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TRAINEE HANBOOK TASK 4.6 Part 3 PREPARING A TRAINEE HANDBOOK Aim: To design a training manual for a teacher training. Handbook for UT Teacher Training in UNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ.

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Page 1: B4 task4.6.3 abdias gavilla

TRAINEE HANBOOK

TASK 4.6 Part 3PREPARING A TRAINEE HANDBOOK

Aim: To design a training manual for a teacher training.

Handbook for UT Teacher Training in UNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ.

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TASK 4.6 Part 3PREPARING A TRAINEE HANDBOOK Aim: To design a training manual for a teacher training.

Handbook for UT Teacher Training in UNIVERSIDAD TECNOLOGICA DEL SURESTE DE VERACRUZ.

GENERAL INFORMATIONThe aims of the trainingThe requirementsWhich language the training is offered in and forRequirements of the traineeApplication form for trainees interestedA questionnaireCourse rules

STRUCTURE AND TIMING

CONTENTS

CERTIFICATEGeneral informationApplication form for certificationApplication form for lesson observation

MANUALDossiers ExplanationInstructions for dossier Elaboration

EVALUATIONTeaching dossiers checklists Class Observation checklistEvaluation Procedure and Assessment criteriaTrainer Evaluation checklist

MATERIALReading ListDossiers ExamplesMaterials

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GENERAL INFORMATION

The aims of the training

This Trainee handbook (TH) is designed and produced by Jorge Augusto Ordoñez Valencia members of the English Academy from Universidad Tecnologica del Sureste de Veracruz (UTSV), which has provided examinations in English for speakers since 2003.

The teacher in training should know: concepts related to pronunciation training, listening comprehension, understanding different accents, learning spoken and written language, planning and preparing dossier in language awareness, language and culture, language learning processes, language teaching, planning and evaluation and self-assessment and development.

This handbook also will encourage teachers in their professional development by providing steps in a developmental framework of awards for teachers of English.

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The requirements

The trainee handbook is suitable for:

- Teachers in training who teach levels 1 - 9 in the Universidad Tecnologica del Sureste de Veracruz

- Classroom assistants who work with levels 1-9 in the UTSV

- Candidates taking this certification will normally have some experience of teaching English to speakers of other language.

- Teachers need at least an intermediate level of English level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR), e. g. TKT band score of 2.

- English as an additional language teacher who work with non-native speaker learners in mainstream classes.

Which language the training is offered in and for

This trainee handbook is offered only in English language for helping teachers in training to develop their own teaching dossiers. The TH includes the language used as English teachers and their activities. It guides to understand and design a dossier for the 6 areas, for any topic and level 1-9 that they choose to work on.

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Requirements of the trainee

All the candidates taking this training will normally have experience of teaching English to speakers of other language. They may also be taken:

- Candidates studying for teaching qualifications who may have non-native learners in their classrooms.

- Teachers need at least an intermediate level of English. Level B1 of the Council of Europe’s Common European Framework of Reference for Languages (CEFR)

- Candidates taking this training are expected to be familiar with the language of teaching a represented in the glossary from level 1-9 as well as the terminology related to the description of language, subject vocabulary and concepts for this training.

- Successful candidates are likely to have experience of teaching school subjects through the medium of English.

- Candidates should be certificated in a teaching Knowledge Test with minimum band 3.

- All trainees must receive at least major or bachelor is necessary for our college admission.

- All trainees must update their application form for trainees interested.

- We are required to send a quarter progress reports on the training.

- All trainees must answer the questionnaire to get integrated in their profile.

- Trainees’ updated CVs every year

- All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers.

- Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching.

