Learner-centred observations of teachers (Guest Post) | Sandy Millin

Christian Tiplady asked me if he could share his ideas for shifting the focus of official observations with the readers of this blog. I think you’ll agree that they are minor tweaks that could make a big difference.

Why do we focus on the behaviour of teachers during ‘official’ classroom observations? Is there an alternative way that is more in line with current thinking on learner-centred approaches?

So many institutions, including ones where I have worked, still cling to the idea that teachers need to be evaluated for quality assurance and that the best way to do this is with a formal…

Continue reading at:

https://ift.tt/2QNVYJW

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Learner-centred observations of teachers (Guest Post) | Sandy Millin

Christian Tiplady asked me if he could share his ideas for shifting the focus of official observations with the readers of this blog. I think you’ll agree that they are minor tweaks that could make a big difference.

Why do we focus on the behaviour of teachers during ‘official’ classroom observations? Is there an alternative way that is more in line with current thinking on learner-centred approaches?

So many institutions, including ones where I have worked, still cling to the idea that teachers need to be evaluated for quality assurance and that the best way to do this is with a formal…

Continue reading at:

https://ift.tt/2QNVYJW

The learning process as I see it | Sandy Millin

Geoff Jordan recently relaunched his blog with a new tagline:

At the end of the post ‘Teacher Trainers in ELT‘, he posed the following five questions:
What is your view of the English language? How do you transmit this view to teachers?
How do you think people learn an L2? How do you explain language learning to teachers?
What types of syllabus do you discuss with teachers? Which type do you recommend to them?
What materials do you recommend?
What methodological principles do you discuss with teachers? Which do you recommend to them?

In this blog post I am going to attempt to…

Continue reading at:

https://ift.tt/2OUXjBu

The learning process as I see it | Sandy Millin

Geoff Jordan recently relaunched his blog with a new tagline:

At the end of the post ‘Teacher Trainers in ELT‘, he posed the following five questions:
What is your view of the English language? How do you transmit this view to teachers?
How do you think people learn an L2? How do you explain language learning to teachers?
What types of syllabus do you discuss with teachers? Which type do you recommend to them?
What materials do you recommend?
What methodological principles do you discuss with teachers? Which do you recommend to them?

In this blog post I am going to attempt to…

Continue reading at:

https://ift.tt/2OUXjBu

Doctor Classroom | Sandy Millin

It’s been a long day. At least, long by the standards of my current job. I got to work at 10, and didn’t really stop until 9, even planning two lessons while I was eating at the local shopping centre this evening, because I know I won’t have time tomorrow. It’s the busiest time of year, with a new batch of teachers, timetables still in flux, lots of placement testing, one-to-one students waiting for timetables, constant questions, and the inevitable teething problems that go along with all that. Freshers’ flu is very much in evidence, with quite a few of the teachers suffering from all the…

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Giggling | Sandy Millin

It’s been a long day. At least, long by the standards of my current job. I got to work at 10, and didn’t really stop until 9, even planning two lessons while I was eating at the local shopping centre this evening, because I know I won’t have time tomorrow. It’s the busiest time of year, with a new batch of teachers, timetables still in flux, lots of placement testing, one-to-one students waiting for timetables, constant questions, and the inevitable teething problems that go along with all that. Freshers’ flu is very much in evidence, with quite a few of the teachers suffering from all the…

Continue reading at:

https://ift.tt/2RrbWuA

Change or die trying: Introducing differentiation on initial teacher training courses (guest post) | Sandy Millin

Unfortunately I couldn’t attend Karin Krummenacher’s IATEFL 2018 presentation on providing differentiation on initial teacher training courses like the Cambridge CELTA or Trinity CertTESOL. For those of you who aren’t familiar with this kind of course, they generally last four weeks full-time, including workshop-style input sessions, observation of experienced teachers and peers, and (crucially) six or more hours of observed teaching and feedback from tutors. There are as many kinds of four week course as there are tutors, and no two are exactly the same as long as they meet the criteria of…

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