YLs Teacher Training course Session 4 Instructions

After a break of more than three weeks, I am back with the next instalment of my training course.

This is session 4 of my 10-week Teacher Training course for teachers of Young Learners. It is written with NQTs or newly qualified teachers in mind and it looks at how to make instructions clear to children’s classes to ensure successful learning takes place. The session includes a demonstration of how not to give instructions, followed by a step-by-step guide on how to make a greetings card with a children’s class. Trainees are set homework to observe each other and see how they can improve their teaching practice.

I hope you find these materials useful and relevant to your teaching context. Do please let me know if you have any feedback or questions.

Session 4_YL Teacher Training course

 

YLs Teacher Training course Session 3 Rules and Boundaries

It’s now almost half term in UK schools and it is time to look at what happens when the ‘Happy Honeymoon’ many teachers experience at the start of a school year starts to wear off.

This is session 3 of my 10-week Teacher Training course for teachers of Young Learners. It is written with NQTs or newly qualified teachers in mind and it builds on the work done on classroom management in session 2 of this course. Trainees are required to take part in a ‘maze’ activity originally published by International House experts David Spencer and David Vaughan in IATEFL’s YL SIG magazine CATs.

I hope you find these materials thought-provoking and relevant to your teaching context. Do please let me know if you have any feedback or questions.

Session 3 Rules and Boundaries

YLs Teacher Training course Session 2 Classroom Management

It’s now almost half way through the autumn term in most UK schools and in schools and colleges in many other countries.

Here is session 2 of my 10-week Teacher Training course for teachers of Young Learners. It can be run with new teachers of children (and those with some experience too!) and it explores the ins and outs of good classroom management, both principles and practice. All you need is an IWB, access to the Internet and Teachers TV or You Tube, plus some fairly basic pen and paper materials.

I hope you find these materials stimulating and relevant to your teaching context.                  Do please let me know if you have any feedback or questions.

YLs TT course – session 2_adapted for blog

YLs Teacher Training course Session 1 Why children are different

It’s now very much autumn and teachers have been back at school for a couple of weeks now in most of the UK and in many other countries.

Here is a training session that can be run with new teachers of children (and those with some experience too!) to explore how and why children are different and what to do about it.

I hope you find my materials interesting.

YLs TT course – session 1

A ten-week Teacher Training course for recently qualified teachers of Young Learners

Ahead of the return to school for most teachers and young learners, I am pleased to share a ten-week initial Teacher Training course for recently qualified teachers of children and young teenagers. I wrote this when I was still working as a Teacher Trainer and have updated it to place it on my blog.

First of all, I am sharing the pre-course information that can be given to trainees either ahead of or at the start of the course: YLs Initial ten-week Teacher Training course – overview

August is holiday time for many teachers

During August, many teachers are taking a thoroughly well-deserved break. I am keeping my head down proofreading a Lower Secondary course that is being versioned for Egypt.

Next week, I plan to take some down time from Wednesday through to the following Tuesday morning. I am planning to use some of that time to add some content to the Teaching materials tab on this blog. So look out for something from me soon.

Cognitive levelling

More than a month after my last post and I am back at my desk looking at cognitive levelling this week and the research that has been done into this area, or not, as the case may be. This seems a more recent area of research in the field of children.

As well as estimating the age at which a child can be reasonably expected to do something, say ‘Can tell the time in clock hours e.g. It’s nine o’clock.’ I have been trying to band the abilities into four areas: open (age 6 upwards), 7 or older, 9 or older and 11 or older. This is still very much up for discussion as so much happens around the age of ten when more abstract thinking and understanding come into play. For instance, when should children be expected to write a well-constructed paragraph with a topic sentence, main body and final sentence?

I hope to answer that question more expertly as this week goes by.

Post-IATEFL

Well, our talk went down well at IATEFL and I am now back at my desk getting ready for the next stage of the Learning objectives for YLs project. This will be to reorder the descriptors to create a logical set and to incorporate the feedback from reviewers and either rewrite descriptors or send them for further analysis. I also need to assign a cognitive level to the descriptors, which will be quite a challenge. I’m looking forward to getting my teeth into the job, so to speak, and will keep you updated.