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Application form for trainees interested

Personal Information

Saludation First Name Last name

Email

( ) ( )Phone Mobile phone

/ /Birth day Birth month Birth year

Citizenship

F MGender

Marital Status

City

Country

Zip / Postal codeEducation and Experience

Title of Bachelor

Years of experience

Years as a teacher

Certification Band /Score

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Personal InformationSignature

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A questionnaire

NAME: ____________________________________________________________

Instructions: Choose the best answer

1. When you are teaching do you use the appropriate terminology to your students?

a) Yes b) Sometimes c) No d) I need to improve in it

2. Do you understand the principles of language learning and teaching?

a) Yes b) Sometimes c) No d) I need to improve in it

3. Do you select the appropriate teaching points from teaching materials to suits different levels?

a) Yes b) Sometimes c) No d) I need to improve in it

4. Do you provide your students with clear and effective explanations in a way that is helpful to them?

a) Yes b) Sometimes c) No d) I need to improve in it

5. Do you use grammar books, platforms or websites effectively to provide your students with clear answers?

a) Yes b) Sometimes c) No d) I need to improve in it

6. Do you provide to my students styles and strategies for learning?

a) Yes b) Sometimes c) No d) I need to improve in it

7. Do you give your students feedback on their language competence in a way that is appropriate and helpful?

a) Yes b) Sometimes c) No d) I need to improve in it

8. Do you encourage and motivate your students to improve?

a) Yes b) Sometimes c) No d) I need to improve in it

9. Do you define the aims of my lesson and understand how to achieve them?

a) Yes b) Sometimes c) No d) I need to improve in it

10. Do you use a variety of exercise types?

a) Yes b) Sometimes c) No d) I need to improve in it

11. Do you use various media forms appropriately as moodle, whiteboard, smart board, etc?

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a) Yes b) Sometimes c) No d) I need to improve in it

Course rules

This training handbook includes all the rules to do these certifications possible.

- All trainees must update their application form for trainees interested before starting the training.

- Trainees’ updated CVs with their application form

- We are required to send a quarter progress reports on the training, depending the English level that they’re teaching.

- All trainees must answer the questionnaire to get integrated in their profile.

- All trainees are required to be involved in conducting or teaching research and policy. All trainees are required to present work in progress about their dossiers.

- Trainees will receive formal and informal instructions in the responsible conduct of research, including language and teaching integrity and ethical principles of teaching.

- This course should be read it completely before planning and doing the dossier.

- The questionnaire should be answered by all candidates without any exception.

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STRUCTURE AND TIMING

Face to face

The face to face program provides you an opportunity to sit in on University of Technological of south-east from Veracruz class to explore experiential learning in a small class setting. This trainee handbook can be development in different structures or way to teaching.

The training will include “train the trainer” programmes. This course also comes with a set of a manual where it describes and explain how to do the dossier in six different areas and it will explain the topic of the dossier as Language Awareness, Language and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation, Self-Assessment and Development.

Members of the English academy will explain to the trainees what are the aims of the each lesson, it will give an example of the description of a class, it also will explain what are the correct procedure to do the dossier and the conclusion of the lesson. It is also important for trainees to know all attachments or resources that they could use for develop their classes.

All the material or resources to support are showed face to face by the English Academy will also be made available. The ultimate objective should be to create increased the best methodology and strategies for teaching, so that all trainees can utilise the information for improvement of their quality of teaching, and to create scope for teaching skills development.

All nine members of the English academy will be instructors who will teach in the face to face format. We should not forget all benefits of face to face training which are though face to face communication, additional information is available such as the deducting through body language, tone, volume and modulations of voice. Sometimes technology often does not facilitate the right type of information being shared or exchanged. This means that learning potential can be limited. However, the trainees are not entirely passive in this relationship or tutorial, as they give the instructor valuable information about how they are progressing, areas in which they are doing well and those that would benefit from further input. Face to face also delivery allows trainees to share their personal experiences, thoughts and challenges in relation to the content. This can be a rich source of learning and one that many trainees miss when undertaking distance education.

The timing for this program using face to face training will be twice a week, three hours per day, counting 60 hours in total

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Blended course

The benefits of face to face courses are well documented elsewhere on this handbook. Onsite courses have the face to face contact which online courses lack, and online courses do not include any practice teaching, and for this reason are less recommended for absolute beginner teachers

There are many factors which may lead a trainee to go for online training, however, factors which include convenience, cost, access, location, learning styles and preferences.

