Shaping the way we teach

English
Successful classroom practices around the
world

How to use the material

Federico Arteaga C.
US Embassy - Centro Colombo Americano
2008
 What’s in the box?

• 1 trainer handbook.
• 1 CD-ROM.
• 3 Video DVDs.
SSSHHHHH!!!!
• I believe a good teacher
_____________
__________________________________
_______________________________.

• The most important thing I try to

accomplish everyday is
______________
________________________________.
 A reflection on teaching
beliefs
As teachers of English as a foreign language, we
are committed to maintain a relative purity of the
language. As language users, we are both entitled
to and expected to be an active, living part of
such an organic system as English. We are
resourceful and creative and do our best to get a
vast array of messages across to incipient
speakers in the target language. So why does it
sometimes look as though we can’t transmit this
basic “survival” skill to them, even when we know
that it is exactly what they need and demand?
 A reflection on teaching
beliefs
• Strengths:
Advantages of proposition? Capabilities? Competitive
advantages? UTP's (unique teaching points)? Resources, Peers?

Experience in the field? Knowledge of language? Innovative

aspects? Location and geographical situation? Quantity and
quality of material taught?
Accreditations, qualifications, certifications? Processes,
systems, communications? Cultural, attitudinal & behavioural
input & output?
Philosophy and values?
 A reflection on teaching
beliefs
• Weaknesses:

Disadvantages of proposition? Gaps in capabilities? Lack of

competitive strength?
Reputation, presence and reach? Own known vulnerabilities?
Timescales, deadlines and pressures? Continuity?
Effects of skill-development activities, distraction? Reliability of
and/or lesson plan predictability? Class management?
Transititions & Follow-ups? Accreditations, academic
achievements, seminars and readings?
Morale, commitment, leadership?
 A reflection on teaching
beliefs
• Opportunities:
Trade and market developments? Peers’ & Competitors'
vulnerabilities? Industry or lifestyle trends?

Technology development and innovation? Global influences?

New markets, Niche target audience?

New UTP's? Tactics: eg, surprise, more successful approaches,

major contracts? Material design & development? Information
and research? Partnerships, subscriptions, outreach? Teamwork
& Network?
Seasonal, mediatic, fashion influences?
 A reflection on teaching
beliefs
• Threats:
Cognitive effects? Social effects? Behavioral effects? Peer &
Competitor intentions - developments?
Learner needs & demands? New technologies, services, ideas?
Vital contracts and partnerships, research groups, discussion
forums?
Self-sustaining learning? Obstacles faced? Insurmountable
weaknesses? Sustainable logistic backing? Economical and
cultural aspects of the surroundings at home? Loss of
motivation?
Seasonality, lasting social & cognitive effects?
A constructivist approach

• Activation of schema
(Pre-viewing activities,
pre-knowledge test)
• Assessment: Discussion,
Pre-testing/Post-testing,
Hands-on tasks.
 Language Teaching,
FOUNDATIONS

• Contextualizing language.
• Building language awareness.
• Integrating skills.
• Pairwork/Groupwork.
• Learner Feedback.
Language Teaching,
EXTENSIONS

• Managing large classes.

• Learning Strategies.
• Authentic Materials.
• Critical & Creative Thinking.
• Alternative Assessment.
 Focus on the learner

• Individual learner differences.

• Younger learners.
Teacher professional
Development

• Peer Observation.

• Reflective Teaching.
Materials and Presentations

http://www.esnips.com/web/Ish
maelia
SHAPING THE WAY WE TEACH ENGLISH
Successful classroom practices around
the world.
 Obrigado!

FEDERICO ARTEAGA C.
asmodeus.cama@gmail.com