IN SERVICE TEACHER TRAINING

COURSEBrad Bawtienheimer

Gabriela Beltrán

SYLLABUS

Unit 1: Introduction to the Course

What is teaching?

Activity

Find someone who:

- Does exercise every week - Is good at cooking

- Likes classical music

- Has been teaching for more than 5 years

- Went to the movies last weekend

- Has a pet

- Can play a musical instrument

- Is going to have a party soon

- Has taken a teacher training course

- Has won a competition

Activity

Discuss with a partner the following topics

Teaching Circumstances Other teachers

Material

School

Paperwork

Frequency

Student’s profile

Size of your class

Conditions for Successful Teaching

Activity :

Teaching

What doesn´t work What has changedWhat works

SubstitutionDrillings

RepetitionGood rapport

VisualsSongs

Small classesPrizesGames

competitions

Using negative wordsFavore students

Arrive lateMonotonyPredictable

Non-realisticShowing frustration

Bad attitudeForce students

IgnoringExposing

MethodologyTechnologyReal context

Language at handContextualizationMore resources

ApproachesCompetences

Intelligence approach

Activity :

Discuss what are the keys to be a successful teacher

Top six keys to be

a successful teacher

Consistency

High expectations

Sense of humor

A positive attitude

Fairness

Impartial evaluation of studentsAvailability and helpfulness

Sensitivity to and concern with class level and progress

Preparation and organization of the course

Knowledge of the subjectEnthusiasm for the subject and for

teachingClarity of thought and expressions

Language Learners

Characteristics for being a good language learner:

Enquiring, inquisitive, asks

Not afraid of making mistakes, try out

Realistic, have achievable goals

Independent

Time effectively, organized and active, use language out of the classroom

Fluency and accuracy concerned.

Flexibility

Useful tips for teachers

PORTAFOLIO

Unit 2: Lesson Planning and Execution

Objectives of a lesson plan:

The beginning of the lesson

Who am I teaching?

What am I teaching?

How will I teach?

How do I know if students understand?

The aims of the lesson How the lesson was sequenced What the plan looked in the teacher’s mind The balance of activities within the lesson Transitions (How the teacher linked stages together) Timing of the lesson stages The end of the lesson

Take into consideration:

Student´s needs Achievable aims More effective objectives Practicality of activities Time and material Balance and variety of activities Anticipated problems and solutions Reflect on teacher’s own knowledge Record of post-lesson evaluationReduce improvisation

Main objectiveAids

Previous knowledgeTiming

InteractionStages

AgeRoom

Students needs and interestsAssumptions

ProblemsGroupLevel

Skills / abilitiesGroup profile

Number of students

Elements of lesson plans

School: ______________________________________________________ Date: ___________________________________Teacher: _____________________________________________________ Group: ________ Class’s length: ________Main Aims: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SKILLS PRACTICE: ACTIVITIES: PROBLEMS & SOLUTIONS:

MATERIALS: TIME:

LESSON PLANNING 1LESSON PLANING 2

LESSON PLANING 3

LESSON PLANING ACTIVITY

Common mistakes:- Objectives do not specify what students will actually learn. Are not observed or measured.

- Activities in lesson plan do not contribute to a direct and effective way to the lesson objective

Ordering components of a lesson:- Place the hardest task earlier

- Have quieter activities before lively ones

- Think about transitions

- Pull the class together at the beginning and the end

- End on a positive note

Smart objectives

S – pecific

M – easurable

A – ttainable

R – elevant (meaningful)

T – ime bound

Examples of SMART OBJECTIVES

- Students will be able to talk about their weekend using past tense verbs by the end of the class.

- Students will be able to use 2nd conditional to talk about hypothetical situations by the end of the lesson.

- Students will be able to talk about their daily routines writing simple present in affirmative and negative form by the end of the class.

