1. Teacher Training Workshop
Tuesday October 31st,2017
Ain Temouchent

3. Praise be to Allah, the Lord of the world, the Most Gracious, the Most Merciful. May peace and blessing of Allah be upon the noblest of the prophets, our prophet Mohamed: peace be upon him, and all the pious followers till the day of resurrection We would like to share with you this modest work, and we hope that you’ll benefit a lot from it The information stated in this modest work are collected from many web sources.

4. Training Workshop Objective:
By the end of this workshop, the trainee teachers will be able to manage their classrooms effectively

7. Expectations أرجو احترام الوقت عند ملأ استمارات. اطفئ الهاتف النقال.
ضع الأسئلة التي تدور بخاطرك في PARKING حتى نحافظ على نسق العرض.
أنصت جيدا فقد تجد الإجابة عن تساؤلاتك خلال العرض.
تجل أهم النقاط المهمة.

8. Why should you thank a teacher?
Watch this video

9. Teaching Terminology:
A ctivity One: In your group match each word with its right definition
Classroom Management
refers to the ways in which student behaviour, movement and interaction during a lesson are organized and controlled by the teacher” Richards (1990, 10)
Teacher’s roles:
They are different ways of behaving in and managing the class, they vary depending on teaching approach used and on the teachers’ and learners’ preferred learning styles and learning needs.

10. Mixed ability class:
Having a variety of levels in a single class.
Teaching Large classes:
Having a large number of learners in the same class.
Grouping learners:
using different ways to organize our students when they are working in the classroom. Teachers usually organize them to work in different ways during each lesson
Lesson Plan:
is a detailed guide for teaching a lesson. It's a step-by-step guide that outlines the teacher's objectives for what the students will accomplish that day.
Learning Styles:
Is the Learners’ learning preference, and how do they like to learn?

11. What comes to your mind when you hear classroom management?

13. Teacher’s voice, body language and facial expressions
The White Board
Learning Environment
Teacher’s voice, body language and facial expressions
Discipline
Seating Arrangement

14. What does learning environment involve?

16. The classroom is neat, clean and orderly (well arranged or organized) in appearance.
The board is erased and in good shape. (doesn’t have scratches)
Desk, chairs and tables are appropriately arranged.
The classroom is as free from external noise as possible.
The heating or cooling systems are opereating if found.

17. What does Seating Arrangement involve?

22. What is whiteboard management?
Think – Pair- Share

23. Activity 02: Fill in the blank with the following words allows- pictures- confuses- Visual
The white-board is one of the teacher’s greatest allies. It gives students extra ………. inputs along with auditory. It ………….. teachers to illustrate with words and ……………… and graphs and charts. Teachers are advised to be neat and orderly in their white-board use. A messy white-board ………………. students and leads them to lose interests in learning.

24. Activity 02: Fill in the blank with the following words allows- pictures- confuses- Visual
The white-board is one of the teacher’s greatest allies. It gives students extra visual inputs along with auditory. It allows teachers to illustrate with words and pictures and graphs and charts. Teachers are advised to be neat and orderly in their white-board use. A messy white-board confuses students and leads them to lose interests in learning.

25. For explanation and extra information
BOARD MANAGEMENT
Thursday,May2,2018
Project 03
Sequence5
Me,my wold
and the world
Lesson05: ………
Learning objective
Lesson’s content
Target language (sentences/lexis)
Rules
Activities
For explanation and extra information

26. What about Teacher’s Voice, Body Language and facial Expressions?

27. One of the first requirements of good teaching is good voice projection. A teacher needs to be heard clearly by all the students in the room. Non-verbal messages are very powerful in communication. The following points are very important to teachers:
- Let your body posture exhibit an air of confidence. - Your face should reflect optimism, brightness, and warmth. - Use facial and hand gestures to enhance meaning of words and
sentences that might otherwise be unclear. - Make frequent eye contact with all students in the class. - Do not bury yourself in your notes and plans. - Do not plant your feet firmly in one place for the whole hour. - Move around the classroom, but not to distraction. - Dress appropriately and consider the expectations of your students.

28. I am a novice teacher. How can I impose discipline?
TPS

29. Learn to be comfortable with your position of authority.
Gain the respect of your students by treating them all with equal fairness.
State clearly and explicitly to your students what your expectations are regarding their behavior in class. Set classroom rules from the first week of the school-year. Involve the students in the making of
the rules

31. Activity Three: Match each role with its appropriate meaning
Teacher’s Roles:
Activity Three: Match each role with its appropriate meaning
1-Planner: Teacher plans the lesson and the materials
2-Manager: Managing interaction; he gives learners opportunity to interact.
3-Involver: Encouraging learners and motivate them to participate.
4-Facilitator: Make learning easier for learners.
5-Monitor: Goes around the class and check the outcome.
6-Diagnostician: He is able to recognize the cause of learners’ difficulties.
7- Actor: Act professionally and show keen interest in the performances of their kids/learners.

33. Guessing Game:
Look at the pictures and try to guess the suitable words

37. Mixed Ability Class

38. According to what you feel, go and stand beside the picture that expresses your feeling.
Like Death Warmed Up
Full of beans
I feel so so

39. Dictation :
Now, the teacher trainer is going to dictate a short text .
The « Full of beans »! Write all the text?
« the « I feel so so »! Write some sentences.
T he « Like death warmed up »! Write some words

40. If you work at the speed of the faster learners, the slower ones get left behind. If, on the other hand, you slow down to the pace of the slower learners, the stronger ones get bored and demotivated. It is important to find a balance and clear strategies for ensuring that strongest students are not held up or challenged insufficiently, and the weaker ones have enough time to do the essential work. In other words, you have to try and cater simultaneously or different learning speeds in the class.”

