Eclesiaste Joseph and Metelus Bernadieu offered a training March 28-30 in Mirebalais. They trained 30- teachers for three days, and a total of 27 hours. Here is their report.









Name of teachers trained, where they were trained, name of school and number of students impacted.
1-  Kensonn Duval – Mirebalais – MITSRAI -  60
2-  Johanne Exume -  Mirebalais -  Bon samaritain -  30
3-  Edmond Philogene -  Mirebalais -  Galilée - 55
4-  Cineas Fleuriles -  Mirebalais, Lycée, 66
5-  Benoit Merci, Mirebalais -  Lycée -  50
6-  Jean René Jn gille -  Mirebalais -  La pléiade -  70
7-  Larose Yves -  Mirebalais -  New world institute - 30
8-  Eslet Félix -  Lachapelle -  M.L.F.C - 46
9-  Lucsaint Jean -  Mirebalais -  LUMECO - 46
10-  Yvon Joseph -  Lachapelle -  Laroche -  66
11-  Vequert Semezier -  Lachapelle -St louis - 60
12-  Judette Joseph – Lachapelle -  Epiphanie - 50
13-  Jeffenson Valmont -  Mirebalais – ABC - 20
14-  Jean Wilner Louis, - Mirebalais – NTI -  50
15-  Ernstz Oscar -  Domond – ECEV -  61
16-  Amos Bosquet -  Mirebalais -  Christ Roi -  36
17-  Silfrand Saintvilia -  Mirebalais -  Sept sages -  48
18-  Sadrac Jean Pierre -  Mirebalais - Académie Mon Trésor - 30
19-  Jean Louis Peralte -  Mirebalais -   La Renaissance -  65
20-  Francky Constant -  Mirebalais -  La Renaissance -  82
21-  Noncy Vilgueur -  Mirebalais - Bon Samaritain - 100
22-  Esther Eliazard -  Mirebalais - La Renaissance - 104
23-  Edzer Cameau - Mirebalais - Jacques Stephene -  150
24-  Pegguy Martial Altidor -  Mirebalais -  Saint Louis -  108
25-  Wilbert Maillet -  Mirebalais -  La Renaissance - 69
26-  Eddy Charles -  Mirebalais -  ABCD-M -  91
27-  Junior Boniface -  Mirebalais -  Ebenezer -  98
28-  Widson Acceus - Mirebalais -  Marie Soleil -  48
29-  Josué cenesca -  Destinville - Bon berger -  64
30-  Renet Petit Juste -  Mirebalais -  Saint Louis - 38
    Total: 1891 Students impacted.

Ice breaker used as warm up.
We used three different ones for strenuous activity in the training. For example:
We called eight ( 8 ) people facing each other, we pick one to close his or her eyes someone touched and tell who he or she was touched by?

Describe how communicative language was introduced.
Communicative Language Teaching (CLT) was introduced in the way to facilitate the communication, interaction in the real-word to communicate the people.

Described how SWBATs were introduced and SWBATs that Trainees developed.
As SWBATs is a method, it was introduced in the training as a practical method to plan lesson before going to teach and expect that the students will be able to learn so many things after the lesson.
SWBATs trainees developed: Explain causes of the pollution using the conjunctions for revelency.
Students identify all about pollution to the effect.

Described how lesson planning was introduced and lesson that trainee developed.
We introduced lesson planning to plan a lesson that we are going to talk about as a good teacher to be up to date.
Trainees developed:
Unit:  The human right to water.
Lesson:  Hand washing
SWBATs: Students will be able to wash hands using Health vocabulary. Students will be able to know how to wash hands properly using health vocabulary.

Described how trainees were train on the four skills and the strategies that were employed.
Listening, Speaking, writing and Reading (LSWR) were way that facilitate the tracing communicate between them. They listen, Speak, write and read. One of us read a page in our sheet carefully and ask everyone to ask question about it as strategies we employed.

Described how trainees were trained on assessment rubric, what training shared about their rubric
They trained on assessment rubrics by tracing a board and write the different levels, if it is Excellent, good, fair or poor. It had: Levels, Criteria and descriptors. And then get which one got the higher score.

