Invited by UNESCO and Charles Darvvin University to present on the challenges, solutions, and successes surrounding English teacher training in Timor-Leste.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
This is a presentation that we had to do in groups of three for Practice II. Each group had to summarize the chapter they were assigned and explain it to the rest of the class. Here is ours! (Ramiro, Florencia and I)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
This is a presentation that we had to do in groups of three for Practice II. Each group had to summarize the chapter they were assigned and explain it to the rest of the class. Here is ours! (Ramiro, Florencia and I)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
To all those who would like to download a copy of this presentation, please do send me an email at martzmonette@yahoo.com
I am very much willing to personally present this lecture in your respective institutions.
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
English is spoken by a majority of speakers...but can they really hold a conversation for a long time. Knowing how to communicate in English is essential in today's world. See why it has become so important.
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
To all those who would like to download a copy of this presentation, please do send me an email at martzmonette@yahoo.com
I am very much willing to personally present this lecture in your respective institutions.
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
English is spoken by a majority of speakers...but can they really hold a conversation for a long time. Knowing how to communicate in English is essential in today's world. See why it has become so important.
M.A. Sem.3 ELT1 Unit 1 Teaching English as 'Second Language' in India by Kapi...Parth Bhatt
Kapil Kapoor, a JNU ELT Scholar, marks the reflections of English Teaching in India as Second Language in this research paper. The presentation is an excerpt from his essay. The essay also reflects socio-political conditions, language movements, and acceptance of English as Second Language (L2) in India, The fundamentals of ELT i.e. L1, L2, L3 and more.. What are the problems of Teaching English in India? What are the possible solutions to those problems? Where do we leg behind in understanding of Teaching English? Kapil Kapoor sarcastically compares the modern language learning with the traditional language learning. Kapil narrates The three language formula and the importance of Methodology in this essay. A wonderful comparison of Western and Indian English Teaching is given by Kapil Kapoor.
Maharashtra State Council for Educational Research &Technology-MSCERT,Pune has devised a new Evaluation System for stds.I to VIII w.e.f. 2010-2011.This PPT is prepared for explaining the new procedure to the stakeholders.
If you have questions about the presentation or would like to receive more supplementary materials, please contact the Program Assistant, Katie kbeckman@lcnv.org. This presentation is used within the teacher training instruction. To register for the next LCNV teacher training or to refer a friend, contact the Director of Volunteers Belle at volunteers@lcnv.org
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Thorough and exceptional list of strategies for reaching all students, including those who are ESL or ELL (English as a Second Language or English Language Learners).
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1. English Language Teacher
Training in Timor-Leste:
Challenges, Solutions, and Successes
Staci Hauschild
English Language Fellow, United States Department of State
Mark Juba
Director, Lorosa’e English Language Institute
Bernardete Luan
Coordinator, English Department, Dili Institute of Technology
2.
3. Course Overview
• Workshops
—with English Language Fellow
• Teacher Observations
—of CELTA-certified LELI teachers
• Practice Teaching
—to U.S. Embassy Micro-scholarship students
4. Teacher Survey Results
The majority of teachers said that they…
• use photocopies during class.
• share resources with colleagues.
• follow institutionally-mandated syllabi.
Some teachers also said that they…
• have textbooks.
• show pictures during class.
• use computers and overhead projectors.
5. • language deficiencies among teachers
• inability to understand / use existing
teaching resources correctly
• little knowledge of communicative teaching
methods to support critical thinking
Identified Problems Among Teachers
6. Identified Problems Among Teachers
• reluctance to try new ideas and skepticism of
student-centered teaching
▫ uncomfortable explaining information / activities
▫ fear of losing control of class
▫ uncomfortable giving up authoritative position
7. CELTA Teacher Observations
Participants…
• completed pre-, during-, and post- observation
exercises.
• commented that it was a very beneficial aspect of
course.
• expressed strong desire for future observations.
10. Practice Teaching—Trainer Observations
Negatives:
• teachers were nervous
▫ repeated instructions, stumbled over explanations
• teachers were overwhelmed
▫ too many new concepts to implement effectively
• teachers didn’t have strong grasp of content / language
▫ gave incorrect answers, unable to answer students’ questions
• students seemed uncomfortable and confused
▫ were put on the spot, didn’t understand instructions / activities
11. Practice Teaching—Feedback
Participants’ Perceptions
1. “I used a picture for the warm-up
activity.”
2. “I showed the worksheet when
explaining the activity.”
3. “I let students work in pairs.”
4. “I monitored the class while
students were working.”
5. “We corrected the activity
together.”
Trainers’ Observations
1. “Only one student saw the picture.”
2. “You were pointing to the wrong
activity on the worksheet.”
3. “You talked the whole time.” or
“You only gave students 45 seconds
to do activity.”
4. “You didn’t notice that ¼ of the
class was doing the wrong activity.”
5. “You wrote all the answers on the
board, and students copied.”