OBJECTIVES

Bloom's Taxonomy

Unit 3: Classroom Management

Activity:

POSITIVE

Catch attention

Active pace

Promote socializing

NEGATIVE

Loose materials

Working with problematic people

Motivation

MOTIVATIONAL QUOTES

MOTIVATION

Motivation

- Materials

- Words body language

- Class preparation

- Production and practice

Motivation – Features:

- Environment (good rapport)

- Positive attitude

- Respectful encouraging

- Attending learner’s needs

- Setting challenges or goals for students

- Praise and recognition

- Keep students engaged / teacher´s engagement

- willingness of listening each other

- Be on students shoes

- Allow students making mistakes and error

- Sense of humor

- Promote independency

Motivation images

SUCCESSFUL TEACHING

Problems when teaching

Top 10 problems:

Absency Principals Students want free time Time Need to learn fast Not paying attention Not having materials AgeStudent´s objectives

Problems in Elementary School:

Tantrums Spoiled kids Parent´s attitude Malnourishment Social issues

Problems in Junior High school: Misbehavior Size of classes Persona, social and economic problems Not parental support Lack of values

Problems in High school:

Demotivation Lack of interest Lack of communication Bad rapport School is not important for them dropping out Play the hooky Pregnancy, alcoholism Internet boredom

PRODUCTIVE LEARNING ENVIRONMENTDealing with difficult situations

BEFORE THE PROBLEM ARRISES

Prevention: - Plan and organize your lesson

carefully - Make sure instructions are

clear, assertive and brief. - Keep in touch with what is

going on. -

WHEN THE PROBLEM HAS EXPLODED

- “Explode” yourself time out

- Make them and offer they can’t refuse

- Give in!

WHEN THE PROBLEM IS BEGINNING

- Deal with the problema quietly

- Prevent escalation - Don’t take things

personally. - Don´t use threats - Keep cool

Rapport:

Is the classroom atmosphere: HEALTHY, KIND, FRIENDLY, RESPECTFUL and FIRM

TEACHER´S ROLETeacher´s roles in interaction:

- Facilitator

- Guide

- Helper

- Counselor

- Corrector

- Consult

Discipline:

- Where learning is taking place

- Teacher and students cooperate smoothly

- Establish habits

- Teacher and students are aiming for the same objectives

- Teacher is in control

- Learning is proceeding according to the plan.

DISCIPLINE

DEALING WITH DIFFICULT SITUATIONS

CLASSROOM MANAGEMENT

SEATING ARRANGEMENT

Arrangement

Work face to face

Everyone is included

Change partner fast

Uncomfortable

Not enough space

No use of board

Chinese whisperer

CIRCLE PARALLELHORSESHO

E

Students face themselves

Teacher walks freely

Not large classes

Contests

Attention to teacher

Students move fast

Chatting

Losing attention

Not big groups

Fruit cocktail

ROUND

TABLE

GROUPSTRADITIONAL

Control of the group

Everybody faces each other

Not for big classes

Writing a story

Students focus on teacher

Easy to keep track

Difficult to monitor

Students can´t hear

Completing the story

Collaborative work

Save time

Easy monitoring

Some students don´t see the board

Students don´t pay attention

Bingo

Interaction:

Behaviour or students and teacher in the classroom.

Stages of Group Development:

- forming

- norming

- storming

- performing

- mourning

Patterns of Interaction:

- Lockstep: like in traditional schools. Students pay attention and Teacher is in control.

- Individual: every student is working individually at their own place. Students concentrate on their work and relax from pressure. Teacher monitors and helps individuals.

- Pair work: work together to complete a task, at the pair’s rhythm. Students establish their rhythm and help each other. Teacher monitors, helps and guides them.

- Group work: where 3 or more people work together. Students divide the task so everyone has something to do. They organize themselves. Teacher monitors, helps, corrects and makes sure every persona has something to do.

- Class as a whole: all members are working together at the class’ pace. There is no interaction at all. Teacher monitors and is available for consultation. Students work collaboratively. They are responsible for their own success and failure.

Unit 4: Functions and Language

Practice

From controlled to free

Warm up

Comprehensive input and output

Accuracy vs. fluency

Presentation of New Language

Integrating material

Rounding up a lesson

Language functions:

- Functional approach

- Communicative acts or intentions

- Demand of interpersonal practice

GIVING INSTRUCTIONSEffective Instructions:

DOBrief and simple

Clear

Specific

Use cognates

Use body language

Check understanding before and after

One at a time

Ask for paraphrasing

Be consistent

Set a limit of time

DON’TLong

Confusing

Using inappropriate language

Not modeling

Forgetting to check comprehension

Unnecessary repetition

Fast

Improvise

Wrong sequence

Hand out materials

BOARD

Invented by a Reverend

1816

Samuel Reed Hall

Use:

