Here are the slides for my presentation at the Teachers’ Conference at the Grade School (Kyiv, Ukraine) – looking forward to my session!
What a trite thing to say – but it doesn’t become less important because it’s been said so many times. I was listening to this podcast and thinking: do we really know how to balance our life and work? So I came home and worked a bit more 🙂 And then I googled and found this great post by Terry Heick, where he lists ten principles of being a happy teacher, from being creative to knowing when to shut your door.
The teacher trainer in me has already cut up the principles into strips and handed out to a group of participants for jigsaw reading, it’s that good.
Here is another gem from the Cult of Pedagogy about best practices for teacher trainers. The focus is on tech trainers and academic managers, but the advice will be useful for anyone who finds themselves in front of a room full of teachers 🙂 So – run a needs analysis if possible, or work the room, i.e. talk to the participants before the session; use ‘force multipliers’ (get teacher leaders on your side, have edCamp sessions to use the participants’ expertise, involve real learners); be as hands-on as possible; use teaching methods (formative assessment, differentiation etc.) and stay connected after the training session. You could say it’s just common sense, but how often do we really think of all this in time?
Here is a bit of consolation for trainers and teachers who sometimes feel a bit overwhelmed about collecting data they have collected to inform the course. The post is about e-learning, but can be easily applied to face-to-face as well.Perhaps a simpler pilot or a proof of concept would suffice, or even – God forbid – no needs analysis. I really like the idea of meeting the course participants and finding out about their needs informally, as well as building smaller-scale pilots first. What do you think, is it a dangerous idea, or it makes sense? 🙂
Here’s another great post by Tom Sherrington about how participants tend to put up defences in the training room. Instead of thinking how their teaching practice could be improved even further, some people decide it’s just common sense and what they’ve been doing anyway – even though it’s probably not consistent or deep enough. Guilty as charged! I do this sometimes as well, and I know it takes a lot of effort and courage to admit there’s always room for development and growth, especially after so many years of teaching…
I’ve been thinking a lot about soft and professional skills: what they mean for people and what classification to use. Here is an article to read about it, with examples of soft/professional/workplace skills and hard/core skills. For example, coding and other computer skills are hard skills, and it’s all clear enough. Communication and teamwork are examples of soft skills (another great article, with quotes from experts) which are very important for the workplace. And then there’s a bit of confusion: if you need to manage your team or communicate with a prospective buyer, you can’t just rely on hard skills to do your job, can you? So, I’m still looking for a perfect classification 🙂
I was researching criteria for evaluating training providers the other day and stumbled upon this little gem: a list of questions to ask a training organisation (compiled by a training organisation – take it with a grain of salt). It’s an incredibly comprehensive booklet covering such areas as quality management, learning pathways, previous experience and price policies. How can it help English language teachers? Well, if you have a new corporate client or a very discerning private tutee, you might want to imagine them asking you these questions and prepare good answers – or think what else you might need to develop. It’s certainly made me think!