Panama Bilingue Programme

The Panama Bilingue Teacher Training Programme is an introductory teacher training course for future primary English teachers. The trainees are a monolingual group of mixed-ability adults aged nineteen to forty, and they come from a diverse range of backgrounds. Some are already teachers, whereas others have no teaching experience or training. The course is twenty hours a week for sixteen weeks, and upon completion, trainees will return to Panama and have an interview to see if they will continue further with the program and teach in primary schools. The strategic aim of the Panamanian government is for educators to use SIOP (Sheltered Instruction Observation Protocol), in which a subject is taught via a second or additional language, with the aim of developing both content and language proficiency. In order for this to be successful, the teachers must have a strong level of English so that instruction can be delivered primarily in English, as well as the teaching knowledge and skills to deliver high quality education to prepare learners for today’s complex globalized world. I instruct the course using SIOP, so that the trainees can observe and experience it being applied.

 

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Week 1: Icebreakers and Warmers

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Day 1/1

Intro Wheel: Draw a spider-gram and write my name in the centre with circles at the ends of the legs containing facts such as age, number of years teaching, countries lived in, hobbies, favourite movie/food, yes/no, etc. Learners must work backwards and try and formulate the questions that these answer. Drill for accuracy and metalanguage. After, they need to do the same with their own with a partner, and then introduce their partner to the class, along with three interesting things they learned about them. 

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Course outline, computer log on, my website and resources: https://www.lyricstraining.com song as class and administrative tasks.

 

'Teaching English to Children': https://www.scribd.com/doc/7252351/Teaching-English-to-Children-by-Scott-and-Ytreberg

 

Day 2/2

Name Chain: Learners stand in a circle and create an alliterative name and gesture (For example: Lovely Laura and two peace signs held up). They must go around the circle repeating everyone's.

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Icebreakers, Warmers/Activators, Energizers/Stirrers, Settlers discussed. Activities analyzed and documented for age, level, skill and/or language area and description. This format will be used to record the activities that are done in class. Possible adaptations and variations discussed. 

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Class Guidelines: Elicit my one rule (English only!), what guidelines are and why they are useful in a learning community, and how Camosun PB 2018 can be most successful. In groups come up with 'Top 5 Strategies for Success' and share with the class. 

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Growth and Fixed Mindset:

Teacher reads off list of unintended yet successful inventions and learners try and guess the common connection. Then a list of notable failures is read and they must also try and guess.

 

Famous Failures Video: https://www.youtube.com/watch?v=zLYECIjmnQs They take notes, and in groups summarise the video, discuss what was most surprising and interesting and guess/discuss how these individuals overcame obstacles. 

 

Elicit most important factors in learning (Attitude: effort, confidence, motivation). Introduce metacognition, and learning about learning. 

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Experiential: 4 pieces of floss, yarn and rope. Have volunteers come to the front and elicit an activity that a learner is just starting, and have two learners hold the floss. Then elicit an activity a learner has been practicing for some time, and two learners hold the yarn. Then, elicit an activity that a learner has been doing for a long time, and has practiced considerably, which will be represented by two people holding the rope. Ask whether the rope was always this strong, whether the floss will always be this thin, and how the floss can become the rope. Show images of neurons of children and adults on Google images, and explain that the brain is a muscle; it needs to grow and develop, and with practice skills can be developed. In groups, they talk about their floss, yarn and rope, and offer strategies for how to strengthen their neurons. For homework, they can draw their new, developing and strong neurons. Ask how this would be relevant to their journey of becoming a teacher, and also in their classrooms. How could they incorporate this into a TEC class? 

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Additional Growth Mindset Resources: 

TED Talk: https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

Animated Video: https://www.youtube.com/watch?v=KUWn_TJTrnU

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Day 3/3

Warmers: Twenty Questions: Yes/No questions. Justine Bieber and Adele. Names on Backs: The names of public figures/celebrities are taped to learners' backs and they must guess who it is by only asking y/n questions. Activity analysis and warmer sign up sheet handed out. Each learner does two warmer 10 minute warmers over the course. 

 

Growth and Fixed Mindset: Sort activity: Learners must categorize statements as 'growth' or fixed. Share drawings of neurons. Watch 'The Little Engine that Could' video: https://www.youtube.com/watch?v=5TPUwrURo6M Elicit connection to Growth Mindset, and discuss how teachers and learners both require it, as well as how it could be cultivated. 

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Colour Warmers: In groups, for two minutes, list all things that are white. Go over as a class in rounds and see which group has the most. Repeat with yellow. After, play Eye Spy with my Little Eye.

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Colour Activity Challenge: Learners must now create two engaging, learner-centred activities. The first is for 5-7 years old and the second for 8-10 years old. Groups are jigsawed and they then present this to learners from other groups. 

 

Micro-Teach: In groups, choose a filler/sponge activity from a list, practice teaching it to one another, and then teach it to a new group. 

 

 

Week 2: Learners

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Day 1/4

Mystery Bag: Learners guess what objects are in the special mystery bag. Pull objects slowly from the bag and elicit the name and guesses as to the connection between them. (Pencil crayons, Easter stickers, ballet book, cupcakes, photo of Laura and best friend, handmade book Laura's grandma made her - connection: things that were important to Laura when she was a child. Learners take a trip down memory lane and draw their top 5 objects from when they were a child. They then mingle and share and compare. 

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Student Warmers Overview: Elicit feedback (Activity: Level, age, skills/language area, interesting, useful, length, materials, parts/sections and Delivery: Voice - tone, volume, speed, pron., body language and gestures, set-up/instructions, stages (intro, activity, closing) sequencing, grouping, learner management, praise, feedback, corrections, concept checking). The planning has been done in pairs, but each partner teaches half the class. Learners give feedback anonymously on small pieces of paper: 2 positive areas, and one area for improvement.  

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Student Warmer: Musical chairs - fruit shopping. Learners decide what fruit they want to be (Equal numbers of each) and then the teacher calls out 'Strawberries'. All the strawberries must stand up and find a new seat (Teacher takes away one chair). Variations: Learners can call out the fruit, and they can also add extra items that aren't on the list to make sure the others are listening!

 

Activity Share: In groups, summarize an activity suitable for the beginning of a course. Jigsaw and present to the other groups. 

 

Day 2/5

Warmers: Small Talk: Elicit possible topics and semi-controlled, controlled and free practice activities.

