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Academic staff briefing. Sources of support. Your colleagues The Academic Manager O ther managers Dave Russell Materials. By the end of the day: Make sure you know where things are Make sure you know what’s there

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Presentation Transcript
sources of support
Sources of support
  • Your colleagues
  • The Academic Manager
  • Other managers
  • Dave Russell

By the end of the day:

  • Make sure you know where things are
  • Make sure you know what’s there
  • Look at the Elac lessons for the first two days of the course, on excursions, social activities, the workbook and centres – the planning has been done for you!
teenagers don t you just love em
Teenagers, don’t you just love ’em?

The adolescent learner is experiencing changes and challenges in several domains simultaneously:

  • Physical: maturing at varying rates, often restless or lethargic.
  • Emotional: sensitive to criticism, self-conscious, lacking self-esteem.
  • Social: testing limits, insensitive to those outside peer group, often confused by large impersonal environments (like a school).
how do you increase motivation
How do you increase motivation?
  • Make your classroom an interesting and comfortable place to be.
  • Produce professional-looking, clear materials.
  • Make your handwriting clear on the board.
  • Compliment people; don’t put them down. Teenagers have fragile self-esteem.
  • Encourage positive attitudes to the culture and its people.
  • If you want to say something negative about Elac, its facilities or its staff then take your comments to us.
  • Don’t dress down in an effort to be informal and friendly.
you do not get a second chance to make a first impression
You do not get a second chance to make a first impression


What do you expect from a teacher?

What first impression will your students get?

How should you dress?

What personality will you project?

what standards do we expect from our students
What standards do we expect from our students?
  • Respect for each other and the teacher
  • Commitment, cooperation, engagement
  • Using English in class invariably (almost)
  • Responsibility
  • Abiding by the rules
getting people to speak only english 1
Getting people to speak only English 1
  • Make your policy clear from the very first lesson – in this classroom we speak only English.
  • Put a notice up to remind all your learners – something like:
getting people to speak only english 2
Getting people to speak only English 2
  • Don\'t overstretch the class in speaking activities and make sure they are well prepared.
  • Think carefully about grouping and seating arrangements.
  • Be alert to what’s happening around you and in all the groups when you are working on tasks.
  • Take a break in the middle of long activities and relax the English-only rule for 5 minutes (only!).
sanctions if all else fails
Sanctions – if all else fails

Elac has standards to adhere to and sanctions to apply. We know about the standards, here are the sanctions.


What do I have to prepare for an observer?

  • What are my feelings about being observed?
  • Do I have to do something special when I’m observed?
  • What can I gain from being observed?