TRAINER IN ENGLISH FOR BUSINESS

SESSION 2.ROLES OF THE TEACHER

MOTIVATION, CLASS MANAGEMENT

EVALUATION

READING

SKIMMING• reading for gist• finding the key ideas in the text

SCANNING• reading for specific info/item

LANGUAGE

 SPEAK NATURALLYENUNCIATEGESTURE BE DIRECT

LANGUAGE

CHECKING CONCEPT: AVOID ’DO YOU UNDERSTAND?’’IS IT CLEAR?’YES/NO QUESTIONS (IN MOST CASES)

LANGUAGE

GRADED LANGUAGE IS CLASSROOM LANGUAGE THAT IS ADAPTED TO THE LEVEL OF THE LEARNERS IN SOME WAY

ANSWER TO A SIMPLE QUESTION

"There's no answer to the question. The term "language" in ordinary discourse is quite vague. It's like asking what motion is. Go back a few centuries and it included growth of a flower, steam rising to the sky, and much else. As in any domain of rational inquiry, we can seek to identify some concept within this range that is worth studying. My feeling is that there is such a concept -- I-language -- and that it even has a certain priority in the study of language understood in other ways, in that something about it is always presupposed, if only tacitly."

ANSWER TO A SIMPLE QUESTION

THERE IS NO SINGLE ANSWER TO THE QUESTION. WE STILL HARDLY KNOW ANYTHING ABOUT ITS ORIGIN OR HOW IT DEVELOPED. WHEN WE TRY TO DEFINE ITS CONCEPT WE CAN ONLY STUDY IT WITHIN A PRESET FRAMEWORK.MY BELIEF IS THAT HUMAN BEINGS HAVE – WHAT I CALL –AN INTERNAL LANGUAGE THAT SHOULD BE FOCUSED ON.

TASKS

JUST FOR YOU

PLAN A 90-MINUTE SESSION decide what you want to teach (based on the article you

are going to get), what knowledge you want to transmit decide what approach, method, procedure and

technique you want to use decide how you would check understanding decide how you would practise decide which skills you want to improve decide what performance you want to have from your

Ss

ADDIE MODEL

is an Instructional Systems Design (ISD) framework • ANALYSIS• DESIGN• DEVELOPMENT• IMPLEMENTATION• EVALUATION

GUESS WHO THEY ARE?What do they have in common?

• GUSTAVE LE BON• SIGMUND FREUD EDWARD BERNAYS• JACOB l. MORENO• KURT LEWIN• WILLIAM SCHUTZ• WILFRED BION• BRUCE TUCKMAN• M. SCOTT PECK• RICHARD HACKMAN

RAPPORT

WHAT IS THE IMPORTANCE OF RAPPORT?HOW CAN WE ESTABLISH A GOOD RAPPORT?CREATING A CODE OF CONDUCTHOW DOES IT RELATE TO GROUP DYNAMICS?

MOTIVATION

• DRIVING FORCE TO ACHIEVE GOALS; THE WANT TO DO SOMETHING TO SUCCEED AT IT

• A STATE OF COGNITIVE AROUSAL; THE DECISION TO ACT• SOURCES OF MOTIVATION• INTRINSIC OR EXTRINSIC• COGNITIVE BEHAVIOURIAL• MASLOW • VROOM, ETC• SKINNER• ARONSON• BANDURA

MOTIVATION

STUDENT CONTRIBUTIONWHY IS IT IMPORTANT?DOES IT MOTIVATE?

HOW CAN WE MAKE STUDENTS BE ACTIVE IN ORDER TO HAVE INTERACTIVE CLASSES?

- LOCKSTEP- PAIRS- GROUPS- STUDENTS ON THEIR OWN

MOTIVATION

WHAT DO WE MEAN BY FLEXIBLE TEACHING?

ARE WE REALLY READY FOR IT?

LEARNER AUTONOMYTEACHER DEVELOPMENT

MOTIVATION

TEACHER’S ROLES o CONTROLLERo ORGANISERo ASSESSORo PROMPTERo PARTICIPANTo RESOURCEo TUTORo OBSERVERo FACILITATORo MENTORo REFEREE

DIFFERENCE

TEACHER

TRAINER

CLASS MANAGEMENT

• TIME• CLASSROOM• CONDUCT• CONTROL• INSTRUCTIONS• WHOLE CLASS• PAIR WORK• GROUP WORK• INDIVIDUAL WORK

• DISCIPLINE

TESTING AND EVALUATION

• PLACEMENT• DIAGNOSTIC• PROGRESS OR ACHIEVEMENT• PROFICIENCY

TESTS

FORMATIVE (to monitor individual progress with ongoing feedbeack)

SUMMATIVE (to evaluate student at the end of the learning process)

TESTING AND EVALUATION

• REQUIREMENTS• WHAT DO WE WANT TO TEST?• VALIDITY AND RELIABILITY (TESTS WHAT IT IS SUPPOSED TO

TEST; CONSISTENT RESULTS)

• HOW TO COMPILE TESTS? WHAT TYPE OF TESTS?• PILOTING• WRITTEN VS ORAL EXAMS• FEEDBACK• CONTINUOUS ASSESSMENT• LEARNER’S DIARY• TEACHER’S DIARY

LET’S RECAP

• LANGUAGE• GROUP DYNAMICS• RAPPORT• ROLES• MOTIVATION• STUDENT INCLUSION AND ENGAGEMENT

STRATEGIES• ENVIRONMENT• WHY AND WHO WE TEST• HOW WE TEST

WHAT’S NEXT