Described how training helped trainees prepared their students for using English outside the classroom in real- word situations.
The tracing helps trainees to prepare their students to speak English better than before. To communicate to their friends outside the classroom, to discuss to one each other in the real-word. They will be able to look around them and use English.

As I am asked to describe my reflexion on the training process, so everything went well, it was successful because we found many new things, training increase the knowledge of the trainees, everybody was happy, we had a good time together, everything worked well, there was no complain and I will provide more time of training in the next time.
​
Thank you all for this program, it is not only teach me for one day but for the future!
Eclesiaste Joseph

REPORT FOR THE BLOG
Trainer: Shester SEVERE

1- Included photos of the training session
Pictures of the all four (4) days with the modules we presented everyday (AM / PM) session.

2- Described names of teachers trained, where they were trained (Name of school), number of students impacted.

Names of teachers trained                Where they were trained                    Number of students impacted

CHARLES Jude                                      EFACAP DE HINCHE                                    500
DORSAINT Elivens                                 EFACAP DE HINCHE                                    120
ETIENNE Shorwen                                 EFACAP DE HINCHE                                     25
GRACIA Jn Samuel                                EFACAP DE HINCHE                                     35
JEAN Flooddy                                        EFACAP DE HINCHE                                     200
LORENA Feliton                                    EFACAP DE HINCHE                                     50
LOUIS JUSTE Junior                              EFACAP DE HINCHE                                     35
MYRIL James                                        EFACAP DE HINCHE                                      25
SIMON Wadson                                     EFACAP DE HINCHE                                      35
THONY Marvens                                    EFACAP DE HINCHE                                      200
TOTAL: 10                                                                                                                 1325

3- Used an Ice-breaker as a warm up

We used an ice-breaker as a warm up each day before starting.
a) The first day (February 25), we used my favorite sport as ice-breaker.
b) The second day (February 26), we used my name is... as ice-breaker.
c) The third day (February 27), we used write a special date where something special happened in your life and shared it with your classmates as ice-breaker.
d) The fourth day (February 28), we used inside/ outside circles.

4- Described how communicative language teaching (CLT) was introduced.

CLT was introduced as a useful tool that the teachers can use in their classroom to create and make the students interact between them. Also it can help the students interact in the real world with human being.

5- Described how SWBATs were introduced and SWBATs that trainees developed.

SWBATs were described as a way to write objectives. They were described also as objectives that the teacher has in mind, but unknown by the students; and expectation that the teacher is waiting for from his students (what he would like his students learn) after his teaching.

- Trainees developed: Language and Content SWBATs with in the middle the relevancy, where they learned they have to use authentic materials.
Ex: one of the groups discussed about one well. They developed as language SWBAT: Grammar, as content SWBAT: importantance of water. For relevancy they learned how to use authentic materials / appropriate documents.

6- Described how lesson planning was introduced and lessons that trainees developed.

Lesson planning was introduced as a plan, a preparation that the teacher has to do before teaching. To avoid being improvised as professional.

- As lessons, trainees developed:
UNIT: Human body (Weeks/ Months).
Lesson: one of the three (3) parts of human body (head/ days).
SWBAT: Students will be able to identify all the parts of the head.
Students will be able to use the vocabulary in the real world to express themselves (at the Hospital).
Language SWBAT: vocabulary words.
Content SWBAT: the head.

NB: According to what they learned: Curriculum, Unit Goals, Lesson / SWBAT, L+C (from the general to particular).

7- Described how trainees were trained on the four skills and the strategies that were employed.

Trainees were trained on the four (4) skills (L R S W) as a method or a key that can use to evaluate the level of the students on their: Listening - Reading - Speaking and Writing.
According to their SWBATs, the trainees have developed as strategies a formal letter to check the level of reading, writing of the students, a song to check the level of listening and speaking of the students.

8- Described how trainees were trained on assessment rubrics, what trainees shared about their rubrics?

Trainees were trained by describing the rubric before, a formal letter for example, in which we showed them the different kind of grades they can use to evaluate their students and get a feedback. According to the obtained results from the total scoring, and in each box, the teachers can see where their students need to be improved.

