tefl workshop - concise material

www.facebook.com/HoneYourSkills 1

Fundamentals of TEFL “Intensive course”

Teaching approaches, styles & roles:

Approaches: T-centered & S-centered

Styles: Direct instruction, Inquiry-based learning & Cooperative teaching.

Roles (Models): Expert, formal authority, personal model, facilitator &

delegator.

Learning styles, multiple intelligences and Ss motivation:

Learning styles: visual, auditory & kinetic.

Multiple intelligences: 8 intelligences

Motivating learners in light of learning styles & multiple intelligences.

Classroom management:

What is classroom management?

Why classroom management?

Components of classroom management.

How to build rapport with your students?

Problems and solutions:

- What if the students are at different levels?

- What if the class is very big?

- What if the students are un-cooperative?

- What if the students do not want to talk?

- What if Ss are trouble makers (different kinds)?

How to gain presence in the class by using your voice and body language

effectively?

Methods of teaching English:

Communicative language teaching

How to teach language skills:

- Grammar

- Vocabulary

- Reading

- Writing

- Speaking

- Listening

How to integrate language skills “thematic method”?

How to plan your lesson?


Module#1: Teaching approaches, styles and roles

In order to identify your teaching style(s), you need to know more about the teaching approaches, the

styles that fall under each approach as well as the teaching models in each style. In general, teaching

theories fall into two main approaches: Teacher-centered approach & Student-centered approach.

Teaching approaches

Teacher-centered approach is now known to be the traditional approach to teaching in which the

teacher is the only source of knowledge, whereas learners are passive receivers of that knowledge (empty

vessels to be filled by the teacher).

Student-centered approach is a newer approach to teaching and learning where both teachers and

learners explore the new knowledge together. Teachers are only guides who may lead the learners to the

doors of knowledge without telling them what’s inside (they let them explore). Learners are more

responsible for their learning.

Teaching styles

There are three main teaching styles in educational pedagogy: direct instruction, inquiry-based

learning and cooperative teaching. These teaching styles fall under the two previously mentioned

approaches and include certain teaching models.

(1) Direct instruction style “DI” (Teacher-centered approach):

Direct instruction is the use of straightforward, explicit teaching techniques, usually to teach a specific

skill. It is a teacher-directed method, meaning that the teacher stands in front of a classroom and presents

the information. The philosophy behind direct instruction is that “If the child hasn't learned, the teacher

hasn't taught” – A “sage-on-the-stage” approach. Direct instruction is not completely synonymous with

traditional teaching; rather, it is just more direct than open teaching styles.

(2) Inquiry-based learning “IBL” (Student-centered):

Inquiry is described as, "A seeking for truth, information or knowledge-seeking information by

questioning". An old adage stated the essence of IBL in the saying: "Tell me and I forget, show me and I

remember, involve me and I understand". So it is a process of making sense out of the given knowledge.

IBL, also known as discovery learning or problem based learning, is a student-centered method of

teaching that engages students in sense-making activities. Students are given tasks requiring them to:

solve problems, experiment, explore, create and communicate meaning/findings.

This method also transforms the role of the teacher from that of the only source of knowledge and

power to a facilitator or a guide who guides students to their own decisions & helps them find meaning in

their experiences and what they learn from one another and from books. It repositions him from the front

of the classroom to the middle or back of it, as it subtly yet significantly increases his or her involvement

in the thought-processes of the students.


(3) Cooperative Learning (student-centered):

Cooperative Language Learning (CLL) is an instructional method that was developed to reduce

competition in American schools where different emigrants from different ethnicities, religions and

backgrounds meet at schools and take competition from the academic level to racism.

Teaching Models

1) Formal authority: Formal authority teachers are in a position of power because of their

exemplary knowledge and status over their students. In this model, teachers manage their classes

in a traditional way using rules and expectations.

2) Expert: in this model, teachers possess all knowledge and expertise. Using this knowledge,

teachers guide learners who are viewed as empty vessels that are ready to be filled with teacher’s

knowledge.

3) Personal model: teaching in this model depends on showing learners how to access and

comprehend information by following the example (the teacher as a role model).

