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Tamil Nadu - Teacher Education

and Development

Trainer Notes: Essentials in Teacher Training November 2016

Trainer Notes: Introductions

1 © The British Council, 2016

Acknowledgements

These training materials were developed and put together by Simon Etherton, Danish Abdullah and Shefali Kulkarni. Many thanks to Ms Pooja Kulkarni, State Project Director, Sarva Siksha Abhiyan for her support through the years. Many thanks to Ms Malathy, Senior Consultant SSA and her team as well as BRTEs core group for their thoughtful feedback and recommendations, which helped ensure these materials are relevant and appropriate for Block Resource Teacher Educators in primary schools in Tamil Nadu state. Thanks to Amy Lightfoot for having reviewed the materials and ensured that they are consistent, coherent and to the quality standards required by the British Council.



Overview

Day 1 Day 2 Day 3 Day 4 Day 5

Session 1 9.30 am to 11.00 am

Introductions Changing beliefs and practices 1

Planning Training

Professional development for teachers

Micro-training 3

11.00 am to 11.30 am

TEA BREAK

Session 2 11.30 am to 1.00 pm

Being a Teacher Trainer

Changing beliefs and practices 2

Giving constructive feedback

Micro-training 1

Professional Development for Teacher Educators

1.00 pm to 2.00 pm

LUNCH

Session 3 2.00 pm to 3.30 pm

Working together

Motivation Preparation Micro-training 2

Conclusions

3.30 pm to 4.00 pm

TEA BREAK

Session 4 4.00 pm to 4.30 pm

Review and Reflection







Contents

Day 1 ..........................................................................................................................4

SESSION 1: Introductions .......................................................................................4

SESSION 2: Being a Teacher Trainer ......................................................................8

SESSION 3: Working together ............................................................................... 14

SESSION 4: Review and reflection ........................................................................ 19

Day 2 ........................................................................................................................ 20

SESSION 1: Changing beliefs and practices 1 ...................................................... 20

SESSION 2: Changing beliefs and practices 2 ...................................................... 28

SESSION 3: Motivation.......................................................................................... 35


Day 3 ........................................................................................................................ 42

SESSION 1: Planning Training .............................................................................. 42

SESSION 2: Giving constructive feedback............................................................. 48

SESSION 3: Preparation ....................................................................................... 51


Day 4 ........................................................................................................................ 53

SESSION 1: Professional development for Teachers ............................................ 53

SESSION 2: Micro-training 1 ................................................................................. 58



Day 5 ........................................................................................................................ 60


SESSION 2: Professional development for Teacher Educators ............................. 61

SESSION 3: Conclusion ........................................................................................ 65

SESSION 4: Review and reflection ................................................................................. 66



Day 1

Session 1: Introductions

A. GTKY: Name games

Aim: To get to know each other’s’ names

Time: 10 minutes.

Materials: Slips of paper, a ball (Activity 2)

1 Choose any one of the following name games.

Names on slips of paper

Distribute slips of paper and instruct everyone to write their name on it. Do the same yourself.

Collect the slips of paper and redistribute them. Participants then stand up, walk around and try to find the person who has their name by asking: Is your name…? Are you …?

Name ball

Stand in a circle with the ball. Throw the ball to someone. As you throw the ball say your name. Each person says their name as they throw the ball.

Repeat, but this time say the name of the person they are throwing the ball to, thereby practicing names.

Name alliteration

Get everyone sitting or standing in a circle. Say your name and a job that starts with the same letter sound as your name. For example, “My name’s Ajit and I’m an acrobat.” The next person says: “This is (name of the previous person) and s/he’s a(n) (profession the previous person said)”, then they say, “And my name is X and I’m a(n) (and a job that begins with the same letter as their name)”.

Continue all the way round the circle. This game is based on ‘I went to the market and bought…’. The challenge is to remember and say the name and profession of everyone before you.

By the end of this session the participants will be better able to:

remember each other’s names

develop a rapport with other participants

feel comfortable working together

understand the aims of this course



B. GTKY: Three truths and a lie

Aim:

To find out more about each other

Time: 10 minutes.

Materials: Write four sentences about yourself, 3 true and 1 false

Read out the four sentences about yourself. Put participants in groups and get them to discuss the sentences and decide which one they think is false. Ask a few groups what they think and then tell them the answer.

Ask participants to write four sentences about themselves (3 true and 1 false) in the space provided in their workbooks. Give them a few minutes to do this.

Put them in small groups and get them to take turns reading out their sentences to other members of their groups. Other group members have to guess which sentence is false.

C. Suitcases

Aim:

To share experience, expectations and worries

Time: 15 minutes.

Materials: A4 size paper sheets (one for each participant)

Ask participants to read the paragraph given in a box in their workbooks (also given below).

Distribute sheets of paper (one for each participant) and ask participants to divide it into four quarters. They should then label it as shown in their workbooks (also shown below) and complete the suitcase. Encourage them to illustrate their table to look like a suitcase.

My experience My worries and concerns

My expectations

Learning is a journey – a journey from one place to another. When people go on a journey they almost always bring some baggage with them. On a journey of learning this includes their previous experiences either as learners or as teachers; their expectations of the training and often questions, worries and concerns about the training. Therefore, it is very useful at the start to find out what this baggage is.



The bottom right hand corner should be left blank as it needs to be filled at the end of the course. My experience: their experience they think is relevant to the training course My expectations: their expectations about the course My worries and concerns: any questions, worries or concerns about the course

Make your own suitcase too. This could be done beforehand to show as an example. Make sure you also demonstrate how to make it ‘look’ like a suitcase by adding a handle and stickers etc.

Give participants enough time to think and write their ideas, then ask them to post their suitcase on the wall. Tell them that as the course progresses you want them to revisit their suitcases and add, cross out or change things as their expectations are met/change or questions are answered.

Finally, ask participants to walk around reading other suitcases.

D. Course Expectations

Tell the participants that you want to explore their expectations in more depth. Ask them to think by themselves initially, then work in groups and discuss the following question: What are your expectations of this course? Elaborate and explain ‘expectations’ if required.

After a few minutes, give the groups some post-it notes and ask them to write their ideas down (one per post-it). Ask them not to repeat the same ideas. Then ask them to put these on a chart on the wall and then go and look at the expectations of other groups. Ask them: Are they similar to yours?

Finally have a whole group discussion around any of the expectations that you feel might be difficult to address or that are of particular prominence.

E. Course Aims

Aim: To get to know the aims of this course

Time: 05 minutes.

Ask participants: What do you think this course will cover? After a few minutes,

display or write the following sentences on the board.

Aim: To find out the participants’ expectations

Time: 10 minutes.

Materials: Post-it notes (about 2 per participant)

The aims of the course are to explore the skills and knowledge that you need to be an effective teacher trainer. We’ll look at different aspects, including the qualities of an effective teacher trainer, changing beliefs and practices, how to teach teachers, motivation, giving constructive feedback and planning and monitoring training.



F. Negotiated Agreements

Aim: To set certain ground rules everyone agrees to

Time: 05 minutes.

Ask participants to discuss some dos and don’ts that everyone in the class should follow in their groups and note them in the table in their workbooks.

Elicit the most important ones from the participants and put them on a chart (this could be done later for the start of the next day/session). Everyone should sign the ‘rules’ chart. You must sign it too. Display it in a prominent place, perhaps near the door.

Suggested Answers: Do – Be on time for each session Respect each other Listen to each other carefully and appreciate others’ contributions Take turns to speak during discussions Make sure everyone is taking part Share ideas and experiences Complete homework and keep notes up to date Use English in the class wherever possible Keep mobiles on silent mode, or switched off Don’t – Be late Disrespect colleagues Dominate discussions or stay quiet Forget to do your homework Take calls or text messages during sessions



Session 2: Being a Teacher Trainer

A. What is a teacher trainer?

Aim: To explore understanding of teacher training

Time: 15 minutes.

Materials: flipchart/ board, pieces of paper and pens, participant workbook

1. Beliefs, assumptions and knowledge of being a teacher trainer

Introduce the idea of a teacher trainer (maybe even show a photo of a trainer in action). Ask them what they think a teacher trainer is and to write their ideas in their workbook. This should be an individual and thoughtful 5 minute activity.

2. Writing a group definition

Divide the participants into groups.

Write up the question on the board: What is your definition of a teacher trainer?

Ask them to share their ideas about being a teacher trainer with their group and to agree on a group definition. This should be written in their workbook in the space provided and also neatly on the piece of paper provided to each group.

3. Writing a whole class definition

One member from each group reads out their definition to other groups.

Identify and highlight the key ideas and write them on the board.

Based on the ideas collected, write a definition on the board synthesizing the main ideas. Participants should note this in their workbook.

Collect all the definition strips from each group and form a wall display with the class definition at the centre.

By the end of this session participants will be able to:

Identify the qualities that contribute to an effective trainer.

Define the knowledge, skills and values that an effective trainer needs.

Analyse their own attributes and identify areas for further professional development.