9- Described how training will help the trainees prepared their students of using English outside the classroom, in the real world situations.

Training will help the trainees prepared their students to interact with foreign people, interprete/ translate documents into other languages, to earn money and study online.

10- Described your reflection on the training process. Was it successful? Why or why not? What worked well, and what didn't work? What will you do differently next time?

The training process was excellent, the interaction of trainees was awesome and during all the training, the discussions and presentations were animated.
The training was very successful because the feedback was positive; all the trainees were satisfied for everything.
The methods we used to teach them worked well, and showed them how to create activity in the classroom. In the assessments they always wanted to spend more time for the reactions and presentations.
Next time time, we will spend more time with them for the assessments or presentations.

Best regards to all members of MIIS!
Shester SEVERE
Trainer.

Trainer: Marc Arthur ESPERANCE
REPORT FOR THE BLOG

1- Pictures of all four days with the modules we saw in each session (AM/PM)

2- Described names of teachers trained, where they were trained (name of school), number of students impacted.

Names of teachers trained                         Where they were trained                       Number of students impacted
CHARLES Jude                                        EFACAP DE HINCHE                                      500
DORSAINT Elivens                                   EFACAP DE HINCHE                                      120
ETIENNE Shorwen                                   EFACAP DE HINCHE                                        25
GRACIA Jn Samuel                                  EFACAP DE HINCHE                                        35
JEAN Flooddy                                          EFACAP DE HINCHE                                       300
LORENA Feliton                                       EFACAP DE HINCHE                                         50
LOUIS JUSTE Junior                                 EFACAP DE HINCHE                                         35
MYRIL James                                           EFACAP DE HINCHE                                         25
SIMON Wadson                                        EFACAP DE HINCHE                                         35
THONY Marvens                                       EFACAP DE  HINCHE                                        200
TOTAL: 10                                                                                                                       1325

Trainer: Marc Arthur ESPERANCE
REPORT FOR THE BLOG

1- Video / Pictures of all four days with the modules we saw in each session (AM/PM)

 2- Described names of teachers trained, where they were trained (Name of school), number of students impacted.

Names of teachers trained              where they were trained                       number of students impacted
CHARLES Jude                              EFACAP DE HINCHE                               500
DORSAINT Elivens                         EFACAP DE HINCHE                               120
ETIENNE Shorwen                         EFACAP DE HINCHE                                25
GRACIA Jn Samuel                        EFACAP DE HINCHE                                35
JEAN Flooddy                               EFACAP DE HINCHE                                300
LORENA Feliton                            EFACAP DE HINCHE                                 50
LOUIS JUSTE Junior                      EFACAP DE HINCHE                                 35
MYRIL James                                EFACAP DE HINCHE                                 25
SIMON Wadson                             EFACAP DE HINCHE                                 35
THONY Marvens                            EFACAP DE HINCHE                                200
TOTAL: 10                                                                                                    1325 

3- Used an ice breaker as a warm up
We used an ice breaker as a warm up each day before starting.
a) The first day (February 25), we used "my favorite sport" as Ice breaker.
b) The second day (February 26), we used "my name is...as ice breaker.
c) The third day (February 27), we used "write a special date where something special happened in your life and share it with your classmates" as ice breaker.
d) The fourth day (February 28), we used "inside/ Outside circles"

4- Described how communicative language teaching (CLT) was introduced.
CLT was introduced as a useful tool that the teachers can use in their classroom to create and make the students interact between them. Also can help the students interact in the real world with human being

5- Described how SWBATs were introduced and SWBATs trainees developed.
SWBATs were described as a way to write objectives. They were described also as objectives that the teacher has in mind, but unknown by the students; and expectation that the teacher is waiting for from his students (what he would like the students learned) after his teaching.
-Trainees developed "Language and Content SWBAT" with in the middle "the relevancy", where they learn they have to use authentic materials.
Ex: one of the groups discussed about "pollution in well". They developed as language SWBAT: vocabulary and Content SWBAT: pollution; as relevancy: videos, papers, documentary relative to pollution.