4) Facilitator: in this model, teachers give much attention to their relationship with their students.

They collaborate with their students to explore knowledge. Students’ learning is loosely guided

by the teacher. The goal of that model is fostering learners’ independence, hands-on learning and

exploration.

5) Delegator: in this model, teachers play a passive role in students’ learning; students are the most

active element in the learning process. Teachers may at as a resource to students, answering

questions and reviewing their progress as needed. The main goal of a delegator is to foster

students’ learning autonomy.


Module#2: Learning Styles, Multiple Intelligences and Students Motivation

Learning styles:

Learning styles are natural habitual and preferred ways of absorbing, processing and retaining

new information and skills (Reid, 1995). Learning styles can also be defined as the way human

beings prefer to concentrate on, store and remember new and/or difficult information (information

perceiving/input). As Gardner (n.d) defined it; a style is a hypothesis of how an individual

approaches the range of materials. For example, some people learn better through their eyes, others

through their ears & others by their senses.

Multiple Intelligences (MI):

In his book (Frames of Mind, 1983), Howard Gardner claims that all human beings have multiple

intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened.

The belief in multiple intelligences assumes that we have a number of relatively autonomous

computers—one that computes linguistic information, another spatial information, another musical

information, another information about other people, and so on.

Students Motivation:

Motivation is thought to be responsible for "why people decide to do something, how long they are

willing to sustain the activity and how hard they are going to pursue it" (Dörnyei, 2001a:8). Motivation

can be intrinsic or extrinsic.


Module#3: Classroom Management

Classroom management is all about strategies for assuring physical and psychological safety in the

classroom; techniques for changing students’ misbehaviors; instructional techniques that contribute to

students positive behaviours (Manning & Bucher, 2014).

Components of classroom management:

Established Rules

Procedures

Consequences

How to build rapport with your students?

Student-teacher relationship is characterized by 3 specific teacher behaviors:

1. Maintain appropriate level of dominance

2. Take personal interest in the students

3. Be aware of high need students

Problems and solutions:

1. What if the students are at different levels?

Use different materials

Do different tasks with the same material

Use the students

2. What if the class is very big?

Use pair work and group work

Use chorus reaction

Use group leaders

3. What if the students are uncooperative?

Talk to individuals

Use activities

Ask for help

Get Feedback

4. What if students do not want to talk?

Use pair work and role-plays

Controlled speaking activities

Use fake identity

Use recorders


5. What if the students are troublemakers?

Dominant students

This is the one who speaks all the time for a long time and doesn’t even wait for his turn to speak.

Side talkers:

They are the students who keep murmuring and talking together while distracting you, other Ss or

even distracting themselves from the task in hand.

Clowns:

These are the students who like to tell jokes all the time and make people laugh. This is not always a bad

thing because it can be fun and help everyone relax. You will have to interfere and do something about it

only if it is done excessively and the flow of the lesson is being disturbed continuously.


Module#4: Methods of teaching English

Communicative language teaching (CLT)

CLT is based on the idea that learning a language involves using it to communicate real meaning

in social context.

Do they have to use lang. like native speakers? Of course not; they only need to communicate

competently using language.

To communicate competently using language, learners need to:

1. Master 3 competences:

a. Linguistic competence: Use grammar & voc. (linguistic competence) “most teachers focus only on

it for finals & discard…”

b. Sociolinguistic competence: Using language appropriately in terms of setting, topic, and the

relationships among the people communicating.

c. Strategic competence: recognize and make up communication breakdowns, how to work around

gaps in one’s knowledge of the language.

2. Be exposed to authentic language (input) & produce language for communicative purposes

(output).

a. Authentic input: like teacher’s talk – materials like newspapers/magazines/Advertisements, travel

brochures/restaurants menus/movies/songs.

b. Communicative output: involves designing communicative activities that have information gap –

free choice of what to say & how to say it – listener’s feedback. For example, plays, role-plays,

presentations, controversial discussions & language games.

How to teach grammar communicatively?

Tips of teaching grammar communicatively:

1. Relate it to their interests: this can be done through bringing to the classroom interesting topics to

your students to introduce the grammatical point.

2. Relate it to their lives: Make your students say/write real examples from their own lives to use the

grammatical point.

