FROM: Trainers at Mirebalais
To: Team EFL
Dears Colleagues
We haven’t enough words to explain you how we feel at this moment to prove our satisfaction.
In our opinion, , nobody in the world have enough money to pay you for your hard work done in Haiti to promote a better teaching in our education system. We know you leave your family, your friends, your country, your culture and come to Haiti for 3 objectives:
1) Provide professional development training to language teachers
2) Implement a sustainable train the trainer model for the teachers in Haiti
3) Promote ongoing cultural and professional exchange between your country and ours.
It’s for the first time we see this sort of thing in our country. Certainly you’ll see the outcomes of Haitian learners quickly because your methods are very adapt to our Haitian problem. For example CLT ,CBI , GOAL , SWBAT , RUBRIC , THE ICE BRAKERS , BLOOM’S TAXONOMY, AUTHENTIC MATERIAL. And we hope these methods will help our teachers and our learners to be the best. We encourage you to keep it up and never discourage in your hard work. With no doubt, God will bless your work.
Receive ,our warm greeting. We want you to know that we love you so much.
Sincerely,
Alberte EVEILLARD, Markenson PETIT MAITRE, Rahab GERMINAL , Joselie FRANCOIS
To: Team EFL
Dears Colleagues
We haven’t enough words to explain you how we feel at this moment to prove our satisfaction.
In our opinion, , nobody in the world have enough money to pay you for your hard work done in Haiti to promote a better teaching in our education system. We know you leave your family, your friends, your country, your culture and come to Haiti for 3 objectives:
1) Provide professional development training to language teachers
2) Implement a sustainable train the trainer model for the teachers in Haiti
3) Promote ongoing cultural and professional exchange between your country and ours.
It’s for the first time we see this sort of thing in our country. Certainly you’ll see the outcomes of Haitian learners quickly because your methods are very adapt to our Haitian problem. For example CLT ,CBI , GOAL , SWBAT , RUBRIC , THE ICE BRAKERS , BLOOM’S TAXONOMY, AUTHENTIC MATERIAL. And we hope these methods will help our teachers and our learners to be the best. We encourage you to keep it up and never discourage in your hard work. With no doubt, God will bless your work.
Receive ,our warm greeting. We want you to know that we love you so much.
Sincerely,
Alberte EVEILLARD, Markenson PETIT MAITRE, Rahab GERMINAL , Joselie FRANCOIS
In this report, we are going to share with you several things. However let me start with the agenda for our 4 days of training.
AGENDA
AGENDA
HOW OUR TRAINING WERE PLANNED
We are 4 trainers. Each trainer was in charge of inviting a quantity of trainees. Thus, we did not have any difficulty to find easily the trainees for the training . 3 among us has responsibility to invite 21 persons
And the other trainer might invite 9 persons. Together we were invited 30 persons in the formation.
PRESENTATION OF TEAM EFL
Team EFL Haiti is a joint project between the Middlebury Institute of International Studies at Monterey (MIIS) and the Ministry of Education, Central Plateau, Haiti, St. André’s school in Hinche, St. Dunstan’s Church of Carmel Valley, and Rotary. The main goal of Team EFL Haiti is to enhance the design and delivery of English language instruction to students in Haiti through cooperation with St. André’s School and language teachers in the region in order to advance teacher professional development and improve English language proficiency outcomes for students.
Objectives
SORTS OF ICEBREAKERS WE DID IN THE SESSIONS.
1 – We asked each trainee to write an important date in their life and explain why they made this choice .
2 - ONE HUMAN SHOW: In a circle, playing music everyone goes to the inner circle and made a movement to your music and the others repeat it. Help learners to unwind, de-stress ...
3 - ZIP –ZAP- ZOP: this activity helps the learner to stay focus
4 - Memorize name: this activity helps each learner to know each other
5 - Morning Circle: They form a circle. This activity includes 3 parts: greeting, shares and industry groups. The leader of the circle said aloud how we should do the greeting and explain. (Butterfly, everyone will move like a butterfly to greet friends). We can share what we want or the mentor can’t ask you what he want you to share. For example a summary of a lesson. After the sharing, the others can show their reaction by a clap , a yelling , or another thing. This activity helps learners to be confident in themselves, develop communicative skill and evict the shyness.
6 – Web network. This activity helps our learners to connect to each other in their mind
During the sessions, we do some activities to wake the learners up when we see they’re very tired. Sometimes, we dance,play, and tell some jokes.
We are 4 trainers. Each trainer was in charge of inviting a quantity of trainees. Thus, we did not have any difficulty to find easily the trainees for the training . 3 among us has responsibility to invite 21 persons
And the other trainer might invite 9 persons. Together we were invited 30 persons in the formation.