Ball Games: 

1) Questions: Controlled: Ask 'What did you eat for breakfast?' Say name, throw ball and repeat. Semi-controlled: Any food question. Free: Any question. Check for accuracy and pronunciation.

2) Starts with Ends with: Nouns: Learners throw ball and says 'Book'. Next learner throw ball and says 'Key,.. ''Yak, 'Kettle' . After play with verbs/adjectives.

3) Freeze: teacher faces the board and covers eyes. learners throw the ball back and forth. When she turns around and says freeze, the learner with the ball must say an animal and make the sound it makes.

4) Musical My name is ___ and this is____ (person next to them). Teacher randomly turns off the music, and the person speaking must sit down. repeat until no one is standing.

After, elicit other topics for ball games: Rooms in the house, parts of the body, hobbies/sports/games, clothing, etc.

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Educational Theory (Poster) Presentations: In four groups of five, learners create 8-10 minute presentations on either Constructivism or Humanism. Must include role of teacher and learner, advantages and disadvantages, and activities. The first presentation is traditional, with each group presenting to another group who did the other topic. The second presentation format is an audience-centred poster presentation, with the audience choosing which posters to visit, and asking questions they are interested in. Elicit the differences between the two modes, and their connection to Constructivism and Behaviouism/traditional education. 

Additional resources: Behaviourism, Constructivism and Cognitivism: https://www.youtube.com/watch?v=gkzLAz25KPI

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School Memories: Review Humanism and the affective domain. In small groups, learners share memories, and the associated emotions and feelings when they first started school. Read the story 'Franklin Goes to School', and show photos of Laura on the first day (crying), as well as her two room schoolhouse and school with thirty children! For homework, think of other school memories to share emphasizing that who we are as learners, and our beliefs about teaching and learning, shape who we are as teachers. 

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Day 3/6

Student Warmers: Learners form two rows and teacher gives the person at the back of each row a word. They must write the word on the person in front's back and so on until the person at the front writes the word on the board and the teacher checks to make sure it is correct. Repeat with animals, colours, food, etc.

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Check-In: Create course goals using SMART (Specific, Measurable, Accurate, Relevant and Time-Bound) criteria. Accountability and support are key to a successful learning community.

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Review Humanism and Constructivism: Elicit affective factors/responses when doing the student warmer. Constructivim: Piaget and stages of development. https://www.simplypsychology.org/constructivism.html   

https://www.teach-nology.com/currenttrends/constructivism/piaget/development.html

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Child Development Posters: Learners research and prepare posters on children (5-7 years old and 8-10 years old). Tour and compare and contrast. Resources: Unit 1: https://www.scribd.com/doc/7252351/Teaching-English-to-Children-by-Scott-and-Ytreberg

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Stop the Bus/Scattagories: In groups, learners must come up with vocabulary items for categories such as city/country, movie, band/singer, something you feel/wear, something in the classroom/kitchen, something at a restaurant/the beach/a party, etc. When they have found a word for each category, they call out 'Stop the bus'. 

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Week 3: Teachers

 

Day 1/7

New week; new groups; new tables; new friends! Weekend share and Monday small talk mingle with music

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Student Warmers: Gossip/Telephone: Learners stand in two rows and the teacher tells the person at the end of the row a sentence or number. They have to whisper it to the person in front until it reaches the first person who writes it on the board.

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Teacher Discussion: Learners think of thought-provoking questions to introduce week's theme of teachers and have mini-seminar. Elicit areas for speaking feedback (Content, organization/structure, accuracy and fluency). Link Constructivism to teacher learning and identity through our class activities: Learning By Doing (LBD), Experiential/Inquiry-based/Discovery-based Learning through activities, micro-teaching and presenting about theories of teaching and learning. Social Constructivism: Teachers always view teaching and learning through their own experiences. Learning occurs in a community, and our contexts can affect how we teach and learn. Compare Piaget's stages of cognitive development to models of teacher development. Link Humanism: Teacher identity and growth not fixed, continually changing and that journey and experimentation are key to realizing our full potential as teachers. Teachers as life-long learners, but must also practice work/life balance and self-care to continue to be best teachers we can be.

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Multiple Intelligences: Elicit background knowledge. In pairs, visit stations with each of the intelligences. Take notes on intelligence, activities and discuss it in relation to own teaching and learning experience. Elicit differences between MI and Learning Styles, and limitations: people have many intelligences; these are not fixed and can change over time. Learners move to the station they feel is their strongest intelligence. After, move to the station they feel is their strongest learning style. Is it the same? Different? highlight how we see ourselves, how others see us, and how we are can be quite different. HW: MI quiz:

Multiple Intelligences Self-Assessment: https://www.edutopia.org/multiple-intelligences-assessment

Further Reading: https://www.edutopia.org/multiple-intelligences-research

 

Day 2/8

Student Warmer: Charades: In two rows, the front learner must act out the picture shown on the flashcard to the learner behind them. After the learner guesses, the actor goes to the back of the line, and the guesser now acts. The first team to have the original actor back to the front of the row wins. 

 

Learning Styles Activities: Groups of four create two activities for 5-7 year olds and two activities for 8-10 year olds. Jigsaw and present to new groups. Jigsaw the groups. They must explain three of the activities to their new groups, and teach one of the activities. 

Further Reading: http://www.edudemic.com/styles-of-learning/

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Pronunciation Pyramid: Teaching and Learning. Draw a pyramid with five sections, and label each 1-5 syllables. In groups, complete the pyramid with teaching and learning vocabulary. Mark for syllable stress. Post around the room, tour, check for spelling and accurate stress, as well as choose top ten new words to learn and use. Mini-vocab quiz in teams on Thursday. Elicit 7-10 times to learn a new word, and stress importance of creative ways of revising vocabulary.  

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Day 3/9

Student Warmer: Do as I Say: Learners must listen to the teacher's commands and physically respond. For example: 'Touch your nose; Lift your right arm, etc. Those who don't must sit down, or there is a less competitive version where all learners continue to play. Introduce TPR (Total Physical Response), FLA (First Language Acquisition) and the Natural Way, emphasizing that learners can demonstrate comprehension in non-verbal ways, and that often receptive skills are developed first.