Suggested answers: A teacher trainer creates opportunities for teachers to explore ways of improving the quality of teaching and learning in their classrooms. Someone who supports learning and change. Someone who encourages and motivates teachers to develop their practice. Someone who provides new ideas, techniques and practices for teachers

B. Who makes a good teacher trainer?

Aim: To think about the qualities of a good teacher trainer

Time: 15 minutes.

Materials: Participant workbook

1. Perceptions of what makes a good teacher trainer

Tell the participants that they should think about what makes a good teacher trainer. Ask them to read the statements in their workbook individually and to circle their own view (some ideas provided below, but many others are valid).

1

Good teachers make good teacher trainers. Usually, as they share many similar skills and attributes

2

Teacher training is about telling teachers what to do. Not usually. Occasionally teachers need to be informed of new procedures, but normally teacher training is about creating opportunities and the motivation for change.

3

Teacher trainers need to know the most up-to-date methods. Yes, but also which method works well in which context.

4

Teacher trainers should still teach. This helps support understanding of teachers’ needs and also credibility.

5

Teacher trainers need to be highly qualified. Not always. Knowledge, experience and aptitude are very important.

6

Understanding participants’ needs is a key quality of a teacher trainer. Yes.

7

Teacher trainers are good listeners. Yes.

8

A good hairstyle is important for a teacher trainer. Depends…



Put participants in groups and ask them to discuss their answers. Each group should add an additional point. Monitor and listen to the discussions.

Have a whole class discussion. Discuss each characteristic in turn. Then get each group to share their additional points and get feedback in plenary.

C. What makes an effective trainer?

Aim: To identify the characteristics of effective and less effective trainers

Time: 15 minutes.

Materials: flipchart/board, participant workbook

1. Effective and less effective trainers

Ask participants to read the statements in their workbooks. Give them a few minutes to think of their own experiences and to answer individually.

Put them in pairs and ask them to share and discuss, and then to write their ideas in the two columns in the workbook.

Elicit ideas from the whole class and write them on the board.

Ask the participants to complete the table in their workbooks by copying in any ideas from the board that they haven’t written. Suggested answers:

Effective trainer Less effective trainer

Flexible, relies on participants/ sharing Values participants’ background Practical/ Resourceful/ Confident Approachable Encourages independence Manages time effectively Provides challenge Gives good feedback Helps create awareness Acknowledges and utilises participants’ knowledge/ experience Keeps objectives/ outcomes in mind Criticises constructively Is a good manager of time/ resources Creates a safe environment Helps teachers to reflect Lots of participant talk time

Lacks confidence Imposes ideas Restricts interaction Likes to control everything Spoon-feeds participants and considers them as empty vessels Presents him/herself as an expert Always right Has a superiority complex Mocks/ humiliates participants Creates fear Is not adequately prepared Is unapproachable Is insensitive to participants’ needs Is not flexible Too much trainer talk time

2. Five important qualities of an effective teacher trainer

Ask participants to work individually and identify the five characteristics of an effective trainer that they feel are the most important and to write them in the space provided. Monitor and provide individual feedback.



D. What are the similarities and differences between teaching and

training?

Aim: To identify similarities and differences between teaching and training

Time: 15 minutes.

Materials: flipchart/board, participant workbook

1. Similarities and differences between teaching and training

Write the following question on the board: What are the similarities and

differences between teaching in school and training teachers?

Ask participants to think about the question individually and make some notes in

their workbook. They should then share their ideas with their partner/ group.

Have a whole class discussion. Elicit ideas and record on the board under two

columns.

Similarities Differences

Many teaching techniques are similar for training. For example, grouping, monitoring and providing feedback.

Planning and preparation processes are often similar.

Adults are different from children and teens. For example,

managing a class of adults is different from a class of children.

motivation for adults is more extrinsic (e.g. job prospects) whilst children is more intrinsic (e.g. fun or interesting)

The andragogic model asserts that five issues be considered and addressed in

formal learning. They include (1) letting learners know why something is important to

learn, (2) showing learners how to direct themselves through information, and (3)

relating the topic to the learners’ experiences. In addition, (4) people will not learn

until they are ready and motivated to learn. Often this (5) requires helping them

overcome inhibitions, behaviours, and beliefs about learning.

E. What does the teacher trainer need to know?

Aim: To categorise the characteristics of a teacher trainer.

Time: 15 minutes.

Ask the participants to look at the box of teacher trainer characteristics in their

workbook (also given below).



Knowledge of the curriculum, ability to motivate learners, open-minded, eliciting

techniques, hard-working, being able to manage the class, knowledge of English

language, people skills, patience, fairness, aware of the background of the

participants, respectful, organisation skills, training materials, learning theories,

desire to grow and improve, training techniques and strategies

Ask them to look at the table in their workbook.

Elicit one example of each of skills, values and knowledge from the participants.

They will clarify their understanding of these categories by doing the activity.

Ask participants to categorise the given characteristics according to knowledge,

skills and values and write them in the table given in their workbook.

F. Takeaway tips

Aim: To think about the key learning points from the session.

Time: 10 minutes.

Ask the participants to make a list of their key learning points from this session in

the space provided in their workbooks.

Monitor and help as required

G. What next?

Aim: To contribute to the participants’ Continuing Professional Development.

Time: 05 minutes.

Ask participants to read the thoughts of other trainers on the qualities of an effective teacher trainer in Section G of their workbook as homework and then write their own thoughts in the space provided.



Additional resources:

A. What is a teacher trainer?



Session 3: Working Together

A. Team Games

Aim: To experience and appreciate some activities that require teamwork

Time: 45 minutes.

Materials: some keys ( or balls) - enough for each team for Activity 1, cut up clues

– enough for each group for Activity 3 in additional resources.

Note: This session starts with three different team activities. Simply play the games / activities but don’t have a whole class discussion on anything other than the answers to the game. Once all three games have been completed there will be a focus on the actual processes. If there is shortage of time it is possible to do any two out of the three activities.

Team Games: Pass the Key

Time: 10 minutes.

Materials: Key

Divide the participants into two or three equal groups (depending on the size of the

class). Ask each group to stand in a line and hold hands with their neighbours

Explain that you will give the first person in each line a key. They must pass it to

their neighbour and so on down the line until it reaches the end. The team members

must not let go of each other’s hands.

Play the game - the winning team gets the key from one end to the other fastest.

You can also play the game using a ball. Instead of holding hands, the participants must pass the orange or ball down the line without using their hands (they can use elbows, teeth, chins and other parts of their bodies)


Work cooperatively and collaboratively with other participants

Develop effective team dynamics in their training contexts



Ask participants to write a brief description of the activity in the box provided

Ask them to then discuss in their groups how they could have played the game

more effectively. This should be a brief note.

Team Games : Shipwrecked

Time: 15 minutes.

Materials: Workbook

Put participants in groups of 6 using a new grouping activity.

Direct the participants to the ‘Shipwrecked’ activity in their workbooks. Tell them

they need to discuss and come to an agreement about five things they would like to

save from the ship.

Give them time; monitor to see how they are getting on. When one group seem to

be near to agreeing, set a time limit for the others of a couple of minutes.

Ask each group to nominate a leader.

Now tell the groups that unfortunately they would be allowed to take only four items.

The leader with the help of his team has to choose one item from the list of five

that the group has to drop.

Finally, ask one group to tell everyone the items they have chosen and to justify

their selection. Other groups strike out the common items from their list. Then other

groups share any other items that they have chosen and justify their choice.

Ask participants to write a short description of the activity in the space provided in their workbooks.

Ask them to think about how their group made decisions about which items to take

from the ship. Make some notes in the box provided in their workbooks.

Team Games: The Four Babies

Time: 20 minutes.

Materials: One set of cut-up clues from the additional resources below for each

participant



Direct the participants to the problem in their workbooks. Tell them you’ll give them

some information to solve the problem.

Put the participants in groups. For each group have one set of the clues. Distribute the clues.

Tell the participants they mustn’t show the clues to each other, they must just read them out and then work as a group and solve the problem.

Monitor and help, but don’t give too much help. As soon as one group have the

answer – check if it is right. If they are correct have them explain it to the other

groups.

Complete the table given in the workbooks with the information about the babies

that you have.

Now think about how your group solved the puzzle. Make some notes in the space

provided. Answers

For the actual session it’s not important that teams have the right answers, but they

often want to know the solution to the 4 babies.

Meena – happy / doesn’t cry & fattest

Balu – sucks his thumb & has no hair

Priyanka – cries a lot & has a birthmark

Devika – lots of fuzzy red hair & kicks a lot

B. Analysing the Activities

Aim:

To discuss and analyse the activities that require teamwork; to analyse

what makes a good team

Time: 30 minutes.

Ask the participants to discuss the questions in their workbook (also given below)

in the same groups. Give them plenty of time to discuss and encourage them to

make notes.

Does everyone play the same role?

What different roles are there in an effective team? Suggested Answers Organiser, leader, scribe, motivator, time keeper What qualities make a good team member? Suggested Answers



Good listener, flexible, supportive of others, respect others’ opinions, shares

information, knowledge and experience willingly, committed, active participant,

communicates effectively

Now, elicit some responses.

