ELTA Book on Teacher Development
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Module One: Models of Teacher Education
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Module 1 focuses on the descriptive model of teaching by emphasizing the importance of the four elements of Teaching: Knowledge, Attitude, Skills and Awareness. The trainees are asked to answer to several exercises by giving their own opinion based on their professional background.
Module Two: Looking at Learners & Teachers
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Module 2 examines interactive teaching versus learning and the relationship between teacher and learner. Some of the key elements to be discussed in this module are the elements of a successful teacher/student relationship, values of a teacher, the relationship between education and values etc. trainees are asked to discuss categories of Dependent, Collaborative, and Independent Learning Styles and further on about Teaching Styles and Teacher Behaviors.
Module Three: Teaching Techniques
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Module 3 deals with the Teaching Techniques their advantages and disadvantages. Trainees are asked to create short lesson based on the description of the technique and the process involved. The trainer also provides them with sample lessons like lectures, demonstrations, role plays and simulations.
Module Four: Teaching and the 3Ps
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Module 4 focuses on different approaches to teaching language ranging from the prescriptive, rules-learning approach to the communicative, comprehensible input approach. The 3Ps: Presentation Practices, Production are explained through different tasks and exercises.
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Module 5 deals with the aspects of a Lesson. The trainees are asked to answer the objective and metaphor questions and the facilitators explain the concept of TIGER and how these elements exist in all lessons to varying degrees. The aspects of a Lesson are Transaction Aspect, Interaction Aspect, Goal Aspect and Engagement Aspect.
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Module 6 focuses on 3 Elements for teaching reading Pre-reading, While-reading and Post-reading. It also provides information on reading techniques such as skimming, scanning, intensive reading, making interferences, paraphrasing, scrambled stories, information transfer, outlining, contextual guessing, close exercises and passage competition and their purposes.
Module Seven: Classroom Management
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Module 7 focuses on the importance of classroom management and its problems. During the training session the trainer may choose to teach the sample lesson any way he or she chooses. The key is to exhibit poor classroom management skills during the experiential lesson. Some examples might be: ill-defined objectives, unclear instructions, poorly defined and ambiguous tasks, no time limits, little or no feedback, poor management of group dynamics, or unnecessary noise and confusion. Trainees reflect and make some generalizations based on their experience and reflection. Trainees will then revisit their lesson plan to apply their new knowledge.
Module Eight: Teaching Speaking and Listening
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Module 8 examines the importance of teaching speaking and listening. Trainees offer their definitions and comments, and then the trainer explain the concepts of Top- down and bottom-up approaches to developing oral fluency such as Motor-perceptive skills and Interaction skills. Some of the issues discussed are the problems of the silent learner. Trainees are asked to reflect on their experience as a learner of a foreign language (or consider the experience of their students) and to draw out the difficulties learners have with listening to, and comprehending, a foreign language. This module presents some tips to improve speaking and listening skills.
Module Nine: Teaching Heterogeneous Classes
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Module 9 deals with the difficulties of teaching heterogeneous classes. In some cases heterogeneous classes are looked as a problem to solve rather than an opportunity of which to take advantage. The trainees are asked to point out the advantages of large/ heterogeneous classes. Some of the teaching strategies introduced in this module are Vary topics, methods, texts; Make activities interesting; Encourage collaboration; Individualize; Personalize etc.
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Module 10 focuses on the importance of oral feedback. Trainees offer their definitions and comments about Errors and Mistakes. The trainees are asked to answer to several exercises by giving their own opinion based on their professional background about the correction of mistakes. Factors to be considered are Nature (the personality of the student - is (s)he confident?); Impact (Did the feedback help achieve the learning objective?); Cause (What was the cause of the error?); Expectations (What are the learning objectives of the teacher and the student?).