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Methodology/Approach Cards Matching Activity: In groups, learners match the definition to the approach/methodology. After, teacher drills teams by mixing up the cards and giving a methodology/approach. Teams must call out 'Teacher' if they think they know which one it is, and then read the definition to improve comprehension, vocabulary and pronunciation. (Appendix 1 - A1)

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Methodologies Speed-Dating Posters: In pairs, learners decide on a methodology and create a poster to explain it. Think about 5W=H, as well as application/relevance to primary English teaching (In Panama). Speed date and present - three minutes each with Q and A. The article I wrote Participative Presentations for English Teaching Professional: (A2)

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Day 4/10

Student Warmer: Teachers put pieces of paper with numbers on them on groups' desks. They then play an audio recording and the learners must choose the numbers they have heard, hold them up and call out 'Stop the Train!'. The team with the most correct answers wins!

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Writing: Hand back writing about teaching and learning experience. Elicit error codes. In pairs correct each other's for ten minutes each, with both learner's focusing on one student's work at a time. HW: Teach us two things learned. 

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Pronunciation Pyramid Vocab Quiz: Choose twenty words and orally give clues to learners who in teams write the correct word. After, elicit techniques: Definition, synonyms/antonyms, mime/gestures, use the word in a sentence, context clues, starts/ends with, missing letters on board - leave out consonants, vowels or random, draw, give word form/class/family - or other meta-language, or number of letters/syllables. 

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Top Ten Best Teacher Tips: In groups, write and rank ten most essential aspects of a good teacher/teaching. After, each learner chooses a mystery piece of paper with a top teaching tip on it. They then mingle and share and take notes about the twenty tips. After, compare with their original lists and see if they want to add, replace or adapt their original lists. 20 Teaching Tips adapted from: https://www.teachthought.com/pedagogy/25-things-successful-teachers-do-differently/

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Week 4: TEC and Stories

 

Day 1/11

Monday Music Mingle. New groups. Go over HW: SWOT (Strengths, Weaknesses, Opportunities and Threats). SW as individual characteristics. OT of being a teacher/doing teacher training in Canada and Panama/being a teacher in Panama. Offer strategies for how to overcome weaknesses and threats. For example 'patience': breathe deeply, take three breaths, turn and face the wall or step outside the classroom door for ten seconds. The goal is to respond versus react and we must be calm to do that.  

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Student Warmer: Anagrams: Students are divided into team teams and stand in lines. The two at the front must try and unscramble the anagram written on pieces of paper that the teacher holds up. 

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Stories and TEC Mini-Seminar: In groups, learners think of interesting and engaging discussion questions. Elicit and record on the board. Check for grammar. During the extended speaking in the seminar, teacher makes notes of errors and gives delayed feedback after. 

 

Running Dictation: In teams, learners must read the information at the front of the room and race to the back to the recorders who write it down. Check for overall accuracy including capital letters and punctuation. Read article aloud, and check pronunciation. In groups, discuss how stories facilitate language, as well as personal and social development in children.

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Lesson Planning: Project model Chinese primary teachers ELT Methodology lesson plan on screen. Read lesson plan aloud, and elicit purpose of each section (PB students are familiar with many of these activities as we've done them in class). (A3)

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Fairy Tales Mini-Lesson: Review 'Fairy Tales'. In groups, learners must write down as many fairy tales as they can in five minutes. After, do rounds with different people in each group saying them aloud. Drill for spelling and pronunciation. Paraphrase 'Rapunzel' to the class adding dramatic voices, and concept check for comprehension of key ideas. After, give the story cut up on strips of paper, and learners must reorder it. (A4)

 

Day 2/12

Student Warmer: Vocab Race: Teacher gets learners in two rows, and gives them a letter. They must then each write one word on the board within the time limit. After count the number of words and check for spelling. Variations: Categories and more points for longer words to encourage them to practice longer words. 

 

Fairy Tales Lesson Plan: Learners reverse engineer the fairy tales mini-lesson from yesterday by writing a lesson plan. They must use reflection to identify a general learner profile, as well as general group strengths and weaknesses. Teacher monitors and checks for comprehension and written accuracy (Controlled Activity)

 

Animals Lesson Plan: Learners are given 'African Animals' materials. In groups, they must create a 45 minute lesson based on the story.(A5)

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Day 3/13

Student Warmer: Teacher arranges class in two rows. One learner draws the word that is written on the card, and the others try and guess the word that they are drawing. Variation: The next person must write the word that has been guessed on the board to practice spelling. 

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Happily Ever After: Using Children's Stories to Teach Philosophy and Ethics: Learners read article in groups, and then come up with three discussion and three comprehension questions. Discuss in groups. After, groups ask one another the comprehension questions, and they must quickly scan to find the correct responses. From: https://www.theguardian.com/teacher-network/teacher-blog/2014/jan/28/childrens-stories-teach-philosophy-ethics-students they must also creatively teach three vocab words from the article tomorrow using the techniques from day 10. 

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SIOP Lesson Planning: Identify key features of SIOP lessons, and show how these are integrated into our lesson plan. Specifically address: Content Objectives and Language Objectives. Content Objectives are more directly relevant for CLIL (Content and Language Integrated Learning, CBI (Content-Based Instruction) or EMI (English Medium Instruction), whereas our lessons focus primarily on Language Objectives (4 Skills). They must also identify key vocabulary to be taught and record this on the lesson plan. They must also include CCQs (Concept Checking Questions) in the lesson plan to demonstrate that they have planned for this. Additionally, they must also close the lesson by asking learners CCQs, as well as asking learners about their feelings/emotions, opinion and purpose of the lesson. 

 

Situated Learning: Afternoon visit to 'Schoolhouse Teaching Supplies' and the WIN thrift store. Learners will attend a presentation given by a Teacher's Assistant who will explain how resources can be used by teachers of primary ELLs (English Language Learners). Task: 321: Find three interesting resources from 'Schoolhouse Teaching Supplies', two random objects to be used for teaching and one children's book from the WIN thrift store. 

 

Useful resources: SIOP Lesson Plans: https://www.k12northstar.org/cms/lib010/AK01901510/Centricity/Domain/1133/SIOP-WIDA/sioplessonplantemplates1-4.pdf

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SIOP: http://www.cal.org/siop/about/

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Day 4/14

Teacher Warmer: Learners share three interesting resources they found at teacher's store, and what they would do with . Elicit 'ABC Song' and sing as a class. In groups, must write down alphabet and list as many things as they can in ten minutes that were at the store. Post and tour. Set up 321 for Monday: (3 resources from teacher's store, 2 household objects/thrift store finds and 1 children's story). Elicit thrift stores and positive social and environmental benefits, and show WIN store.

