Bell International ELS-Bell, Warszawa PROGRAM

Report
999 Questions
for
Caring Teachers
Anna Gębka-Suska
IATEFL Conference
Cardiff 2005
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Overview
1.Different ways to induct teachers
2.The origin of the idea (a holiday
experience and Monika Cichmińska’s
workshop)
3.Participants to guess the problem
4.Preparing your own ‘coaching’ questions
5.The metaphor for a language teacher
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1. Teacher’s handbooks, manuals, information packs,
induction checklists, etc.
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2. An NLP statement
“An unconscious mind
is always
benevolent.”
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3. A holiday adventure
Three men in Gliwice
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Is it easy for a person learning a foreign
language to mix two different phonological
systems in one sentence?
Can you imagine how an American person
would pronounce the word "Pani"?
Will they ever be addressed “Pani Ewa” in
real conversation when talking to a foreign
person?
Will your students accept being called Tomek
and Ewa if you explain why you do that?
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Teacher's talk:
“Can Pan Tomek answer
the question?"
“Is Pani Ewa ready yet?”
“Can Pan Michał write it
on the blackboard?”
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”What is she driving at?”
What ways of presenting new
vocabulary do you know?
How often, to present new vocabulary
or phrases, do you:
show real objects OR
show
pictures
draw on the blackboard
demonstrate or mime
present the new phrase in a
context,
give definitions in English
give the Polish equivalent
How would you present to your
students the following phrases:
1/ red 2/ to ride a bike
3/ half past eight 4/ Nice to meet you
5/ a loaf of bread 6/ to the left
7/ inexperienced 8/ under
9/ expensive
10/ an onion
11/ to sing
12/ Leave me alone!
How would you revise the above phrases in
the following lesson?
Think of what you do when you listen to an
Englishman speaking English. Do you
translate the words and phrases into
Polish before you are able to understand?
Is there time to translate the conversation
into your mother tongue while speaking a
foreign language?
A student is listening to English? Which
model is more efficient? Why?
A/ cobweb pajęczyna 

B/ cobweb 

If the teacher encourages translations into
Polish which model does he promote?
It is known that a man can easily
rremember a string of words that is not
longer than eight syllables. Would you
rather teach a phrase: ”at the same time”
or the different phrases: ”at”, ”the same”
and ”time”? Why?
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”What is she driving at?”
Do students make progress because
they have been taught or because
they have learnt?
Where does learning take place:
- in the classroom

- in the copybook

- in the teacher’s notes

- in the student’s head? 
When does learning take place:
- when the teacher is busy 
- when the student is busy 
- when the teacher has prepared
for the lesson 
- when the student has prepared
for the lesson 
Who should work more in the lesson: the
teacher or the student?
Is it OK to ask the students to help
prepare teaching material for a lesson at
home? Is it OK to ask them to bring
pictures, cut out games, design simple
exercises for other students?
Does the teacher have any influence on
what goes on in the student’s mind?
Can the teacher make the students work
harder in the lesson? Think about:
•
organisation of the teacher’s
materials
•
organisation of the students’ work
•
whole class, group or pair work,
students working on their own
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Imagine a problem that a
teacher may encounter in
his lesson
Write a few questions that would
help the teacher follow your way
of thinking about the problem.
Avoid vocabulary that would make
it too obvious.
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4. Monika Cichmińska at the IATEFL conference
in Radom
“When a brain is asked to solve
a problem, decipher a code,
fathom a mystery, unravel
a puzzle, respond to a curiosity,
answer a creative request,
it immediately bursts into life”.
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The Metaphor
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This is a much more realistic
picture.
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…
any more questions?
[email protected]
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