12. Success Factors: During Course
• 100% retention rate of all participants
• high level of interest, effort, and determination to
use experiential learning techniques
• recognition of need to change teaching style
• clear improvement and development of teaching
skills using current methodologies
13. Success Factors: Post Course
• strong desire for future teacher training
• positive end-of-course evaluations
• trainings/presentations given to peer teachers
14. My Background and Experience
• studied English literature in Indonesia
• worked as assistant pre-school teacher at DIS for
1.5 years
• currently, teach English at DIT for 1.5 years
• have no formal teacher training
15. Before English Teacher Training
I dominated the class
▫ talked more than students did
▫ did activities for students
16. Before English Teacher Training
I didn’t use a lesson plan
▫ wrote one or two ideas on paper
▫ didn’t think about what types of activities to
implement
17. Before English Teacher Training
I didn’t use current methods of teaching
▫ students never worked in pairs or groups
▫ students always worked individually while
copying from the board
▫ students didn’t think for themselves; I always
gave answers
18. During English Teacher Training
Students should be the focus of class
▫ teacher should act as facilitator (give clear
instructions; let students work)
▫ students should have more opportunities to talk
19. During English Teacher Training
Good lesson plans are important
▫ clear objectives about what students will learn
▫ pre-determined activities about how students will
work
▫ help give more confidence in the classroom
20. During English Teacher Training
Current methodologies can be used in big classes
▫ students work in pairs and groups to find
answers; teacher monitors
▫ teacher doesn’t give answer immediately; let’s
students think
▫ clear instructions and demonstrations important;
use different methods to explain information
21. After English Teacher Training
Started to change teaching style slowly
▫ difficult not to talk so much
▫ difficult not to give answers immediately
▫ difficult to give students more freedom
__________
Change Takes Time!
22. After English Teacher Training
Nominated to attend EFL educators’ workshop
in the U.S.
▫ met other Asian teachers with similar problems
▫ learned about grammar games, having fun in the
classroom
23. After English Teacher Training
Presented workshop to peer teachers
▫ demonstrated interactive learning methods
(games, speaking activities)
▫ received positive feedback from teachers who
implemented games in university English classes
24.
25. Where do we go from here?
• Improve teachers’ English skills
• Develop a nationally recognized English teachers’
training program
26. English Testing Procedures
• Tested 15 in-service English teachers
▫ universities
▫ districts
▫ small and large NGOs
▫ government institutions
• Used IELTS exam materials
▫ listening
▫ reading
▫ writing
▫ speaking
27. IELTS Exam Results
Listening—3.5 / 9
BAND SCORE 3—Exremely Limited User
“Conveys and understands
only general meaning in very familiar
situations. Frequent breakdowns in
communication occur.”
28. IELTS Exam Results
Speaking—3.5 / 9
BAND SCORE 3—Exremely Limited User
“Conveys and understands
only general meaning in very familiar
situations. Frequent breakdowns in
communication occur.”
29. IELTS Exam Results
Reading—2.5 / 9
BAND SCORE 2—Intermittent User
“No real communication possible except for
the most basic information using isolated
words or short formulae in familiar
situations and to meet immediate needs.
Has great difficulty understanding spoken
and written English.”
30. IELTS Exam Results
Writing—3.0 / 9
BAND SCORE 3—Exremely Limited User
“Conveys and understands
only general meaning in very familiar
situations. Frequent breakdowns in
communication occur.”
31. IELTS Exam Results
Overall English Abilities—3.0 / 9
BAND SCORE 3—Exremely Limited User
“Conveys and understands
only general meaning in very familiar
situations. Frequent breakdowns in
communication occur.”
32.
33. Questions or Comments?
Staci Hauschild
staci.d.hauschild@gmail.com
Mark Juba
lelitimor@gmail.com
Bernardete Luan
liquica_chamelgirl@yahoo.com
Facebook
English Teachers Timor-Leste
35. Workshops
Excerpts from end-of-course evaluations
I learned how to…
• use new techniques: drawing, gesturing, facial
expressions.
• have students write sentences about a pictures.
• ask students to circle important words in a text.
• write lesson activities in order.
• make objectives for classes.
36. CELTA Teacher Observations
Excerpts from end-of-course evaluations
I learned how to…
• be friendly to students; have good rapport.
• use lesson plans during class.
• manage the class well.
• give instructions.
• get students to work in pairs and groups.
37. Practice Teaching:
Participants Comments
Excerpts from end-of-course evaluations:
• “give opportunity for students to understand before
working on task”
• “how to manage my time better”
• “show pictures makes students active”
• “good to make class more fun”
• “show students materials when explaining
information”
Editor's Notes
1. Overview of current English language teaching
2. Explanation of English teacher training course
3. Personal account of English language teacher training
4. Ideas for the future
discussions w/ teachers about their beliefs on successful language acquisition
Observations of current teaching practices
discussions w/ teachers about their beliefs on successful language acquisition
Observations of current teaching practices
Too much to process w/o real thought of order, nervous
Every concept is so new that they were excited about doing it, but disconnect btw doing it and it actually working,giving 10 minutes instructions b/c repeating themsevles-nervous; positive: identify things trained to do (we had demonstrated—point to worksheet to help set up task) negative: wrong time, wrong manner, feedback: while you used the techniques not in the right way. Second: markedly better, but only scratch the service. All made further challenging by language deficiencies
Too much to process w/o real thought of order
Every concept is so new that they were excited about doing it, but disconnect btw doing it and it actually working,giving 10 minutes instructions b/c repeating themselves
negative: wrong time, wrong manner, feedback: while you used the techniques not in the right way.
Every concept so new; disconnect between trying techniques and techniques actually working
Games aren’t just for kids; Dete teaches at DIT
Games aren’t just for kids; Dete teaches at DIT
Teachers recognize new techniques, but not sure how to implement them effectively. Have the tools, but not sure how to use them correctly