Vocabularylists


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New Gramar

A meaningful example should be written down when the students are drilling (activity in pairs or

trios) after the presentation of a concept. In this way the students will make an effort to retain theinformation before they see it on the blackboard and also the pace will not be broken.

These examples must be relevant to the situation being used and must not be erased until the end ofthe lesson when the students will copy them.

All new words must be either written down on the board or on index cards or kept visible to thestudents to be practiced.

Peripheral Material

Peripheral material involves elements that enrich the learning environment in term of atmosphere,content, subject and motivation. Some of the most common peripherals are posters, music, puzzles,plants, costumes and stand-ups.


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Why using peripheral material?

Peripheral material helps establish a positive emotional state that prepares the participant to learn. Ifenhances creativity, lowers stress and sets up a fun environment. All of these characteristics ofaccelerated learning. Peripherals can address the auditory, visual, kinesthetic and tactile learningstyles at the same time than four of the multiple intelligences, musical/rhythmical, verbal/linguistic,

visual/spatial and bodily kinesthetic.

Peripheral material contains information on the topic to be covered in class can introduce andreinforce its contents at a subconscious level. Motivational peripheral material subtlety provides thepower of positive suggestion, deeply affecting the participants attitude on learning. When usedproperly, peripheral material can contribute to create to create a rich sensorial learning environment,making it stronger and more accelerated.


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Using Peripheral Material

When planning the learning environment, consider you class objectives first. These should be linkedto the atmosphere, the contents, the subject or the motivation for that class. Peripheral material without a specific purpose, too elaborate, hard to read or inappropriate for the audience can actuallydistract the participant from the learning experience.

Other points to considerer are the size of the room. The kind of access, the height of the roof, the

arrangement of the chairs and the windows (or the lack of them); for these will affect the quantity,size and placement of peripheral material).

Time and resources must be taken into account. By the time we mean: time invested before thetraining in making or buying the peripherals, and the time required to place them and to take themoff before and after a learning session. Resources refer to budget, time the equipment will beavailable, talent, available materials, materials previously developed for sessions.

A successful accelerated learning session does not require great amounts of money, time or resourcesA few well-chosen peripherals can significantly improve the learning environment.


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Making Peripherals Material

Peripheral material can be hand-made, computer generated or bought. Technology has made it easyto create professional looking material through computer graphic programs and computers featureof scanning images. Plotters are capable of enlarging normal size documents to a size suitable for youto use them on walls. Ann enlarging low-tech option is to enlarge a photocopied image, or copying iton acetate to project it on the wall. Large calendars are a cheap source of images. These images can

be placed on paper sheets, information regarding the current lesson. Participants or presenters makenice images in short time with color markers and bond paper.

Even if peripherals are hand-made, they should be large enough to be understood quickly. It wouldalso be useful to laminate them so they can be re-used later.


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Kinds of Peripherals

Entrance Wall exhibitions Floor exhibitions Ceiling Exhibitions On the Desks Objects

Welcome signs Posters Paths Hanging objects Tools Mannequins

Balloons Pictures Foot prints Stars Puzzles Mirrors

Motivational

phrases

Flags Graphs Planets Dolls Magnifiers

A projection Banners Lakes or rivers Clouds Stuffed animals Cassette/CD

Art prints Pillows Kites Toys Stones

Quotes A stage Parachutes Didactic games MusicalInstrum

Flow Charts Rugs Balloons Clay Piece of

clothingTechnical diagrams Sport courts

Mind-maps

M i P i h l M t i l


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Music as Peripheral Material

Music can be very powerful teaching tool. It profoundly affects feelings, moods and energy levels.Music can rapidly change breathing rates and heart beats to the specific songs may have special

associations. Consider the memories and feelings associated with the music you listened to at yourprom.

You may want to use music as participants are arriving, during breaks, reflection activities, and timesof physical movement, as participants are exiting and during a reading. Specific songs can reinforceteaching content, like time in a bottle for Time Management Course. You can use music as a

teaching tool by writing or having participants write content related lyrics to familiar tune.

In selecting music, it is good to have a mix of classical and contemporary instrumental and vocal,relaxing and energizing. Nature sounds and sound effects can also be effective at appropriate times.

CDs have several advantages over cassette tapes. They also are easier to cue to desired tracks, theyare more durable and they have a clearer sound resolution. Although they are also somewhat more

expensive, they are generally worth the additional investment.

Like all peripherals be careful not to overdo. One guideline is to consider using music not more than39% of the class time. If is playing constantly, it can lose its effectiveness and be distracting. Be awarethat volume affects people differently depending on their differing sensitivity levels.Give learners permission to adjust the volume or turn music off if they need to.


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Music for Thinking or Studying Clearly. Bach, Brandenburg Concert. Telleman, Concerto fir Three Violins and Orchestra. Brahms, Violin Concerto. Handel, Wassermusic. Pachelbel, Cannon in D Major.

Music for Relaxing or Reliving stress.

Beethoven, Symphony # 6 (Pastorale). Bach, Air on a G String. Mozart, Concerto for Flute and Harp. Vivaldi, Flute Concert Pachelbel, cannon in D major

Music for Mediating and praying. Bach, Come Sweet Death. Bach, Toccata and Fugue in D Minor. Handel, Largo (Xerxaes). Horn, Paul, inside the Taj Mahajal. Humperdinck, Childrens Prayer

Wargner, Prelude to Act (Lohengrin)


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Music for Centering. Bach, Brandenburg Concert. Pachelbel, Cannon in D Major. Handel Wassermusic. Music to Quiet your Home. Galway, James, (Soloist) The Magic Flute. Mozart, The Magic Flute.

Music for Story telling.

Beethoven, Symphony # 6. Pachelbel, Cannon in D Major. Handel Wassermusic. Bach, Brandenburg Concert.

Music for Imaging. Beethoven, Symphony # 6. Respigui, The pines of Rome. Mozart, Eine Kleine Nachtmusic

Music for Simulating Creativity. Respigui, The pines of Rome. Mozart, Eine Kleine Nachtmusic Beethoven, Symphony # 6. Bach, Brandenburg Concert.

Music for Energy or Motivation.Vivaldi, The Four Seasons

Mozart, Eine Kleine Nachtmusic Pachelbel, Cannon in D Major. Handel Wassermusic. Bach, Brandenburg Concert.

Music for Active Concert SessionsTchaikovsky, Concert # 1 PianoGerman DancesPrague SyophontBeethoven, Piano Concert Emperor Brehams, Concert for Violin and O

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