Online courses do enable you to gain a useful insight into this handbook, and where there is a lower minimum requirement for the qualifications of teachers, these courses can serve as a 'passport' into teaching. Online courses give a foundation which is ideal for helping to orientate potential teachers who may be going off on a short term teaching mission, where teaching English is not being seen as a long-term career, nor to provide a sustainable source of income, where teaching might take place on a casual or volunteer basis.

This kind of course will take more time because it will required more practice for face to face and online practices. It should count 60 hours in total.

Online course

With our busy lives, conventional employee training can become a repetitive, time-consuming task for all involved. In-person classroom training requires that everyone involved get together at the same time/place, and the teacher must be paid for his/her time, even though the same material is presented again and again. Conventional training involves print materials, travel expenses, and many other cost-producing aspects.Flexibility: Online training works great with tight schedules. Since many people are living busy lives, these Web-based applications can be reached from home or any other Internet-accessible computer anytime! No more scheduled training sessions to work around. Trainees can train at their own pace, and work around their schedules, thereby minimizing loss of productivity.Relevance: All content-managed courses stay up-to-date, ensuring that the most accurate, relevant information reaches trainees.Affordable: Companies with a large volume of high-turnover positions where continuous training is necessary can save thousands with online training programs. They eliminate classroom related costs and materials' expenses. Now trainers can develop the course content, present it once and go on to the next project. Trainers only need to revisit the course if the content needs to be modified.Retention: Since trainees are learning at their own pace, the learning retention rate is often higher than in a classroom setting. They can still have opportunities to email or call the

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teacher to ask questions, although many online courses now offer an updatable FAQ section where they can look first for answers to the most commonly asked questions, which reduces repetitive questions.Reporting: Most applications, like Osmosis, are customizable. The reporting tools are also customized to suit the company. During the analysis phase of the project, specialists determine what components are most important and develop easy ways to gather the exact data needed for grading.

This kind of course will take more time because it will required more practice for face to face and online practices. It should count 60 hours in total.

Weekend course

The way for this training will be only apply on weekends, it gives to teachers all the information that they need to know but on weekends so they will be able to develope their work and put in practices their experimental work in the week with their students.

Compact course

In this course, we use the summary of all the methodologies and strategies for teaching, it also focus in the meaning of the main concepts and includes a lot of examples about to how make the dossiers. Talking about compact course is spending the same hours for having this course but the insensitive for learning and practice increase, it means that teachers will have to spend more time practicing and doing research that reading or assist face to face to a course. It will be more practical than theoretical.

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CONTENTS

This handbook helps the teachers in training to develop their own teaching dossier. It is really practical for trainees; it will help in order to design teacher’s teaching dossiers. This manual contents general information such as the aims of the training, the requirements of the trainee, the application form for trainees interested, the questioner and all the course rules.

It also specifies all strategies, structure and timing that we are using for this training. Some strategies are face to face, blended course, online course, weekend course, compact course.

This trainee handbook will develop the language awareness, language and culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development in all the trainees teachers in order to guide to meet, understand and design six dossiers for different areas, for any topic and level they choose to work on.

The six main areas of the training are:

1. Language awareness, where trainees will improve their pronunciation training, learning vocabulary, listening comprehension, understanding different accents, learning spoken and written languages. Trainees will be able to describe the language I am teaching and use the appropriate terminology, to understand the principles of language learning and teaching, to select the appropriate teaching points from teaching materials to suit different levels, to provide my students with clear and effective explanations in a way that is helpful to them, to select and apply the appropriate methodological tools to highlight differences in language systems, to use reference materials (i.e. grammar books) effectively to provide my students with clear answers with regards to language-related questions at the end of the course.

2. Language and culture, the purpose in this area is awareness of socio-cultural and intercultural aspects of language use and language learning, dealing sensitively with difficult classroom situations relating to intercultural differences, understanding different backgrounds (therefore different study methods) of students, cross-cultural

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communication and applicacion of this knowledge to the teaching situation. Trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students' needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are at, to encourage and motivate my students to improve at the end of the course.

