Sunday, 15 April 2018

#IATEFL2018 Day 2 Wednesday 11 April

10:20am Taming of the Feedback Shrew Angelos Bollas

Angelos Bollas began his session by setting up a scenario with an example of a trainee he had on a course who had had previous teaching experience and who presented themselves as knowing-it-all. They were making feedback sessions difficult both in the way they were giving feedback to the other trainees (and tutors) and in receiving feedback.  

Angelos said that if / when this occasion arises, a reaction can be that the tutor ends up feeling bullied and can also become defensive. 

He then offered practical ways for tutors to help trainees lower their defences and become receptive to feedback:

  • become less of a tutor and more of a mentor for experienced trainees
  • establish a colleague/ colleague relationship
  • remove the power relationship
  • consider the holistic experience
  • ensure methodology is routed in context to assist the trainee in making links
  • follow more descriptive rather than evaluative observation
He cited Malderez & Bodoczky (1999) and provided a list of the following references:

He finished his presentation by suggesting tutors adopt the following stance in reference to Jason Anderson's talk:

 We are not here to tell you how to teach.
                 We are here to help you gain the qualification.
                 You decide what you can apply to your context.

A great presentation offering a practical and supportive approach to both trainer and trainee.

11:05  Ms Holistic vs Mr McNugget Marisa Constantinides

Marisa used storytelling effectively to contextualise and highlight affordances and constraints when taking either of the two approaches to grammar teaching.  As in the story, a happily ever after outcome is possible by using a combination of both approaches as appropriate.

12:05 Make Critical Thinking Part of your Everyday Teacher Toolkit John Hughes

John Hughes suggests critical thinking needs to be embedded within everyday practice rather than a separate entity.  He gave practical examples of how critical thinking can be included in planning and delivery and how activities can be more motivating and foster learner independence.

He stressed the importance of ensuring students have the language they need for problem solving, giving opinions, etc. and he graded the language accordingly - *A1 **A2 ***B1  He also spoke about using both inductive (higher order) and deductive (lower order) approaches.

He gave examples of activities from Cengage coursebooks: Life, Infocus and finished by saying: "Let critical thinking lead to creative thinking."

14:15 Forum on CPD for Teacher Trainers

Professional development for teacher trainers: a neglected area? Teti Dragas

Teti referred to a lot of relevant literature with the aim of addressing this neglected area to encourage discussion and facilitate change. Some of the literature referred to was: Julian Edge, Donald Schon (1983), Bax (1997) and Dewy.

She concluded by suggesting that teacher trainers need to
explore and start talking to each other because we are the developers in our field.

Teacher Development: What about trainer development? Sinead Laffan 

This session was a practical response. Sinead Laffan told us about a closed group on Facebook that she had created with three Trinity Cert TESOL trainers who had decided to support each other online by addressing individual areas of concern and working collaboratively to consider how they could perform better.

Sinead closed her session by saying that coping and being capable is hard, and unnecessary if we can find time to be present for each other.

16:45 Empowering teacher trainers towards equity Diane Hoggins

Diane Hoggins began her talk by quoting that 50% of CELTA trainees are now classified as non-native speakers.  Her session aimed to raise awareness of this fact to all trainees and to empower those from other language backgrounds by examining teachers' beliefs and exploring varieties of English - specifically English as a Lingua Franca.  She shared activities she had put together to address these issues:
  • teachers' beliefs
  • ELF
  • NESTs & NNESTs
  • Employment

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