 

African Animals Lesson Plan: In groups, learners continue to create their lesson plans. After they finish, they must use the SIOP lesson plan checklist to evaluate their lesson. They then present their lessons to another group and check to see if the lesson plan uses the SIOP principles.

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Creative Vocab Teaching Mingle: Learners mingle and practice creatively teaching their three vocab words from the 'Philosophy and Children's Stories' article. Elicit feedback on techniques. 

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Week 5: Stories and Lesson Plans

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Day 1/15

Warmer: Guess the Weekend Sentences: Elicit complex (conjunctive adverbs, linkers: addition, cause and effect and contrast and compound (FANBOYS) sentences. Elicit five senses nouns and verbs. Write descriptive sentences on piece of paper. Teacher reads out and learners guess who wrote. Remind Lady Gaga and poker face! 

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Peer Edit Reflective Writing One: In pairs, spend ten minutes peer editing the error coded writing. Must teach new group language/grammar area Thursday.

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Fables: Elicit fables and purpose (To educate children about life). Elicit Panamanian fables. Set up task: Learners rewrite fable using language accessible for children. After, elicit strategies for reading aloud to children. Show video: https://www.youtube.com/watch?v=tZ2rL0eByfc Elicit most useful advice. Learners then record their fables on their phones, and think of two fact and two opinion questions to ask to their classmates when they listen to the recordings. Divide the class in two, with half listening to the stories in the next room. They must give feedback to one another based on the strategies they brainstormed, as well as those discussed in the video. 

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Additional Reading Stories Resources:

https://www.youtube.com/watch?v=YM4PyyAo8eE

British Council: https://www.teachingenglish.org.uk/article/kids-stories

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Day 2/16

Cultural Showcase: The learners hosted a wonderful afternoon of Panamanian dancing, poetry, stories, history and culture for international students, staff and instructors. They handmade crafts, cooked delicious food and responded to audience questions in their very informative poster presentations. Everyone thoroughly enjoyed themselves, and learned a lot at the same time! Mucho gracias!

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Day 3/17

Warmer; Two truths and a lie. I sailed a boat to Ibiza; I went to the Palm Islands in Dubai; I went skiing in Sweden. Elicit the lie. Learners 

practice in groups. Elicit variations: World/National facts, general information (colour of the walls, number of students/objects, date, location, etc.), tense (present perfect, past simple, present simple or present continuous), descriptions, etc. 

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Team Integrated Skills Lessons: Set up micro-teaching (In pairs, Weeks 8-12 Wednesday and Thursday - 30 minute lesson). Must include a formal lesson plan and critical reflection. It will be possible to film the lesson for their online teaching portfolio. 

 

Individual Warmers: Set up warmers (Can incorporate technology, Weeks 7-15, 10-15 minutes at the beginning of the class with anonymous written peer feedback after).

  

Online Teaching Portfolios: Tech check in - elicit how to upload photos, documents and MP3 and video files, as well as how to include links to websites. 

  

321: Review 3 (Resources from teacher's store), 2 (Random household objects) and 1 (Children's story). Share in groups.

  

Children's Story Lesson Plans: Review lesson plans (Content and language objectives, timetable fit and stages). In pairs, they choose one of their children's stories and write a 45 minute lesson plan for a Panamanian primary class. Monitor and check for accuracy and quality. They must use SIOP guidelines to evaluate their lesson plans.

  

FCE Grammar: Handout strips of paper with FCE 'Use of Language' questions to each table. They have three minutes to try and solve until they pass the strips to the next table. Read aloud and check as a class.

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Day 4/18

Student Warmer: Unscramble the Question: The class are divided into two rows and one word is placed randomly on each person's back. They must then put themselves in the correct order to make a grammatically correct question. Variation: To prevent cheating, have one team have words on their back and the other team help them reorder themselves. Other topics: daily routines, sentences, alphabetical order of words, numbers, holidays. They could also organize themselves by birthday or number of letters in their names. 

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Thursday Check-in: Learners check in with their peers to see whether they have accomplished their learning goals. 

 

Teach Us Two Grammar/Language Points: Learners teach one another language and grammar based on the writing feedback they have been given. Remind them that if they can teach others, it deepens their knowledge. 

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Methodologies Pelmanism/Concentration: In teams, they must match the term with the definition. After, they organize the approaches/methodologies into deductive and inductive categories emphasizing traditional and contemoporary developments in education. Emphasize Principled Eclecticism. They then choose one that appeals to them and mingle with the class discussing how and why it be useful for the Panamanian primary classroom. Reminder of mid-term in two weeks. 

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Growth and Fixed Mindset: Teacher reads story 'I Knew I Could' reviewing techniques for story reading (Intonation, tone of voice, volume, pace, questions - concept checking/fact and opinion, prediction, transfer of ideas to learners' lives. After, learners must make a worksheet activity to encourage a growth mindset in their learners, as well as another activity (Song, game, matching, etc.). 

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Filmed Story Reading: Learners film one another reading the children's story that they bought last week using all of the techniques that we have been practicing. They need to choose an appropriate location to film it, as well as do an y editing. After, they will upload it to their online teaching portfolios. 

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Week 6: Classroom Management

 

Day 1/19

New week; new groups; new tables. Ten minute Monday mingle with music from: http://www.jango.com/ Hand back seminar Reflection #1 and remind to put on website. Show Screencastomatic https://screencast-o-matic.com/ to use to record themselves reading their stories, reflecting on teaching, recorded Powerpoint presentations, drama, etc. 

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Teacher Warmer - Flyswatters and balloons (Extended for grammar revision and to show household objects being used in the classroom): Each table is given a flyswatter (Elicit vocab) and a set of narrative tense game cards. They must think of a team name, and the teacher creates a chart on the board. The teacher randomly chooses numbers and the team who knows the answer can swat their flyswatter on the table and try to answer it. The first team with eight points wins. Variations: Give five numbers in a row and five minutes to prepare to support learners who require more thinking time.

 

Balloons: For the remaining grammar cards, divide the class into teams and everyone stands at the back of the room. Draw a target on the board. Each team can choose a question to answer, and if it is correct, then get to try and hit the balloon towards the target. The first team to hit the target wins. Variation: Teacher writes words on board and then describes the word to two learners who are at the front, and the one who hits the correct word with the flyswatter gets a point for their team. Balloon Pass: Pass the balloon around the room for vocab and pron practice (Ex. categories: Breakfast foods, clothing, etc. - make it suitable for the age/level.)

