Teacher training ppt

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Teacher training ppt

  1. 1. Teaching is both a skill and an art. Thats why many people arenot able to do it, some can do it for a while and some do itforever. There is alot of pressure teaching, parents are watchingand wanting for you to magically make thier kids improve andthere 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 adetailed guide of how to use these teqniques to help yourstudents improve in three weeks or less.
  2. 2. Here are some key techniques to learn as a teacher to help your studentsgrow. Each are scientificly proven to help brain development of all ages.1. TPR2. Chant3. Pimsler4. word recognition
  3. 3. There are several variations of this, here are a few, and how to correctlyuse 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. 4. 2. Drum TPR (excellent for teaching fluency, accent and sentences)Drum TPR follows the same system as classic TPR, with the exception of teachingfluent sounding and fluent spoken native sentences, and its much more fun, place oneflashcard on each drum.every syllable in the sentence or word you are teaching results in one hit of thedrum, 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 andeverytime the student mis-pronounces any thing get thenm to repeat it as many timesas 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 pointwhere they are speaking evry word fluently without even realising.Make sure again you are getting the students to use different tones, emotions andbody languge to keep them glued to evey sound they hear. REPEAT REPEAT REPEAT
  5. 5. 3. Simon says TPR (Great for memory ,word and color recognition) andfor 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 thestudent to repeat that sequence. For example red, 3, happy, boy, girl. Itcan be anything that you feel that that student needs to learn or youwant to teach.Remember after each sequence add one more word to the end of thatsequence until they or you cannot remember the sequence.Great memeory game and great for reviewing.
  6. 6. 4. “Say it and do it” tpr is exaclty as it sounds this style works best when teachingactions.When teaching a group of action words e.g “im eating” is is very good for the studentsdevelopment and understanding of these words do do actions with the words.While saying “i’m eating” the student should accually mime eating the same withjumping, running, watching TV. Doing actions that correspond with what they aresaying will realy help their understandingof that word and how touse it. Words arevery 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 theyspeak the faster they learn, the more confident they become and before you know itspeaking while they do something will become second nature.Use different tones and emotions and body languge to keep the students engaged andwanting to learn more.
  7. 7. The pimsluer technique is the number 1 audio learning programme inthe worls for learning a foreign languge. It is revolutionary way to teachlangugae in a way never done before. One reason why Pimsleur is sopopular is beacuse the content they teach is very relevent to their targetcustomer so in the classroom we should try and do the same.First you write and say the phrase or sentence you want the students tolearn and then work from the back and go toward the beginning of thesentence.For example THE CAT CLIMED THE TREE, strat with TREE then THE TREEthen CLIMBED THE TREE and so on untill the sentence is completed andthen get the students to repeat the phrase 3 times in a varirity of voces,tones and emotions to really get it to stick.
  8. 8. The chant technique can be used in every sentence that you teach and beapllied to any thing that you want to teach. This is a perfect tool to turn everylesson 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 keyphrase, talk to a rhytm/to a beat 1,1 2,1 2 3,1,1 2,1 2 3, or even take a song youknow and replace the lyrics with the content you are teaching and repeat thissentence as many times as you feel necassary but again change the pitch,tonesn emotions in this chant to really hypnotise the children into speaking so muchthat they will splurt out sentences without even knowing it. The amzing thing isthat the sentence ca be long or short or even very complicated repeat it enoughtimes and everysingle student will begin to get it . This is because every body isborn with a sense of music what sounds good and what doesnt if you speak to abeat and drum the table or even a drum at the same time students will bespeaking fluently and loving every second of it.
  9. 9. By using the chant technique with TPR you as a teacher can reallyspeed up the rate your students learn . When you areteaching a setof words and they have larnt them,then add sentences to thosewords and give them some meaning, also use the words in contextso the students can really understand the words they are using .Also try to use the same sentence foer each word they are learningfor 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 itto a beat/to a rhythm in different emotions and tones and thenadd that new phrase to the places you are teaching them e.g “imgoing to the park”, “im going to the beach”, “im going to themountains”. But remember to speak with a chant so you reallhypnotis e your students and very quickly have them speakingfluent phrases in 10 minutes or less.
  10. 10. By using the chant method combined with pimsler students willlearn very difficult sentences very quickly and fluently here is youit should be used.Use the pimsler technique as instructed earlier on but this timesay to a beat and tpo a rhythm. Use drum sticks , drums oranything in the classroom that can make a sound and get thestudents repeat as many times as you can in a varirety of differentvoices, tones, change the rhythm, and evn change the sentenceonce the first sentence has been masterd but stick to the samecontent of the lesson i.e tree tree tree climb the tree climb thetree climb the tree, the cat the cat cat cat cat the cat can the catcan the cat can climb the tree climb the tree the cat can climb thetree.
  11. 11. The word recognition technique is a teaching method not used toteach students toreaf but to recognize the shapes of letters and words. This can then be used as a verygood 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 faceddownward and the just follow the technique as explained earlier using TPR, butinstead of pictures and poiting at the picture run your finger underneath the word dothis 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 betweenthe word and this picture. when you have finshed this exe ersize ask the studentswhich word is .... Then turn the card over to see if they are right or wrong. If they areright 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 youthen ask the question again unbtil theyb gaet it right and then reenfoce that byrepeating three times angin in a variey of different voices and emotions.

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