TRAINER IN ENGLISH FOR BUSINESS SESSION 2. ROLES OF THE TEACHER MOTIVATION, CLASS MANAGEMENT EVALUATION
LET’S RECAP… DEFINITIONS: Planning Language Two schools Intelligence Teacher Education Knowledge Teacher – trainer Culture Learner styles, learner autonomy Methodology Approaches, methods, procedures, techniques Planning Language Two schools Intelligence
WE LEARN: 10 % OF WHAT WE READ 20% OF WHAT WE HEAR 30% OF WHAT WE SEE 50% OF WHAT WE BOTH SEE AND HEAR 70% OF WHAT IS DISCUSSED WITH OTHERS 80% OF WHAT WE EXPERIENCE PERSONALLY 95% OF WHAT WE TEACH TO OTHERS William Glasser
AIMS FOR TODAY INTELLIGENCE LANGUAGE GROUP DYNAMICS MOTIVATION CLASS MANAGEMENT ROLES EVALUATION
LANGUAGE SPEAK NATURALLY ENUNCIATE GESTURE BE DIRECT
LANGUAGE CHECKING CONCEPT: AVOID ’DO YOU UNDERSTAND?’ ’IS IT CLEAR?’ AVOID ’DO YOU UNDERSTAND?’ ’IS IT CLEAR?’ YES/NO QUESTIONS (IN MOST CASES)
LANGUAGE GRADED LANGUAGE IS CLASSROOM LANGUAGE THAT IS ADAPTED TO THE LEVEL OF THE LEARNERS IN SOME WAY
ANSWER TO A SIMPLE QUESTION "There's no answer to the question. The term "language" in ordinary discourse is quite vague. It's like asking what motion is. Go back a few centuries and it included growth of a flower, steam rising to the sky, and much else. As in any domain of rational inquiry, we can seek to identify some concept within this range that is worth studying. My feeling is that there is such a concept -- I-language -- and that it even has a certain priority in the study of language understood in other ways, in that something about it is always presupposed, if only tacitly."
ANSWER TO A SIMPLE QUESTION THERE IS NO SINGLE ANSWER TO THE QUESTION. WE STILL HARDLY KNOW ANYTHING ABOUT ITS ORIGIN OR HOW IT DEVELOPED. WHEN WE TRY TO DEFINE ITS CONCEPT WE CAN ONLY STUDY IT WITHIN A PRESET FRAMEWORK. MY BELIEF IS THAT HUMAN BEINGS HAVE – WHAT I CALL –AN INTERNAL LANGUAGE THAT SHOULD BE FOCUSED ON.
is an Instructional Systems Design (ISD) framework ANALYSIS DESIGN ADDIE MODEL is an Instructional Systems Design (ISD) framework ANALYSIS DESIGN DEVELOPMENT IMPLEMENTATION EVALUATION
GUESS WHO THEY ARE? What do they have in common? GUSTAVE LE BON SIGMUND FREUD EDWARD BERNAYS JACOB l. MORENO KURT LEWIN WILLIAM SCHUTZ WILFRED BION BRUCE TUCKMAN M. SCOTT PECK RICHARD HACKMAN
BASICS OF GROUP DEVELOPMENT THE TUCKMAN MODEL: FORMING STORMING NORMING PERFORMING ADJOURNING
RAPPORT WHAT IS THE IMPORTANCE OF RAPPORT? HOW CAN WE ESTABLISH A GOOD RAPPORT? CREATING A CODE OF CONDUCT HOW DOES IT RELATE TO GROUP DYNAMICS?
MOTIVATION DRIVING FORCE TO ACHIEVE GOALS; THE WANT TO DO SOMETHING TO SUCCEED AT IT A STATE OF COGNITIVE AROUSAL; THE DECISION TO ACT SOURCES OF MOTIVATION INTRINSIC OR EXTRINSIC COGNITIVE BEHAVIOURIAL MASLOW VROOM, ETC SKINNER ARONSON BANDURA
MOTIVATION STUDENT CONTRIBUTION WHY IS IT IMPORTANT? DOES IT MOTIVATE? HOW CAN WE MAKE STUDENTS BE ACTIVE IN ORDER TO HAVE INTERACTIVE CLASSES? LOCKSTEP PAIRS GROUPS STUDENTS ON THEIR OWN
MOTIVATION WHAT DO WE MEAN BY FLEXIBLE TEACHING? ARE WE REALLY READY FOR IT? LEARNER AUTONOMY TEACHER DEVELOPMENT
MOTIVATION TOOLS ROLES
MOTIVATION TEACHER’S ROLES CONTROLLER ORGANISER ASSESSOR PROMPTER PARTICIPANT RESOURCE TUTOR OBSERVER FACILITATOR MENTOR REFEREE
DIFFERENCE TEACHER TRAINER
CLASS MANAGEMENT TIME CLASSROOM CONDUCT CONTROL INSTRUCTIONS WHOLE CLASS PAIR WORK GROUP WORK INDIVIDUAL WORK DISCIPLINE
TESTING AND EVALUATION PLACEMENT DIAGNOSTIC PROGRESS OR ACHIEVEMENT PROFICIENCY TESTS FORMATIVE (to monitor individual progress with ongoing feedbeack) SUMMATIVE (to evaluate student at the end of the learning process)
TESTING AND EVALUATION REQUIREMENTS WHAT DO WE WANT TO TEST? VALIDITY AND RELIABILITY (TESTS WHAT IT IS SUPPOSED TO TEST; CONSISTENT RESULTS) HOW TO COMPILE TESTS? WHAT TYPE OF TESTS? PILOTING WRITTEN VS ORAL EXAMS FEEDBACK CONTINUOUS ASSESSMENT LEARNER’S DIARY TEACHER’S DIARY
LET’S RECAP LANGUAGE GROUP DYNAMICS RAPPORT ROLES MOTIVATION STUDENT INCLUSION AND ENGAGEMENT STRATEGIES ENVIRONMENT WHY AND WHO WE TEST HOW WE TEST
WHAT’S NEXT START READING THE HARMER BOOK NEW TRENDS IN TEACHING AND TRAINING