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Classroom Management: Elicit possible areas: Routines/schedule/time, rules/guidelines, rewards and consequences, instructions (Setting up, managing and closing the class and activities), quieting the class, classroom layout and grouping. 

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Rules/Guidelines: In groups, create a 'Do and Don't' T-chart to create meta-rules. Share as a class after. Handout. Add important new ideas.  After, divide the class with half making rules suitable for 5-7 year olds and the other 8-10 year-olds (Emphasize that ideally learners would participate). They must present their rules to another group explaining their design.

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Classroom Behaviour: Handout and discuss in groups. Tour to three stations: Behaviour contracts, classroom behaviour ideas and behaviour management chart. Discuss which strategies they a) have experienced as a learner b) have used in teaching c) would like to use in future teaching. 

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Day 2/20

Teacher Warmer: Sit down/Stand up if... you're wearing coloured socks, velvet, plaid, stripes, a belt, etc. Sit down if you have more than two buttons, zippers, pockets etc. Sit down if your name has more than eight, six, five, two, etc. letters. Sit down if you were born in May, August, etc. Variations: Moods, number of objects in the room, likes/dislikes, last thing eaten, daily routines and time. 

 

Review: Top three aspects of classroom management learned yesterday, and why it is useful for Panamanian primary classrooms. Share with group. Discuss spaced learning/distributive practice, cognitive processing: storage into long-term memory and retrieval. For stronger retrieval, use visualization as well as a combination of semantic (Fact/meaning) with episodic (Personal application/experience) memory. 

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Rewards and Consequences: Hand out cut up cards (With category titles missing). They must sort by colour, identify the category and then rank/order by most to least useful. After, they draw their own quadrant and write three points from each category onto their paper. Emphasize proactivity, positive reinforcement, intrinsic motivation, transparency and fixed goalposts. (A6)

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Classroom Behaviour Management Cards: Introduce Bloom's Taxonomy and Higher Order Thinking Skills: http://facultyecommons.com/wp-content/uploads/2013/07/Blooms-Taxonomy.jpgPapers Elicit what we have done in previous activity: (Understand: Share information about rewards/consequences cards; Analysis: Put cards into categories and create title for each category; Evaluate: Rank/Order from most to least effective strategies). Now we will Apply: Pass papers with cards with classroom/behaviour management challenges (Similar to case/scenario/problem-based learning) written on them from table to table with learners writing down the strategies they would employ in the Panamanian primary classroom and the rationale for these. 

 

Useful links: Classroom job chart organizer: https://www.weareteachers.com/25-ideas-for-flexible-fun-classroom-job-charts/

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Day 3/21

Morning Check in: Ask if anyone wants to share something about what they did/ate/saw/felt in the last few days. Learners are very reticent, but remind them that the only way to learn is to try and that making mistakes is part of learning (Growth Mindset). Elicit affective factors and ask how they feel as learners having to speak in front of the class. Remind them also that as teachers it can be difficult if learners don't want to participate. Elicit ways to do emotional check-ins: weather (Sunny, cloudy, rainy, etc.); move around the room to the poster of the happy/okay/sad face; stand up if you're happy, okay/other; colours and they explain their feelings and the colour associated with it.

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Four Zones Grammar Review: Post four signs around the room (ABCD). Then using the Powerpoint, learners vote with their feet by moving to the area that they think is the correct answer. Some questions have more than one answer as languages are complex and there are often several ways to express an idea. After, they take notes on the grammar points and elicit variations for primary classroom: Choose the correctly spelled word, choose the correct tense (syntax) or choose the correct past tense form (review irregular verbs); vocab (Show image and they must choose the correct word); reading (Choose the sentence that describes the image). (A7)

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Share 'Rewards and Consequences' quadrant with a friend and explain why chose three points for each category (Rewards Advice, Rewards Examples, Consequences Advice and Consequences Examples).  

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Behaviour Management Lesson Plan: Elicit areas of behaviour management: Courtesy language (please, thank you, excuse me); sharing (class/personal objects; Helping (Teacher and classmates); Cleaning up the class; Respectful listening; Following the class rules, etc. Read Richard Scary's 'The Polite Elephant'. They will write a SIOP lesson plan for a Panamanian primary class using the SIOP checklist and present this to another group and get feedback using the checklist. Areas to focus on: Classroom management - predict behaviour challenges; Interaction/grouping, as well as CCQs (Concept Checking Questions) to effective manage the task - often challenging behaviour arises because learners are unsure of what they need to do, or it is too easy/difficult.  

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Day 4/22

Teacher Warmer: Money Game: give each student five bills of play money. Review names of currency and coins. They have ten minutes to try and get as much money as they can from their friends by making them say 'yes/yeah/no'. If anyone says any of these words, they must give their friend a bill. After, review paralinguistic and sounds to affirm and deny. Elicit money idioms:  http://www.idiomconnection.com/money.html

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Classroom Jobs: Elicit classroom jobs and review job chart. Emphasize that responsibility is essential for a child's development; it increases motivation, confidence and independence. It also creates a sense of community and shared ownership of the classroom. Play clean up song: https://www.youtube.com/watch?v=1b4gSs0KhIU

 

Classroom Layout: Review classroom management areas covered this week and elicit layout. Groups brainstorm objects can hold in one hand, objects that can be lifted with two hands and objects that can't be lifted. Share in groups, and share top three with class. Visualization: Close eyes for two minutes and take a trip down memory lane to a classroom from their past. Share with their groups what it looked like and the emotions they felt. 

 

Design Classroom Layout: Pairs create a model classroom plan for kindergarten to grade two students. Post around the room and tour noting down ideas they would use for their future classrooms. After, compare their plans with the model plans. Review Bloom and stages we have done in tasks on classroom layout: Remember, Understand, Analyze, Apply, Evaluate and Create. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ Review TBLT (Task-Based Language Teaching) and elicit why completing the task in the target language is key: Functional language, fluency and classroom/pedagogical English for teaching in the L2. 

