Professional Devlopment: Helping teachers teach and students learn
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Professional Devlopment: Helping teachers teach and students learn Professional Devlopment: Helping teachers teach and students learn Presentation Transcript

  • Bruna Caltabiano Martins Fontes July 26, 2013.
  • Discuss  What is professional development? In what areas is it important?
  • Going beyond... “It has been said that teachers who have been teaching for twenty years may be divided into two categories: those with twenty years’ experience and those with one year’s experience repeated twenty times.” (Ur 1996: 317)
  • In other words  Sheer time on the job does not ensure experience  Successful teachers are those who continue to develop throughout their professional lives – the completion of an initial qualification is just a beginning (Ur, 1996)  It is difficult to mantain a sense of engagement when using the same old lesson routines or reading texts time after time  If we do not take steps towards development, it is difficult to mantain the initial enthusiasm (Harmer, 2007)
  • The vital importance...
  • Have you ever felt  as if you were doing the same thing again and again?  you have too many demands?  boredom?  very tired?  like not taking risks because you’re safe?  you have too many pressures?  burned out?  stressed? (Scrivener, 2005)
  • Burnout  Caused by such things as teaching too many contact hours, having too much homework to mark, other conditions at work, comutting, etc  The best route out of teacher burnout is to re-engage, with TEACHER DEVELOPMENT (Harmer, 2012)
  • ‘You can train me, you can educate me, but you can’t develop me – I develop’ (Piai 2005:21, in Harmer, 2007)
  • LANGUAGE COURSES/CERTIFICATES  Cambridge English: Proficiency (CPE)  Cambridge English: Advanced (CAE)  University of Michigan: Examination for the Certificate of Proficiency in English (ECPE)
  • TEACHING CERTIFICATES  TKT (Teacher Knowledge Test)  CELTA (Certificate in English Language Teaching to Adults)  ICELT (In-service Certificate in English Language Teaching)  DELTA (Diploma in English Language  Teaching to Adults)
  •  CerTESOL (Certificate in Teaching English for Speakers of Other Languages)  DipTESOL (Diploma in Teaching English for Speakers of Other Languages)
  • REFLECTION  What kind of teacher am I?  What am I trying to achieve for myself and my learners?  What are my strengths and limitations as a language teacher?  How do my students and collegues view me?  Why do I teach the way I do?  How have I developed as a teacher since I started teaching?  What are the gaps in my knowledge? (Richards, 2011)
  • Discuss  Have you ever written down your thoughts about lessons that you have taught or will teach? If so, what were your impressions when rereading them? Did you find them interesting? Useful as reminders? Thought-provoking? (Ur, 1991)
  • Ways of reflecting: - Keeping journals; - Joining a teacher support group; - Audio or video-recording a lesson; - Case reports; - Teaching portfolio; - Critical Incidents; - Action Research. (Richards, 2005)
  • Discuss  Does your institution hold regular staff meetings? If so, are they only for decision-making or do they also include reflecting and sharing? How do you feel about them?
  • We can: Teach and teach or Teach and learn Learn teaching = desire to move foward, to keep learning from what happens. It involves feedback from others and from ourserlves, reflection, attempts to do in different way next time.
  • (Scrivener,2005)
  • Discuss  Have you ever been observed while teaching? If so, who observed you? How did you feel? Did the person give you any practical or expert advice?
  • CLASS OBSERVATION  Peer observation Fellow teachers observe each other’s lesson. It helps: - The observer learn new things and reflect on their own teaching - The observed have a chance to talk about their lesson with an observer they trust (Harmer, 2012)
  •  Formal Observation Purposes: Training, develpment, assessment, data collection It provides perhaps the most useful help a learning teacher can get. An outside eye, who can help us see our particular habits, ways of working, ways of speaking, avoidances, etc. (Scrivener, 2005)
  • Discuss  What books have had most influence on your professional thinking or proved most useful for your teaching?
  • LITERATURE  Methodology books  Journals  Magazines  Books in general – language improvement
  • Discuss  Do you know any national or international organization for English teachers?  Have you attended at least one professional conference? If so, how much do you feel the experience contributed to you as a professional? How? (Ur, 2001)  Have you ever considered writing a paper and presenting in a conference? (Scrivener, 2005)
  • TEACHER’S ASSOCIATIONS www.braztesol.org.br www.iatefl.org www.tesol.org Conferences, regional conferences, courses, webinars, newsletters, SIGs
  • Conferences  They allow us to “hear about the latest developments in the field, take part in investigative workshops and enter into debates about current issues in theory and practice. We can ‘network’ with other members of the ELT community ...” (Harmer, 2007: 423)
  • And  “Submitting a paper or a workshop for a teachers’ association meeting, whether regional, national or international, is one of the most powerful catalysts for reflecting upon our practice. When we try to work out exactly what we want to say and the best way of doing it, we are forcing ourselves to assess what we do. The challenge of a future audience sharpens our perceptions.” (Harmer, 2007: 422)
  • THE VIRTUAL COMMUNITY Jeremy Harmer, Higor Cavalcante, Luiz Otávio Barros, Willy Cardoso BRELT, English Teachers, IATEFL, Teachers of English, Facebook & Learning
  • To sum it up – Professional Priorities  Attending Conferences  Taking courses  Getting a certificate, diploma or degree  Peer observations/formal observations  Lesson planning and reflection  Reading  Writing  Getting online
  • BIBLIOGRAPY  Harmer, Jeremy. Essential English Knowledge. Essex: Pearson Education Limited, 2012.  Harmer, Jeremy. The Practice of English Language Teaching. Essex: Pearson Education Limited, 2007.  Richards, Jack.; Farrel, Thomas. Practice Teaching – A Reflective Approach. New York: Cambridge University Press, 2001.  Richards, Jack; Farrel, Thomas. Professional Development for Language Teachers: strategies for teacher learning.New York: Cambridge University Press, 2005.
  •  Scrivener, Jim. Learning Teaching. Oxford: Macmillan Education, 2005.  Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University Press, 1991.
  • THANK YOU! @caltabianoidio1 caltabiano.idiomas bruna@caltabianoidiomas.com.br www.caltabianoidiomas.com.br