3. Do not tell the rule, let them do! The widespread method is that Ts write the title of the grammar

lesson on the board & start writing the rules/equations (am/is/are + verb + ing). This is called the

deductive approach to teaching grammar. Although it saves time, it makes rules less memorable to

Ss.


Use the Inductive approach to let Ss discover the rules themselves; this will make your Ss more active &

will make the rules stick to their minds in spite of the fact that it needs more time!

4. Create communicative contexts for teaching grammar:

Communicative way: - Distribute two short narratives about recent experiences or events, each one to half of the class

- Teach the regular -ed form, using verbs that occur in the texts as examples. Teach the pronunciation and

doubling rules if those forms occur in the texts.

Teach the irregular verbs that occur in the text

5. Use action: Nothing shakes them up better than getting them out of their seats. When you see your

students daydreaming, off task, or bored, tell them to get up and form a circle!

6. Use miming & acting: using more senses doing something makes this thing more memorable. When

students read, act and guess the action, they’ll never forget the grammatical rule that they lived the

experience of applying.

7. Growing stories for Ss writing/speaking production: instead of the mechanical drills of ‘choose

the right answer’ & ‘correct the verb’, you can make your Ss use the grammatical rule in a fun &

more meaningful way.

8. Correct errors gently to boost confidence: In responding to student communication, Ts should

avoid using error correction in ways that undermine students' desire to communicate. Ts only need to

let students know when they are making errors so that they can work on improving. Teachers also

need to build students' confidence in their ability to use the language by focusing on the content of

their communication rather than the grammatical form.

How to teach vocabulary? There are different techniques for teaching vocabulary:

1. Pictures and flash cards.

2. Miming or acting.

3. Body language or gestures.

4. Real objects.

5. Definition.

6. Synonym.

7. Antonym.

8. Context and sentence.

9. Guessing.


10. Analyzing the word into its basic components (prefix, suffix, root).

How to teach listening communicatively?

Tips for teaching listening communicatively:

1. Use a lead in before the listening task

2. Preview & specify the task

3. Play the recording

4. Get feedback on the task

5. Integrate authentic audios to the listening tasks

6. Change the task from “listen and answer”

How to teach speaking?

Ideas for communicative output:

1. Character trait game

2. Role plays

3. Discussions

4. Storytelling

5. Picture description

How to teach reading?

Reading strategies:

1. Scanning

2. Skimming

3. Main idea

4. Inferences

How to teach writing and integrate language skills?

1. Listen/watch & write

2. Read and write

3. Speak and write

How to plan an English language lesson?

1. Objectives:

2. Warming up/lead in

3. Presentation

4. In this step, you will present/ explain different types of lessons in English. Types of lessons in

English are:


- Teaching vocabulary.

- Teaching grammar.

- Teaching listening.

- Teaching writing.

- Teaching speaking.

- Teaching reading.

5. Practice

6. Production

7. Closure


Fundamentals of TEFL Workshop

References

1. Approaches, styles & Models

http://teach.com/what/teachers-teach/teaching-methods

http://biz.colostate.edu/mti/tips/pages/WhatisYourTeachingStyle.aspx

https://blog.udemy.com/teaching-styles/

_____________________________________________________________

2. Direct instruction:

http://study.com/academy/lesson/direct-instruction-teaching-method-definition-examples-strategies.html

http://www.jefflindsay.com/EducData.shtml

http://ngl.cengage.com/assets/downloads/inside_pro0000000029/am_moore_direct_instr_seb21_0414a.p

df

http://www.brighthubeducation.com/teaching-methods-tips/5487-pros-and-cons-of-direct-teaching/

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197910_peterson.pdf

Dell'Olio, J., & Donk, T. (2007). Models of teaching. Thousand Oaks: Sage Publications.