 

Day 5/23

Teacher Warmer: Write 'Say the alphabet backwards; Skate; Name three 'br' verbs; Sing' on the board and ask learners to predict what the task might be. Elicit 'Find someone who (can). Learners create remaining six categories (to make ten) with a balance of action verbs and language-oriented tasks. They then mingle and complete the task. After say alphabet backwards together, elicit level/age, grammar and variations. 

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Friday Check-In: Evaluate goals and achievement using SMART (Specific, Measurable, Accurate, Relevant and Time-Bound) criteria. Adjust goals if necessary and create strategies to ensure success for next week. 

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Creative Visualization: Learners close their eyes and go through a process of visualizing their future teaching selves. They imagine the geography, the building, their image in a mirror, their classroom, their desk and a student. They are directed to use all of their senses, visualize in English and notice their emotional reactions. After, they share with their partners and unpack the potential symbolism. The entire article I wrote for Teacher Trainer Journal: (A8) 

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Quieting the Class: Elicit ways to quiet class. In groups, brainstorm ideas and share as a class. After, share my handout and consolidate the 'Quieters' and 'Rewards and Consequences' strategies by role playing quieting a noisy class in small groups in different classrooms. Homework:  'Top Ten Ways to Quiet a Class' poster. (A9)

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Useful Websites: https://educationtothecore.com/2015/09/25-attention-getters-to-quiet-a-noisy-classroom/

https://www.teachingenglish.org.uk/article/setting-young-learner-classroom

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Week 7: Classroom Management

 

Day 1/24

Teacher Warmer: Weekend Activities TPR: Elicit the five senses (verbs and nouns). In groups, learners come up with a list of possible activities involving the five senses and/or weekend activities (Ex. saw a wild animal, ate ice cream, went to a movie, tried a new food, smelled flowers). After, post a paper with 'Yes' on one side of the class and 'No' on the other. Teacher asks: 'Did you..' and they move to the appropriate spot. Elicit variations: (Present simple, 'would like to..', classroom facts, world facts). Elicit why I had them come up with the topics and how it would motivate and increase confidence if the learners got to choose one of the questions to ask their peers. 

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Lesson Planning: Groups brainstorm why lesson planning is important. (Management of time, skills and activities, evidence of preparation, identify challenges and potential difficulties of activities and learners; identify what learners need to know and how to get there - roadmap, clarification of activities - sequence and purpose, link past and future learning, justification for methodology, activities, etc., clarifies decision-making, provides alternatives for unexpected situations, demonstrates teacher competence (subject knowledge, teaching ability and preparation), improves teacher confidence and learner confidence in the teacher. Emphasize process over product and share anecdotes about how helped me become a better teacher. Read teacher quotes about lesson planning. Review components of a lesson plan and show examples of SIOP lesson plans highlighting differences depending on institution. http://www.cal.org/siop/lesson-plans/index.html

 

Lesson Planning Sort Activity: In groups, they match and then sort lesson planning objectives into two categories: strong and weak. They must notice the differences between the two, identifying why the stronger ones are stronger. They explain how the lesson objectives will be achieved, who they are for, and what activities will be done to achieve these. Review connection between this activity, Bloom's Taxonomy and elicit variations on how it could be used in a primary class (Healthy/Unhealthy food, wild/tame animals, summer/winter clothes) (A 10). 

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Teaching Video: Watch video of English primary classroom in Turkey. They take notes on effective classroom management strategies. 

Share in groups, and then brainstorm ideas on the boards.

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Day 2/25

Student Warmer: Squirrels and Trees. Learners are divided into groups of squirrels and trees, with pairs making a tree by putting their palms together with their arms raised. The squirrels must run into one of the trees, but there is always one too many squirrels for trees. Variation on musical chairs. Review TPR. 

 

Instructions Intro: in groups, discuss what makes instructions effective.

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Instructions Warmer: Food Quadrant: Healthy and delicious; delicious and unhealthy; unhealthy and disgusting and disgusting and healthy. Share and compare and find similarities. Review my instructions method: Integrated model/demo on board with student-created examples and oral instructions. Discuss how my lack of concept checking of task resulted in many people not doing task correctly (I.e., not looking for similarities) and possible ways to concept check (E.g., 'Are we going to look for the differences?'). Elicit why children know a lot of food vocab, as well as ways to creatively brainstorm food vocab with children: Graphic organizers: Quadrants: food and mood, food and colours; T Charts: healthy and unhealthy food; Venn Diagrams and other creative ways of organizing vocabulary with a revision of many of the activities we have covered and how they apply to food. 

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Recipes: Learners are grouped by finding the person who has the other half of their food card (Toast and jam, macaroni and cheese; mustard and hot dog). They are then given two pieces recipes with only the ingredients and images of the stages. They must write clear instructions for each stage. After, in groups of four, for the first recipe the teachers must only use words and no instructions the people listening and learning must mime what they say. Change and repeat. For the second recipe, the people teaching  must only use gestures and act, while the people learning must describe what they are doing. After discuss how activity felt, and how tit could be transferred and applied to effective instructions in ELT.

 

Instructions Activity: Learners are shown food flashcards on food: http://languagelearningbase.com/91841/learn-vocabulary-flashcards-idioms-phrases-related-eating They must write simple instructions for Pelmanism/Concentration/Memory. Teacher monitors and asks for feedback about learning post-task. 

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Mid-Term Review: In groups, learners come up with five possible mid-term questions. Post, tour and answer in groups. 

 

Useful resources: https://www.eslbase.com/teaching/giving-checking-instructions

https://americanenglish.state.gov/files/ae/resource_files/etf_55_3_pg10-19.pdf

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Day 3/26

Student Warmer: Rock the Boat: Learners stand in a circle and hold hands. They rock back and forth pretending they are on stormy seas. The teacher calls out commands such as "Find a partner; find a group of four; find two girls" and they must try and do this, although it is not always possible for everyone, which creates an added element of competition. Review instructions, TPR and keeping it 'familiar, but fresh' for children through repetition, but with variation.  

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Administering Tests: Elicit steps (Review - before the test and mini-review day of, procedures and rules and the administration of the test). Create rules suitable for  primary L2 learners. Do mid-term exam. After, elicit how they felt as learners, as well as stratgeies to prepare for tests. (A 11)

 

Classroom Management Cards Tour: Around the room, post Class schedule, Classroom jobs, Calendar and Door signs psoters around the room. Tour and take notes. Evaluate: Select/adapt/reject ideas.  
 