6- Described how lesson planning was intoduced and lessons that trainees developed.
Lesson planning was introduced as a plan, a preparation that the teacher has to do before teaching. It helps the teacher to be precised in his teaching by avoiding to go and forth to waste the time. It helps the teacher also to not come to improvise in the classroom as professional.
- As lessons, the trainees developed:
UNIT: Human body (weeks / Months).
Lesson: one of the three parts of human body (head / days).
SWBAT: Students will be able to identify all parts of the head.
Students will be able to use the vocabulary in the real world to express themselves (Hospital).
Language SWBAT: vocabulary words.
Content SWBAT: the head.

NB: According to what they learned: Curriculum, Unit Goals, Lesson / SWBAT, L+C (from the general to specific).

7- Described how trainees were trained on the four skills and the strategies that were employed.
Trainees were trained on the four skills (L R S W) as a method or a key that they can use to evaluate the level of the students on their: Listening - Reading - Speaking and Writing.
According to their SWBATs, the trainees have developed as strategies a formal letter to check the level of reading, writing of the students, s song to check the level of listening and speaking of the students.

8- Described how trainees were trained on assessment rubrics, what trainees shared about their rubrics?
The trainees were trained by describing the rubric before, a formal letter like example, in which we showed them the different kind of grades they can use to evaluate their students and get a feedback. According to the obtained results from the total scoring,  and in each box, the teacher can see where their students need to be ameliorated or improved.

9- Described how training help the trainees prepared their students of using English outside the classroom, in the real world situations.
Training will help the trainees prepared their students to interact with foreign people, interprete to earn money and why not to study online.

10- described your reflection on the training process. was it successful? why or why not? What worked well, and what didn't work? What will you do differently next time?
The training process was excellent, the interaction of the trainees was awesome and during all the training, the discussions and presentations were animated.
The training was very successful because the feedback was positive; all the trainees were satisfied for everything.
The method we used to teach them worked well, because of that, they needed only a push to understand some of the concepts we developed. In the assessments, some ideas were not precised, the time for the reactions or presentations did not respect.
Next time, we will take more days to have more assessments, and more time for the reactions and presentations.

Best regard!
Marc Arthur ESPERANCE
Trainer

TRAIN-THE-TRAINER ENGLISH TEACHER TRAINING PROGRAM
FIRST TRAINING SESSION 2017(FEBRUARY 25-28)
TRAINER: Marc Arthur ESPERANCE
REPORT FOR THE BLOG
 

1. Included photos of the training session

  Pictures of all the four days with the modules we saw in each session (AM/PM).
 

Train-the-Trainees teacher training
1) Photos and videos of the training session
First day
 Photos: Ice-breaker inside/outside circle (assessment)
Second day
Photos: Ice-breaker: Summary of the first day, (assessment).
Photos in group of all trainees, Videos, Ice-breaker and interview.
2) Names of teachers trained, where they were trained (name of school), number of students impacted.
a) Names of teachers trained and number of students impacted:
1- Ceraphin Michel             (480)
2-Chedner Brunot              (100)
3- Djoubens Severe             (10)
4- Eliver Jean                   (10)
5- Franco Noel                 (2130)
6- Islourde Joseph              (100)
7- Jean Brissot Hilaire            (203)
8- Luxene Joseph               (150)
9- Micul Pierre                 (130)
10- Renald Mene                (20)
11- Roberne Saint-preux          (300)
12- Rubens Sensuel              (150)
13- Sauvena Lorena              (15)
14- Sedec Andreus               (15)
Total students impacted          (3813)
 