Finally, discuss why the topic of working in teams has been included in the course.

Suggested Answers

Often when we are training we work as part of a team

We often use group work in classes – it is useful to understand how groups (teams)

work so we know why things work (or don’t work) the way they do.

C. Takeaway tips

Aim: To think about the key learning points from this session.

Time: 10 minutes.


the space provided in their workbooks.

Monitor and help as required

D. What next?


Time: 05 minutes.

If people have access to the Internet ask them to read through the ideas at:

http://www.lindsay-sherwin.co.uk/guide_team_leadership/index.html although the

ideas come from the field of business (management) they are transferable and

applicable to many classroom situations.

http://www.belbin.com/rte.asp?id=8 on different team roles.

http://www.lindsay-sherwin.co.uk/guide_team_leadership/index.html

http://www.belbin.com/rte.asp?id=8




The Four Babies - Clues Only one of the babies has a lot of hair but it isn’t Meena or Priyanka.

One of the babies cries all the time but Meena is a happy baby.

One baby quietly sucks his thumb in his cot but has no hair at all.

The baby who cries a lot has a tiny birthmark by her right ear, but she isn’t the smallest baby.

The fattest baby has no hair, hardly cries at all and doesn’t yet realise that her fingers fit her mouth.

The baby with the fuzzy hair rarely cries but kicks a lot.



Session 4: Review and Reflection

Aim: To reflect on today’s training modules,

to record and share their reflections

Time: 10 minutes

Ask participants to complete the following three stem sentences:

o What I found most useful …

o What I found least useful …

o What I will use in my classes …

Ask the participants to stand up, walk around and share their sentences with

each other.

Finally, see if anyone is willing to share their reflection with the whole group.

Suitcases

Encourage participants to go through their suitcases. They can add or change

whatever they want based on their reflections.



Day 2

Session 1: Changing Beliefs and Practices 1

Resisting Change

A. Introduction to Change

Aim: To introduce the concept of change

Time: 10 minutes.

Materials: Picture of a chameleon from Additional Resources

Show the participants the picture of the chameleon and elicit words or ideas they

connect to it. Write up the ideas on the board in a small mind-map.

Suggested answers:

Write up the title of the session on the board and identify/explain the outcomes.

Ask participants to quickly discuss in pairs how these ideas link to teachers.

Conduct a plenary feedback and elicit the idea of teacher change.

Adapts to environment

/context

Watchful

Camouflage

Chameleon

Changes colour

By the end of this session the participants will be better able to: Reflect on their response to change

Consider various factors that influence change



B. Exploring change

Aim: To think about the changes they have made in their teaching

Time: 15 minutes.

Materials: Workbook

Share the following personal experience with your class.

I attended a training programme where I learnt a lot of language games. I enjoyed

the language games and felt that they were both useful and fun and would make

my lessons more interesting. I also felt that the training provided enough practical

ideas to encourage me to try the games out for myself. I therefore went ahead

and tried to use some of these games in my Standard 5 class. At first it felt quite

uncomfortable, there was a lot of noise and it felt like all the students were

running about and I might lose control of them. I was also worried that we were

going to disturb other classes. I wanted to give up but I did not like the idea of

giving up. I tried the games using different class management techniques and

now I am able to use language games successfully in my class.

Go through the questions in the PWB and elicit answers from the participants

based on the experience you outlined (above). Suggested answers:

1. Identify a change you have made to the way you teach/train in the last few

years. What is that change?

To introduce more games into my standard 5 class.

2. Why did you make these changes?

I attended a training programme and got ideas for using games which I thought

my learners would enjoy.

3. Who/ What actually inspired you to go ahead and make the change?

The fact that I found the games on the training programme both fun and useful

and also the training programme gave me the confidence to try them out with my

learners.

4. How comfortable did you feel having to make that change?

At first, I was not comfortable at all. However, I persisted and made some more

changes to make it work.

Ask the participants to think about their own teaching practice and answer the

same questions in their PWB.

Put the participants in pairs and ask them to share their answers with each other.



C. Factors Influencing Change

Aim: To consider the factors that influence change

Time: 30 minutes.

Materials: Workbook

Ask participants to think about any changes they have tried to bring about in the last few years and answer the two questions in their Workbook (also given below) individually. Can you remember a time when you were told to change something but you didn’t? Why didn’t you implement the change?

Put participants into groups. Ask them to discuss the factors that influence change given in a table in their Workbook (also given below). They should write explanatory notes in the space provided under each factor.

FACTORS INFLUENCING CHANGE

a Negative attitude towards all that is new and different Some people simply find change frightening. They are comfortable with the existing systems etc. and don’t like things that they are unfamiliar with. And, if they don’t see what is wrong with what they currently do, then why do they need to change?

b Don’t understand the message, the reasons or consequences of change Change usually has a goal or aim. If people don’t understand or share this goal then they will not be interested in the change. The aims or goals of the change need to be extremely clear, not only to the person/people making the change, but to those it will impact on.

c Don’t trust the person who communicates the change This can occur for a number of reasons, but the most common is that there is a feeling the person talking about the change doesn’t understand the context. If someone comes from ‘outside’ and talks about change this is a typical reaction.

d Fear of more work

Change involves effort and people need to learn to do things in a new way. There is a fear that something new will result in extra work and commitments.

e Fear of failure It is not always clear that the change will work, and often change is implemented on faith and trust. As it is something new, there is always the perception of risk of failure.



f No involvement in the decision to make the change When change is imposed on people, and they have no say, then a natural reaction is to become defensive and negative towards the change being suggested. Discussing and involving people, explaining change clearly and giving support will lead to less resistance.

Elicit answers from the groups and add from the suggested answers if required. Participants should add any new ideas to their notes.

Tell the participants the following story.

“I found learning to drive a very difficult thing to do. You need to learn always to look in the rear-view mirrors. You have to decide which gear to use and to use the clutch and the brake properly. You have to remember to use the indicators and to find them, along with that all important horn. This is all in addition to looking at the road ahead so you don’t run into anything and paying attention to traffic around you and behind you. So many things! When I drive now though, I don’t really have to think about which gear I need to be in or how I get into the right gear. I don’t need to think about whether I am looking in the rear-view mirror or if I need to use the indicator or horn. When I approach a junction, it is like my brain and my body automatically perform the actions of slowing down using the brakes, selecting the correct gear, using the mirrors, indicating and maybe using the horn. This then means I am free to concentrate on the traffic around me and whether it is safe to go or not. These automated routines and actions are called ‘scripts’. The brain and body coordinate to respond to certain situations subconsciously. This allows valuable conscious thinking space to concentrate on more important issues.”

Ask participants to work in their groups to discuss question 3a in their Workbook (also given below) Elicit ideas from groups and discuss in plenary.

Suggested Answer 3a. How is learning to drive similar to learning to teach? New/beginning teachers are often pre-occupied with looking and sounding like a teacher. They have to think about where they stand, what they say, how and when they write on the board, who they ask questions to and how they manage the class. Experienced teachers manage most of these things without thinking of them, Because so much happens in the classroom, these routines become automatic and subconscious ‘scripts’. This process enables teachers then to concentrate on more important issues of learners and learning.

Ask participants to think about specific ways in which routines and scripts influence what teachers do in the classroom. Elicit ideas from groups in plenary and write notes on the board.

Ask the participants: As an experienced teacher, are there aspects of your teaching that are now automated? Can you write actions for the following classroom routines?



Suggested Answers:

Ask participants to think now how this all relates to the ideas we have been talking about regarding change. Encourage them to discuss question 3c in their Workbook (also given below) and make some notes. Explore their ideas in plenary.

Suggested Answers: 3c. How do you think these automated ‘scripts’ that teachers use in the classroom affect their ability to change and do things differently? Discuss in your groups and write some notes below: By their nature, these scripts are automated and often unconscious. Changing these entrenched routines is therefore very difficult as teachers will usually revert to their ‘default’ position, regardless of training. It is also why it is so difficult to create more learner centred classrooms as the way teachers organise a lot of the teaching and learning in their classrooms are through these scripts. Making the unconscious conscious is a very important part of

encouraging and supporting change.

D. Resisting Change – A Case Study

Aim: To consider the role of resistance

Time: 15 minutes.

Materials: Workbook

Nominate one participant from each group to read the case-study given in their Workbook (also given below) aloud to other members of their group.

Starting the lesson

Greetings – tells learners to sit down – takes register - writes date on the board – tells learners to open text books – one learner reads the instructions etc.

Eliciting answers from learners

Teacher asks a question – learners put up their hands – nominates one learner to answer – accepts or rejects answer – teacher asks another question etc.

Giving feedback to learners

Always the same responses: ‘Yes, very good’, ‘No, can anybody help him/her?’, ‘Excellent, clap for him/her’ etc.

Organising pair and group work activities

Teacher uses the same instructions: ‘speak with your partner’ etc. Teacher monitors and asks quiet/ distracted learners to join their group. Reminds learners of time left. Asks (many times) ‘Are you finished?’ etc.