Day 4/27

Student Warmer: Streets and Alleys: Learners line up in three rows and when the teacher says "Streets" they put their arms out vertically and touch hands with another student. When the teacher says "Alleys" they must put their arms horizontally. The teacher asks for two volunteers to be mice and for one to be the cat. The cat then chases the mice through the streets and alleys until it catches one, but this is made challenging as the roads are constantly changing between streets and alleys. 

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Check-In: In groups, discuss how SMART goals are progressing. As almost halfway through course, they need to email me within the next week to discuss their two strongest areas, as well as one language area they need to improve, and one pedagogical area they need tro improve, and the strategies they will use to achieve these. 

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Poster Presentations: Set up Week 16 poster presentations (Instructional strategy, methodology, area of classroom managment or other area they are interested in). Show my instructional videos (Online Resources), and mention that they can screencast for their online teaching portfolios. 

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Classroom Language: In two teams, learners organize the phrases into the appropriate functional language categories (For example, Giving/denying permission, Concept Checking, Encouraging, Warnings, Disciplining, etc.). Elicit the differences between the various functions, and emphasize that they can be used in different contexts. (A 12)

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Additional advice for managing the classroom and behaviour: 

https://www.thoughtco.com/classroom-management-reduce-student-discipline-7803

https://www.weareteachers.com/classroom-management-strategies-from-mary-poppins/

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Week 8: Listening

 

Day 1/28

Student Warmer: Balloon Knee Pass: Teacher has learners line up in rows and create team names. They they face the back of the room and the teacher tells one person from each team a short sentence. They must tell the next person in the row, while simultaneously passing a balloon from their knees to the next person's knees. When it reaches the last person, they must write the sentence on the board. If the balloon drops anywhere along the route to the front of the row, that team must start again.

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Behaviour Management Review: Elicit principles: Be fair, consistent, patient, assertive and establish clear guidelines. as well as strategies for delivery: Use a low, calm voice and speak slowly; Don't keep repeating yourself or raising your voice to match the level of their voices; Use paralinguistic cues and proximity. After, they tour the room and practice using the functional classroom expressions from last week in a variety of scenarios (For example, The children are very noisy and wont listen; The children are bullying one child; The children don't seem to understand your instructions; The children won't stay on task). Encourage them to behave as realistically childish as possible, as this is a safe place to practice addressing classroom challenges. After, go over low and high-level disruption, mentioning that according to OFSTED in the UK, 38 days a year are wasted on low-level disruption.

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Additional resources: https://www.theguardian.com/teacher-network/teacher-blog/2013/may/21/classroom-disruption-top-tips

https://www.educationsupportpartnership.org.uk/sites/default/files/resources/ed_support_managing_pupil_behaviour_0.pdf

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Listening Intro: Elicit five TEC listening discussion questions, and have a small group discussion. Intro basic concepts of teaching listening: Receptive vs. productive skill; Active vs/ passive listening; Top down (Gist) vs Bottom up (Detail) tasks; Intensive vs Extensive activities. Pre, During and Post-Listening. Useful website: https://www.eflmagazine.com/the-three-stages-of-a-listening-activity

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Listening Activity Brainstorm: In groups, learners brainstorm eight listening activities suitable for children. After, they write these down on the board and share with the class. 

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Teacher's TV Video: Watch video on teaching listening and discuss activities, as well as classroom management strategies./ 

https://www.tes.com/teaching-resource/teachers-tv-primary-english-speaking-and-listening-6084447#

Teacher's TV videos: https://www.tes.com/articles/teachers-tv-videos#.W3H27OhKhdh

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Day 2/29

Teacher Warmer: Describe and Draw: Half of the learners are given and drawing, and they must be the eyes for the other half, who listen and draw the image the others have described. Check and change after eight minutes. After, elicit emotional responses, as well as uses in the primary English classroom. 

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Motivation Presentations: Elicit definition of motivation and why it is important for the primary English classroom. Explain that in four groups of five they will do a presentation for their peers on a theory of motivation (They must make notes of the task instructions, rather than the instructor writing them on the board to practice their listening). The presentation will be five minutes, should feature the use of a poster, and they must apply their specific theory of motivation to the Panamanian primary English classroom. They must also create two discussion and two concept checking questions for the audience. Each group is given one theory, but they must split into two groups for the presentations to maximize speaking and listening time for all participants. They create the presentation with examples to help illustrate the goals, as well as apply this to their future educational contexts. They must also demonstrate active listening and take notes as there will be  a mini-listening quiz on the theories tomorrow. Ask concept checking questions to ensure they understand. (A 13)

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Day 3/30

Pair Teaching: In pairs, learners teach a thirty-minute integrated skills lesson. The lesson is filmed, and they must submit a formal lesson plan, and piece of reflective writing. Their peers also give detailed feedback.

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Motivation Listening Test: Introduce jigsaw tasks, and link to yesterday's motivation presentations. Give open-book listening test about the theories, as well as how theory would apply to their own professional development to help their learners. 

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Songs and TEC: In groups, brainstorm why songs are useful in the primary English classroom. Watch videos and experience the songs as learners. After, vote on which song they like the best. 

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Down by the Bay: https://www.youtube.com/watch?v=Yt1czlnCUCg 

Teddy Bear's Picnic: https://www.youtube.com/watch?v=uxFIGWm9M6w

Animal Crackers: https://www.youtube.com/watch?v=vnZ3duEwQ-M

I am a Pizza: https://www.youtube.com/watch?v=0O16-V_JtYs

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Total Physical Response (TPR)

The Itsy Bitsy Spider: https://www.youtube.com/watch?v=U9ey2k0Zis8

If You're Happy and You Know it: https://www.youtube.com/watch?v=gKd58Nfr-dM

The Hokey Pokey: https://www.youtube.com/watch?v=_BXvrX1GxQY​

The Wheels on the Bus: https://www.youtube.com/watch?v=iwgfEQk4p4U

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Design a Song Activity: The y voted on 'I am a Pizza' and so will create a lesson on this. In small groups, create a warmer/building background, main activity and wrap up/feedback. After, they share their ideas with another group.

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British Council Songs and Young Learners Video: https://www.youtube.com/watch?v=KMPhtVUBM4A Discuss best tips for teachers and add to our original 'Songs and TEC' mind map. 