b) They were trained at Antenor Firmin School (Antenor Firmin Street). Saint-André school was not available.
3- Ice-breaker used as a warm up
First day
 Inside /outside circle in which we asked the teachers to tell an important or special story relative to their lives during 2 minutes.  
Second day
Ice-breaker used: a big circle in which we asked the teachers to introduce themselves, where they are from, their favorite fruit and tried to remember all the information about the others (from the first one to the last one).
4- Described how Communicative Language Teaching (CLT) was introduced.
Communicative Language Teaching was introduced as a useful tool that the teacher needs to have in his method of teaching. But to have it, a message has to be sent, received and provoked a reaction. We checked how the teachers work on it according to the assessment.
5- Described how SWBATs were introduced and SWBATs that the trainees developed.
A) SWBATs were introduced as the goal of lesson plan. At the end of the lesson the students will b able to.
We took an example: A song: with the song the students will be able to:
- Learn new vocabulary.
- Improve their listening.
- Know different tenses of the verbs.
- Improve their grammar rules.
B) How the trainees developed the SWBATs
They performed SWBATs with the human body according to them, students will be able to:
- Identify different part of the body.
- Write the words correctly.
-Use it in the real-world and sharing with others.
 
6) Described how lesson planning was introduced and that trainees developed.
The lesson planning was introduced as something that the teacher has to do before each course he is going to dispense to avoid being improvised.
The trainees develop the lesson planning in choosing a subject that they are going to teach to the students. In that lesson, they say what they are going to see with the students, and at the end of the subject the students will be able to. (The SWBAT is appeared). The way the trainees develop the lesson planning shows us they understood it. They appreciated it and they are ready to use it in their classroom.
7) Described how trainees were trained on the four skills and the strategies that were employed.
The four skills are: Listening, reading, speaking and writing (LRSW(Y)).
The trainees were trained on the four skills by: presenting the big <<W>> with each symbol, through the symbols we explained the trainees the importance of each of them as a tool to teach to the students in a classroom.

1. For listening (L): they can use CDs, Radio cassettes (tapes).
2. For reading (R): they can use books, news paper, novels and magazines.
3. For speaking(S): they can make dialog, conversations, debates and discussions. We showed also them how to use OPI (Oral Proficiency and Interview) to test the speaking level and TPS (Think-Pair and Share) of their students.
4. For writing (W): they can use topic, opinions to write about.

For the strategies employed by the trainees, there weren’t, because the four skills were strange for them. They didn’t know it before, now they are going to use it in their classroom.
8) Described how trainees were trained on assessment rubrics and what trainees shared about their rubrics.
We introduced the rubric as a table of three (3) parts (levels or performance, criteria and descriptor) that they can use in classroom to evaluate their students. After explanation of the three (3) parts of the rubric, we used a letter as assessment in which we evaluated them. They didn’t know anything about it, and for the time being they are going to do their best to use it in classroom.
9) Described how training helped the trainees prepare their students for using English outside the classroom, in real-world situations.
The training was so important, so helpful and impacted to them; with that, they are going to prepare their students for using English in real-world situations as:

• Good interpreter to earn money
• To interact with other people
• To learn the culture of other people
• To get a good job with an International Organization

10) Described your reflection on the training process. Was it successful? Why or Why not? What worked well, and what didn’t work? What will you do differently next time?
The training process was excellent according to us. We invited the trainees, they came and the feedback was positive according to their testimony. It was very successful because they didn’t have methods, and now they are going to use the new stuffs learned in the training. Everything worked well, except the Ice-breaker we used in the second day. They ignored its importance, they thaught it was a game, but after evaluation in assessment, they saw it was a memory test. They understood its importance.
Next time, we’ll take more days for the training and we’ll make them work more to the assessment.
 
 
 
 
 The report was prepared by Mr Marc Arthur ESPERANCE and Mr Shester SEVERE. Best regards to you Ms Lisa and all the guys of Monterey.
 

Dear all,
           this is Shester SEVERE for the second report of the the workshop we made in Lascahobas for the English teachers.
Describe how communicative language teaching (CLT) was introduced: The problem we were used to facing in Haiti most of the teachers are teaching Foreign Languages to prepare the students for only the exams. They always focus on grammar rules, give the students a lot of vocabularies to memorize and ask them sometimes to make a sentence with each word and recite them when they come back to school without thinking if the sentences are communicative or not.
After the training we had with the teachers in Lascahobas, they said that the methods we used are really useful, it will allow them to know how to use their brain to create practical activities in the class with these three (3) words ICI (Imagination Creation and Invention) and they will try hard to include it in the Language Teaching to make a positive impact on the educational system.
We presented the communicative language teaching through a topic, we asked them to identify the sentences which are communicative or not.
 