Anuja has been teaching for three years.

One day she is observed by her principal. After the lesson, he says to her that her

class was good, but that she should speak only English during the lesson. He says

her English is good and all she needs to do is spend a bit more time planning what

she will say, especially her instructions.

Two months later she is observed again, but the principal can’t see any change as

she still uses L1 in the classroom. He isn’t very happy with Anuja and tells her he is

disappointed by her attitude.

Then ask them to write the answers to the two questions (2a and 2b) given in their workbook individually.

Conduct a plenary discussion, eliciting ideas.

Suggested answers: 2a. Can you identify the factors that caused Anuja to resist change?

She is possibly not confident about her English, doesn’t know how to plan her classroom language, used to using L1, has a fear of making mistakes, is afraid her students won’t understand English

2b. How could she have been helped so that she would want to try and change? We could ask/understand why she is using L1, support her with preparation, encourage her to discuss concerns and ideas with colleagues, provide encouragement/ motivation, observe other teachers, attend a training programme etc.

E. Understanding Change – Fill in the gaps

Aim: To reflect on the ideas presented in this module

Time: 05 minutes.

Materials: Workbook

Ask the participants to complete the sentences in their Workbooks individually.

Discuss the answers.

Suggested answers: a Change is not always easy. b Try to understand why people don’t always change. c There are many factors that cause resistance to change. d Teachers need to be supported during change. e We often resist change because we don’t like someone telling us what to do. f Change is a slow process



F. Takeaway tips

Aim: To think about the key learning points from this session

Time: 10 minutes.

Ask participants to make a list of the key learning points from this session in the

space provided in their Workbooks.

Monitor and help as required.

G. What next?


Time: 05 minutes.

Ask participants to look at the activity in Section G of their Workbook. Ask them to complete the essay after they have tried to change a few things about their classroom practice and insert it in their CPD portfolio.



ADDITIONAL RESOURCES:



Session 2: Changing Beliefs and Practices 2

Overcoming Resistance

A. The Comfort Zone

Aim: To experience stepping out of the comfort zone

Time: 10 minutes.

Materials: Chairs

Note: The participants would have played musical chairs earlier where they sat in the chairs. Changing that activity, would take them out of their comfort zones.

Ask the participants to arrange their chairs in a circle and then stand outside the circle in front of the chairs.

Tell the participants that they have to move around the chairs to the music/clapping of your hands.

The moment the music stops you will call out a body part and they have to touch the chair with the body part you have called out. For example, hair, nose, toes, ear etc.

If they use any other part of the body to touch the chair or sit on a chair they are out. They take their chair with them when they leave the circle.

Do a demonstration and then repeat the activity three or four times.

Now ask participants to answer the question in their PWB (also given below):

Suggested Answers:

How do you feel before/ during and after the activity?

Put participants in groups. Now draw their attention to the three questions on comfort zone given in the PWB

Suggested Answers:

What is a comfort zone?

When was the last time you stepped out of your comfort zone?

What happened? How did you feel?


Understand the concept of a comfort zone

Identify different ways to help teachers deal with change



People will do almost anything to stay in their zone of comfort.

Change involves moving into a zone of discomfort and will often be resisted as

people find new things uncomfortable. This is natural and happens to everyone.

After a while we adapt to the new things and then we have a larger comfort zone.

If people do not become comfortable again with the new things they are likely to give

up. If people move too far away from their comfort zone and the level of discomfort is

much higher than it is likely to cause stress or panic.

When the teachers have to try new techniques and methods in their classes they

have to step out of their comfort zone.

B. Dealing with resistance

Aim: To identify solutions to deal with resistance

Time: 15 minutes.

Materials: Workbook

Ask the participants ‘How do you deal with resistance?’

Give participants some time to think and make notes in their PWB.

Elicit ideas and write them on the board.

Comfort Zone

Learning/

Challenge

Stress/

Panic



Give participants some time to note down any new ideas.

Suggested answers: Explain clearly Give time for discussions and thinking about answers Answer questions openly and honestly Admit when you don’t know something but Commit to finding solutions Find solutions and use or share them Build trust

C. Building trust

Aim: To consider how to build trust to deal with resistance

Time: 20 minutes.

Materials: Workbook

Ask participants: What can be done to earn the teachers trust?

Put the three categories: Trust in yourself, trust in the materials and trust in the trainer on the board.

Now draw the participants’ attention to the quotes given in a box in their workbooks (also given below).

1 I am sure I can do this!

2 I feel these materials are at the right level for my participants.

3 I believe my trainer has good qualifications and a lot of experience.

4 I know that I can read more about it on the Teaching English website.

5 I hear that my trainer trained Nilu’s batch. Nilu says he was very good.

6 I am happy to see that these materials are based on the national curriculum/

state syllabus.

7 If it doesn’t work I can ask Sanu to help.

8 I really like the fact that my trainer is so passionate and committed to what we are trying to do.

9 I have read a few articles and books by this author and found them very useful.

10 I like it because my trainer is not afraid to admit when he doesn’t know some answers.

11 I feel confident to share my fears and concerns with my colleagues.



12 I know this publisher. I have used some of their materials before and I think that

they are very good.

Ask the groups to discuss and decide which of the three categories each of the quotes fall into.

Discuss the answers. Now give participants to write the quotes in the right column in the table given in their Workbooks (also given below).

Suggested answers:

TRUST IN YOURSELF TRUST IN MATERIALS TRUST IN YOUR

TRAINER

I am sure I can do this

I feel these materials are

at the right level for my

participants.

I believe my trainer has

good qualifications and a

lot of experience.

I know that I can read

more about it on the

Teaching English website.

I am happy to see that

these materials are based

on the national

curriculum/ state

syllabus.

I hear that my trainer

trained Nilu’s batch. Nilu

says he was very good.

If it doesn’t work I can ask

Sanu to help.

I have read a few articles

and books by this author

and found them very

useful.

I really like the fact that

my trainer is so

passionate and

committed to what we

are trying to do.

I feel confident to share

my fears and concerns

with my colleagues.

I know this publisher. I

have used some of their

materials before and I

think that they are very

good.

I like it because my

trainer is not afraid to

admit when he doesn’t

know some answers.



D. Helping teachers to cope

Aim: To understand how to help teachers to cope with change

Time: 25 minutes.

Materials: Workbook, role cards from additional resources

Ask participants to look at the speech bubbles in their Workbook.

Now ask them to look at the factors influencing resistance from Changing Practices and Beliefs – Part 1 and identifying the right factor responsible for each teacher response. Put the corresponding alphabet in the box provided alongside each teacher’s picture.

Check the answers.

Now give the role-cards with the teachers’ responses – one for each pair.

Ask the pairs to make notes about how they would respond. Monitor and help as required.

Once they have prepared ask each pair to present the role-play to their groups.

Suggested answers:

Clockwise from the example (A) done – F, D, F, B, C

E. Give change a chance

Aim: To reflect on the ideas presented in this module

Time: 05 minutes.

Materials: Workbook

Ask participants to complete the sentences in their workbook individually.

Discuss the answers

Suggested Answers:

a Moving away from your comfort zone is challenging.

b Trust in your own ability to implement the change.

c Understand the reasons for undertaking the change.

d Share the decision making.

e Establish open and honest relationships.



F. Takeaway tips


Time: 10 minutes.

a Ask the participants to make a list of the key learning points from this session in

the space provided in their Workbooks.

b Monitor and help as required.

G. What next?


Time: 5 minutes.

a Ask participants to look at the sample teacher response to change in classroom

practices and the trainers’ plan in Section G of their Workbooks. Ask them to think about their action plan as trainers to the other teacher responses and then complete the table for homework.




Role cards

I don’t see why we need to change … everything we have been doing so far has worked fine.

I need to find out some more information about this methodology and this way of teaching. I don’t know where to look!

Making these changes is going to take time … who is going to support me?

Why are learner centred lessons better? Aren’t teacher centred lessons easier and more efficient?

How does all of this stuff fit into the curriculum that we’ve got to cover? There’s no time to add extra things!

Who do these people think they are? Coming along and telling me how to teach … what do they know?



Session 3: Motivation

A. Understanding Motivation

Aim: To lead the participants into the session

Time: 10 minutes.

Materials: A ball, some chalk, a stopwatch

Take participants outside the classroom if possible. Divide them into 5 groups.

Draw a five-pointed star on the ground with a stick or chalk and ask each group to stand in a line behind one of the points. They should be standing in lines facing the centre of the star.

Tell the participants that it is a team game and that everyone should run and pass the ball as fast as possible without dropping the ball.

Demonstrate the game first.

Give the ball to the first participant in Group1. Tell them when you say “GO” s/he should run across the circle and pass the ball to the first participant in Group 4.


Understand key concepts about motivation.

Understand various factors affecting motivation.

Explore different ways of motivating teachers.