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Additional Resources: 

Activities for children: http://learnenglishkids.britishcouncil.org/en

Teaching Ideas: https://www.teachingenglish.org.uk/teaching-kids

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Day 4/31

Pair Teaching: In pairs, learners teach a thirty-minute integrated skills lesson. The lesson is filmed, and they must submit a formal lesson plan, and piece of reflective writing. Their peers also give detailed feedback.

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Listening Tour: Review listening concepts: Receptive vs. productive skill; Top down (Gist) vs Bottom up (Detail) tasks; Intensive vs Extensive activities. Pre, During and Post-Listening. Review intrinsic and extrinsic motivation, and introduce integrative and instrumental motivation. They tour to different stations and write down their answers to questions related to these topics, applying the Unit 3 Listening reading from our coursebook. Go over as a class, and post, so we can continue to add to it. Interesting article on the correlation between reducing focus on grades and increases in intrinsic motivation: https://www.kqed.org/mindshift/48493/when-schools-forgo-grades-an-experiment-in-internal-motivation

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Instructions/Directions: Emphasize that a lot of primary listening and classroom management involves the learners following instructions. Read out activity: (Ex. Write your name in the top left-hand corner near the margin). After, they check in groups, and then make their own to practice instructions, prepositions of place, ordinal numbers, etc. Regroup and practice. https://www.educationworld.com/a_lesson/dailylp/dailylp/dailylp022.shtml

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Follow the instructions and color worksheets: http://www.teach-nology.com/worksheets/early_childhood/follow

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Day 4/32

Teacher Listening Warmers: Outdoor Games: Go Go Stop (Variation with vocab categories): Learners must only keep going if the word is related to the category (Ex., Food: Apple, banana, LION - they must freeze after the teacher turns around, or go back to the beginning). What Time is it Mr Wolf? Indoor games: Disguised Voices (Heads Up 7-Up Variation): The teacher tells the students to put their heads down on their desk with a thumb up, and no peeking. She then selects a learner to go to a corner of the room and say a word from a specific category (Animals, colours, food, clothing etc.). After, the student returns to their desk, and the others must guess who it was.  

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Songs Micro-Teach: In pairs, they need to choose a song, and create a ten-minute activity. They should follow the SIOP principles and have a Building Background, Song and Activity and Review/Assessment. They will deliver their activity to two other groups and get feedback. they need to apply their classroom management skills with a focus on instructions. 

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Week 9: Speaking

 

Day 1/33

Teacher Warmer: Would you Rather..? Learners must decide whether they would rather be Justin Beiber or Justin Trudeau; be a professional athlete or a movie star, or go to the UK or Australia to learn English. Elicit three more. After, discuss how activity could be used in Panamanian classroom using rounds/ball for concept checking. Show other ways to concept check rather than just going around the room (Alphabet names.. A, B, C, etc., or numbers of the month birthdays). Teacher can also close eyes and silently start counting/saying the alphabet until learners say 'Stop'. The teacher then starts counting around the room until reaching the person at that number/letter in the alphabet, and it is their turn to talk. 

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Speaking: Review controlled, semi-controlled and free activities. Make a chart. Controlled: elicit four discussion questions about Panamanian Primary TEC. They have eight minutes to discuss. Semi-controlled: Give topic: Teaching speaking in the Panamanian Primary TEC Classroom - seven minutes. Free: Speaking (Meta-speaking) - 6 minutes. After, discuss the experience.

 

Activity Brainstorm: They think of controlled, semi-controlled and free speaking activities for the TEC classroom. After, share their ideas on the board and discuss, in particular as these will be very different for an advanced level adult teacher training course than beginner primary children. Emphasize that different teachers and institutions will have different conceptions of what each of these are, and that one activity, for example, 'talking about likes and dislikes' could apply to all three categories depending on how the activity is set up, the amount of language provided by the teacher, as well as the amount of preparation done and time given. For children with very low levels of English, 'free' could also manifest itself differently in the freedom to choose a topic, the language to use, as well as grouping and options for movement around the classroom, as these can be very motivating. 

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KWL Charts: Elicit what KWL stands for (Know, Want to Know and Learned). Ask them to make a chart and fill it in for TEC Speaking. Explain that they will watch a video and ask them what questions they would like answered by the video or our classes this week. Video: https://www.youtube.com/watch?v=LF7zsz8fi64 For homework, watch the video again and fill in the Learned section. Emphasize: careful planning and preparation for instructions/task, as well as the language learners will need; methods to make lessons engaging for the learners, as well as ways to keep momentum going (sequencing), extend activities and review language from previous lessons.

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Questionnaires: Explain that trainees need to learn by doing, so they will practice giving a survey/questionnaire to conduct original research in the PB classroom. They need to each think of an original question related to TEC: Should teachers give instructions in both the L1 and L2? Should the teacher use subtitles to help learners? Should instructors use only one methodology? For each question, they also need to ask why to get more details. They then go and ask everyone in the class, and take detailed notes about their responses. After, they review and collate the data. Review graphic organizers, and why useful for the TEC primary classroom, and make an infographic about their classroom  research.

Examples of infographics: https://usergeneratededucation.wordpress.com/2013/12/29/best-education-infographics-2013

Piktochart: https://piktochart.com/formats/infographics

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Day 2/34

Student Warmer: Backs to Boards Powerpoint: Learners are lined up into two teams and the ones t the front must turn away from the screen while the others mime the sentences and images on the screen. 

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Speaking Activities: Learners create a list of speaking activities based on their research at home, as well as their peers ideas. They can also cross reference this with their list of warmers, or from notes of activities that we have done in class. 

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Experiential Learning: Review 'Learning by Doing', Inquiry-Based Learning, and explain that they will do some activities that could be adapted in the primary classroom. 

 

Semi-Controlled Speaking: Spot the Differences: Learners are given two different ages and must ask and answer questions to determine the differences. After, discuss how to make the activity more controlled: provide vocabulary and language structures, as well as teacher-fronted with the class divided into two and the teacher calling on individuals to ask and answer questions to ensure classroom management as well as control for accuracy.

 

Semi-Controlled Speaking: Role Plays: At their tables, learners are given role play cards for an angry customer and waiter, and they must prepare to play the roles. Elicit functional language for complaints, and then they act out the parts. After, they repeat for a patient and a doctor. Discuss how role plays could be used in primary classrooms. The teacher can control the activity by asking learners to act out parts. Learners can be supported by given language prompts, and for feedback/assessment, they can act it out in front of the class.

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