you'll never walk alone (bruce milne)
TRANSCRIPT
Changing Lives
You needn’t walk alone
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Liverpool FC
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Working together
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The teaching ‘profession’
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The teaching ‘profession’
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Going it alone
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An early goodbye
• Ofsted chief: two-fifths of teachers quitting within five years is 'scandal'
• Sir Michael Wilshaw says many new recruits leave profession because of poor training and not enough support
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Quotes on teamwork
“Remember teamwork
begins by building trust
and the only way to do that
is overcome our need for
invulnerability.”
Patrick Lencioni
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Quotes on teamwork
• “Great teams do not hold back with one another. They are unafraid to air their dirty laundry. They admit their mistakes, their weaknesses, and their concerns without fear of reprisal.”
• Patrick Lencioni, The Five Dysfunctions of a Team: A Leadership Fable
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But who said it?
• “Anyone who imagines they can work alone winds up surrounded by nothing but rivals, without companions. The fact is, no one ascends alone.”
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A Team-Player?
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A question
• Did you observe enough ‘good’ teaching when you were training?
• Would you like to observe more ‘good’ teaching now?
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A quote
“Teachers say their schools of education did not adequately prepare them for the classroom. They would have welcomed more observation, mentoring and feedback in the early years.”
• Arne Duncan
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Ways of Working Together
• Team-teaching
• Mentoring
• Joint planning
• Teachers’ meeting
– Brainstorming
– Comparing
– Sharing
– Planning for others T
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Team-Teaching
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Advantages of team teaching
• Exposed to a different accent and way of teaching
• More time to spend with weak students
• Sharing responsibility for a lesson
• Sharing work load
• Possible to learn from working closely with other teachers
• Can learn new techniques, activities, skills
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Advantages of team-teaching
• Students get more 1:1 help
• Easier to clamp down on student behaviour
• Good to model activities with other teacher
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Disadvantages
• Difficult to have conversation classes (Classroom mgt? Noise? Monitoring?)
• Limits activities you can do
• More time wasted on classroom management
• Having to learn strategies for team teaching
• Needs a good working relationship with other teacher
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Thought
• Also, sometimes it’s just nice to have your own class
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Quote from the questionnaire
• All in all, I have observed that the students' language output has increased considerably since we introduced team-teaching. In fact, in my 13 year-long teaching career I have never witnessed anything like this. In short, it's beautiful.
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Quote from the questionnaire
• I personally feel that I have learned more about teaching and children than ever before. The many ideas that my teacher partners have shared with me and the many times that I have had the opportunity to observe children's learning simply because I wasn't constantly in the spotlight have helped me to grow both as a teacher and … as a partner. It is an experience that I would strongly recommend to anyone.
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Mentoring
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Mentoring
• Induction
– Culture shock
– Organisational expectations
• Best Practice
– Learning from the expert
• Teaching support
– Failing teacher
– Developing teacher
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Who can be a mentor?
• Well-developed personal skills
• Confidence in own teaching styles
• Active listener
• Empathy
• Financial (time) reward? Personal development? Prestige?
• (‘Advanced practitioner’ – ‘Mentor’)
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Mentoring sequence
Possible sequence
1.
• Joint planning
• Mentor teaches class
2.
• Joint planning
• Mentor and mentee share class
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Mentoring sequence
3
• Joint planning
• Mentee teaches class
• Reports back to mentor
4
• Mentee plans
• Mentee teaches class
• Mentor observes
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Commenting on lesson plans
Aims:
• Language to describe graphs in IELTS writing task 1
• To practise various future structures for planning in a work context
• Vocabulary to talk about different types of happiness and the situations which led to these
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Lesson plans
To practise and develop ability to listen for gist
• Pre-listening task (sentence gap-fill)
– T distributes worksheet containing part of a song sts do no know it’s a song) sts fill in the missing lines with the sentences provided
• While listening task
– Sts listen to the song to check previous task (5 mins)
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Observation sequence
• Draw up a procedure; choose criteria
• Select a date; inform teacher
• Briefing with teacher
• Observe teacher, make notes (evidence)
• Give feedback
• Write up notes
• The three point syndrome
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Three point syndrome
• “Think about how to engage your students more by ‘personalising’ material”
• “Try to give as much detail as you can about new vocabulary (eg: word stress, part of speech, spelling, related items)”
• “Write your aims on the board”
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QA observations
Consider:
• Time taken
• Value to teacher
• Confidence for teacher
• Retrospective nature
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Teacher’s meetings
IELTS group – weekly meeting to:
• Talk over problems
• Share materials
• Devise activities
• In-service materials swop shop
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Peer observations
• Buzz observations
• Observation of a complete session
– New
– Familiar
• Peer observations should be non-judgemental (supportive, descriptive, inquisitive)
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In-service training sessions
• Need to differentiate
• Best when topics come from teachers
• Often best when delivered by teachers
• Time needed for research on a specific area
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