1

2

3

4 5



Then the first participant in Group 4 runs and passes the ball to the person in Group 2, Group 2 takes it to Group 5, Group 5 to Group 3 and Group 3 to the next person in Group 1 who then runs to the next person in Group 4 and so on, following the same pattern. This is repeated till everyone has had a turn.

Time the first game.

Share the time taken with the participants. Ask the participants if they think they can beat their record. Start the game all over again for the second time.

During the game you should make sure you put in a lot of energy in cheering the participants and coax them into being faster. Get the participants also to cheer each other on as well. Usually they do it much better the second time.

Stop the game after the second time. You might want to share the time they have taken the second time round.

Ask them to think about how and why they improved their time during the second game. Elicit motivation and practice.

Ask them to sit in the class in the same groups they worked did this activity in.

Draw their attention to their Workbooks. Ask them to answer the two questions given in their Workbooks.

B. Defining Motivation

Aim: To discuss and define motivation.

Time: 15 minutes.

Materials: Workbook

Ask participants to think about and write their own definition of motivation.

Ask them to share this definition with another person in their group.

Now move on to the next activity and return to this activity again at the end of this session.

At the end of the session, ask the participants to look at the ‘definitions of motivation’ in their Workbooks.

Now ask them to read through all the definitions and combine them to form their own definition. Write this definition in the space provided under Activity B in their workbooks.

Ask them to compare the two definitions they have written. They can change the first definition if they want to.



C. Anecdotes

Aim: To discuss some situations that motivated us

Time: 15 minutes.

Materials: Workbook

Tell the participants an anecdote of when you were motivated to do something.

When I was teaching class VI students, I felt that they did not really like me.

Since the students talked to each other during the lesson, I thought they were

disinterested and stopped preparing for my classes. I started reading out from

the textbook in that class.

One day the head teacher called me. I was really anxious about what he was

going to say to me! When I met him, he told me how he met some of the

parents the day before at a community meeting. This really worried me! Were

the students going home and telling tales about me? But to my surprise, the

head teacher said that the parents were grateful that I was polite to the

students. I was pleased at these comments. But I was also a little ashamed

that I was thinking all nasty things about the students. I came back to the

class happy and thought if my students don’t pay attention to the lessons,

what can I do to make the lessons more interesting? So the next day I

prepared my lesson with that in mind and very few children were distracted.

Ask them what motivated you to prepare your lessons again. Elicit answers from the class. Suggested Answers: Unexpected praise, being noticed, thinking that you were a role model, realising that you had the ability to change things if you wanted to.

Explain Intrinsic and Extrinsic motivation to the learners. Let them write down the explanation in their own words in their Workbooks. Suggested Answers:

Extrinsic: The motivation to do a task comes from outside the individual. The reward and satisfaction come from what you get for the task done instead of the task itself. Intrinsic: The motivation to do a task comes from within the individual. The reward and satisfaction come from doing the task itself rather than from what you will get from external agencies for the completed task.

Ask them to identify which factors that motivated you were extrinsic and which were extrinsic. Suggested Answers:



Extrinsic: unexpected praise, being noticed, thinking that you were a role model Intrinsic: that you had the ability to change things if you wanted to

Then ask participants to think of a time when they were motivated to do something. Give them some time to think and to make notes.

Then put the participants in pairs and ask them to share anecdotes with their partner and ask questions to their partner to understand the incident better.

Finally ask for two or three volunteers to share their anecdotes with the whole group.

D. Factors that motivate learning

Aim: To consider some factors that motivate learning

Time: 20 minutes.

Materials: Workbook

In groups, identify and discuss various factors that motivate learning.

Elicit answers from the class and draw a mind map on the board with ‘Factors that motivate learning’ in the middle. Suggested answers: Knowledge of new things, joy of learning, parental influence, teacher influence, fear of ridicule, curiosity, doing something well, better job opportunities, challenges, competitive nature, better chances of getting married

Give the participants some time to note down the ideas in a mind map form in their Workbooks.

Now ask the participants to mark the factors E for extrinsic or I for intrinsic. Elicit a few examples. Suggested answers: Knowledge of new things (I), joy of learning(I), parental influence(E), teacher influence (E), fear of ridicule(I), curiosity(I), doing something well(I), better job opportunities (E), challenges(E), competitive nature(I), better chances of getting married(E)

Once they have completed the activity ask them to share the answers in their group.

Monitor and help as required. If there are any controversial ones discuss them with the whole class.

As a class, discuss what demotivates or hinders learning. After eliciting a few ideas explain the idea of zone of proximal development (ZPD) and draw their attention to how it can be de-motivating for a learner when they are given tasks that are not in their ZPD.



The zone of proximal development, often abbreviated ZPD, is the difference between what a learner can do without help and what he or she can do with help. Vygotsky believed during the learning process children first learn by imitating adults. In the beginning, children are unable to complete a particular task without assistance. Over time, this child may be able to complete more complex tasks with adult assistance. The distinction between these two examples above is coined the ZPD. The ZPD of a child isn’t stagnant, it continuously changes as he or she conquers increasingly difficult work over time. Focusing more on education, ZPD can be useful to educators because it should remind them how students’ ZPD can be expanded to reach goals with adult or peer direction and support.

E. Motivating Teachers – A case study

Aim: To discuss and identify how to motivate others

Time: 15 minutes.

Materials: workbook

Ask participants to read the case study given in their Workbooks (also given below)

Ramesh trains Government school teachers in a small village. He trains using L1

because he feels it is less time-consuming as not all his trainees are proficient in

English. Also, he often finds that when he does speak in English his trainees

keep talking among themselves and don’t pay attention to him. When he speaks

English with his colleagues in the staff room they often laugh at him. Ramesh

feels he is unable to make his trainees interested and help them improve so he

feels frustrated and wants to quit his job.

Then in groups ask them to discuss the questions also given below.

Suggested Answers a. Why is Ramesh demotivated?

He is an object of ridicule, has no sense of achievement, doesn’t have a support

system

b. As Master Trainers, how will you try to motivate Ramesh so he doesn’t quit?

praise his efforts, help him identify techniques to make his sessions more

interesting, identify how he can use English when the learners are at a low level,

find other teachers from other schools to interact with in English, join online

forums where he can interact with others in English



F. Takeaway tips

Aim: To think about key learning points from the session

Time: 10 minutes.

c Ask the participants to make a list of their key learning points from this session in


d Monitor and help as required.

G. What next?


Time: 05 minutes.

Divide the class into 5 - 6 groups and set the following activity up. This activity is an extension activity and not to be completed in the class.

Designing a web-site Aim: to create a website for teachers to help them motivate learners

Materials: Flipchart paper ( 1 per group), markers

Tell participants you are in the process of creating a website for teachers to give them ideas to motivate their learners.

Tell the participants that they are going to help you make your website a lot more attractive, interesting and informative.

Give each group a piece of flipchart paper and a topic from the list below: Web pages for: 1. Error correction 2. Know your student 3. Different learning styles 4. Visual aids 5. Interesting homework 6. Rewards and Punishment

They have to think of examples that illustrate their topic. For example, “Error Correction” – Don’t over-correct, be specific with feedback, etc. Encourage them by saying that the group that makes you really proud of your website is going to get a surprise at the end.

When they have finished, get them to stick their work up around the homepage on the wall. Give participants some time to go around and read the different webpages.



The best group gets ‘Best Trainer of the Month’ badges or chocolates.


Definitions of motivation

1. "to be motivated means to be moved to do something" - Ryan and Deci

2. “Motivation is defined as some kind of internal drive which pushes

someone to do things in order to achieve something" – J. Harmer

3. “The term motivation is derived from the Latin verb movere (to move). The idea of movement is reflected in such common sense ideas about motivation as something that gets us going, keeps us working, and helps us complete tasks” - D. Schunk, P. Pintrich, J. Meece

4. “Forces that determine the direction of a person’s behaviour, a person’s

level of effort, and a person’s level of persistence in the face of obstacles” – G. Jones, J. George and C. Hill

5. “What drives or induces a person to behave in a particular fashion the

internal force which initiates, directs, sustains and terminates all important activities. It influences the level of performance, the efficiency achieved and the time spent on an activity” – F. Hawkins




Time: 10 minutes

Ask participants to complete the following three stem sentences:

o What I found most useful …

o What I found least useful …

o What I will use in my classes …

Ask the participants to stand up, walk around and share their sentences with

each other.

Finally, see if anyone is willing to share their reflection with the whole group.

Suitcases





Day 3

Session 1: Planning Training

A. Warmer – Chinese Whispers

Aim: To think about the major issue involved in cascading

Time: 10 minutes.

Put the participants in two groups. Ask them to make two lines.

Explain that you will whisper something in the ear of the two participants closest to you, but you will say it only once. The participants cannot ask for clarification.

They will then whisper the same thing to the next person, again only once. The last person then repeats the sentence loudly.

Play the game and check the final sentence. Ask the participants: Is it the same?

Why (not)? What changes have taken place?