PRESENTATION OF TEAM EFL
Team EFL Haiti is a joint project between the Middlebury Institute of International Studies at Monterey (MIIS) and the Ministry of Education, Central Plateau, Haiti, St. André’s school in Hinche, St. Dunstan’s Church of Carmel Valley, and Rotary. The main goal of Team EFL Haiti is to enhance the design and delivery of English language instruction to students in Haiti through cooperation with St. André’s School and language teachers in the region in order to advance teacher professional development and improve English language proficiency outcomes for students.
Objectives
- Provide professional development training to language teachers in Haiti
- Implement a sustainable train-the-trainer model for teacher professional development in the region
- Promote ongoing cultural and professional exchange between Haitian and US teachers and students.
SORTS OF ICEBREAKERS WE DID IN THE SESSIONS.
1 – We asked each trainee to write an important date in their life and explain why they made this choice .
2 - ONE HUMAN SHOW: In a circle, playing music everyone goes to the inner circle and made a movement to your music and the others repeat it. Help learners to unwind, de-stress ...
3 - ZIP –ZAP- ZOP: this activity helps the learner to stay focus
4 - Memorize name: this activity helps each learner to know each other
5 - Morning Circle: They form a circle. This activity includes 3 parts: greeting, shares and industry groups. The leader of the circle said aloud how we should do the greeting and explain. (Butterfly, everyone will move like a butterfly to greet friends). We can share what we want or the mentor can’t ask you what he want you to share. For example a summary of a lesson. After the sharing, the others can show their reaction by a clap , a yelling , or another thing. This activity helps learners to be confident in themselves, develop communicative skill and evict the shyness.
6 – Web network. This activity helps our learners to connect to each other in their mind
During the sessions, we do some activities to wake the learners up when we see they’re very tired. Sometimes, we dance,play, and tell some jokes.
HOW GOAL’S LESSON WAS TRAIN IN THE SESSION
Before the explanation in small groups the trainer does a brainstorming with some question as:
1 - In your opinion why must a teacher prepare his course?
2 - Could you enumerate for me 4 steps a teacher must respect when he prepares his lesson plan?
3 - What does the teacher do in each step?
4 – What are the different parts of the pyramid for the year program? or how can a teacher divide an objective?
5 – Enumerate for us several things a teacher avoid when he prepares accurately his course?
After asking each group to present their answer for the class and after each presentation, he gave the class opportunity to make some interaction, at the end, he corrected their answers .
They also show that all formulations of specific objectives require four broad levels. Those are:
Before the explanation in small groups the trainer does a brainstorming with some question as:
1 - In your opinion why must a teacher prepare his course?
2 - Could you enumerate for me 4 steps a teacher must respect when he prepares his lesson plan?
3 - What does the teacher do in each step?
4 – What are the different parts of the pyramid for the year program? or how can a teacher divide an objective?
5 – Enumerate for us several things a teacher avoid when he prepares accurately his course?
After asking each group to present their answer for the class and after each presentation, he gave the class opportunity to make some interaction, at the end, he corrected their answers .
They also show that all formulations of specific objectives require four broad levels. Those are:
- Metacognitive: Thinking about thinking (understanding)
- Cognitive: Thinking about Understanding
- Affective: Emotions, resentment, feeling
- Perfomative : the actions of the learners after the lesson
They know also when a good teacher writes an objective for his learners, he must consider:
After the session a teacher declares : "All English teachers must attain this formation. For example before I never prepare my lesson, but after this formation I will never go in my classroom without preparation because when a teacher prepares his course, the work becomes easier for him and his learners understand fastly the course. I love you and love team EFL.”
- The level or age of the learners.
- The division of the themes of the content.
- He must to use an appropriate language to respect the level of his learners. ...
- Choosing an action verb.
- The duration and the theme of each lesson.
After the session a teacher declares : "All English teachers must attain this formation. For example before I never prepare my lesson, but after this formation I will never go in my classroom without preparation because when a teacher prepares his course, the work becomes easier for him and his learners understand fastly the course. I love you and love team EFL.”
HOW CLT LESSON WAS CONDUCTED IN THE SESSION
Before, the trainer made an icebreaker. After the icebreaker he gave a group activity with those questions below:
1 - What definition can you give to CLT?
2- In your opinion, why, after our Highschool in Haiti, can’t we speak English very well?
3 – Give a definition to the word << COMINICATIVE >>
4 – Whatare the differentways a teacher can develop communication skill of his learners?
5 - Give a definition to the word << LANGUAGE>>?
6 – In your opinion, why do students sometimes stay mute in an English course?
After asking each group to present their work for the class, and after each presentation, the trainer gave to the class opportunity to make some interaction. At the end, he corrected their wrong answers.
