t. ed workshop presentation

First Time EFL Teachers

A training workshop for JET participants

EDUC 8662 Teacher Education Seminar, Dr. Kathleen Bailey

February 2nd, 2011Tony Kazanjian

Participants

Twenty native speakers sent to Japan to teach EFL in junior high schools and high schools

Will work independently and with Japanese teaching partners

Little to no teaching experience

Teaching may be second to other interests, such as culture and language experience, travel.

Time Frame and Constraints

One week and a half of training (5 days in the first week and 3 in the second)

Classes from 9 a.m. to 5 p.m.

Neither trainers nor participants know where they will be placed, hence there is some uncertainty as to what materials will be available, although there is definitely internet and classroom supplies.

Some are very nervous about teaching, while some are unreasonably confident.

Goals

Affective

Ss will feel confident with their understanding of communicative language teaching (CLT)

Ss will feel comfortable discussing effective and ineffective CLT methods with colleagues.

Ss will be confident in their ability to plan and conduct lessons either on their own or with a fellow teacher.

Ss will feel comfortable developing or adapting classroom material to fit the methods of CLT.

Ss will feel confident giving and receiving constructive feedback from their teachers and peers.

Ss will feel comfortable in their knowledge of the workings of English grammar and in their ability to explain it to students

Goals

Cognitive

Ss will understand what CLT is and why it is important for Japanese students.

Ss will understand how to plan and conduct lessons, either on their own or with a fellow teacher, that are consistent with CLT methods.

Ss will understand how to develop or adapt existing material to fit the methods of CLT.

Ss will understand how to give appropriate feedback.

Ss will understand how to reflect on their peers’ and trainers’ feedback to improve their teaching.

Ss will understand the workings of English grammar and how to explain it to students.

Goals

Performative

Ss will demonstrate the ability to plan and conduct CLT lessons on their own and with a partner.

Ss will demonstrate the ability to evaluate educational material on it’s consistency with CLT.

Ss will demonstrate the ability to develop their own materials or adapt existing materials to be consistent with CLT.

Ss will demonstrate the ability to give appropriate feedback on their peers’ teaching.

Ss will demonstrate the ability to reflect on their peers’ and trainers’ feedback to improve their teaching.

Ss will demonstrate the ability to coherently explain the workings of English grammar

Rationale

Communicative Language Teaching (CLT) methods will be implemented to help aid English teaching in Japanese schools to break away from traditional grammar translation methods that mainly emphasize reading and writing.

Training ends on Wednesday of the second week, as trainees will undergo two days of culture workshops, then leave the next week for their placements in Japan.

Intensive emphasis on experiential learning (cite freeman)

Schedule

Time Monday

9 – 10am Welcome, Community building - icebreakers

11-12 pm Learning histories- Trainees share language learning histories, what worked/didn’t work for them

12-1 Lunch

1-2 Watch video of Japanese classroom, discuss impressions

2-3:30 Teach anything- Trainees pair with partner and plan a 15 minute lesson on a subject/skill of their choice

3:30-5 Trainees teach lessonShare impressions

Schedule

Time Tuesday

9 – 10am Warm up game, share reflections on yesterdays teaching

11-12 pm CLT Lecture

12-1 Lunch

1-2 CLT demo lesson from trainers, reflective session

2-3:30 Case study reading, share thoughts in groups

3:30-5 Overview of classroom activities, trainees assess communicativeness of range of tasks.Begin thinking of own warm-up activity

Schedule

Time Wednesday

9 – 10am Trainee conducted warm-up activityGrammar overview

11-12 pm Grammar workshop-tense and aspect, modal verbs, constituent structure

12-1 Lunch

1-2 Continue grammar workshop-Questions and negation, adjectives/verbs/adverbs, indirect/direct objects

2-3:30 Grammar/Speaking demo lesson and group reflection

3:30-5 Discuss lesson planning make-up of grammar lessonSet lesson planning and observing pairs, begin planning 30 minute team-taught lesson for Friday.

Schedule

Time Thursday

9 – 10am Trainee conducted warm-up activityLesson planning assistance

11-12 pm Each pair gives 30 min lesson to sample students in separate rooms

12-1 Lunch

1-2 Feedback workshop-Trainees write impressions of their own and others lessons-Share feedback, address aspects of feedback giving/receiving

2-3:30 Listening skills demo lesson, reflection on lesson

3:30-5 Listening skills lesson planning session(individual, not in pairs)

Schedule

Time Friday

9 – 10am Trainee conducted warm up activityLesson planning assistance

11-12 pm Each trainee gives 30 min lesson to sample students in separate rooms

12-1 Lunch


2-3:30 Reading skills demo lesson, reflection on lesson

3:30-5 Reading skills lesson planning sessionHomework: Write 2 to 4 page reflection on first week

Schedule

Time Monday



12-1 Lunch


2-3:30 Writing skills demo lesson, reflection on lesson

3:30-5 Writing skills lesson planning sessionCollect homework

Schedule

Time Tuesday



12-1 Lunch


2-3:30 Authentic materials development

3:30-5 Discuss homework, trainees draft individual plan of action

Schedule

Time Wednesday



12-1 Lunch


2-3:30 Lecture on integrating content

3:30-5 Classroom management anxieties, adviceParty

Questions? Comments?

t. ed workshop presentation

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