Describe how SWBATs were introduced and what that trainees developed: We presented to them this new method which is named SWBATs (Students Will Be Able To.), generally SWBATs used to define objectives of the lesson plan. It was a new method for them according to their testimony, but they were excited and welcomed it. They said that it will definitely improve the way they used to teach before.

Best regards!
Shester SEVERE

​Well this is again Rodney Adams DECAMP reporting the second report of the the program Train-the-trainer teacher training held at Centre Educatif Evangelique de Lascahobas-CEELA.  Lascahobas, Plateau Central, Haiti.
Describe how communicative language teaching (CLT) was introduced:
Problematic:
The main issues in languages teaching in Haiti are that the methods are not communicative. Whatever the foreign languages teaching, students are overwhelmed with grammatical rules and vocabularies just to pass the tests and final exams.  For instance the most common methods have always been about to copy vocabularies off the board and try to memorize then recite them before the Teachers.  But it is more than that just pass a test and memorize vocabularies, it is actually a question of communication: how useful or practical is what the students have learned. It is a serious point which has an impact on all a generation.
Introduction communicative language teaching (CLT):
 As Professors Ruth and Vanessa did, to introduce the (CLT), we shared some sentences and asked each teacher to think on it and to give his feedback if the sentences are communicative or not. And we asked them to create activities they think which could be more practical. In fact they did it.
 
Describe how SWBATs were introduced and what that trainees developed:
SWBATs were well introduced. First of all we ask to share their ideas on what SWBATs is, if they are familiar with it. In their intervention, the teachers said that they did not know SWBATs before; they were used to apply other method to determine their objective but definitely they will use SWBATs in their next class.
We present SWBATs as follow: Students Will Be Able To… (SWBATs). It states what our objective or our learning goal is for a particular lesson. Then in the practical phase we brought them to perform SWBATs activities.

Rodney Adams DECAMP,
​Best and finest regards

​Good Morning dear All!
This is Rodney Adams DECAMP from Haiti. I am kindly submitting to your attention the report from the 1st day of the training program: Train-the trainer teacher training held at Centre Educatif Evangélique de Lascashobas-CEELA in Lascahobas November 4th, 2015. Shester SEVERE and I Rodney Adams DECAMP have formed a good trainers’ team, and we had an enthusiastic trainees’ team as well. We have listed eleven (11) teachers from Mirebalais, Port-au-Prince, Saut D’Eau and Lascahobas where the training has taken place. As these teachers are from different areas, knowing that they teach at several schools and according to their testimony after the training their impression lets us estimate that this training session will have an impact on a large number of students-from one thousand and five hundred students (1500).
​
At the beginning we warmly welcomed the teachers. We started with an English song and a prayer. In terms of introduction we used two (2) Ice-Breakers. The first one was about a rotation where each teacher introduced himself (his name, where his from and his favorite sport); the next teacher introduced the colleague before him and himself and so on…the second Ice-Breaker was about the year of birth of each participant written on a piece of paper –then we checked to see the year in which most of them were born and we only called the year for instance (1989) and more than three (3) teachers stood up at the same time. Interesting! Isn’t it? Such activities were new for them but deeply impressed them.

We considered this strong educational quotation,  was put in our Haitian context and shared “Learning is about so much more than just filling in the right bubble……to make sure that our kids are enjoying learning, that our Teachers are able to operate with creativity, to make sure we are preparing our kids for a lifetime of success.” –President Obama.

The list below is the teachers/ participants names who attended the training session. Looking forward to post other steps very soon.
Teachers’ names list:

1. Bernadieu METELUS
2. Josué SENESCAR
3. Eclésiaste JOSEPH
4. Félix LEXANDRE
5. Changlois SMITH
6. Jean Wilner LOUIS
7. Michaël HERMILUS
8. Habaccuc SIGUE
9. Mireline Charlemagne
10. Charly JEAN-FELIX
11. Darline THERMIDOR

​

Rodney Adams DECAMP,
Best and finest regards