Flashcards

Magnets

Chocks

markers

Unit 5: Teaching Vocabulary

Typical use:

Focus students attention

Display information, written or graphic

Help students remember

As a model

Characteristics:

Legible handwriting

organized

Types:

Green

White

Smart

Black

VOCABULARY

Give a context

Improve fluency

Get students involved

A tool

The basis of any language

Vocabulary items /

Lexical sets

VOCABULARY

VOCABULARY ACTIVITY DIANA

VOCABULARY 2

INPUT / OUTPUT

PRESENTING VOCABULARY ACTIVITY

Understanding:

Ask simple questions

Ask for example sentences

Get students think of related words

Aspects:

Form – parts of speech, pronunciation, spelling,

collocations

Meaning – in context, connotation

Use – restrictive use, particular style or register

PRESENTATION OF NEW LANGUAGE

PRESENTATION-PRACTICE-PRODUCTION

CONTROLLED / FREE PRACTICE

Unit 6: Teaching grammar

PRESENTATION: ORAL OR WRITTEN

PRACTICE

PPP GRAMMAR DEMO

TEACHING GRAMMAR PICTURES

ACTIVITY

PRODUCTION

GRAMMAR

Meaning and coherence Morphemes

Word

Phrase

Sentence

Structure

Meaning: USE / USAGE

Syntactical patterns or structures

APPROACHES:

Inductive/ discovery /covered:

Grammatical items are hidden. Context.

Deductive/ direct grammar/overt:

Grammar is given openly, provided to students

Unit 8: Teaching listening

LISTENING SKILL

LISTENING SKILL 2

Unit 9: Developing Oral Skills

EFFECTIVE SPEAKING

Unit 10: Teaching Reading

READING SKILL

READING SKILL 2

PRE-READING ACTIVITIES

Unit 11: Teaching Writing

Quick writing ideas

Unit 12: Integrating Skills

INTEGRATING SKILLSReasons:

To provide students with an enviroment suitable for

communication

Meaningful learning process

Initiative and self learning

ADVANTAGES:

Appropriateness- help students develop skills they are not aware of or confidence with. Improvement of abilities they have not worked enough. Different learning styles

Variety – Students do not stick to one skill. Have more opportunities. Creativity. Keep motivation.

Recycling – Students use their full knowledge. Remedial work or teaching.

Confidence – Recognizing areas of improvement. Self esteem. Helping others.

In order to:

Be fluent, accurate and confident

Use functions of language

Task continuity: Pre-Pra-Pro

INTEGRATED SKILLS 1

INTEGRATED SKILLS 2

THE FOUR LANGUAGE SKILLS

Unit 13: Project work

PROJECT WORK

READING / WRITING

LISTENING / SPEAKING

INPUT

DIGESTION

OUTPUT

Promotes:

Students development of organization.

Team working.

Integrating

Creativity

Research

Use of analytic skills

Models of interaction roles

Works:

Teams

Objectives

Outcome

deadline

TEACHER’S ROLE:

Guide who provides students with the necessary tools.

Instructor or facilitator

PROJECT WORK

BENEFITS OF PROJECT WORK

REFLECTIVE DIARY

Unit 14: Testing

Unit 15: Choosing and using published materials

Unit 16: Teacher Self-help

Unit 17: Closing Session

OBSERVATIONS

OBSERVATION BOOKLET 1

OBSERVATION BOOKLET 2

A Short Essay on Integrating Skills.

The purpose of this short essay is to analyze how skills are integrated in an English language class in order to identify and apply this knowledge

for the benefit of language learners. The profile of this class was constituted by 4 learners in total, 2 boys and 2 girls, from 21 to 26 years old. As

they were going to university in the morning, they took language classes in the afternoon. The class was observed on a Friday from 16:30 to

17:30 and their language level was M4.

The first part of the lesson, which was divided into two hours, integrated mainly one receptive and one productive skill: listening and

speaking. However, the teacher made sure that all students would have enough written practice by handling a short composition every class

about a variety of topics. For instance, writing about the advantages and disadvantages was the homework to be given that class. At the

beginning of the class the teacher asked them about this task and let them speak freely, without error correction, making them feel comfortable

and activating L2.

Then the class was divided into two parts. The first was dedicated to speaking by using an interesting topic for the learners: commuting.