41. Re-order the letters in order to get two separated words
p n g o g r u i
s n l e a r e r

42. GROUPING lEARNERS

43. What are the different interaction patterns that you know?

44. What are the different interaction patterns that you know?

45. How can I organize pair, group and individual work?
Before grouping
Grouping
During grouping
After grouping

46. Jigsaw Activity: Form Three groups Choose a Secretary.
In your group, read the passage given to you and try to summarize it.
Your secretary moves to the other groups explaining and reading to them what you have summarized.

47. What can I do before starting pair, group or individual work?
Plan carefully before the lessons: what steps do you want children to follow.
Set a clear goal. Children need to know the purpose of an activity.
Set a clear time limit. This will help the learners to plan their time.
Give an example and demonstrate how the activity works. This may be easier for the children to understand better than a verbal explanation
Check that the children understand by asking them to explain to you (Concept checking). They can use Arabic if they need to.

48. What can I do during pair, group or individual work?
When the activity starts, walk around the class. Look and listen. This is a good chance for you to see how learners are learning.
You might want to make few notes on strengths and weaknesses of the class, so that you can give them feedback later.
Only help if learners seem very confused
Always have an extra activity for those who finish before others. This can be something like asking learners to look quietly at their vocabulary books, or asking them to name categories of words (fruit , animals, countries etc)
Stop the activity when most of the learners finish.

49. What can I do after pair, group or individual work?
You can invite the learners to do the activity or answer the questions.
You may want to look at your notes and tell the class what they did well, what they need to improve: to avoid embarrassment, it is usually best not to name individuals who made mistakes.
After the lesson, you might to make a note of anything you have learned about your learners’ work, as this may help your planning in your later lessons.

50. What are the types of grouping (group work)?
Mixed ability groups.
Setting groups according to achievements

51. What are the types of tasks and activities that can be done as group work?
Project work
Role play and simulations
Survey/ questionnaire
Interview
Listing /categorizing
Information gap
Cloze test/gap filling
Matching/ jigsaw
Problem solving activities Games
Selecting material
Songs
Story telling
Information transfer
Transformation
Presentation of a group work/ poster .

53. Learning Styles

54. Learning Styles
Visual
Auditory
Kinesthetic/Tactile

55. Visual Learners Learn through seeing and reading.
Prefer written directions.
Often good readers.
A ladder

56. Visual Learners Learn Best With:
pictures
illustrations
photos
graphs
diagrams
maps

57. Auditory Learners Learn through listening and talking.
Remember what they hear better than what they see.

58. Auditory Learners Learn Best With:
Prefer to listen to instructions
Often like to talk on the phone or listen to music
Learn best if they can hear and see the assignment

59. Kinesthetic/Tactile Learners
Learn through doing
Remember hands on activities
Use their hands to build, create, plant, draw or decorate

60. Kinesthetic/Tactile Learners:
Learn the assignment best by using physical activity

62. How to plan a lesson?

63. Do you enjoy planning a lesson?

64. When I plan a lesson:
I should
I need

65. When I plan a lesson: I should I need read the curriculum
read the support document
read the syllabus
read the teacher’s guide
the textbook
visual aids
Resources

66. What are the steps of planning a lesson?
Post- planning
Pre- planning
During- planning

67. What sould I consider in the pre-planning?
Who are the students ?,
How old are they ?
What is their level of proficiency ?
Are they motivated ?
What do they already know?
What resources are available ?
Is there a textbook ?

68. What sould I consider in the during-planning?
1)Setting the objective
It is what you hope to have accomplished by the end of the lesson
It should be SMART
S: Specific
M: Measurable
A: achievable
R: Realistic
T: Timebound

69. 2) Aims:
It is what you will try to get the students to do during the lesson
3)Target competencies:
Interact
Interpret
Produce
4) Domain:
Oral
Written
Both

70. 5)Target structures:
Grammar points / pronunciation / lexis
6)Timing:
Time devoted to each step.
7)Materials:
Pictures /videos / board / slates/ flashcards / worksheets /data show

71. 8)Frameworks:
PDP (listening – reading) / PPU (speaking – grammar) / PIASP (grammar – pronunciation) / BDREP (Brainstorming – drafting – Reviewing – editing – publishing) used for writing lessons.
9) Cross Curricular Competencies:
Intellectual / Methodological / Communicative / Personal & social competencies

72. National identity National conscience Citizenship Openess to the world
10) Core Values:
National identity
National conscience
Citizenship
Openess to the world

73. 11) The procedures: The steps involved in reaching the goal
The approximate time of each step
What the teacher does
What the student does
The nature of interaction(T-S,T-Ss,S-S...)
Teachers must set tasks from easy to difficult

74. What are the types of activities should be planned in a lesson?
Role play and simulations
Survey/Questionnaire
Interview
Listing/categorizing
Information gap
Close test/gap filling
Matching/jigsaw
Games
Problem solving activities
Select material
Songs
Story telling
Information transfer
Presentation of a group work /poster

75. What should I consider in the post planning?
(self assessment)
What should I consider in the post planning?
What worked in the lesson?
What hindered?
What are the action points?

76. A lesson plan sample:

77. Last Thought : “Being an effective Class Manager is not a talent which some people just have and others do not – it is a set of skills and an attitude learned throught patience and practice”

79. In your group , plan a lesson
Micro Teaching:
In your group , plan a lesson

80. We hope it was fruitful.