Teachers Training Teachers

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Teachers Training Teachers
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(No Transcript)
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Or ?
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Tell the truth

• Im bored. Ive lost interest in my job.
• I get a lot of job satisfaction.
• Im a qualified, experienced teacher.
• Most of these workshops and seminars are a waste
  of time.
• I want to learn something new.
• I havent got time for teacher development.
• Id like to be better but I dont know how.

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Why develop?

• Initial training is only a starter pack
• Teachers and students are at the heart of the
  institution
• Changes in education affect teachers and students
  most directly because thay are the ones who have
  to change
• Development is about improving learning
• We are trying to instill a culture of learning

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Teacher learning

• A lot of what we know is unconscious
• Teaching is a long evolutionary process
• Ts tend to be isolated and competitive
• Ts tend to conform to present practices in their
  schools
• Teaching is an emotionally engaging and taxing
  occupation
• Ts seem to enjoy and benefit from learning from
  each other

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Whats wrong with INSET?

• Over the past 20 years, the teaching profession
  has witnessed a multitude of approaches to
  teacher development, but few have yielded the
  expected results and even fewer have managed to
  survive the initial enthusiasm for the
  innovation. The greatest problem faced by
  schools is not resistance to innovation, but the
  incoherence resulting from the uncritical
  acceptance of too many different innovations.
  (Fullari 1991)

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Obstacles

• Ts lives are complicated enough without change.
• Inside out vs outside in. Experienced Ts know
  what they need and want. Institutional vs
  personal goals.
• Reluctance to change. In the face of change,
  people revert to their original behaviour.
• Influences on change are various school
  leadership, Ts lives, contexts in and out of
  school, pay scales ........

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A teachers car
Workshops Self-monitoring Teacher support groups Keeping a journal Peer observation Teaching portfolios Case studies Mentoring Peer coaching Team teaching Action research
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Dangers !!!

• Resistance
• Fear
• Dissociation
• Failure
• Misplaced belief
• Conversion

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TD and CPD

• Teacher development is the process of becoming
  the best teacher one is able to be, a process
  that can be started but never finished.
• CPD is the attitude and process of being a
  lifelong learner...

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In 1/3/5 years....
K Knowledge (language)
S Skills (teaching)
A Attitude (self)
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You win some, you lose some

• Better things replace things we are used
  to(technology)
• We no longer agree with it (drills)
• We got more experienced (correction codes)
• We got lazier (finding excercises and activities)
• They stopped appearing in books.(functional
  flowcharts and dialogues)
• We forgot (dialogue building)

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Maintenance

• Review your teaching
• Peer observation / interaction in your
  institution, at conferences and workshops or
  internet discussion sites
• Professional journals. When did you last look at
  a journal?
• Using websites

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Ways and means
Workshops Support groups Keeping a journal Peer observation Teaching portfolios Case studies Mentoring Peer coaching Team teaching Action research
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Read
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Journals, diaries and blogs

• I talked to a grey and experienced colleague
  about my demonstration lesson and how it had gone
  wrong. Served me right, he said. No class could
  cope with ideally planned lessons more often than
  once every couple of weeks. The degree of
  concentration necessary for such ideal lessons is
  beyond the kids, in fact beyond anybody.
• Joachim Appel - Diary of a Language Teacher

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Talking about teaching
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The adult learner

• Voluntary participation - Adults will learn
  better in situations where they themselves choose
  to get involved.
• Mutual respect - For adults to progress in their
  learning, they need to feel they are valued and
  respected
• Collaboration - Adults learn best in situations
  where they can share and learn from other adults.
• Action and reflectionProfessional development
  opportunities have to give the chance to reflect
  on and modify actions

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The adult learner 2

• Organizational setting - Professional development
  programs need the support of the institution
• Choice and change - Adults learn best when given
  the chance to make their own choices
• Motivation - Adults engage in learning when they
  see that a specific learning opportunity can help
  them cope better with their everyday lives.
• Self-direction - When teachers are given the
  chance to participate in the planning and
  implementation of programs, the results can be
  impressive.

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S.M.A.R.T

• Specific - Well defined
• Measurable - Know if the goal is achievable and
  when it has been achieved
• Agreed - Agreement as to what the goals should be
• Realistic - Within the availability of resources,
  knowledge and time
• Time Based - Enough time to achieve the goal, but
  not too much time

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Question

• Do you ask your students to answer the question
  what have I learned today?
• Do you ask yourself the same question?

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Thank you for participating

• stevedarn_at_gmail.com
• www.stevedarn.com