3. Language learning processes, in this area the trainees will be able to take into account and incorporate into my teaching the educational experiences my students have had previously, to provide for individual learner styles and strategies in my teaching, to design my lessons with my students' needs and interests in mind in order to make it interesting, lively and motivating, to give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson, to encourage and motivate my students to improve, being aware of different types of motivation and capable to relate those to my students at the end of the course.

4. Language teaching, trainees will be able to define the aims of my lesson and understand how to achieve them by the end of the lesson as well as make my students aware of what my aims are, to be confident in selecting, adapting and designing materials to suits those aims, to use a variety of exercise types, to use various media forms appropriately (Moodle, whiteboard, Smartboard...), to evaluate learning tasks and activities, to incorporate learning tasks and activities which encourage and facilitate learner autonomy and take into account learners' learning styles and cultural expectations, to give clear instructions and make sure they are understood, to manage a class effectively in a wide variety of contexts taking into consideration the learners' needs and levels of language competence as well as mixed abilities and clarify the meaning of new vocabulary through the use of different means and I am able to check that the students have understood at the end of the course.

5. Planning and evaluation, in this area trainees will be able to state the general aims of a course with reference to the CEFR (European Framework), to define the aims of my lesson so that they fit within the context of the whole course, to plan lessons and teaching programmes and include appropriate tasks to suit the learning outcomes, to use various ways of conducting a course evaluation, to do a needs analysis and assess my students' language competence according to the CEFR, to inform my students on language examinations available to them and advice them on the appropriate options for them, to help my students to plan further learning to suit their needs and use a variety of inductive and deductive approaches to present a grammar structure and select an effective approach taking into account the grammar point in question and the group I'm teaching at the end of the course. At the last area but not the least

6. Self-assessment and development, in this area trainees wil be able to reflect and draw conclusions from observations and self-observation in order to gain a better

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understanding of the teaching situation and validate, bring changes to and improve my own teaching, to receive and make use of feedback on my teaching performance, to give constructive feedback to colleagues , to incorporate the systematic sharing of ideas with colleagues to promote best practice, to access the relevant support systems that will enable me to develop further and find solutions to my teaching problems and to put forward ideas on how to ensure continuous professional development at the end of the course.

CERTIFICATE

General Information

Getting a certification as English trainee teachers will improve the trainee’s teaching-learning strategies in English as a second language. It gives the teacher the abilities and understanding to increase the cognitive process in the way that they teach, it also helps all the communications strategies to develop the intercultural understanding.

The global necesity to learn another language, specially English, as teacher, we should motivate our student the importance of this language at present and getting this certification will help teachers to do that kind of motivation.

This certification will provide to teachers to develop their own teaching strategies or metodologies for teaching. Getting this certification, teachers will improve how to correct mistakes from their students in class, it is really important to teachers use social forms and identify how adults learn a language.

The documents require to obtain the certificate are:

- A bachelor degree- Teaching Knowledge Test certification (three modules with at least band 3 in each

one)- Elaborate and develop six dossier in areas as Language Awareness, Language

and Culture, Language Learning Processes, Language Teaching, Planning and Evaluation and Self-Assessment and Development.

- Have at least 1 year of experience in teaching- Trainee teachers should be attendance to all hours of this course

The candidates receive a certificate for Trainee Teachers. Candidates performance is reported to the European Competence Systems Certificate and evaluate it by this important and international organization. This one will be who decided is the certification has been successful and it will let the teachers know about it.

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Application form for certification

Fill in the boxes with your information, all required fields must be completed or your form will be returned.

LAST NAME (as photo ID)

FIRST NAME (as photo ID)

ADDRESS. LINE 1

ADDRESS. LINE 2

CITY

COUNTRY ZIP CODE

PHONE NUMBER GENDERMALE

FEMALE

DATE OF BIRTH NATIVE LANGUAGEMONTH

DAY

YEAR

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Application form for lesson observation

Date / Time: Duration:

Teacher: Level. & Subject: No. in Class:

Support Staff: Observer:

Context:

Where the teaching was effective, it was because:

Where the learning was effective, it was because:

Where the teaching was not so effective it was because:

Where the learning was not so effective it was because:

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Agreed areas for development

MANUAL

Dossiers ExplanationThe first area is Language Awareness. Here the trainee is going to be able to describe the language taught in class, and making reference about appropriate terminology. The apprentice is going to learn how to select the appropriate teaching points from materials, in order to share the principles of language learning; also he/she is going to learn how to provide effective explanations to the learners through the use of appropriate methodological tools. By doing this, is necessary to make use of reference materials which are going to provide clear information related to the language.

