英语教学培训心得

1、.Reflection on Training Part 1. What I have learnt in this trainingFor “Welcome to your group” In the section of “Welcome to your group”, I learnt how to give a seminar on “icebreaker”. First of all, various ways of self-introduction, such as guessing the information about your trainer, shed some ne

2、w light on this seemingly “simple” task. These new ways of self-introduction are much better than the way of giving information about myself directly to the students, for it will engage the students in a more effective and impressive way. Second, you can familiarize your trainees with the idea “iceb

3、reaker” by giving them a demonstration rather than explanation in the first place. And then by asking them to choose one good icebreaker in pairs and in a larger group, the trainer made the trainees think hard and exchange ideas so that they can steal some useful ideas from each other. Third, the tr

4、ainer were supervising the activities from the beginning to the end. When giving a demonstration in front, the trainee gave some confusing instructions that someone was not able to follow. After the demonstration, the trainer introduced a technique called “ICQ” to the trainees and demonstrated what

5、a successful question is like to check whether the audience get it. This kind of feedback is extremely timely for trainees and the technique “ICQ” per se is quite useful and totally new to me. For training demonstrationIn the “4 X 15 minute mini-teacher training seminar”, there are also several poin

6、ts that I want to mention. In Lindsay seminar, the tools like voting cards, which were used in the activities involving true or false statements, are brilliant. I have never thought of using such a simple but effective tool to get immediate feedback from the trainees and change the direction of the

7、lesson particularly when there are more than fifty trainees in a single room. It is also quite straightforward to demonstrate in a contrast way the importance of waiting time between asking a question and giving the answer or the right way to nominate. In Jims seminar, I find it helpful to make the

8、objective clear to the trainees. Getting the trainees to practice and then summarize what they have done is something that I have read about in the books. It proves to be a common practice but really works!For planning seminars and workshopsIn Lindsays plenary section, I learnt how to plan a seminar

9、 step by step. Firstly, learning objective should be set unambiguously. I like the way she introduced the idea of objective. Picking out the statement which serves as a learning objective makes clear what a typical objective is like and the difference between this idea and other similar ideas such a

10、s teacher aims. A following sentence starter “The teachers will be better able to ”, a technique that Jim mentioned yesterday, got participants familiar with the idea of learning outcome and helped elicit more “learning outcomes” from participants. Secondly, a four-step “guided discovery” framework

11、for seminars is to be followed. This framework is so practical and detailed that I can adopt it right away, though time is need for deeper understanding. Finally, innovative tasks and feeding back ways were introduced with the task of matching and guessing in groups. I can use these task and feeding

12、 back ways when following the four-step framework for seminars. We also tried to create a usable seminar from the framework that we had already learnt. The technique “cross grouping” was used by David before we brainstormed the needed time, the topic and the aim of a seminar. In future, I should bea

13、r in mind that the aims should be realistic, specific, measurable, observable and achievable. For evaluating a good teacher, lesson observation and giving feedbackIn the session of evaluating a good teacher, we came to some agreed answers to what a good teacher must have in terms of knowledge, skill

14、s and personality & attitudes by adding up ideas in combined visual feedback, a technique that was implemented for the first time in the training. First, I learnt what an effective description looks like. I must follow the rule of “STORM”, which means to be specific by pointing out details, to be ti

15、me-bounding by specifying the stages, to be objective by providing factual information, to be relevant by commenting on something that can be improved by the observed teacher, and to be measurable by adding statistics. An observation feedback based on these effective descriptions would be much more

16、objective as well as persuasive. Second, I find the observation instruments provided really useful. The “Talking time record” form is particularly impressive, because it would help us determine whether the teachers talking time should be reduce and whether the students talking time should be increas

17、ed. Since different instruments may serve different purposes, I would choose an appropriate one when using them. For example, I would using the “seating form” to give a new teacher an idea about the importance of moving around.Thirdly, I learnt a brand new way to give feedbacksthat is, a conversatio

18、n between the observer and the teacher used to guide the teacher to explore what developments could be made. Though this way of giving feedback is demanding for the trainer, and needs adapting in Chinese culture, I would try my best to practice it and work out a feasible version to implement it. By

19、the way, I like the demonstration Lindsay and Jim gave to show the strength and weakness of the two ways of giving feedbacks. Their acting skills was awesome and got the point crossed straightforward. In my own training, say, I can act out a teacher who gives wordy instructions and another teacher w

20、ho gives concise ones, and then ask the teacher to tell which one is better and why they find it better. This would be much more interesting as long as my acting skills would be as good as theirs.For micro-teaching sessionThe most valuable thing that I learnt from todays micro-teaching session is on

21、 giving feedback. What I was focusing on were the aspects that I had to check and the language I might use when I have a conversation with the trainers. However, David gave a very professional feedback mentioning the learning style, which is essential to motivationa central topic of Miffy & Rowenas

22、group. This suggestion was so insightful and professional that I could never consider, thus leaving me a deep impression. I think I have to accumulate more knowledge with regard to training as well as teaching. I should dig deeper and study those key terms of teaching knowledge, such as learning sty

23、le, so that I would be able to provide more professional feedbacks and suggestions in future.Part 2. What I can apply to my own working situationl The “guessing the information about your trainer” activity that I have learnt today can be used in my future introduction as a trainer. Because most of m

24、y future trainees may be from national exams department, I can work out some statements that would help set up my authority in this area, such as high scores that I have achieved in the exams. l Always try to use demonstration instead of explanation. If I want to get a point across, I can ask all th

25、e trainer to act out what I have planned and summarise the point by themselves. On this basis, I would be able to give further suggestions and ideas. The trainings that I used to receive in my teaching area are more of a trainer spouting all the time. Thats where I can make a difference.l Supervise

26、during the activities. This is a little bit demanding for a new trainer because this job requires a lot of teaching experience which I am eager to accumulate now. Sometimes, you just cannot be aware of what goes wrong with their performance or you would encounter some difficulties that you cannot so

27、lve on the spot.l Give concise instructions and check if the trainees are following you by asking them some specific questions related to the instructions. I have to stop asking such useless questions as “Do you understand?”l Prepare some tools like voting cards to collect immediate feedback when do

28、ing some sort of survey. The Chinese guys are very shy to raise their hands, so a tool tangible might make them more willing to participate in the training activities. Inspired by this idea, the trainees might use the same tool in the class to get the answers from the Chinese students who are also v

29、ery shy to raise hands.l As far as teaching techniques is concerned, the trainees can use fingers to stand for different words, just as Jim did today, when they want to help students memorize sentences without leaving out a single word in the class. TPR can also be used in trainees class, just as Da

30、vid did in teaching pronunciation today, to prevent students from taking a nap, which happens all the time. The only thing that I am not sure is whether the college students would follow the trainees instruction, because it applies more to kids than to adults.l Use “picking out the statement” and “s

31、entence starters” to better define the idea that you want to introduce. Not only does it help participants distinguish between easily confusing ideas, but also it leads them to focus on the topic that you want them to think deeper. For example, I can use a sentence starter “Dictionaries can help students to ” to elicit the uses of dictionaries from participants, instead of asking some general questions.l Try the activities of matching and guessing when you want to introduce a bunch of terms in a limited time. These two te