Skip to main content

Teacher Training @ Meridian International School

From June 7th to June 18, I had the privilege of co-hosting several new and potential teachers for the purpose of training them up. There were a total of 3 sessions per day with one of them being a practical application 45 minute session. Participants were learned and applied several techniques both unique to language teaching as well as for other subjects such as mathematics, biology, and chemistry.

During the first week, topics included general classroom management skills like classroom discipline, giving instructions, and interaction patterns as well as a session of how to use inquiry-based learning in teaching.

During the second week, another teacher trainer, Svitlana Bulkina, joined us to deliver trainings mainly dealing with lesson planning and the importance of learner-centeredness in teaching. Participants had more practice as several actually had to teach a lesson or portion of a lesson in front of other participants were they received constructive criticism on what they did well and what they could do to improve in the future.







Comments

Popular posts from this blog

How can we use TRIZ for teaching English as a foreign language?

TRIZ (Theory of Inventive Problem Solving) is a systematic approach to creative problem-solving, primarily used in engineering and technology fields. However, you can adapt its principles to teaching English as a foreign language (EFL) by applying its structured methodology. Here's how you can incorporate TRIZ into your EFL teaching: Identify problems and contradictions: Analyze your teaching methods, materials, and the specific needs of your students. Identify issues, contradictions, or gaps in their learning experience. Use the 40 inventive principles: TRIZ offers 40 inventive principles that can help solve problems and contradictions. Review these principles and brainstorm ways to apply them to the issues you've identified in your EFL classroom. Some examples might include: Principle 1 (Segmentation): Break down complex grammar structures or vocabulary lessons into smaller, more manageable parts. Principle 13 (The Other Way Round): Reverse the order of a lesson or activity t...

Teens: How to Make them Engaged (Linguist 29/07/2020)

I just presented in my first webinar ever and my first teacher training of this year. This is something that I've been wanting to do now since last year, so I was really grateful for the experience. Thanks, Linguist! And I hope to have many more. If you're interested in viewing what we discussed, you can find a pdf version below the pictures. Hope to see you all in the next webinar. I will make announcements here, I think. You can download the pdf version of the presentation for your own viewing by clicking " Download ."

Giving Instructions (and some comments on ICQs)

How do we start a new activity with our students? Well, clearly one of the important aspects to consider is about giving directions. Our directions are what tell the learners what we need to do for the next task and can help bring some sense of logic to the lesson being taught. Take for example, if I just threw several handouts at you, would you know which ones to do or how to do them? Probably not, but if you did you'd likely spend lots of time trying to sort through them first, or give up on them at some point. This is why we, as teachers, should take our directions very seriously. Avoid situations like these: In fact, one of the biggest takeaways for me from the sessions that I helped co-host with Svitlana Bulkina was something that she said in the second week. She pointed out that she has a 7-word limit for giving directions to an activity. While, as a teacher, I think I've been quite good at giving directions, this gave me something to consider and takeaway for my own teac...