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First Time Teaching

First Time Teaching. By Michelle Wardman. Workshop Agenda. Why are we here? Warm-up activity & Overview of Workshop a) group formation: please form a “full table” b) think, pair, and share re: why here? same reason or different? 2. Being Resourceful: everyday objects put to good use

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First Time Teaching

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  1. First Time Teaching By Michelle Wardman

  2. Workshop Agenda • Why are we here? Warm-up activity & Overview of Workshop • a) group formation: please form a “full table” • b) think, pair, and share re: why here? same reason or different? • 2. Being Resourceful: everyday objects put to good use • DVD clip: share ideas with same group as before • Music clip: share ideas with same group • c) 5 other everyday objects – brainstorm ideas • tips on setting up pair and group work • 3. The Importance of Asking for & Giving Feedback • 4. ESL/EFL work: Considerations for LINC and beyond • 5. Top 10 lists for Future Reference; Professional Development • 6. Q & A (From 2:30 to 2:45 pm)

  3. 2. Being Resourceful: everyday objects put to good use • Oprah DVD clip # 1: share ideas with same group as before • How would you use this clip in your own classroom? • Think of more than 1 possible use • Be ready to share your ideas. • ------------------------------------------------------------------------- • When using any DVD clip, consider: • Rate of speech and enunciation of speaker(s) • How “authentic” is language used? • Relevance of subject matter to your students • Your role as ‘cultural informant’

  4. 2. The Oprah Clip: 3 minutes of endless “teachable” moments • How I might use this clip: • Themes • a) customer-service (roles, titles, expressions, etc.) • b) practical jokes (April Fools’ Day) • c) personality traits (aggressive, calm, diplomatic, etc.) • d) emotional states (stressed, irritated, embarrassed, relieved) • Listening comprehension • a) beginner – greetings, basic comprehension Qs • b) intermediate – idioms, present perfect, reported speech, etc. • c) advanced – nuanced Qs, advanced listening Qs, dictogloss. • To set up Role-Plays, Use as a Writing Prompt, etc.

  5. 2. Being Resourceful: everyday objects put to good use • 2. Music clip: share ideas with same group • How would you use this song in your own classroom? • Think of more than 1 possible use • Be ready to share your ideas. • --------------------------------------------------------------------------- • When choosing a song to play in class, consider: • The mood the song is likely to evoke (affective filter) • Rate of speech and enunciation of singer • Relevance of subject matter to learner • Your Rationale for using the song: resist sharing “favs” • and instead focus on lexical, grammatical or 4 skills purpose

  6. Being Resourceful: 5 everyday Objects • Your group objective: • Re-form your group. • Brainstorm uses for 3 or more of the following resources: • Be ready to share your ideas

  7. Tips for Group & Pair Work: Keep the following tips in mind whenever you ask students to complete a task. • Give a clear objective. Use words economically. Be specific but brief. Instead of “OK, so what I would like everyone to do now is to find a partner” try: “OK everyone, find yourself a partner!” Studentsneed to know when they’ve completed the task you have asked of them. Otherwise: blank faces and “What are we doing?” or “I love your shirt! Where did you get it?” will ensue. • Set time limit (not set in stone) to establish added focus. • 3. Monitor students’ progress. • 4. Get feedback from students re: task completed (in-depth or brief)

  8. 3. The Importance of Asking for & Giving Feedback • Types of feedback • 1) hot 2) cold 3) positive and ‘constructive’ • Why give feedback? • Can act as a barometer for Sts re: where they are “at” • Can give Sts the encouragement they need to persevere • Reflects the “real world” (ex: work performance reviews) • Sts will tell you when they wished you had but didn’t (end of term) • Asking for feedback • Elicit informal, brief feedback (make it a regular practice) • Provide opportunity for end of term feedback (simple exit survey) • Explain to Sts why you value / need their feedback

  9. 4. ESL/EFL work: Considerations for LINC and beyond • Private Language Schools (ESL) • LINC (ESL) and ELT (ESL) • 3. EAP, IEP, summer Explore at College and University (ESL) • Overseas (EFL) • ------------------------------------------------------------------------------ • CONTEXT is key to any teaching situation. • Ex: Grammar translation used with LINC 1 seniors

  10. “Top 10” lists for Future Reference: Here are my Top 10 Teaching Tips:

  11. My “Top 10” Favourite ESL Books: The following list is far from exhaustive. Think of it as a startingpoint. . .

  12. My “Top 10” Favourite ESL Websites: . . . And don’t forget the wonder of Google. Ex: search “gerunds review quiz”

  13. 5. Professional Development • Become a reflective practitioner (what worked? what didn’t? why? keep notes) • Reflect on and develop your teaching philosophy. • Be ready to articulate it. • Attend conferences. Read grammars, journals, & browse online sites. Start a Teacher Development Group (TDG). Take a Spanish course, etc. • Why bother? • gives you a competitive edge against recent graduates who may be more technologically savvy than you. • A good Director will ask you about your teaching philosophy, favourite grammar books, and may ask for a sample of your work. • can re-energize and inspire you • can help you to build a sense of community • Common Pitfalls: • Beware of the two-year and onward “slump” • Beware of co-workers who complain, are disenchanted, etc.

  14. Q & A (Always wait a minimum of 5 seconds & explain your strategy to Sts)

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