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Academic staff briefing

Academic staff briefing. Sources of support. Your colleagues The Academic Manager O ther managers Dave Russell www.elaceducation.com. Materials. By the end of the day: Make sure you know where things are Make sure you know what’s there

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Academic staff briefing

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  1. Academic staff briefing

  2. Sources of support • Your colleagues • The Academic Manager • Other managers • Dave Russell • www.elaceducation.com

  3. Materials By 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!

  4. 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).

  5. In your classroom, this means:

  6. How do you increase motivation? • Make your classroom an interesting and comfortable place to be. • Produce professional-looking, clear materials. • Make your handwriting clear on the board. • Compliment people; don’t put them down. Teenagers have fragile self-esteem. • Encourage positive attitudes to the culture and its people. • If you want to say something negative about Elac, its facilities or its staff then take your comments to us. • Don’t dress down in an effort to be informal and friendly.

  7. You do not get a second chance to make a first impression Think What do you expect from a teacher? What first impression will your students get? How should you dress? What personality will you project?

  8. 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

  9. Sticking to the standards

  10. Getting people to speak only English 1 • 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

  11. Getting people to speak only English 2 • 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!).

  12. Classroom contracts

  13. Sanctions – if all else fails Elac has standards to adhere to and sanctions to apply. We know about the standards, here are the sanctions.

  14. Observations What do I have to prepare for an observer? • What are my feelings about being observed? • Do I have to do something special when I’m observed? • What can I gain from being observed?

  15. You are not alone!

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