Teacher Training

On this page you can find my trainers’ session notes for the initial ten-week Teacher Training course I wrote for newly qualified teachers of Young Learners. Each session takes a theme such as Lesson Planning or Routines and explores how this relates to the trainees’ teaching context. The course is designed to be delivered to teachers who have recently passed the CELTA and find themselves teaching children and teenagers without any real input into how this differs to teaching adults.

This document gives an overview of my ten-week initial teacher training course for teachers of Young Learners: yls-initial-ten-week-teacher-training-course-overview

Session 1 Young Learners are Different

The first session in my ten-week teacher training course for Young Learners’ teachers gets trainees to consider why children are different to adult learners. Trainees consider the suitability of some demonstrated activities for different age groups, then discuss differences between the children they teach and the adult learners they taught on their CELTA. The session then looks at published Young Learners course books and how their approach differs from course books for adult learners.

session-1_yls-are-different

Session 2 Routines

The second session in my training course shows the importance and value of routines and gives trainees ideas for routines for various stages of the lesson. Trainees watch two videos of UK NQTs (newly qualified teachers) and make notes on the techniques the use to maintain order. They then do a poster presentation activity with their ideas for establishing and maintaining routines.

session-2_routines

Session 3 Rules and enforcing them

Session 3 develops an awareness of the need for rules and boundaries and gives trainees ideas for dealing with inappropriate behaviour. Trainees do a maze activity and discuss their choices for responding to scenarios of disruptive behaviour. They also discuss the need for rules. The session is followed by a peer observation task.

session-3_rules-and-boundaries

Session 4 Instructions

Session 4 develops trainees’ ability to give clear instructions and explores the need to reinforce language with tangible clues to meaning. Trainees make a greetings card and answer questions about how the trainer conveys and checks meaning when giving instructions. Trainees then look at one of two activities and discuss how to give instructions for the activity. The session is followed by a peer or self observation task. Trainees are asked to do homework as preparation for Session 5.

session-4_instructions

Session 5 Lesson planning

This session enables trainees to evaluate their plans in terms of YL appropriacy and use this knowledge in future lesson planning. They start by discussing key issues and concerns and what makes a good lesson plan. They then read a sample lesson plan with comments from the teacher and determine its strengths and action points for the teacher to work on. They finish by reviewing their own plans.

session-5_lesson-planning

Session 6 Involve and occupy

This session develops trainees’ awareness of appropriate task types for Young Learners. They start by learning the distinction between and involving and an occupying activity or one that is both. They then do a series of activities that the trainer demonstrates and discuss whether they are involving or occupying. They then evaluate the activities in terms of YL appropriacy and discuss ways to adapt them if necessary.

session-6_involving-and-occupying

Session 7 Valuing children

In this session the trainees read a poem and talk about how it is important to be clear about their expectations for the children they teach. They examine a set of classroom situations and discuss ways in which the teacher’s response could be improved. The session finishes with a discussion of how to display children’s work and an optional story activity.

session-7_valuing-children

Session 8 Process versus product

This session develops trainees’ awareness of the aims of activities in their classes, coursebooks and YL resource books. Trainees start by brainstorming the reasons why they have aims when planning their lessons. They then look at a series of activities and say what is the learners’ reason for doing them as well as the teacher’s aim. This will help them to plan motivating lessons. They finish by looking at some published materials and answer questions about them.

session-8_process-versus-product

Session 9 Cognitive development

This session starts with trainees saying at what age they could do a series of tasks such as spell words correctly or cut out a circle. They then work in three groups and read information about one of three age groups and write questions for the other groups. They then look at a set of published course book or resource book materials and determine what age group can do them. The session finishes with trainees reading about ways to cognitively challenge pupils.

session-9_cognitive-development

 

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