Note: Its worth playing this game twice. Once with a sentence that is connected to the training for example, ‘Reflection forms the backbone of learning’. And once with a very odd unconnected sentence like ‘The sixth sheikh had six sick sheep.’ Hopefully, in the reflection part the participants will realise that when the context is clear, or is connected to what is known or understood, less is changed or lost. It is also important to note that the participants do not have any time to reflect on what is being taught or to clarify what they have heard.

Ask the participants to discuss the question given in their Workbook with a partner and then elicit answers. Suggested answers: What is the connection between Chinese whispers and planning training?

By the end of this session the participants will be able to: identify factors that influence training

analyse training materials.

understand the importance of co-planning

develop strategies to co-plan effectively.

By the end of this session the participants will be able to: identify factors that influence training

analyse training materials.

understand the importance of co-planning

develop stra tegies to co-plan effectively.



Need to establish needs/context

understanding objectives and outcomes

clarifying expectations

review and reflection

B. Factors to think about when planning training

Aim: To explore various factors that need to be considered when planning

training

Time: 15 minutes.

Materials: Workbook

Put participants in pairs. Ask them to discuss and list the factors they need to think about when planning training based on the categories given in their workbook. Suggested Answers:

Trainer – knowledge, skills, voice, planning and preparation

Participants – qualifications, experience, needs, expectations

Materials – mode of delivery like lecture/ workshop, interaction patterns,

outcomes and objectives, supplementary materials

Venue – size of the training room, location of the training venue, infrastructure

available like movable chairs, board, projector

Timings – hours of training, tea and lunch breaks, travel time to the venue

Give them about 10 minutes to brainstorm and list the factors.

Collect in plenary and write on the board.

Write the following question on the board: Consider the training you are going to deliver at the block level shortly.

Using the factors you explored above, identify the issues you might face with

a day release training model, and how you will plan to manage these.

Ask participants to have a group discussion and record their ideas in a mind map on chart paper.

Conduct a gallery walk to compare their ideas. They can amend their chart afterwards if necessary.



C. Analysing and Understanding Materials

Aim:

To analyse materials based on the inputs, activities and procedures

Time: 15 minutes.

Materials: Workbook

Ask participants to think about the inputs, activities and procedures they have experienced on the course so far and complete the table in their workbooks. Suggested Answers

INPUT ACTIVITIES PROCEDURES

video

lesson plan

transcript

article

podcasts

realia

lecture presentation

pictures

photographs

Sequencing activities

Categorizing

Ranking

Mind-mapping

Association

synthesizing

Pair-work

Group work

Individual work

Plenary discussions

pyramid discussions

D. Importance of co-planning

Aim: To introduce important concepts about co-planning

Time: 40 minutes.

Materials: A4 sheets (approx. 40 sheets), poster paper, pens, scissors, blu-tack,

cello-tape or glue.

This is quite a complex task to set up and manage, but should make a very clear point about the importance of co-planning and co-training. To begin with there are two sets of groups. One set of groups plans how to draw the picture and then take turns to complete the picture together. Each person in the group has to draw some part to complete it and they cannot delegate the responsibility of drawing to one person in the group. In the other set of groups, one member from each are expected to join together to form

groups named according to the parts of the body they need to draw. After the allotted

drawing time, they bring the part they have drawn to the original group they were in.The original group should now have a set of body parts that they cut and paste together to form a human body. The pictures are often strange and funny. Put the pictures from the two sets of groups together to point out that when the groups have planned together it looks much better than the cut and paste ones.



Divide the class into 6 groups, A to F.

Ask groups A, B and C to make sure they all know each other’s names in their group. Tell them in a few minutes they are going to draw a body together. They will take it in turns to draw so that everyone must draw part of the body. Before they start, they should discuss how the body should look and who will draw which part (leave them to plan and come back to them after sorting out groups D-F).

Give groups D, E and F enough A4 sheets of paper so that each participant has at least one or two sheets. Then allocate each participant in these groups a number from 1 to 6 (or 1 to 7 if required). Ask all 1s, all 2s, all 3s etc. to get together to form new groups of three.

Tell these participants that they have to draw the parts of the body allotted to their group on the sheets of paper provided. Each participant of each group should draw the allotted part/parts on their sheets. They can draw them in any way they want.

Move around the groups and allot as follows: Group 1 – a pair of hands, Group 2 – a pair of feet, Group 3 – a pair of arms, Group 4 – a pair of legs, Group 5 – torso, Group 6 – head.(Group 7 – hats, if required)

Set five minutes to complete the task.

Go back to groups A – C and distribute a poster paper and pens to each group and ask them to draw the body. Remind them that everyone should take it in turns to draw a part of the body.

Monitor closely to make sure all participants are engaged in the activity.

Then ask the participants drawing separate parts to go back to their original groups (D to F) with their sheets of paper. Distribute a poster paper, scissors and glue or cello-tape to each group (D to F) and ask them to paste the different parts of the body to form a whole. They should then display the completed picture on the wall. Groups A to C should also display their posters around the room. Give participants a few minutes to quickly look at all the posters.

In plenary ask participants if there was a difference between the A to C group posters and the D to F posters (hopefully the former should look much better drawn). Ask them why there was a difference. Again they should hopefully identify that when you work together you can plan what it will look like, decide on the different roles, observe and support each other doing the drawing, work together to ensure the whole picture looks good and is consistent, communicate with each other and generally contribute to the task as a whole and not in individual parts.

Ask them to discuss in their groups how this activity links to the idea of co-planning and to identify what lessons they have learned. Then ask them to complete the two sentences in their workbooks. After five minutes elicit some ideas from the groups.



E. Co-planning contract

Aim: To establish the importance of co-planning and procedures for effective co-

planning

Time: 15 minutes.

Elicit the participants’ understanding of co-planning and record their ideas on the board or flipchart.

Suggested Answers: Include the following points:

working together and preparing ALL the sessions that are to be delivered together ensuring both trainers understand the materials and what is required and importance of sharing decision-making sharing ideas anticipating challenges and coming up with solutions

Explain that they will be co-training with a partner and that co-planning is an important part of the process of co-training. When co-trainers plan and work together well, the quality of their training is always better. Sharing ideas and decision-making is also an important part of professional development.

Ask the participants to brainstorm with their partners and come up with a list of strategies that are important while co-planning. After five minutes elicit their ideas in plenary

Suggested Answers: these could include: making time for planning and being punctual for meetings; being open, honest and sincere; listening to each other’s views and ideas; being enthusiastic and supportive; being accountable; asking for clarifications when things aren’t clear; preparing for all the sessions together etc.

Then get pairs to sit together and write up their contracts on the scroll in their Workbook

Ask them to sign the document they have created.

As a link to the next task, ask them briefly how co-planning supports co-training (for example, they share responsibility for the session as they decided and planned together and they also know what each other are doing and can support through monitoring, writing on the board etc.).



F. Reducing transmission loss during teacher training

Aim: To think of ways to make training more effective

Time: 10 minutes.

Write the following two relationships on the board. Failing to plan = planning to fail What is taught ≠ what is learnt

Elicit ideas from the participants about what they understand when they read the above relationships.

Then in groups ask them to discuss and answer the two questions given in their Workbooks.

Suggested Answers: 1. How can we make training more effective?

2. How can we reduce transmission losses?

G. Takeaway tips

Aim: To reflect on the key learning points from the session

Time: 10 minutes.

e Ask the participants to make a list of their key learning points from this session in


f Monitor and help as required.



Session 2: Giving constructive feedback to teachers

A. Lead-in

Aim: To raise awareness of the issues related to giving feedback to teachers

Time: 15 minutes.

Materials: Workbook

1. Feelings about feedback

Conduct a plenary discussion. Ask the participants: Who observes the teachers?

Do teachers get feedback? What kind of feedback?

Ask the participants to look at the activity in Section A of their Workbooks, How

do you feel about feedback? Ask them to choose a few words from those given in

the cloud that best describe how they feel. Ask them to share these with a partner

with a brief explanation of the words they chose.

Elicit some responses/ feelings from the participants. (Ask them to share their

partners’ feelings, not their own)Ask the

B. Types of feedback on this course

Aim: To consider different types of feedback available on this programme

Time: 15 minutes.

Materials: N/A

1. Advantages and disadvantages of different types of feedback

Get participants into groups and discuss what they understand by the different types of feedback. Elicit from groups and clarify where necessary.

Ask groups to quickly discuss advantages and disadvantages of the different types of feedback. Conduct a plenary to share ideas.

By the end of this session participants will be better able to

Utilise different ways of providing feedback depending on context.

Give positive feedback and constructive feedback appropriately.

Provide effective feedback to participants that encourage reflection and learning.



C. Positive and Constructive feedback

Aim:

To understand how to use positive and constructive feedback. To be able to give effective feedback.

Time: 50 minutes.

Materials: Workbook

1. Positive and constructive feedback phrases

Ask participants to work in pairs to read the phrases in the clouds given in their Workbooks. These are all phrases that could be used in providing feedback. Some are used for providing positive feedback for things that went well and others are used for providing constructive feedback for things that need developing/ changing. Make sure that the participants understand the difference between positive and constructive feedback. Suggested Answers:

POSITIVE FEEDBACK

CONSTRUCTIVE FEEDBACK

Well done! Could you think about the way you

gave the instructions for that

activity?

