ACADEMIC STAFF BRIEFING
This meeting will cover
General teaching advice
How the course is run here
SOURCES OF SUPPORTYour colleagues
The Academic Manager
Other managers
Dave Russell
www.elaceducation.com
MATERIALSBy the end of the day:
• Make sure you know where things are
• Make sure you know what’s there
• Look at the Elac lessons for the first two days
of the course, on excursions, social activities,
the workbook and centres – the planning has
been done for you!
TEENAGERS, DON’T YOU JUST LOVE ’EM?
The adolescent learner is experiencing changes and challenges in several domains simultaneously:• Physical: maturing at varying rates, often restless or
lethargic.
• Emotional: sensitive to criticism, self-conscious, lacking self-esteem.
• Social: testing limits, insensitive to those outside peer group, often confused by large impersonal environments (like a school).
IN YOUR CLASSROOM, THIS MEANS:
Capitalizing on teenage learners’ characteristics
Using the 20-minute
Rule:after 20
minutes, students say what they have learned, then you
start a new activity
Getting student
input in
determining classroom rules and
procedures
Making the classroom
a safe place
in which to take risks
and participate
Getting students to move
and engage in situations kinaesthetic
-ally
Using a variety of groupingsthat suit the purpose for
learning
HOW DO YOU INCREASE MOTIVATION?1. Make your classroom an interesting and comfortable place
to be.
2. Produce professional-looking, clear materials.
3. Make your handwriting clear on the board.
4. Compliment people; don’t put them down. Teenagers have fragile self-esteem.
5. Encourage positive attitudes to the culture and its people.
6. If you want to say something negative about Elac, its facilities or its staff then take your comments to us.
7. Don’t dress down in an effort to be informal and friendly.
YOU DO NOT GET A SECOND CHANCE TO MAKE A FIRST IMPRESSION
What do you expect from a
teacher?
What first impression will
your students get?
How should you dress?
What personality will you project?
Think
WHAT STANDARDS DO WE EXPECT FROM OUR STUDENTS?
• Respect for each other and the teacher
• Commitment, cooperation, engagement
• Using English in class invariably (almost)
• Responsibility
• Abiding by the rules
STICKING TO THE STANDARDS
From day 1, lesson 1
Know the sanctions Use the systems Bad behaviour is not (usually) your fault!
Establish an English-only culture
Be clear what is and is not acceptable
• Make your policy clear from the very first lesson – in this classroom we speak only English.
• Put a notice up to remind all your learners – something like:
THIS IS AN ENGLISH-ONLY ZONE
GETTING PEOPLE TO SPEAK ONLY ENGLISH 1
• Don't overstretch the class in speaking activities and make sure they are well prepared.
• Think carefully about grouping and seating arrangements.
• Be alert to what’s happening around you and in all the groups when you are working on tasks.
• Take a break in the middle of long activities and relax the English-only rule for 5 minutes (only!).
GETTING PEOPLE TO SPEAK ONLY ENGLISH 2
CLASSROOM CONTRACTS
Make a Day-1 Contract with your classes to cover at least:
Use of L1
Attendance and
punctuality
Courtesy and
listening
SANCTIONS – IF ALL ELSE FAILSElac has standards to adhere to and sanctions to apply. We know about the standards, here are the sanctions.
Step 1 – the teacher talks to the student(s) and explains the problem
Step 2 – the Academic Manager talks to the student(s) with the Group Leader
Step 3 – the Centre Manager and the Group Leader talk to the student(s) and, if necessary, impose a punishment
Step 4 – the student(s) may be sent home – last resort!
OBSERVATIONS
What do I have to prepare for an
observer?
Do I have to do something
special when I’m observed?
What can I gain from being
observed?
What are my feelings about
being observed?
YOU ARE NOT ALONE!