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Combining Teacher Training and Mentoring for Collaborative Professional Development

Combining Teacher Training and Mentoring for Collaborative Professional Development. ELT Conference Cali, Colombia, 2010. Professional development challenges Reflective practice Language awareness. Professional development challenges for the non-native speaking teacher.

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Combining Teacher Training and Mentoring for Collaborative Professional Development

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  1. Combining Teacher Training and Mentoring for Collaborative Professional Development ELT Conference Cali, Colombia, 2010

  2. Professional development challenges • Reflective practice • Language awareness

  3. Professional development challenges for the non-native speaking teacher Reflecting on their practice and exploring new alternatives. Keeping up and enhancing their English proficiency.

  4. Challenges for Directors of Studies/Academic Supervisors • Developing themselves as leaders. • Leading the teachers under their • supervision to develop themselves.

  5. Teacher concerns For novice teachers: Lesson preparation takes long because there are so many variables to consider. For experienced teachers: Planning and teaching on auto-pilot can be boring for the pilot. The teacher may use old ideas and materials again and again.

  6. Teacher concerns Both novice and experienced teachers’ concerns: Repertoires and sequences of activities may be used without exploring the beliefs and assumptions about learning and teaching that govern the teacher’s choices.

  7. Teachers’ concerns about their language proficiency: Their knowledge of the underlying systems of the language that enables them to teach effectively. The need to explore the richness and complexity of language by examining features of language and studying how language works.

  8. Roles of theDirector of Studies Leader Mentor Coach Advisor Facilitator

  9. A leader Develops himself/herself. Inspires others. Helps them achieve the best they can in their own terms. Builds a relationship of trust and self-development. Gets people to want to do things by appealing to values and beliefs. Facilitates change, innovation. Builds a network of professional support.

  10. A mentor • Offers support, challenge, patience and • enthusiasm while he guides mentees to • new levels of competence. • Brings out the best in mentees so they • become themselves. • Discusses lessons in a non-judgemental way. • Helps mentees find the origins of their • actions.

  11. A coach • Provides teachers with a • framework to examine the • teaching experience and work • on targets for the next • experience

  12. An advisor • Helps teachers look critically at • their own teaching. Gives them strategies to identify their strengths and weaknesses.

  13. A facilitator • Helps teachers to identify their • ZPD (Zone of Proximal • Development). Provides scaffolding for them to move forward and internalize new ideas, concepts and skills.

  14. The Teacher Iceberg and Educational system knowledge School proficiency Professional behavior Language Planning Reviewing Selecting and/or learning Society Knowledge about: students, language Form and use, activities, process skills Conceptualizations of: education, teaching, learning, professionalism, language-learning, language, language policy Mentor Courses AngiMalderez and Caroline Bodoczky, 1999 Feelings, beliefs, attitudes, values Culture

  15. The four-column analysis T greets S/S and asks them to share one positive thing that happened to them during the weekend. Setting atmosphere. T believes this helps students relax. Learning is enhanced if S/S are relaxed. T learned this at teacher training college. T believes this gives a sense of structure to S/S. They know what the teacher is doing. T writes lesson menu on B/B. Lead-in. T learned this in a workshop she attended.

  16. The four-column analysis T learned this at teacher training college. T believes this activates background knowledge and helps S/S predict content. This enhances comprehension. T asks S/S to look at coursebook pictures and elicits vocabulary. Pre-reading.

  17. Language awareness task Read the article  Buenos Aires: A City’s Power and Promise by Daniel Politi. Notice chunks of language that might be useful to talk about Argentina’s history, geography, politics. Are there facts about our past that you didn’t know? List all the opportunities/benefits that foreigners find in our country. Learn about the  expatriates’ lives in Buenos Aires. Where are they from? What jobs or businesses do they have in Buenos Aires?

  18. A reflection “Teaching and learning is a lifelong process, not an event or a class, or a day at school. One does not just simply become a great teacher; one simply commits to it as a path.” Eric Jensen, 1995

  19. Bibliography • Malderez, Angi and Bodoczky, Caroline, Mentor Courses, • Cambridge 1999. • O’Connor, Joseph, Leading with NLP, 1998. • Randall, Mick, Advising and Supporting Teachers, • Cambridge 2001. • Shalaway, Linda, Learning to Teach, Scholastic, 2005. • Wallace, Michael, Training Foreign Language Teachers, • Cambridge, 1991. • Woodward, Tessa, Planning Lessons and Courses, • Cambridge, 2001.

  20. Thank you! May your pursuit of professional excellence be rewarding and filled with happy times! Eleonora Salas – madoeleonora@yahoo.com

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