Instructions for dossier ElaborationCover.- Your dossier must contain a cover where you specify the area that you are going to work with. Provide the title, the date, and the name of the person that is elaborating the dossier.

Description of the area.- Here you have to explain the characteristics of the area that you are developing, providing just a brief explanation about the area in no more than a full page.

Description of the class and course.- here you have to explain the participants of the class. You have to include number of students that are in the class, the level of the learners, their age; the characteristics of the course like the goals of the session, the topic, and the order which is going to be performed.

Topic.- You have to provide the main topic that you are using to elaborate your dossier.

Aims of the lesson.- provide the objectives that learners have to achieve at the end of the lesson according to the topic.

Personal aims.- provide the personal objectives that you want to achieve at the end of the lesson.

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Procedure.- In this section you have to describe all the activities of the class. This description has to be very detailed. It must be described in order, and explaining what should the learners do and the dynamic issues. It is important to add the materials that students need in every activity. It must cover the whole class, from the introduction to the conclusion.

Conclusion.- here you have to write a general conclusion about the way you developed the dossier. You have to provide your thoughts about the aims you completed, and if it is necessary changing anything.

Self evaluation.- in this section you have to elaborate a personal evaluation about your performance and if you found any problem during the dossier creation. You have to include what you have learnt, and what do you think you could improve for future activities.

Lesson plan.- here you have to include the lesson plan that you elaborated for the dossier. You have to consider all the activities of the class, the material that you are going to use, the time for each activity, and how is going to be the interaction per activity.

Attachments.- in this section you have to include all the extra materials that you are going to use for the class; they could be worksheets, flashcards, pictures, etc.

Dossier Format

Cover.-

“ENGLISH LEVEL”

Objectives of the lesson

Topic

Theme:

Date

Body.-

You have to consider this format:

Font: Arial 12

“NAME OF THE AREA”

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Line space: 1.5Include a content table.

Note: The information of each section of the dossier, does not have to pass 15 lines, only the procedure section must be no less than a full pageEVALUATION

Teaching dossiers checklists

Teaching Dossier Area: Language Awareness

Necessary point to cover Covered? Observation/comment

yes no

The teacher is completely familiar with the basic tools for language analysis.

The teacher is able to make general comparisons between the source language of the learners and the target language.

The teacher can deploy this knowledge in his/her teaching, using it in particular for the planning of language lessons and language courses.

The teacher is able to check his/her knowledge of the language system and to further develop it, using relevant reference sources.

Uses correct and appropriate terminology to describe language.

Formulates learning objectives clearly and comprehensibly for language lessons and parts of language lessons

Analyses language and help learners to understand language structures

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Perceives and understand difficulties related to the structures of the target language which learners encounter and to provide appropriate didactical and methodological measures to deal with such problems

Provides grammatical explanations which are readily comprehensible and accessible to his/her learners

Teaching Dossier Area: Language and Culture

Necessary point to cover Covered? Observation/comment

yes no

The teacher is aware of socio-cultural and intercultural aspects in language use and language production.

The trainer is able to sensitive learners to cultural differences.

Shows empathy with/sensitivity to the cultural background(s) of the learners

Promotes sensitivity towards cultural differences whilst avoiding cultural stereotypes in his/her learners.

Integrates socio-cultural and intercultural topics into the language lessons.

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Teaching Dossier Area: Planning and Evaluation

Necessary point to cover Covered? Observation/comment

Yes no

Is the teacher able to plan and evaluate language lessons within the context of a given curriculum- syllabus.

Understand the institutional context of his/her teaching activities and is familiar with the overall training programmes offered within his/her institution.

Understands the levels of competence defined in the European Framework of Reference, is familiar with the main language examinations offered in the target language and is able to prepare learners to take such examinations.