_____________________________________________________________

3. Inquiry-based instruction:

Dell'Olio, J., & Donk, T. (2007). Models of teaching. Thousand Oaks: Sage Publications.

http://ed.psu.edu/englishpds/inquiry/projects/Colwell.pdf

http://www.thirteen.org/edonline/concept2class/inquiry/index.html

http://www.inquirybasedlearning.org/?page=What_is_IBL

http://www.ceebl.manchester.ac.uk/resources/papers/ceeblgr002.pdf

http://edis.ifas.ufl.edu/pdffiles/wc/wc07600.pdf

http://revistas.ucr.ac.cr/index.php/rlm/article/viewFile/14031/13337

http://www.cii.illinois.edu/InquiryPage/

https://www.sciencebydoing.edu.au/

http://www1.appstate.edu/~goodmanj/elemscience/lessonplanning/5Elearningcyclelessonplan.htm

http://worldwidescience.org/topicpages/i/inquiry-based+lesson+plans.html

_____________________________________________________________

4. Cooperative language learning:

Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York, N.Y., USA:

Oxford University Press.

http://www.kaganonline.com/catalog/cooperative_learning.php

http://spencerkagan.weebly.com/

_____________________________________________________________

5. Learning styles, multiple intelligences & motivation

Pashpy, P. (2015). Learning Styles and Motivation. Presentation, Ain Shams University Guest House.

D rnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge

University Press.

http://epltt.coe.uga.edu/index.php?title=Multiple_Intelligences_and_Learning_Styles

http://teach.com/what/teachers-teach/teaching-methods

http://biz.colostate.edu/mti/tips/pages/WhatisYourTeachingStyle.aspx

https://blog.udemy.com/teaching-styles/

http://study.com/academy/lesson/direct-instruction-teaching-method-definition-examples-strategies.html

http://www.jefflindsay.com/EducData.shtml

http://ngl.cengage.com/assets/downloads/inside_pro0000000029/am_moore_direct_instr_seb21_0414a.pdf

http://ngl.cengage.com/assets/downloads/inside_pro0000000029/am_moore_direct_instr_seb21_0414a.pdf

http://www.brighthubeducation.com/teaching-methods-tips/5487-pros-and-cons-of-direct-teaching/

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197910_peterson.pdf

http://ed.psu.edu/englishpds/inquiry/projects/Colwell.pdf

http://www.thirteen.org/edonline/concept2class/inquiry/index.html

http://www.inquirybasedlearning.org/?page=What_is_IBL

http://www.ceebl.manchester.ac.uk/resources/papers/ceeblgr002.pdf

http://edis.ifas.ufl.edu/pdffiles/wc/wc07600.pdf

http://revistas.ucr.ac.cr/index.php/rlm/article/viewFile/14031/13337

http://www.cii.illinois.edu/InquiryPage/

https://www.sciencebydoing.edu.au/

http://www1.appstate.edu/~goodmanj/elemscience/lessonplanning/5Elearningcyclelessonplan.htm

http://worldwidescience.org/topicpages/i/inquiry-based+lesson+plans.html

http://www.kaganonline.com/catalog/cooperative_learning.php

http://spencerkagan.weebly.com/

http://epltt.coe.uga.edu/index.php?title=Multiple_Intelligences_and_Learning_Styles


https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-

intelligences-are-not-learning-styles/

http://www.miresearch.org/

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

http://www.creativelearningcentre.com/downloads/ls%20vs%20mi%20tex9_p8_9.pdf

http://study.com/academy/lesson/intrinsic-motivation-in-psychology-definition-examples-factors.html

http://iteslj.org/Articles/Suslu-TeacherMotivation.html

_____________________________________________________________

6. Classroom management:

Manning, M.L. & Bucher, K.T (2014). Classroom Management; models, applications and cases, (3rd

edition). New Jersey Pearson Education.

Yahua, D., & Nouh, A. (2015). Classroom Management. Presentation, Ain Shams University Guest

House.

Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom management that works. Alexandria, Va:

Association for Supervision and Curriculum Development.

http://www.austincc.edu/teacher/files/documents/AnayansiPresentationhandout.pdf

https://blog.udemy.com/effective-classroom-management-2/

https://youtu.be/MPOJxyVvPHQ

https://www.ecu.edu/cs-educ/teached/upload/Component%20B.current.pdf

Teacher's body language. (2015). 6th of Octobe City.

Teacher's voice. (2015). 6th of Octobe City.

+ add the book where possi got the first 7 episodes.