Some trainees saw the importance of developing the learners’ communicative skills in writing and reading. Some added: in Haiti our teacher teach only grammar and vocabulary. Furthermore, they do not put the learners in the situation to develop their communication skill and sometimes our teachers have not authentic materials in the lesson and they must be creative in order to ask questions tha provoke adebate, help to argue, stimulate interactions and give often his learners homework.
Some teachers said: "After this training, we’ll not be a preacher in our classrooms because we covered in this training better ways to develop communicative skill of a learner. It puts them in the situation to speak the language that they are learning.
Before, the trainer made an icebreaker. After the icebreaker he gave a group activity with those questions below:
1 - What definition can you give to CLT?
2- In your opinion, why, after our Highschool in Haiti, can’t we speak English very well?
3 – Give a definition to the word << COMINICATIVE >>
4 – Whatare the differentways a teacher can develop communication skill of his learners?
5 - Give a definition to the word << LANGUAGE>>?
6 – In your opinion, why do students sometimes stay mute in an English course?
After asking each group to present their work for the class, and after each presentation, the trainer gave to the class opportunity to make some interaction. At the end, he corrected their wrong answers.
Some trainees saw the importance of developing the learners’ communicative skills in writing and reading. Some added: in Haiti our teacher teach only grammar and vocabulary. Furthermore, they do not put the learners in the situation to develop their communication skill and sometimes our teachers have not authentic materials in the lesson and they must be creative in order to ask questions tha provoke adebate, help to argue, stimulate interactions and give often his learners homework.
Some teachers said: "After this training, we’ll not be a preacher in our classrooms because we covered in this training better ways to develop communicative skill of a learner. It puts them in the situation to speak the language that they are learning.
CBI LESSON.
The CBI theme was debated with active participation , group activities and presentations were conducted.
Activity 1) Make a list of language (topic or topics) that we usually debate in class
Activity 2) Make a list of appropriate contents to all the topics
Activity 3) Make a list of CBI benefits and give the appropriate details
SUMMARY OF CBI
The summary of CBI is that intrinsic motivation increases when language learners are immersed in authentic content.
BENEFITS OF CBI
- Introduction
- In context
- Brainstorming
- Definition of CBI
- Objective of CBI
- The parts of CBI
- Group activity
- Fixation
- Summary of the session
The CBI theme was debated with active participation , group activities and presentations were conducted.
Activity 1) Make a list of language (topic or topics) that we usually debate in class
Activity 2) Make a list of appropriate contents to all the topics
Activity 3) Make a list of CBI benefits and give the appropriate details
SUMMARY OF CBI
The summary of CBI is that intrinsic motivation increases when language learners are immersed in authentic content.
BENEFITS OF CBI
- Motivation
- Critical thinking
- Real- life application
- Transferability
- Fun factor
- Efficiency
- Classroom management
SWBAT SESSION
In context
Definition Of SWABAT
Objective of SWBAT
Group activities and presentation were made
Make unit goals and SWBAT for this theme followers: Water in the world. There were 6 groups during this activity
In context
Definition Of SWABAT
Objective of SWBAT
Group activities and presentation were made
Make unit goals and SWBAT for this theme followers: Water in the world. There were 6 groups during this activity
HOW WAS RUBRIC TRANING
First the trainer has an icebreaker, after the icebreaker he made a brainstorming with these questions below:
After their answers, he gave his explanations of the rubric activity, and showed them that the rubric allows a teacher to evaluate his learners
Group activities and presentations were made and each trainee tried to create a rubric with his SWBAT
- Introduction
- In context
- Brainstorming
- Objective of rubric
- Group activity
- Fixation
- Summary of the session
First the trainer has an icebreaker, after the icebreaker he made a brainstorming with these questions below:
- What do you think about rubric?
- What is the importance of the rubric in our classroom?
After their answers, he gave his explanations of the rubric activity, and showed them that the rubric allows a teacher to evaluate his learners
Group activities and presentations were made and each trainee tried to create a rubric with his SWBAT
JEOPARDY GAME
At the end of the formation we did Jeopardy game. How was jeopardy game?
First, we establish the rules of the game
Furthermore, one person among us read the questions, another person wrote the points on the board in front of the name of each group.
A person was the timer in this game. We gave 2 minutes to each group to answer each question.
At the end of the game we were distributed T-shirts at the winner group.
At the end of the formation we did Jeopardy game. How was jeopardy game?
First, we establish the rules of the game
Furthermore, one person among us read the questions, another person wrote the points on the board in front of the name of each group.
A person was the timer in this game. We gave 2 minutes to each group to answer each question.
At the end of the game we were distributed T-shirts at the winner group.
THANK YOU VERY MUCH!
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