They mainly worked in pairs and discussed the advantages and disadvantages of using public transportation. As all of them were still studying,

they felt identified with the topic, which allowed them to speak about their personal experiences. After every speaking activity during that

period of time, the teacher made the error correction on the board by eliciting the correct answers from learners. Whenever they finished

correcting spoken mistakes they would write the corrections made on their notebooks. In a personal opinion, this helps learners to internalize

changes, as there are people who have a more developed written learning style.

The second part of the class was mainly dedicated to the listening skill. The teacher could notice that the activities related to the listening

were becoming much more difficult for learners each time; then, he played the recording for 4 times and helped them by encouraging note-

taking for specific information. Each listening activity was also complemented by a speaking time where learners would share their notes and

opinions. One of the advantages of this recording was that it had at least 2 different accents, American and British, that also promotes the

development of the skill.

By observing this class I became aware of certain procedures that promote an integrative learning. Skills are never taught in a separate,

isolated way, they are used to unify the learning process. Even though skills are not obvious in the lesson, they are always present and learners

as a tool in the learning process. The teacher must be able to know when a learner is lacking of enough practice in some of skills. He should

promote activities that allow each learner increase their abilities by using all skills from a minimal to a maximal exposure. This experience

helped me noticing the constant use of them, their role in reinforcing learning and the importance of promoting them in a language learning

class.

A Short Essay on the Usage and Importance of a Course Book in English Classes.

The purpose of this short essay is to analyze how a Course book is used in an English class, the purpose and benefits of it. The profile of this class

was constituted by 14 learners in total, from 21 to 40 years old; however, most of them were young adults who are still studying at university.

The class was taken on Saturday morning and it lasted 5 hours; nonetheless, it was asked to observe only one hour of it, from 11 to 12. The book

that was used was the New Framework 4 and students were working on the last part of unit 7 and started unit 8 during that hour.

The objective of last part of Unit 7 was to use phrases or sentences that express doubt, such as I’d be surprised if, I can´t really see anyone

and there´s not much chance. These phrases were presented by the teacher without using the book and also by eliciting the meaning through

context. After working on the board, students worked in pairs to practice the expression on the book, page 63. This second activity was of great

importance because it allowed students working with new ideas and contexts; it also gave them the chance of reinforcing the acquired

knowledge.

The use of varied activities makes a Course book more complete. Therefore, students also had the opportunity to work on it with the

same expressions, all scrambled, though. By writing the correct order of the words, students were confirming the correct structure of the

expressions. Moreover, as the book is promoting the integration of the four skills, students had an activity to work on the phrases through a

listening. This way, learners are also acquiring the correct pronunciation and intonation of all previously learnt. Likewise, the book promotes the

speaking skill by asking specific questions about the dialogues and suggesting students work in pairs or groups in order to share and correct

their answers.

The presentation of unit 8 was given in a more visual way by describing a set of pictures related to holidays. Once again, instructions in

the book allowed students to work with a classmate for sharing opinions. After this activity, all vocabulary needed was presented by a matching

activity of pictures and vocabulary. Then, discussions of personalized questions were of great interest for students, for example: Which holiday

have you been to? When was the last time you went …? Students were very participative and enthusiastic.

By observing this class, I became aware of certain procedures that promote, not only the usage of a course book, but also an integrative

learning. These books should be designed to satisfy the learner´s needs; therefore, it has to be dynamic and must promote personalization and

communication in order to foster meaningful learning.

MINI TEACHING

3

Models Presentation in Written Form

- Ss will learn the written form of “there is” and “there are” in affirmative sentences by unscrambling sentences.

- T shows previous pictures again.

- T gives instructions and checks comprehension.

- T throws the

- Look at the pictures.

- Pick the papers and organize the words to make a

- Class as a whole.

Feedback:

- Lockstep

- Appendix 3

- Magnets

- Blackboard

- Appendix 2

- Ss may form incorrect sentences.

- There might be too many Ss and not enough papers.

- T may elicit the correct answer by asking the whole class.

- T may have them work in pairs.

5 min.

papers.

- Ss pick the papers and stick them on the board to make correct sentences.

- T goes through the sentences with the whole class and gives feedback.

sentence for each picture.

- Remember to have a capital letter and a stop.

-There might be few Ss.