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Shedding Light on the Blind Spots of Teaching and Teacher Development
 

Shedding Light on the Blind Spots of Teaching and Teacher Development

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Presentation by Aymerou MBAYE at the ELT conference/Khartoum University and British Council/ Sudan/ 1-3 March 2010

Presentation by Aymerou MBAYE at the ELT conference/Khartoum University and British Council/ Sudan/ 1-3 March 2010

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    Shedding Light on the Blind Spots of Teaching and Teacher Development Shedding Light on the Blind Spots of Teaching and Teacher Development Presentation Transcript

    • Aymerou MBAYE, Ph. D. EFL/ESL Department FASTEF-UCAD 03/27/10
    • Outline
      • (1) provide background on work context and nature of work back home,
      • (2) address the issue some conceptual blurs the majority of teachers operate with ; this seems important since the phraseology and beliefs of our discourse on teaching and learning determine ultimately our practices and attitudes ,
      • (3) propose examples and ideas of what may be adopted or adapted in an action plan for effective provision of English language instruction in some of our regions, and hopefully in Sudan.
      03/27/10
    • Background
      • Language Education in Senegal
        • French official language and medium of instruction
        • English = EFL; offered from the start of post elementary education and is mandatory
        • Students can take an additional foreign language in high school
        • Local languages not used in instruction despite demand and plans announced by gogernment
      • EFL Teacher Training
        • Assured by EFL/ESL Department, Faculty of Sciences and Technologies of Education and Training (FASTEF), Cheikh Anta Diop University Dakar;
      03/27/10
    • Bacground 2
      • SUBJECTS COVERED
      • Subject matter,
      • Computing,
      • Educational psychology,
      • Class management,
      • SLA theories,
      • EFL Methods,
      • Dealing with the 4 skills,
      • Syllabus issues,
      • Materials development,
      • Lesson planning,
      • Testing
      • ESP,
      • Microteaching,
      • Teaching practice,
      • AR,
      • ICT,
      • Etc.
      • 3 entry levels of recruitment for the EFL Dept Regular Programs
      • - High school diploma (Baccalauréat) + 2 years of pre-service training [French and English] 
      • - BA in English + 1 year pre-service training
      • - MA in English + 2 year pre-service training
      • - Ad hoc programs, e.g.
      • -Instructional Supervisors
      • -INSETT and certification of untrained practicing teachers
      • -Etc.
      • Non-nationals eligible (so far, Burkina, French, Togo, Cameroun, Cape Verde, etc.)
      • 2009-2010 recruitment
      • -288 Regular EFL Dept Programs
      • -500Insett and Certification*
      •  
      • Graduation basis
      • -Midterm coursework assessment
      • -Microteaching performance
      • -Pen and paper end of year exams
      • -Practice teaching in front of a jury
      • -Research project
      03/27/10
    • Blurs Teachers Abide by
      • Teacher Phraseology
      • Consider the following lines; they are often be heard in teacher circles.
      •  
      • If the students fail to learn after the lesson, they are to blame, not the teacher.
      • I was a very good student, so I should have no problem being a good teacher.
      • My college English professor was great, so when I was hired as a lecturer I just taught like he used to teach.
      • Holding an MA or Ph.D. is all you need to teach in higher education.
      • I do not need any colleague to observe me; I know what I am doing in class is good.
      03/27/10
    • Blurs 2
      • Pre-requisite to Becoming a Teacher
      •  
      • Jot down 3-5 pre-requisites you would set for a teacher of English for instance.
      •  
          • Ideological domain Proficiency
      • Broader social and human values,
      • Teacher ethics,
      • Lifelong learning
          • Core human skills domain Proficiency
      •  
      • Analysis-perception
      •  
      • Critical-Evaluative
      •  
      • Meaning conveyance
      •  
          • Knowledge domain Proficiency
      • Content base : Language, Meta-language, Linguistics, Discourse, Communication, etc.
      • Learning and The Learner : Learning theories, learner characteristics, learning strategies, learner training
      • Teaching base : Teaching methods, teaching activities, lesson planning and delivery, classroom management, testing
      • Design base : Syllabus/curriculum, materials, lesson plans, activities
      • Institutional base: Education, school systems, secondary schools, schooling in Senegal
      • Development base: Education-literacy capital, professional
      • socialisation, research and scholarship, ICT and special topics
      •  
          • Action domain Proficiency
      • Observe
      • Practice
      • Feedbcak
      03/27/10
    • Blurs 3
      •  
      • Nature and Scope of Teachers’ Work
      •  
      • Take a minute to consider the range of things covered by teachers in their job:
      • Know your subject
      • Identify learning needs
      • Make lesson plans
      • Reference lesson plans to syllabus objectives
      • Diagnose learning problems
      • Decide on remedies for learning problems
      • Select, adapt, or create materials to suit lesson plans
      • Teach lesson plans
      • Give effective instructions
      • Motivate learners
      • Manage classes
      • Engage learners
      • Handle misconduct
      • Monitor students
      • Assess teaching/learning
      • Correct homework
      • Provide feedback to students
      • Encourage learners to evaluate you
      • Compute grades
      • Complete students’ reports
      • Take part in standardized tests and exams
      • Communicate with parents
      • Implement school policies
      • Attend school meetings
      • Do school committee work
      • Join in-service activities
      • Advance own education
      • Engage professional organizations
      • Etc
      •  
      03/27/10
    • Ideas for TD
      • The business of improving education is a complex and multidimensional, probably because it deals with humans, not matter; the literature suggests that it involves at least:
      • Leaders and Policymakers
      • Educationists and educational managers
      • Parents and communities
      • Environment and infrastructure
      • Teachers as well as learners
      •  
      • Experience shows it is often unrealistic to wait until stakeholders are mobilized before starting.
      •  
      • Moreover access and/or control over some of the above is not easy to gain.
      03/27/10
    • Ideas for TD 2
      • However access to teachers is easy, so it is common sense to start with them with :
      • Community of practice notion
      • Structured exchange/feedback on course syllabus and lesson plans
      • Generic effective teacher characteristics, behavior, and practices;
      • Intro to questions of teacher methodology and learning scholarship;
      • Peer observation and reflection/discussion of practice;
      • Teacher-led enquiry on teaching and student learning;
      • Professional organizations locally and trans-locally
      •  
      03/27/10
    • Final Word
      • Remember…
      • Real teaching should result in learning ; if no learning, there is chance the teaching is in question;
      • Learning is a relatively permanent change in a behavioral tendency resulting from reinforced practice.
      • Learning is dependent on input is facilitated by
        • affect,
        • motivation,
        • fit between teaching and learning style,
        • adoption of appropriate learning strategies
      • Unless afflicted by some deficiency, any learner is capable to learn and will learn if handled the right way.
      03/27/10