States general aims and objectives for a course or a series of lessons

Defines aims and objectives for a lesson and integrate them in the context of a course

Plans lessons, selecting appropriate learning tasks and activities to suit the aims and objectives of the lesson

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Teaching Dossier Area: Language Acquisition

Necessary point to cover Covered? Observation/comment

yes no

The teacher is aware of the most important concepts related to current theories of language acquisition, can recognise development patterns in the target language, and is able to integrate these into the planning of language lessons, thus structuring and supporting the language learning process.

Integrates learners' previous learning experience in his/her language lessons

Presents learning materials in a lively and relevant manner

Takes into consideration the needs and interests of the learners

Recognises the level of language competence of the learners

Anticipates possible language problems and show evidence of envisaged solutions in his/her planning

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Teaching Dossier Area: Global Evaluation

Necessary point to cover Covered? Observation/comment

yes no

Combines theoretical knowledge with practical language teaching

Acquires basic methodological-didactic competence and skills and know when and how to apply them

Understands the different aspects and problems related to modern language teaching

Reflects and analyse own teaching, based on practical examples, and draw conclusions for own further development.

Tries out and evaluate new and alternative solutions.

Learns from others.

Works together with others.

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Class Observation checklist

Name of trainee _____________________

Class observed _____________________

Observer ___________________________

Date ______________________________

Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed

Teaching Dossier Area: Global Evaluation

Necessary point to cover Result Observation/

Comment1 2 3 4 5

Before the lesson takes part:

The planning of the lesson

The choice of material, activities and tasks

Reflection on potential problems

Well designed materials

During the lesson:

Review of previous topic

Invites to class discussion

Solicits students input

Demonstrates awareness of individual needs of students

aims of the lesson (clear and transparent)

correction (how)

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language of instruction

Context appropriate?

classroom management

social forms

atmosphere

Confidence provider

Content organized

Relates concept to students needs and experience

After the lesson:

topics to be discussed

Commitments

Proper and clear feedback

Personal feedback (if needed)

Evaluation Procedure and Assessment criteria

The evaluation criteria for the trainee are going to be according to the way which evaluation is held in the institution. The evaluations’ university is divided in two parts, 70% practice and 30% theoretical knowledge. Based on this, the observation must be considered by following the practical part. It is important that the trainee provides practical activities, more than grammar explanation. Also, the institution is focused on communicative approach; for this reason, the interaction must be by speaking practices.

The evaluation criteria would be obtained by taking into account the next activities:Class preparation, class development, and class ending. The first part must contain the way which the trainee is getting ready for the class, including material, resources, and how there is an anticipation to possible problems.During the class development, it is considered the interaction between the trainee and the students. It is necessary to catch student’s attention by providing interesting information for them. One of the most important points to consider in this part is clarifying doubts and

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questions properly, as well as providing clear explanations about grammar structures and communication patterns.Finally, the class ending must cover a feedback about the topic. It is important that during this section of the class, students clarify all the doubts. It is needed a general review of the session as well.

In order to achieve a satisfactory evaluation of 70% of practice, and 30% theoretical knowledge, the teacher has to achieve those three sections in every session. For that reason, the trainee has to comprehend and put into practice all those requirements. The evaluation will be divided in the next form:

Class preparation.- 30%Class development.- 45%Class ending.- 25%

Trainer Evaluation checklist

Name of trainer _____________________

Class observed ______________________

Date ______________________________

Mark with an X in the appropriate space: 1: Excellent, 2: Good, 3: acceptable 4: Could improve, 5: Not observed

Trainer Evaluation

Point to cover Result Observation/

Comment1 2 3 4 5

1. The training met my expectations.

2. I will be able to apply the knowledge learned.

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3. The training objectives for each topic were identified and followed.

4. The content was organized and easy to follow.

5. The materials distributed were pertinent and useful.

6. The trainer was knowledgeable.

7. The quality of instruction was good.

8. The trainer met the training objectives.

9. Class participation and interaction were encouraged.

10. Adequate time was provided for questions and discussion.

11.- The trainer showed patience during the training

12.- The trainer showed fairness and objectivity in evaluations