1. TRAINER IN ENGLISH FOR BUSINESS
SESSION 2.
ROLES OF THE TEACHER
MOTIVATION, CLASS MANAGEMENT
EVALUATION

2. LET’S RECAP… DEFINITIONS: Planning Language Two schools Intelligence
Teacher
Education
Knowledge
Teacher – trainer
Culture
Learner styles, learner autonomy
Methodology
Approaches, methods, procedures, techniques
Planning
Language
Two schools
Intelligence

3. WE LEARN: 10 % OF WHAT WE READ 20% OF WHAT WE HEAR 30% OF WHAT WE SEE
50% OF WHAT WE BOTH SEE AND HEAR
70% OF WHAT IS DISCUSSED WITH OTHERS
80% OF WHAT WE EXPERIENCE PERSONALLY
95% OF WHAT WE TEACH TO OTHERS
William Glasser

4. AIMS FOR TODAY INTELLIGENCE LANGUAGE GROUP DYNAMICS MOTIVATION
CLASS MANAGEMENT
ROLES
EVALUATION

5. LANGUAGE
SPEAK NATURALLY ENUNCIATE GESTURE BE DIRECT

6. LANGUAGE CHECKING CONCEPT: AVOID ’DO YOU UNDERSTAND?’ ’IS IT CLEAR?’
AVOID
’DO YOU UNDERSTAND?’
’IS IT CLEAR?’
YES/NO QUESTIONS (IN MOST CASES)

7. LANGUAGE
GRADED LANGUAGE IS CLASSROOM LANGUAGE THAT IS ADAPTED TO THE LEVEL OF THE LEARNERS IN SOME WAY

8. ANSWER TO A SIMPLE QUESTION
"There's no answer to the question. The term "language" in ordinary discourse is quite vague. It's like asking what motion is. Go back a few centuries and it included growth of a flower, steam rising to the sky, and much else. As in any domain of rational inquiry, we can seek to identify some concept within this range that is worth studying. My feeling is that there is such a concept -- I-language -- and that it even has a certain priority in the study of language understood in other ways, in that something about it is always presupposed, if only tacitly."

9. ANSWER TO A SIMPLE QUESTION
THERE IS NO SINGLE ANSWER TO THE QUESTION. WE STILL HARDLY KNOW ANYTHING ABOUT ITS ORIGIN OR HOW IT DEVELOPED.
WHEN WE TRY TO DEFINE ITS CONCEPT WE CAN ONLY STUDY IT WITHIN A PRESET FRAMEWORK.
MY BELIEF IS THAT HUMAN BEINGS HAVE – WHAT I CALL –AN INTERNAL LANGUAGE THAT SHOULD BE FOCUSED ON.

10. is an Instructional Systems Design (ISD) framework ANALYSIS DESIGN
ADDIE MODEL
is an Instructional Systems Design (ISD) framework
ANALYSIS
DESIGN
DEVELOPMENT
IMPLEMENTATION
EVALUATION

11. GUESS WHO THEY ARE? What do they have in common?
GUSTAVE LE BON
SIGMUND FREUD EDWARD BERNAYS
JACOB l. MORENO
KURT LEWIN
WILLIAM SCHUTZ
WILFRED BION
BRUCE TUCKMAN
M. SCOTT PECK
RICHARD HACKMAN

12. BASICS OF GROUP DEVELOPMENT
THE TUCKMAN MODEL:
FORMING
STORMING
NORMING
PERFORMING
ADJOURNING

14. RAPPORT WHAT IS THE IMPORTANCE OF RAPPORT?
HOW CAN WE ESTABLISH A GOOD RAPPORT?
CREATING A CODE OF CONDUCT
HOW DOES IT RELATE TO GROUP DYNAMICS?

16. MOTIVATION
DRIVING FORCE TO ACHIEVE GOALS; THE WANT TO DO SOMETHING TO SUCCEED AT IT
A STATE OF COGNITIVE AROUSAL; THE DECISION TO ACT
SOURCES OF MOTIVATION
INTRINSIC OR EXTRINSIC
COGNITIVE BEHAVIOURIAL
MASLOW
VROOM, ETC
SKINNER
ARONSON
BANDURA

17. MOTIVATION STUDENT CONTRIBUTION WHY IS IT IMPORTANT? DOES IT MOTIVATE?
HOW CAN WE MAKE STUDENTS BE ACTIVE IN ORDER TO HAVE INTERACTIVE CLASSES?
LOCKSTEP
PAIRS
GROUPS
STUDENTS ON THEIR OWN

18. MOTIVATION WHAT DO WE MEAN BY FLEXIBLE TEACHING?
ARE WE REALLY READY FOR IT?
LEARNER AUTONOMY
TEACHER DEVELOPMENT

19. MOTIVATION
TOOLS ROLES

20. MOTIVATION TEACHER’S ROLES CONTROLLER ORGANISER ASSESSOR PROMPTER
PARTICIPANT
RESOURCE
TUTOR
OBSERVER
FACILITATOR
MENTOR
REFEREE

21. DIFFERENCE
TEACHER TRAINER

22. CLASS MANAGEMENT TIME CLASSROOM CONDUCT CONTROL INSTRUCTIONS
WHOLE CLASS
PAIR WORK
GROUP WORK
INDIVIDUAL WORK
DISCIPLINE

24. TESTING AND EVALUATION
PLACEMENT
DIAGNOSTIC
PROGRESS OR ACHIEVEMENT
PROFICIENCY
TESTS
FORMATIVE (to monitor individual progress with ongoing feedbeack)
SUMMATIVE (to evaluate student at the end of the learning process)

25. TESTING AND EVALUATION
REQUIREMENTS
WHAT DO WE WANT TO TEST?
VALIDITY AND RELIABILITY (TESTS WHAT IT IS SUPPOSED TO TEST; CONSISTENT RESULTS)
HOW TO COMPILE TESTS? WHAT TYPE OF TESTS?
PILOTING
WRITTEN VS ORAL EXAMS
FEEDBACK
CONTINUOUS ASSESSMENT
LEARNER’S DIARY
TEACHER’S DIARY

26. LET’S RECAP LANGUAGE GROUP DYNAMICS RAPPORT ROLES MOTIVATION
STUDENT INCLUSION AND ENGAGEMENT STRATEGIES
ENVIRONMENT
WHY AND WHO WE TEST
HOW WE TEST

27. WHAT’S NEXT
START READING THE HARMER BOOK NEW TRENDS IN TEACHING AND TRAINING