DIPLOMA COURSE

The Richmond Teacher’s DNA

2021
1. Name
The Richmond Teacher’s DNA

2. Target Audience
English teachers that are currently using Richmond series in their schools, with a
minimum of a High-Beginner level of English or a A2 level of the CEFR, and
intermediate computer-internet skills.

3. Description
English language learners need to thrive in the 21st century, especially now when
current health threats have hit and made schools move the classroom into all the
homes around the world.

Currently, distance learning, online learning, and multi-modal learning modalities have
affected teaching instruction in many ways. What has not changed is the effect of the
English teachers’ correct use of the language has on learners. This means ELT
professionals must continuously work on improving not just teaching instruction, but
also their English skills. Teachers are the experts and whatever they do or say will be
replicated by learners to a certain extent.

At Richmond we believe in providing teachers with the best tools and that is why in
this course we will examine the DNA of the Richmond Teacher starting with the ideal
profile of the teacher who uses our programs and the nuts and bolts of English
focusing on the most common mistakes Spanish speakers make when learning this
language. Teachers will also have access to an online English Course that will provide
them with extra practice on all the language skills they need to improve their
proficiency.
 4. Objectives
Participants will be able to:
• Identify the common mistakes Spanish speakers make when learning English,
so as teachers they can apply strategies to self-correct and reduce these
mistakes in their own language skills.
• Raise awareness on the role teachers play as a model of the correct way to use
the language.
• Apply teaching strategies that can help learners improve the common mistakes
Spanish speakers make when learning English.
• Diagnose their own English level by doing a placement test
• Improve their English level and proficiency by completing at least one English
Course in the English Discoveries platform

5. Content

Webinar 1 (May): What if I were a student in my own class?

Objectives:
• Embrace an emotional awakening that transforms teaching from the core.
• Identify with the Richmond Teacher’s DNA
Speaker: Richmond Consultant

Webinar 2 (June): Starting the Transformation

Objectives:
• Raise awareness of the need to transform ourselves to promote effective language
learning
• Motivate teachers to reflect and self-diagnose to transform their teaching DNA
• Describe two common mistakes Spanish speakers make when learning English (Use
of the verb to be: I am agree-I have 20 years old)
• Analyze strategies to improve first two common mistakes as a learner
• Create strategies to apply in class for your learners to avoid making these mistakes
• Introduction to the English Discoveries platform
Speaker: ETS
English Discoveries: Month 1 (placement test and hands-on practice)
Webinar 3 (July): Replicate: Transforming Teaching Instruction from the Inside Out
Objectives:
• Raise awareness of the need to transform ourselves to promote effective language
learning
• Motivate teachers to reflect and self-diagnose to transform their teaching DNA
• Describe two common mistakes Spanish speakers make when learning English
(Pronunciation: short and long vowel sounds, schwa, words ending in consonant
sounds, voiced/voiceless)
• Analyze strategies to improve these pronunciation mistakes as a learner
• Create strategies to apply in class for your learners to avoid making these mistakes
• Explore options in English Discoveries platform
Speaker: ETS
English Discoveries: Month 2 (practice)

Webinar 4 (August): Replicate: Transforming Teaching Instruction from the Inside Out
Objectives:
• Raise awareness of the need to transform ourselves to promote effective language
learning
• Motivate teachers to reflect and self-diagnose to transform their teaching DNA
• Describe two common mistakes Spanish speakers make when learning English
(Possesive adjectives-dropping the subject)
• Analyze strategies to improve common mistakes as a learner
• Create strategies to apply in class for your learners to avoid making these mistakes
• Explore options in English Discoveries platform
Speaker: ETS
English Discoveries: Month 3 (practice)

Webinar 5 (September): Replicate: Transforming Teaching Instruction from the Inside Out

Objectives:
• Raise awareness of the need to transform ourselves to promote effective language
learning
• Motivate teachers to reflect and self-diagnose to transform their teaching DNA
• Describe two common mistakes Spanish speakers make when learning English
(make-do, lose/miss, and false friends)
• Analyze strategies to improve common mistakes as a learner
• Create strategies to apply in class for your learners to avoid making these mistakes
• Explore options in English Discoveries platform
Speaker: ETS
English Discoveries: Month 4 (practice)
Webinar 6 (September): Replicate: Transforming Teaching Instruction from the Inside Out

Objectives:
• Raise awareness of the need to transform ourselves to promote effective language
learning
• Motivate teachers to reflect and self-diagnose to transform their teaching DNA
• Describe two common mistakes Spanish speakers make when learning English
(adjective order)
• Analyze strategies to improve common mistakes as a learner
• Create strategies to apply in class for your learners to avoid making these mistakes
• Explore options in English Discoveries platform
Speaker: Richmond
English Discoveries: Closes

6. Methodology
Each webinar will last an hour and a half, and the English course found in English
Discoveries will be available 4 months (May-September). Reports will be generated
monthly and based on these reports, participants will be informed of their progress
and will be awarded a diploma of participation per webinar.

To obtain a diploma of completion, participants must attend all webinars and

complete at least one English course during the program (May-August).
Specific teaching-learning methodologies:
• Webinars
• Skills practice in ED
• Blended Learning

7. Requirements and Assessment

ACTIVITIES ATTENDANCE
Webinar 1 90 minutes
Webinar 2 90 minutes
Webinar 3 90 minutes
Webinar 4 90 minutes
Webinar 5 90 minutes
Webinar 6 90 minutes
ED English Course At least one complete course
TOTAL 100%