I thought your instructions

were really clear.

I wondered whether writing

instructions on the board would have

helped them understand better.

I can see you are really

making progress. Great!

Can you tell me why you decided to

monitor only one group?

Your monitoring was

fantastic.

2. The feedback sandwich

Draw a picture of a sandwich on the board. Tell participants that you are going to look at a method of giving feedback which has been found to be quite successful. Tell them it involves a combination of positive and constructive feedback. Ask them to discuss in pairs how they think they might be combined, referring to the sandwich picture.

Elicit answers. Go over the idea of constructive feedback “sandwiched” between two pieces of positive feedback. Ask for ideas about why this might be an effective method. Stress the idea of cushioning the blow of constructive criticism without losing the message that work needs to be done.



Ask pairs to read through the phrases in their Workbook and decide which ones go where in the feedback sandwich. They should write them in.

Ask a participant to read out the dialogue in the right order.

3. Rules of effective feedback

Ask participants to think about the advice that they would give to a colleague about giving effective feedback. They should then discuss this in their groups.

Elicit the advice from the different groups and organise them on the board.

Get participants to copy the rules into their Workbook. Suggested Answers: 1. Thank the teacher for the lesson and the observation.

2. Focus on the positive as well as areas that need development.

3. Be specific about what was positive. Give examples.

4. Use questions to explore decisions taken and possible alternatives.

5. Use polite language. For example, ‘could’ instead of ‘should’.

6. Close the feedback with a summary of the points discussed and end on a

positive note.

D. Takeaway tips

Aim: To think about key learning points from the session

Time: 10 minutes.

Ask the participants to make a list of the key learning points from this session in


Monitor and support as required

E. What next?


Time: Depends on individual participants

Please read the article in the Workbook for homework.



Session 3: Planning and Preparation for micro-training

Divide the participants into 6 groups. Give them group names A to F

Allocate the materials (given in Appendix 2) to each group as shown in the table

below. They have to divide the activities between their participants so that all of

them get equal time. Ask them to complete the table in this section in their PWB.

Group Name Micro-training materials Group giving feedback

Group A Managing and Organising Group and Pair work Section A,B, C

Group F

Group B Managing and Organising Group and Pair work Section D,E, F

Group E

Group C Giving Instructions Section A,B, C

Group D

Group D Giving instructions Section D,E, F, G

Group C

Group E Correcting learners Section A,B, C

Group B

Group F Correcting learners Section D,E, F, G

Group A

When participants of one group deliver training, one group is the feedback group

and all other groups are participants in the session. The feedback groups are also

assigned according to the table above. The feedback group has to make notes on

the session and then share the feedback with the participants. They need to note

down examples to support their feedback.






Time: 30 minutes

Ask the participants to sit next to someone new, but not to speak to each other

yet.

Next, ask them to spend a few minutes going over the sessions covered today.

They should write their answers in space provided in their workbooks. Ask them

to focus on these four questions:

o What were the most useful things from today/ yesterday’s sessions?

o Is there anything you found challenging from the sessions?

o Is there anything you’d like to find out more about?

o How will you change your training after today’s sessions?

Ask the participants to talk to their partner and discuss the two questions. Let the

conversations run. Just keep an ear out to listen for when the conversations start

to come to an end.

Suitcases





Day 4

Session 1: Teacher Professional Development

A. Continuing Professional Development

Aim: To define continuing professional development for teachers

Time: 10 minutes.

Materials: Workbook

Ask participants to discuss in their groups and then write a definition for continuing professional development in their Workbooks.

During their discussion they need to think about:

Purpose of continuing professional development

Why is it ‘continuing’ instead of ‘continuous’?

What kind of activities would you do?

Suggested answers:

CPD is a planned, continuous and lifelong process whereby teachers try to develop

their personal and professional qualities, and to improve their knowledge, skills and

practice, leading to their empowerment, the improvement of their agency and the

development of their organisation and their pupils.(Padwad, Amol; Dixit, Krishna

(2011) Continuing Professional Development: An Annotated Bibliography. British

Council)

Continuing professional development means maintaining, improving and broadening relevant knowledge and skills in your subject specialism and your teaching and training, so that it has a positive impact on practice and the learner experience.(Guidelines for your Continuing Professional Development, Institute for Learning, August 2009)

By the end of this session the participants will be better able to: Define what CPD means

Understand and explore different CPD activities

Support their participants with CPD

Formulate their own CPD plans

http://englishagenda.britishcouncil.org/books-resource-packs/continuing-professional-development---annotated-bibliography



B. Attributes of an effective reflective practitioner

Aim: To understand the attributes/ attitudes of an effective reflective

practitioner

Time: 15 minutes.

Materials:

Workbook

Draw the participants attention to the textbox in their Workbook that explains Dewey’s definition of reflection and the three attributes of an effective reflective practitioner.

Ask them to do the fill in the gaps activity.

Monitor and support as required.

When they have finished, check the answers.

Now ask them to discuss in their groups and rank the attributes they think are most important. Elicit a few answers.

Ask participants to discuss and think about how these attributes relate to them as a trainer, and also to their work as a trainer of teachers. They can make some notes.

Conduct a plenary discussion

C. Activities for continuing professional development

Aim: To identify various activities teachers can do for their continuing

professional development

Time: 15 minutes.

Materials: Workbook

Ask the participants to discuss the different professional development activities that can be done and make a list in their Workbooks.

Dewey (1933) defines reflective action as behavior which involves active, persistent, and careful consideration of any belief, knowledge or practice in relation to the evidence that supports it and the implications of it for learning. Dewey famously identified three attributes or attitudes of effective reflective practitioners: Open-mindedness Responsibility Wholeheartedness



Now ask them to compare their list with the list given in Activity 2 in their Workbooks. They need to cross out the activities they have already done and ‘√’ the activities they would like to do in future.

Participants then have to identify where they can find the resources to do the activities they are interested in.

Conduct a plenary discussion and help participants with where and how to locate resources.

D. Teacher Profiles

Aim: To identify how to support teachers with their professional development.

Time: 20 minutes.

Materials: Workbook

Draw the participants’ attention to the teacher profiles given in their Workbook. Tell them that these are some of the participants on their training course and they have certain issues. Ask them to read the profiles given.

Tell the participants that as trainers they need to support the professional development of these teachers. Now ask the participants to look at the table on the next page. They have to discuss in their groups which two or three activities they would suggest to each of these participant teachers and where would they find the resources for that activity.


Now ask the participants to think about what they need to do in order to support their participant’s professional development. They can make some notes in their workbook.

Conduct a quick plenary discussion

Suggested answers: Read about continuing professional development, search for resources on the Internet, be aware of different courses available for teachers both face to face and online, work on their own professional development



E. Trainer Development

Aim: To reflect on the extension activities during the course

Time: 15 minutes.

Ask the participants to make a list of the different portfolio activities they have

already done on this course.

Elicit from the participants that they have been professional development

activities.

Also, drive home the point that the extension activities are not done during the

classes.

F. Takeaway tips


Time: 10 minutes.



Monitor and help as required.

G. What next?


Time: 5 minutes.

Draw the participants’ attention to Section G of their Workbook. Ask them to work on their professional development action plan for homework.




What activities would you suggest

to this teacher?

Where would this participant

find the necessary resources?

Tara Peer observation of more experienced colleagues.

Read some ideas about how to manage large classes.

Mini Action Research project where she can try out various strategies and evaluate their effectiveness and record in her portfolio.

Talk to colleagues and Head to organise time and space for observations.

Find some articles through various websites (e.g. TeachingEnglish, Onestopenglish) and Google scholar.

John Join an online forum and/or teachers’ club and communicate with other teachers.

Sign up for an online English course.

Watch news, films and podcasts in English.

Encourage an English rich classroom environment.

Observe colleagues focussing on classroom language.

Explore online resources.

Discuss with Head about observations and conducting English competitions etc.

Promila Join a teacher group.

Explore conducting a small scale classroom research project; to write up and publish or present findings at a conference.

Become a mentor and support to colleagues new to teaching.

ELTAI and other local teacher groups, or join an online forum.

Read up on research methods and tools. Read other examples of research.

Discuss options with Head.

Shyam Become a mentor and support for colleagues.

Volunteer to run a workshop for a local teacher group or teachers in his school.

Sign up for an online course in teacher training.

Discuss options with Head and Block/DIET officials.

Explore online options and resources.

Ahmed Set up peer observation in the school and encourage teachers to share practice.

Observe teachers and provide constructive feedback to ensure quality.

Set up weekly or monthly professional development sessions for the teachers, including reading seminars, workshops, activities swap etc.

Read up on peer observation – purpose and practice.

Explore ideas and resources for teacher professional development activities through various online resources.



Session 2 : Micro-training delivery

Inform participants that they will now be taking turns to deliver the training to their

colleagues.