_____________________________________________________________

7. CLT & how to teach grammar communicatively?

Diane Larsen-Freeman, (Oxford University Press) Techniques and principles in language teaching.

Jack C. Richards, (Cambridge University Press) Communicative language teaching today.

Murphy, H. (2015). Teaching Grammar in the Communicative Classroom: Tips and Practical Activities.

Presentation, ATER Conference 2015.

Scrivener, J. (1994). Learning teaching. Oxford: Heinemann Publishers (Oxford) Ltd.

http://www.nclrc.org/

http://www.teachingenglish.org.uk/knowledge-database/communicative-approach

http://iteslj.org/Techniques/Pekoz-Grammar.html


http://busyteacher.org/2873-5-new-fun-ways-to-teach-grammar-to-esl-students.html

http://teaching.monster.com/benefits/articles/9076-8-tips-for-teaching-grammar-without-a-worksheet-

_____________________________________________________________

8. How to teach listening?

http://www.nclrc.org/essentials/index.htmIntegrating

http://busyteacher.org/14387-how-to-improve-listening-skills-8-activities.html

_____________________________________________________________

9. How to teach speaking?



https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/

https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/

http://www.miresearch.org/

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

http://www.creativelearningcentre.com/downloads/ls%20vs%20mi%20tex9_p8_9.pdf

http://study.com/academy/lesson/intrinsic-motivation-in-psychology-definition-examples-factors.html

http://iteslj.org/Articles/Suslu-TeacherMotivation.html

http://www.austincc.edu/teacher/files/documents/AnayansiPresentationhandout.pdf

https://blog.udemy.com/effective-classroom-management-2/

https://youtu.be/MPOJxyVvPHQ

https://www.ecu.edu/cs-educ/teached/upload/Component%20B.current.pdf


http://www.teachingenglish.org.uk/knowledge-database/communicative-approach

http://iteslj.org/Techniques/Pekoz-Grammar.html


http://busyteacher.org/2873-5-new-fun-ways-to-teach-grammar-to-esl-students.html

http://teaching.monster.com/benefits/articles/9076-8-tips-for-teaching-grammar-without-a-worksheet-












_____________________________________________________________

10. How to teach reading?

http://busyteacher.org/10731-5-activities-for-teaching-reading-strategies.html

http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-

speeding-up-your-reading/

http://www.readingrockets.org/article/key-comprehension-strategies-teach

http://busyteacher.org/2748-what-to-do-with-reading-texts-10-creative-ways.html

http://busyteacher.org/12229-reading-lesson-9-fun-post-it-activities.html


http://www.nclrc.org/essentials/reading/stratread.htm

http://www.nclrc.org/essentials/reading/goalsread.htm

_____________________________________________________________

How to teach writing and integrate language skills?

http://ddeubel.edublogs.org/2009/09/22/teaching-writing-activities-and-ideas/



http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-speeding-up-your-reading/





http://busyteacher.org/2748-what-to-do-with-reading-texts-10-creative-ways.html

http://busyteacher.org/12229-reading-lesson-9-fun-post-it-activities.html


http://www.nclrc.org/essentials/reading/stratread.htm

http://www.nclrc.org/essentials/reading/goalsread.htm

http://ddeubel.edublogs.org/2009/09/22/teaching-writing-activities-and-ideas/


About Hone Your Skills

It is a multi-theme educational project that aims at developing the skills of its

audience in different areas of interest. To reach this, our products are online videos, short

articles and on-ground workshops. We try to provide our audience with all what they need

for perfecting their skills through customized professional training service.

You can find HYS online through:

Facebook page: https://www.facebook.com/HoneYourSkills

YouTube channel: https://www.youtube.com/c/HoneYourSkills

About the facilitator(s) of TEFL workshops

Amira Mahmoud El-Sayed

https://www.linkedin.com/in/amiramelsayed

Basma Abd Elhamied

https://www.linkedin.com/in/basmaabdelhamied

https://www.facebook.com/HoneYourSkills

https://www.youtube.com/c/HoneYourSkills

https://www.linkedin.com/in/amiramelsayed

https://www.linkedin.com/in/basmaabdelhamied