Presentation on theme: "3 : 1 Developing teachers in developing schools"— Presentation transcript:
1 3 : 1 Developing teachers in developing schools Six ways to give your teaching a developmental twist and how to promote teacher development in your school.3 : 1Duncan Foord,TED Afyon, May 2016
2 Sam says…“I spend so much time just keeping up that I haven’t developed as a teacher as I otherwise might have. You work so hard just to stay afloat that attending workshops and development programmes or reading books is the last thing on your mind when you have free time. You want to get away from work...not do more!”
3 3 myths of teacher development You need to commit lots of time outside working hoursYou need to do it with colleaguesYou can be a teacher for 10 years and not develop at all
6 Talk about your favourite teacher Then discuss these questions:Would your students say the same about you?Was your favourite teacher your classmates’ favourite teacher too?Does your favourite teacher have similar beliefs, a similar approach, or similar style to you?
8 3. Get feedback from your students 3 : 1hot8 / 10groupcold
9 We should speak more in class We speak our first language too much in classThe listening activities are too difficultSome exercises are too easyWe learn useful vocabularyI wish the teacher would correct my mistakes moreWe could improve the appearance of the classroomThe materials we use in class are interesting
10 Discuss these statements in groups I like group and pair work in workshopsThe ideas in this workshop have been very clear so farI would like Duncan to involve us moreThe room we are in now could be better
12 A and B.Talk about Ankara and Istanbul. What experience do you have of each city, what are the similarities and differences and which would you prefer to live in and why?C. Listen to the conversation between A and B. Don’t intervene. Make notes about the language they use.
14 Observe and be observed If you do this regularly, what have you learnt from it?If you don’t do this regularly, what is stopping you?Is it fear, tradition, lack of time, organising it, other reasons?
17 Cambridge English Teaching Framework Category: Professional development and valuesLevel: “Proficient” teacher“Actively seeks observation and feedback ontheir own teaching, responds constructivelyto feedback after being observed, identifies many of their own strengths and weaknesses as a teacher, and is willing to be observed by colleagues.”
18 Options for ObservingObserverStudentGuestCo-teacher
20 Inner game theoryIn every human endeavour there are two arenas of engagement: the outer and the inner.The outer game is played on an external arena to overcome external obstacles to reach an external goal.The inner game takes place within the mind of the player and is played against such obstacles as fear, self-doubt, lapses in focus, and limiting concepts or assumptions. The inner game is played to overcome the self-imposed obstacles that prevent an individual or team from accessing their full potential Timothy Gallwey
21 Development plan Goal Dates/ deadlines? People involved Notes/ outcomesObserve 2 teachers and be observed by 2 teachersEnd of JuneAsk Cem and Burcu?Agree how we will do the observation and datesGet feedback from my studentsWeek of 23rd MayTry with 2 classes,My B1 (25th May) and B2 (26th May)Use the Group Feedback activity from Duncan’s talkRead“The Developing Teacher”In JulyMonday and Wednesday afternoonsJust me!Or try to get Burcu to read it too so we can talk about it.Book club? continue with more people
22 Promoting and evaluating CPD in your school Facilitate observationsGet feedback from students and act on itOrganise teacher meet ups/workshopsSet goals and check them