Basic Teacher Training Course
Session # Session focus
1 Classroom management
2 Teaching skills
3 Classroom management
4 Teaching skills
5 Guided practice
6 Classroom management
7 Teaching skills
8 Classroom management
9 Teaching skills
10 Guided practice
11 End-of-course assessment
12 End-of-course assessment
Topic
Learner-centred language teaching
Selecting and running learning activities
Instructing and differentiating
Teaching grammar and lexis in context
Microteaching
Student interaction and engagement
Teaching productive skills
Tips for new teachers
Lesson plans and scaffolding
Microteaching
Demo lessons
Demo lessons
Concepts Learning outcomes
· Teachers and learners To understand why and how teaching materials and resources can be used to create a
· Student-centered learning student-centred learning methodology
· Materials and resources
· Methodology
· Task / Activity To understand the basic steps for activity design and deployment that lead to effective
· Free / Controlled activities and tasks learning outcomes
· Meaning-focussed activities/tasks
· Form-focussed activities/tasks
· Instructing To understand the steps in activity instruction and the techniques to ensure that learners
· Differentiating are stay on task and receive feedback
· Pair work / Monitoring / Checking
· Feedback
· Context, text, co-text To understand the importance of using contexts from pictures, classroom discourse, texts
· Background knowledge etc. to support grammar and vocabulary lessons.
· Restricted / Authentic practice
· Meaning, form and usage
All concepts and topics from Sessions 1-4 To consolidate understanding of the concepts and topics from Sessions 1-4 via teaching
practice and peer feedback.
· Interaction patterns To understand how the design of different interaction patterns affects student engagement
· Seating arrangement and talk-time
· Student-talk-time
· Teacher-talk-time
· Fluency To understand the essential elements of lessons which focus on developing learners’
· Accuracy productive skills (speaking and writing)
· Communicative activities
· Feedback
· Building rapport To understand the mechanisms that a teacher can use to generate a positive rapport and
· Teacher roles avoid common pitfalls
· Learner needs
· How not to teach
· Lesson plan To be able to create a student-centered lesson plan that will lead to successful learning
· Lesson aim outcomes
· Lesson stages
· Scaffolding
All concepts and topics from Sessions 1-9 To consolidate understanding of the concepts and topics from Sessions 1-9 via teaching
practice and peer feedback.
N/A N/A
N/A N/A
Classroom
management
Learner-centered teaching
Workshop agenda
1. Teacher roles
2. Organising activities
3. Practice task
4. Summary

Outcomes
To understand why and how roles,
teaching materials and resources
can be used to create student-
centered learning methodology
Determining our role as a teacher

One of our principal responsibilities is to foster good

relationship with the groups in front of us so that they
work together cooperatively in a spirit of friendliness and
harmonious creativity. When teachers and groups first
meet each other, they suggest, students expect
leadership and direction. This gives them clear focus and
makes them feel secure at the same time. But as groups
develop their group identity, teachers will want to relax
their grip and foster more democratic class practices
where students are involved in the process decision
making and direction-finding. Jeremy Harmer,
The practice of teaching English, 4th edition: 107
What differences do you see in these two styles of teaching?
What differences do you see in these two styles of teaching?
Autocratic teacher Democratic teacher
• In charge of class activities and the discourse • Fosters autonomy through group work and pair
• Leads from the front work
• Everything is focused around the teacher • Helps learners to lead one another
• Takes roles of controller and transmitter of • Everything is focussed on the learners
knowledge • Takes roles of facilitator and resource
What is learner-centered ‘teaching’?