Start with group 1. Keep to the time allotted for your Group.

As Group 1 delivers training the nominated feedback group will be noting down

positive and constructive feedback to give them. They have to note down

examples to help them give feedback.

Continue the session with Group 2 delivering the training. As Group 2 delivers

training the nominated feedback group will be noting down positive and

constructive feedback to give them..

At the end of the session ask the two feedback groups to give their feedback to

the Groups that delivered.

You can add to their feedback to make it more effective as required.

Session 3: Micro-training delivery

Inform participants that they will continue their micro-training by delivering the

next session.

Start with group 3. Keep to the time allotted for your Group.













Wall charts

Aims: To share reflection

Time: 20 minutes

Materials: 2 sheets of chart paper and blu-tac, post-it notes (optional)

Around the room, put up some large pieces of paper. At the top of each piece of

paper should be the word ‘Challenges’ or ‘I liked’. Ask the participants top walk

around and write their thoughts / reflections on the paper. Alternatively, you can

hand out post-its to the participants, ask them to write their thoughts / comments

on those and then put those up onto the wall charts.

Next, either get them to read the wall charts, or read them out to the whole group.

Ask people to comment on some of the things that have been written down.

Suitcases





Day 5 Session 1: Micro – training delivery

Inform participants that this is the last micro-training session. Groups 5 and 6 will

now be taking turns to deliver the training to their colleagues.

Start with group. Keep to the time allotted for your Group.












Session 2: Teacher Educator Professional Development


Understand the teacher educator framework

Be aware of their professional development needs

Plan their professional development

A. Identifying ‘stage of development’

Aim: To help participants identify their ‘stage of development’

Time: 20 minutes

Materials: CPD Framework for teacher educators, participant worksheets

Welcome participants to the workshop. Introduce the aims and structure of the

workshop and provide a ‘framework for learning’. Tell them that the Teacher

Educator Framework has been developed for trainers like them. The Framework

is a tool which supports those involved in planning, managing and delivering

teacher education. It defines the professional knowledge and understanding,

skills and roles involved in being a teacher educator. It is based on an extensive

survey of research into teacher educator competence in a wide range of

education settings and covering a range of teacher educator roles.

Divide them into groups of 5-6 participants. Ask, and maybe write on the board:

If a teacher educator has worked for ten years do they have the same

knowledge and skills as they had when they started? Does this teacher

educator of ten years experience always have a higher level of knowledge

and skills than one that has been working for five years?

In a plenary discussion, draw out that teacher educators need knowledge and

skills to perform their professional tasks. Different teacher educators would be at

different stages or levels of professional development. Also, emphasise that there

are different skills required for training and teacher educators may be at different

stages of different skills. For example, a teacher educator who has excellent

subject knowledge may need to work on their ICT skills.

Tell them at the British Council we have identified four stages of development.

Read aloud the descriptors of the four ‘stages of development’ of the teacher

educator in the CPD Framework for Teacher Educators booklet (page 4). Answer

any questions they might have.



Ask participants to identify what ‘stage of development’ they think they are

generally at. They should write it in their workbook.

Now ask them to note why they think they are at this stage of development they

have identified. They should note their reasons in the space provided in their

workbook. Give them five minutes to do this. Monitor and support as required.

Ask them to work in pairs and share their general ‘stage of development’ and

their reasons for choosing that stage with their partner.

After the discussion, signpost that they have now thought about what general

level they are at in terms of their stage of development, and next they will explore

the different knowledge and skills needed to be an effective teacher educator.

B. Understanding professional practices

Aim: To help participants prioritise the Teacher Educator professional

practices

Time: 30 minutes


Ask participants to look at the list of professional practices in their workbook (also on page 6 the CPD Framework for Teacher Educators booklet). Signpost that there are three areas they will explore; professional practices, enabling skills and self-awareness features. Tell participants that first, they will try and understand the professional practices outlined in the teacher educator framework.

Ask participants how many professional practices are listed there? (Answer: 10)

Now ask them to read the list in their workbooks (also on Page 6 of the teacher educator framework) and put a question mark (?) against anything they are not clear about. Give them a few minutes to do this.

Once they have read through the list, draw their attention to the different elements involved in each professional practice (page 7 – page 17). Ask them to look at the professional practice(s) they are not clear about. If their questions are answered they can put a smiley faces next to the question marks on page 6. Monitor and support as required.

Answer any questions they still have.

Now tell participants, we are now going to look at the elements involved in one professional practice in depth. Since you all have to support and mentor teachers, let us look at that professional practice in detail.



Ask participants to read through the list of elements involved in the professional practice ‘supporting and mentoring teachers’ on page 14. They should tick (√) the things they think they can do.

As a group, ask them to discuss and choose 2 elements that they are not currently doing. They have to note these down in their workbooks. Tell them, we will come back to this later when we complete our action plans.

C. Enabling skills: Identifying strengths and areas of development

Aim: To identify strong and not so strong enabling skills

Time: 20 minutes


Signpost that they have now looked at the idea of ‘professional practices’ (check quickly how many there are) and that next they will be exploring ‘enabling skills’. In a quick plenary, check that they understand what ‘enabling’ means. Tell them, these are the skills which help us to ‘do’ our job as a teacher educator. The British Council CPD Framework for teacher educators lists 7 skills.

In their groups, ask participants to look at the list of enabling skills in the CPD Framework for teacher educators’ booklet (page 6) and to discuss what they think they mean.

After 5 minutes, ask them to read the descriptions on page 18 of the CPD Framework for teacher educators’ booklet in their groups and ask for clarifications if required. Answer any questions they might have.

Ask them to identify one skill that they are very strong in and one skill they feel they need to work on developing further. They have to note these in their workbook.

Provide a signpost by telling them, by now you have identified an area of strength and an area you want to develop further. We will come back to the skill you have identified for development when we complete our action plans at the end of the session.



D. Exemplifying self-awareness features

Signpost that the third of the professional competence indicators relates to personal qualities. Tell them, the British Council CPD Framework for teacher educators lists 5 self-awareness features. Ask participants to read them aloud from Page 6.

Check that they understand the meaning of each of the following - openness, conscientiousness, interactivity, empathy, resilience.

Ask each group to discuss and come up with examples from their own practice for each of the features of self-awareness and complete the table in their worksheets. Inform them that an example of openness could be accepting a suggestion to try a new technique for regrouping. Monitor and support as required.

Now ask them to turn to page 19 of the CPD Framework for teacher educators. Ask them to read the examples for each of the features there. Ask them to check if there are any examples there they would like to add to their table of examples.

E. Action planning

Inform participants that they will now complete their action plans.

Ask participants to look at Appendix 3 for a sample action plan. Ask them to complete their action plan in their workbooks based on the aspects they have identified.

Now ask them to look at Appendix 3 for a sample action plan for developing an enabling skill. Ask them to complete the action plan in their workbooks for the skills they have identified for development.


They can share their action plans with a partner.

Aim: To understand self- awareness features through examples

Time: 20 minutes


Aim: To create an action plan for professional development based on the

priorities they have identified.

Time: 30 minutes

Materials: Participant worksheets



Session 3: Conclusions

A. Grand Review and Reflection

Aim: To review learning through all the modules and to make sure notes are

complete and understood.

Time: 30-40 minutes.

Materials: All Workbooks, notes and access to the displays

Ask participants to look through their Workbooks/notes/portfolios and review all the work they did during the course. They should make sure all their notes are complete and should work with other members of their group to get any information/notes that are missing. They should also go and look at the displays again make sure relevant ideas are copied into their Workbooks.

Move around and provide support and answer questions. If there are questions that would benefit sharing the answer with all participants, this can be done at the end of this activity in plenary.

B. Suitcases

Aim: To complete the suitcases from ‘Introductions.’

Time: 20 minutes.

Materials: ‘Suitcases’ from the Introductions Module

At the start of the course the participants ‘packed’ a suitcase with their experiences, expectations, concerns etc. However, they left one quarter of their suitcase empty – this is for ‘souvenirs’ from the course (ideas, thoughts etc.) that they want to take home with them.

Ask the participants to take down their suitcases and take some time to ‘pack’ the remaining space with things they want to remember and take back when they leave the course. Give them enough time to think and write down their ideas.


reflect on the course the participants are completing

give feedback on the course, materials and the trainer



Finally, ask if anyone would like to tell the other participants some of what they had written.

C. Feedback

Aim: To give feedback on the course, materials and trainers

Time: 20 minutes.

Materials: Feedback forms and questionnaires

Distribute the official feedback forms and questionnaires to the participants and ask them to fill them in. Then collect them back.

Though optional it is useful to collect feedback for yourself as a trainer. In the box below are some suggestions for collecting feedback:

Open discussion.

- Two charts – I liked … / You could have …

- The heart – draw a heart on the board. The participants write what they liked inside the heart

and outside they write some constructive feedback – while they are writing you go out of the

room.

- Thoughts on slips – give out slips of paper for the participants to write feedback on.

tamil nadu - teacher education and development - tn - final.pdf · many thanks to ms malathy,...

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