teacher training programme

1. Teaching is both a skill and an art. Thats why many people are
not able to do it, some can do it for a while and some do it
forever.
There is alot of pressure teaching, parents are watching
and wanting for you to magically make thier kids improve and
there is alot of pressure to perform.
So where do you start?
What are the best techniques to learn?
How fast can i get results?
This guide awnsers these and other questions and gives a
detailed guide of how to use these teqniques to help your
students improve in three weeks or less.

2. 1. TPR
2. Chant
3. Pimsler
4. word recognition
Here are some key techniques to learn as a teacher to help your students
grow. Each are scientificly proven to help brain development of all ages.

3. There are several variations of this, here are a few, and how to correctly
use them in a classroom.
1. Classic tpr (great for learning new words)
Any thing can be taught using TPR, simply place
5-6 objects in a row, piont or touch each object
and say the name of that object one after another
having the whole class repeat the word each time
do this three times. Then say each word three
times each changing your pitch, tone and emotion
of your voice each time. Then simply point at each
object the students should know each new word.

4. 2. Drum TPR (excellent for teaching fluency, accent and sentences)
Drum TPR follows the same system as classic TPR, with the exception of teaching
fluent sounding and fluent spoken native sentences, and its much more fun, place one
flashcard on each drum.
every syllable in the sentence or word you are teaching results in one hit of the drum,
Bananas will have 3 hits, BA-NA-NAS I like banannas wil have 5 hits I-LIKE-BA-NA-NAS.
Use this technique to fine tune every single sound of every single syllable and
everytime the student mis-pronounces any thing get thenm to repeat it as many times
as they need to get it right while tapping or banging the drum as you see fit.
Also speak and hit the drum to a rhythm to really hypnotise the students to a point
where they are speaking evry word fluently without even realising.
Make sure again you are getting the students to use different tones, emotions and
body languge to keep them glued to evey sound they hear. REPEAT REPEAT REPEAT

5. 3. Simon says TPR (Great for memory ,word and color recognition) and
for reviewing old content.
Put any flashcard, toy, pictureyou want in row of 5-6. Identify colors,
shapes or anything you want as long as it is in a sequence and ask the
student to repeat that sequence. For example red, 3, happy, boy, girl. It
can be anything that you feel that that student needs to learn or you
want to teach.
Remember after each sequence add one more word to the end of that
sequence until they or you cannot remember the sequence.
Great memeory game and great for reviewing.

6. 4. “Say it and do it” tpr is exaclty as it sounds this style works best when teaching
actions.
When teaching a group of action words e.g “im eating” is is very good for the students
development and understanding of these words do do actions with the words.
While saying “i’m eating” the student should accually mime eating the same with
jumping, running, watching TV. Doing actions that correspond with what they are
saying will realy help their understandingof that word and how touse it. Words are
very abstract if you are just teaching a word without any sort of explination.
Students should get in the habit of saying everytthing they are doing the more they
speak the faster they learn, the more confident they become and before you know it
speaking while they do something will become second nature.
Use different tones and emotions and body languge to keep the students engaged and
wanting to learn more.

7. The pimsluer technique is the number 1 audio learning programme in
the worls for learning a foreign languge. It is revolutionary way to teach
langugae in a way never done before. One reason why Pimsleur is so
popular is beacuse the content they teach is very relevent to their target
customer so in the classroom we should try and do the same.
First you write and say the phrase or sentence you want the students to
learn and then work from the back and go toward the beginning of the
sentence.
For example THE CAT CLIMED THE TREE, strat with TREE then THE TREE
then CLIMBED THE TREE and so on untill the sentence is completed and
then get the students to repeat the phrase 3 times in a varirity of voces,
tones and emotions to really get it to stick.

8. The chant technique can be used in every sentence that you teach and be
apllied to any thing that you want to teach. This is a perfect tool to turn every
lesson inta an event that the students will love and will keep coming back too.
There are a few variations of this technique, the first one i will explain is this:
evrytime you speak or evry time you want your student s to remember a key
phrase, talk to a rhytm/to a beat 1,1 2,1 2 3,1,1 2,1 2 3, or even take a song you
know and replace the lyrics with the content you are teaching and repeat this
sentence as many times as you feel necassary but again change the pitch,tone
sn emotions in this chant to really hypnotise the children into speaking so much
that they will splurt out sentences without even knowing it. The amzing thing is
that the sentence ca be long or short or even very complicated repeat it enough
times and everysingle student will begin to get it . This is because every body is
born with a sense of music what sounds good and what doesnt if you speak to a
beat and drum the table or even a drum at the same time students will be
speaking fluently and loving every second of it.

9. By using the chant technique with TPR you as a teacher can really
speed up the rate your students learn . When you areteaching a set
of words and they have larnt them,then add sentences to those
words and give them some meaning, also use the words in context
so the students can really understand the words they are using .
Also try to use the same sentence foer each word they are learning
for example: if they are learning places simply add a sentence like
“I’m going to the...” and really drill that key phrase into them say it
to a beat/to a rhythm in different emotions and tones and then
add that new phrase to the places you are teaching them e.g “im
going to the park”, “im going to the beach”, “im going to the
mountains”. But remember to speak with a chant so you reall
hypnotis e your students and very quickly have them speaking
fluent phrases in 10 minutes or less.

10. By using the chant method combined with pimsler students will
learn very difficult sentences very quickly and fluently here is you
it should be used.
Use the pimsler technique as instructed earlier on but this time
say to a beat and tpo a rhythm. Use drum sticks , drums or
anything in the classroom that can make a sound and get the
students repeat as many times as you can in a varirety of different
voices, tones, change the rhythm, and evn change the sentence
once the first sentence has been masterd but stick to the same
content of the lesson i.e tree tree tree climb the tree climb the
tree climb the tree, the cat the cat cat cat cat the cat can the cat
can the cat can climb the tree climb the tree the cat can climb the
tree.

11. The word recognition technique is a teaching method not used toteach students to
reaf but to recognize the shapes of letters and words. This can then be used as a very
good base to teach students how to read.
To use this technique just do the following.
Lay out 4 to 5 flashcards in a row with the word faced upwards and the picture faced
downward and the just follow the technique as explained earlier using TPR, but
instead of pictures and poiting at the picture run your finger underneath the word do
this three times with each word. Then then get the students to do the same thing,
turning the card over so the student makes a connection within their brains between
the word and this picture. when you have finshed this exe ersize ask the students
which word is .... Then turn the card over to see if they are right or wrong. If they are
right give them a high five or any reward you feel is appropriate if they are wrong ask
“is this a...., no thats not a ....., this is a ..... And get the student to repeat after you
then ask the question again unbtil theyb gaet it right and then reenfoce that by
repeating three times angin in a variey of different voices and emotions.