‘If the teacher is indeed wise, he does not bid you enter the house of
his wisdom, but rather leads you to the threshold of your own mind’.
Kahlil Gibran

Choose the explanation which best exposes learner-centred teaching

A. Teaching is about ‘transmission’ of knowledge from teacher to student, and the teacher’s
effective controller of the learning process.
B.Creating favourable conditions like establishing rapport* and cooperative learning*
strategies which effectively enables students learn for themselves.
Workshop agenda
1. Teacher roles
2. Organising activities
3. Practice task
4. Summary

Outcomes
To understand why and how roles,
teaching materials and resources
can be used to create student-
centered learning methodology
The roles of organizer and lecturer
Organizer (democratic)

Engage Instruct Initiate Feedback

Lecturer
(Autocratic)

Explain Command Control

Organising learner-centred activities Tell your
partner why
each step is
• Get students involved, ● Now we’re going to do this important.
engaged and ready. because…
● Look at the picture/text…

• Use appropriate language level or L1

• Give effective • Present instructions in logical way
Instructions
• Demonstrate with stronger students the activity

• Put them into pairs or groups if necessary

• Initiate and monitor • Set time; students should know how much time
they have got and when to start
the activity • Monitor to check that everyone is on task

• Give feedback; praise and comment on errors

• Organise feedback • Get feedback on what they got right and wrong
• Find out whether students enjoyed the activity.
 One activity can be taught in either a teacher-centered approach
or a student-centered approach? Which is which? Why?

SC / TC SC / TC

Do all of the exercises
Grammar together, one-by-one with
exercise the teacher explaining each
one and giving the answers
Students independently do
the exercises and compare
with a partner, the teacher
shows the answers and the
students mark each other’s
work
Headway Beginner Students’ Book 5th edition
p55
How can these Activities be Teacher centered and Student centered?

Teacher-centered Student-centered

Students independently do the

Do all of the exercises together, one-by-
exercises and compare with a partner,
Grammar exercise one with the teacher explaining each
the teacher shows the answers and the
one and giving the answers
students mark each other’s work

Role - play

Reading
comprehension
exercise
How can these Activities be Teacher centered and Student centered?

Teacher-centered Student-centered

Students independently do the

Do all of the exercises together, one-by-
exercises and compare with a partner,
Grammar exercise one with the teacher explaining each
the teacher shows the answers and the
one and giving the answers
students mark each other’s work

Teacher and a student, do the role-play Teacher demonstrates the role-play and
Role - play together (teacher controls the topic and the students do it in pairs while the
discourse) teacher monitors

Reading Teacher reads aloud and student just Dictogloss: Teacher reads the text aloud
comprehension listen and then answer the and the students take notes, then
comprehension questions with teacher. reconstruct the text in pairs
exercise
Workshop agenda
1. Teacher roles
2. Organising activities
3. Practice task
4. Summary

Outcomes
To understand why and how roles,
teaching materials and resources
can be used to create student-
centered learning methodology
How can this be
taught in a learner-
centered approach?

Headway Elementary fourth edition

p 83
Organizing activity in teacher centered class

1 Teachers reads aloud and

translates the words.

2. Teacher makes sure that the

students are writing the the
words in the correct column

3. Students read the words one

by one and the teacher corrects
errors.
 Organizing activity in learner-
centered class

1. Teacher draws students’ attention to the

E
pictures they discuss what they see.
2. Students work in pairs to do the task,
I teacher goes round (‘monitors’) to facilitate.

3. Teacher shows or plays audio of the correct

I answers so students can check themselves.

4 Students work in groups to describe and

F guess the words, while the teacher prompts
them to correct one another.
Practice
Reflect on the roles of a teacher
you have learned today. Work
with a partner and organise this
activity in a learner-centred
approach. Follow the EIIF
procedure.

When you have finished, share

your ideas with the group.

Headway Elementary 4th edition

p66
Workshop agenda
• Teacher roles
• Organising activities
• Practice task
• Summary

Outcomes
To understand why and how roles,
teaching materials and resources
can be used to create student-
centered learning methodology
Summary
What did you learn today?
What did you understand best?
What still confuses you?
References and further reading

Harmer, J. (2001). The practice of English language teaching (4th Ed.).

London/New York.
• Part 3: Learners and teachers
• Chapter 6 Describing teachers
• Chapter 5 Describing learners