Training Session of April 21-25 2017 Prepared and presented by Rodney Adams DECAMP/Trainer and Felix LEXANDRE/Co-Trainer. Number of hours covered: 30
Location: Mirebalais/Haiti-IDEJEN Professional School
At the very beginning we started by an English song and prayer following by a short presentation about “Middlebury Institute of International Studies at Montery” program: Train-the Trainer. Such training prepared to intention of 27 Teachers mentioned in the list (see below).
Used an Ice-breaker as a warm up
To keep everyone warm up, an ice-breaker has been used twice a day.
- The first day we used personal information (name, matrimonial rank of each of us); we performed such icebreaker by forming a circle where the first Teacher introduced himself and the next one introduced himself and the person before.
- The favorite fruit of each Teacher and the reason why he likes it
- The second day we visited a greenhouse nearby and when we were back at class as ice-breaker each Teacher has been asked the following questions: what did see at the greenhouse? Could you identify the seeding which produces the fruit that you like in the afternoon?.
- The third day “Two (2) truths one false” icebreaker has been performed in the afternoon only.
- The fourth day sharing a special that toke place in the life of everyone.
- Finally we organized the turning cycle group where Teachers shared to one and other two things learned that they will use in their next teaching class.
Described how communicative language teaching (CLT) was introduced.
At first, we challenged the Teachers concerning CLT standing for Communicative Language Teaching. Then we introduced it as useful tool or a strong strategy that the Teachers can use in their classroom to create interaction between the students to bring them to use the language learning in the real world. We definitely brought the Teacher to make their lessons mostly practical than just an academic matter. Further, we performed activities just to show how they can organize group of students and how they use whatever they have in their class environment to make it happen.
Described how SWBATs were introduced and SWBATs that trainees developed.
We often let the trainees share their thoughts concerning the subject then we introduce SWBATS: standing for Students Will Be Able To. Initially, SWBATS were presented as the objectives that the Teacher has in mind and he wants the students to absorb in his teaching process while planning the lesson, but unknown by the students. It has been in deed as what the teacher wants his students to learn after the lesson.
Content Base Instruction (CBI) has been presented to better help them the SWBATs they can develop: Language SWBATs and Content SWBATs with relevancy –by using Authentic Materials. For example, by using an authentic materials on Hygiene Promotion searched on the internet/google, and having in mind the four (4) language skills: Speaking, writing, reading and listening, the trainees were asked to organize in group of five (5) to develop three (3) languages SWBATs; and in terms of information on “Washing Hands” steps to develop three (3) content SWBATs.
Example 1: Students will be able to know new vocabularies related to washing hands (language)
Example 2: Students will be able to follow the steps of washing hands process (content).
Described how lesson planning was introduced and lessons that trainees developed.
Lesson planning is defined as a scheduling provision that the teacher has to do in advance before he dispenses the lesson/ the course. It helps the Teacher using wisely his time.
Curriculum-all Themes spread over a year. Example: French around the world
Unit: spreads over weeks/ a month Ex: Haiti, Ivory Coast, Martinique, France et…
Lessons: daily basis: Haiti Agriculture
Accordingly with the Content Base Instruction (CBI) we introduce the four (4) skills as the ability to use the language to make it communicative. Related to Language trainees were asked to develop SWBATs which aim the grammar level of the students while writing a letter using the present tense (Writing); it has been developed to verify the pronunciation of the students by reading an article made for native English Speakers (Reading); Trainees were encouraged to use audio lecture made for native English Speaker. For example: Students will able summarize (by a short presentation) an audio lecture after hearing it (Listening and Speaking). It has been stated that the main reason for this is to organize learning activities into some order and to assist the Teachers in deciding exactly what the aim of their lesson. The table below was helpful:
Assessment Rubrics were described as a tool used to infer and score students’ work. It definitely helps Teachers to grade more objectively. Below is an assessment Rubrics with trainees based on a Handwashing map of our community:
Communicative Language Teaching-CLT has definitely been printed into their thoughts. At first, we exposed together the problematics of the traditional teaching in Haiti where the emphasis mostly tend to keep the students quiet. The results are negative as most of Haitian students after more than seven (7) years attending languages classes, they can’t actually use the learned languages in real life.
In the other hand, we saw together the value or the importance of being able to speak up a language in the real world. As a concrete example, I shared my experience on how easier it was for me than other qualified persons to work for the United Nations as communication Officer and for Mercy Corps as National Awareness Raising Coordinator.
Trainees were asking how to conciliate the Haitian Educational curriculum and the CLT. Practically they have been interacted to each other; I urge them to do the same while teaching in the future. Then I encourage trainees to create the climate, use the materials in their environment to make it happen. In the same perspective, we went to visit a greenhouse to identify different seeding and got back to class to perform appropriate communicative activities. We challenged then to prepare their students, not just as an academic matter, but the real life perspective.
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?
At the beginning it was a little bit difficult to have the Teachers available at the moment of my availability; we started the training at a local which was not corresponded with the rainy season, we had to and in fact find another venue comfortable. As human created at the image of God the Creator there is often a way to overcome.
We had prepared for 19 Teachers but more were willing to participate because they saw interest to attend the training. We graduated 26 Teachers but two did not receive their certificates as they did not fully completed the required hours. In my humble opinion it was successful. Trainees actually loved such new pedagogy approaches. They expressed their gratitude toward the initiators of this program. They are looking forward to attending a session with the wonderful team from California expecting to have hard or electronical copies of sessions.
In the future, I will do a better planning. Necessaries Materials for the training like laptop and a better internet speed connection would be an advantage to submit the reports as soon as possible.
In the Graduation day (GD), we created a “Train-the-Trainer” WhatsApp group where we share some good English authentic materials, where positive English discussion is held.
Trainer: Rodney Adams DECAMP