Dr Gibreel Alaghbary 2013 classroom moments

We cannot lead where we do not go
and we cannot teach what we don’t know
~Martin Luther King

Gibreel Alaghbary 2013

Teacher Training Workshop
(Classroom Moments)

Gibreel Alaghbary
October 28 – 30th, 2013

Teacher Training Workshop
Workshop Objective
maximizing the effect of our
resources and pedagogic decisions


Ten Moments
First encounter
Classroom arrangement
Teacher Talk
Managing Resources: the Board
Mistakes
Feedback
Teacher Roles
Homework
 Tests
Ending the day


Moment 1: First Encounter
Negotiate a code of conduct
(suggest a set of rules for use with your class)
establish rapport
prevent discipline problems (lateness, homework, etc)
make punishment acceptable


Moment 2: Classroom Arrangement
Seating arrangements

type of activity
 cultural issues
 age/gender/ language ability / needs
 can be unsettling (personal preferences)

Teacher Movement

 learn names; dot around; divide time fairly

Moment 3: Teacher Talk
Reason
Give instructions
Control/discipline
Give feedback
Praise
Ask for information
Give information
Exemplify new language
Check understanding
Joke
Maintain rapport
Other …

Frequency


Moment 3: Teacher Talk (contd)
grade your language (vocabulary, pace and structure)
(e.g. What have you got in response to Q 1, Eric? )
 Give learners time to process your talk
 avoid commenting on your performance/strategies
(e.g. The purpose of these questions is to check your …)
 simplify e.g. I wonder if you would mind repeating that?
 Don’t explain other learners’ responses


Day 1 Quote
If a child cannot learn the way we
teach, maybe we should teach the
way they learn.
- Ignacio Estrada

Moment 4: Managing Resources
The Board
Remains of previous teacher !!!
 Write legibly and neatly (respect SPELLING RULES)
 keep board easy to read; clean periodically and use other
display tools for more permanent information

Moment 4: Managing Resources (Contd)
The Board: Tips
use color (makes board attractive; content clear)
 use board for temporary display; flashcards for reference material
 adjust the size of your writing
 don’t put everything on the board
 rub off what is no longer needed
 do not forget articles !!
 build the board work bit by bit; involve learners (spelling)
 always clean the board at the end of the lesson

Moment 5: Mestakes!!!
Mistakes indicate effort and progress; appreciate the effort
Mistakes tell the teacher what help learners need; respond to their needs
Mistakes are for the teacher; feedback
 Mistakes (not slips) should be corrected; or else they get fossilized
 Correct sensitively, efficiently and effectively; or else we de-motivate
learners
 What to correct? When to correct? How to correct? How much to correct?

Moment 6: Feedback
Feedback is for the students; aim at self-awareness and improvement
 Feedback should be well-timed; in order for it to be effective
 Feedback on content and language; show interest
 Feedback on speaking activities
(Clip 01-0 at 1:46:50)


Moment 6: Feedback (Contd)
 Feedback on written work; correction symbols to avoid ‘red-ink’ marking
S

WW

WO

{ }

G

?M

T

P

C

F/I

Moment 6: Feedback (Contd)
{ } WW T
C
SP WW { }

Most of people like to go shopping but I prefer to do other thing. I spent
my time painting, for example. When you go shopping, you needs a lot of
time and patiense to get good things by nice prices. You must to speak to
many sales persons.


Day 2 Quote
“The object of teaching a child is to
enable him to get along without a
teacher.”
~ Elbert Hubbard


Moment 7: Teacher Roles
 facilitator
 controller
 organizer
 monitor
 prompter
 resource
 editor
 tutor
 feedback provider


Moment 8: Homework
Homework is like physical training
 It encourages learner autonomy; learners work on their own
 Online learning platforms such as moodle or blackboard
 Homework is practice; do not overwork your students/yourself!!
 Do not ask different classes to submit homework all at the same time
 Mark it and return it promptly
Involve students in suggesting homework
 Keep a homework record

Moment 9: Tests
Give progress tests, Portfolio assessment; continuous assessment
 Before writing a test, list what exactly you want to measure and how to do it
 Decide on the balance of test items: discrete-point and integrative
 Test Validity: testing skill vs subject-specific knowledge (describe the
circulatory system!!)
 Scorer reliability : little score variance whoever grades the test

Moment 9: Tests (Contd)
Write clear rubrics (instructions); give examples of what is expected
 Give students strategies for dealing with questions (e.g. multiple choice)
 Give your students mock exams; PILOT your test (a colleague)
 Use an assessment scale; share it with your class
 Item Discrimination: easy, moderate, difficult
Test results should inform our planning/pedagogic decisions

Moment 9: Tests (Contd)
Assessment Scale (0ut of 10)
2 Very difficult to understand, with poor spelling and many vocabulary and
grammar mistakes
4 Quite a lot of grammar and vocabulary mistakes, but the meaning is mostly
clear
6 The meaning is clear although there are some grammar and vocabulary
mistakes
8 The meaning is clear and there are few mistakes of grammar and vocabulary
10 The meaning is clear and the writing is almost mistake-free


Moment 10: Ending the Day
Do you always finish before the bell goes?
Summarize what has happened /Get a learner to do so
 Tell learners what to expect on the next day (interest!)
 Write down three things you have learned
 A game/song (learners leave in a good mood)
 Exit cards
You?

Day 3 Quote
“The average teacher explains
complexity; the gifted teacher
reveals simplicity.”
~ Robert Brault

References
1.Essential Teacher Knowledge, Jeremy Harmer, 2012.
2.Teaching Practice Handbook, Roger Gower et al, 2005.
3.The TKT Course, Mary Spratt et al. 2005.


Thank you and meet you on
our facebook page
https://www.facebook.com/group
s/1431167687106535/


Dr Gibreel Alaghbary 2013 classroom moments

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