TOOLKIT It is the activities, learning tools and generalapproaches a teacher takes into a classroomeach time they teach. The toolkit varies from teacher to teacher, andoften students’ descriptions of their teachersreveal some of their trademarks.
Warmers/ Fillers Meeting at a party True/False statements (ice-breaker) Why are you here? (circle)
True/false statements My husband and I have a websiteabout Adygh meal I prefer watching films to readingbooks I’ve lived in India I can write and read in Arabic Before teaching I was a tour guide
Circle warmer Why are you here ? What do you want to learn? Learning names Needs Analysis learner-centredapproach A friendly atmosphere
Reflection(Remember your class)Where were you in2007?Where were you in2010?Where are you now?
Why do items disappear?Technology changesExperienceWe get lazy!They disappear from booksWe forgetOur teaching situations changeELT fashion
Reflection Is change good? Do you revisit discreditedideas? Do you reinvent the wheel? Do you learn from yourmistakes? Have any items disappearedfrom your toolkit? Why?
Teacher Talking Time TTT STT Which do you agree with :a) People usually learn best by listening to peopleexplaining thingsb) People usually learn by trying things out andfinding out what works Jigsaw reading Video teacher reflection
Teacher Waiting Time Rehearsal time Often, the space and silence (i.e. the absenceof the teacher saying something) is whatstudents need to organise their own thoughtsand find something to say5-6 SECONDS – Count to yourself
Running Dictation Ask questions rather than giving explanations Allow time for students to listen, think, processtheir answer and speak Allow silence Use gestures to replace unnecessary teachertalk Allow students to finish their own sentences Use pairs and groups Cut out echo talk If a student is speaking too quietly for you to hear,walk further away, rather than closer to them
Clear Instructions One short sentence at a time Speak a little more slowly than you wouldnormally do Use signposting language: ‘first’, ‘then’ Demonstrate the task yourself Role play it with a student Don’t ask ‘do you understand’ question?Ask special questions:What do you do next? What do you do with thispicture?
Indicating that an error has beenmade Tell students that there is an error Use facial expression: surprise, frown, interest Use finger correction Repeat sentence up to error (They looked for a ..) Echo sentence with changed intonation or stress( You go to a disco yesterday?)Write the problem sentence on the board fordiscussion