FROM: Trainers at Mirebalais
To: Team EFL
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.
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.
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.
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:
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.”
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.
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
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
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!
We are pleased to share the report of our training that we organized in Gonaives from 16th to 18th December 2017, after taking part in the train the trainer program at MIIS Team EFL Haiti last year At St André School from Plateau Central. At first I can’t miss this moment not to greet Mrs Lisa for her help because she sacrifices her time to make possible this training that many teachers were happy to take part on it. A big thanks too Rotary (Hinche), for the financial support of the training session. The trainers were: Gregory Pierre, Ulysse Gestin and Kesnel Décius. In order to advance towards the achievement of targets set by Team EFL Haiti that is a joint project between the Middlebury Institute of International Studies at Monterey (MIIS) and the Ministry of Education. In Gonaïves, we have organized it at “Redemption school” where we were allowed to realize the training.
Let’s talk about the main goal of Team EFL Haiti who is to enhance the design and delivery of English language instruction to the students in Haiti through cooperation with St. Andrew's School and language teachers in the area in order to advance teacher professional development and Higher English language proficiency outcomes for students.
In the session there were several phases. We can quote:
These meetings were successful. We have developed a form of exit ticket (2. 2. 2.), evaluation, our agenda after having set our goals. Such as:
At the end of the session Trainees will be able to (SWBAT)
See the timesheet:
Team EFL Haiti
Train-the-Trainer, Session 16, 17, 18 December 2017, Gonaives, Haiti
A Rotary Global Grant Project
Pedagogical Training for English teachers and others educators
Institution Mixte la Redemption, Gonaïves, Haïti
9h00 AM-9h30AM: Presentation ( Ulysse)
9h30-10h00: Breakfast (Gregory)
10h00-10h15: Prayer and Ice-Breakers (Ulysse)
10h15-11h00: Introduction (MIIS team EFL and the trainers) Kesnel
11h00AM-12h00 PM: Basic English (Kesnel and Gregory)
12h00PM-1h00PM: Diner (Ulysse)
1h00-2h00: Basic English (Kesnel and Gregory)
2h00-3h00: Goal setting (Gregory and Kesnel)
3h00-3h10: Break time
3h10-3h20: Simond says, Ice-Breakers (Gregory)
3h20-3h50: Songs, you are my strenth (Kesnel)
3h50-4h00: 222 (Ulysse)
9h00-9h30: Breakfast (Gregory)
9h30-9h40: Prayer and song (Kesnel)
9h40-9h50: Show me how you get down, Ice-Breakers (Ulysse)
10h00-12h00: Goal setting (Gregory and Kesnel)
12h00PM-1h00PM: Diner (Ulysse)
1h00-2h30: Communicative Language Teaching, CLT ( Ulysse and Gregory)
2h30-2h40: Break time
2h40-3h00: Songs (Above all) Kesnel
3h00-3h50: What a good teacher is? (Ulysse)
10h00-10h10: Communication activity, Ice-Breakers (Ulysse)
10h20-11h00: Hand washing (Gregory and Kesnel)
11h00-11h15: Feed back
11h15-12h00: Evaluation, Jeopardy (Gregory and Kesnel)
12h00-2h00: Graduation (A song, discourse and thanks, certificate, Collation)
How to administrate
By this activity we take all the trainees away, we go on the yard. We make them form a circle and ask to one of them to cite his name after that another one will cite the first name before citing his. And that is the same for each person; you cite all the names you have heard before after that you add yours.
That help the trainees to familiarize each other, we get habit with some voice.
That helps us to check their memories: the way that they save the name gives us an idea about how they can memorize the lessons.
How to administrate
That’s an activity by it we have learned a very good sung that title “D.O.W.N” in that activity we choose someone around the crowd to come in front and show how he gets “D.O.W.N” by a gesture and all the others trainees will follow the same gesture and try to reproduce it similarly.
That activity permits to the trainees to relax themselves. That makes them exercise. That makes them move their bodies laugh and distract a little bit.
Hand washing’s Demonstration
How to administrate
That was an activity where we had invite people to wash their hands. We ask them to follow the way that they see we wash our hand and after that to do the same. In that we use soap, water, some cups, a container. We follow all of the six steps without tell them about that and make them follow us.
By this activity the students know how to wash their hands properly by following all of the six steps of “washing Hands” and that connects them too to the next lesson.
A special dates
How to administrate
Every student write in a piece of paper three dates that they pretend important in his life, after that we group by four or five and classify those dates chronologically. And discus into groups.
That helps the trainees know about the priority of the things, to know about ordering things in the life.
Two truths and one lie
How to administrate
It’s an activity by it the students form some groups they use a piece of paper to write three things among them two truths and one lie, they will share that into the group in to another one from the group guess what is the lie. And in the end we choose some members in some groups to share things that they wrote and all of the class will find the lies.
That help to the student to analyze face of people in other to guess the things that they say falsely. That can help than by making a survey too.
How to administrate
Like explain the name it’s an activity that people form a circle: that is divided in three parts:
- In the first one people imitate an animal and they do them walking way of the animal to go to greet each other. We call that part “greeting”
-In the second part of this activity someone pass in the center of the circle and share some exciting things with the colleagues and gives a way to applaud him. This part is called “Sharing”
-In the last part we divided people by small groups of five people; one of them will get the middle and close his eyes then drop his body anywhere over the group and the others members will serve him as support. We call that part “group activity”
By this activity the students will become confidents towards people and get habit to communicate publicly.
After our sharing on goal setting and lesson planning, trainees understand that it is very important to prepare before going into the classroom.
In their group work, they demonstrated the way that "Every lesson should be a response" and a proper formulation of a objective. Two concepts that should not be overlooked. They are:
They also show that all formulations of specific objectives require four broad levels. Such as:
To prepare a specific objective, you must think about:
Language: We use it in linguistic. We do the difference between Written and Oral language that have several similarities. It is necessary to take into account the specificities of the spoken. We can say that CLT it’s a key we can use to teaching and learning.
We used the lessons plan by 5 groups of our class to develop our Rubric.
The way that we organized the game, content of each lesson topic / chapter with the points.
Finally we can say that we organized a great training and we would like to thank Ms. Lisa and the director of Rotary club Hinche again, Mr. Harry.
Thanks to the financial support of Rotary (Hinche), the training session on December 18-20, 2017 was planned and carried out at the premises of CLAC / DNL, Gros Morne, by a core teacher trainers Certificated Teacher Trainer MIIS EFL Team Haiti Train-the-Trainer Program December 2016, whose names follow: Hoates Inson LYRA, Israél ISAAC and Job MOÏSE, assisted by the Director of Alumni and Partnership of Anseye Pou Ayiti (APA), Mario JOSEPH*, in order to advance towards the achievement of targets set by Team EFL Haiti that 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 the students in Haiti through cooperation with St. Andrew's School and language teachers in the area in order to advance teacher professional development and Higher English language proficiency outcomes for students.
The session took several phases through which extends the whole process of training. We quote:
I- Planning and launch of invitations for training;
II- Accomplishment phase of the training session;
III- Feedback of the training session
IV- Graduation Ceremony;
I- Planning and launch of invitations for training
This is an important phase of training because it is from this moment that we had to give it a perfect orientation.
Several meetings either on the Whatsapp group or in strategic locations were conducted to prepare the event. It is also through these meetings we made in place the smooth running of the training session in its entire entirety in the first phase.
These meetings were successful. We have developed a form of exit ticket (2. 2. 2.), an evaluation form and our agenda after having set our goals. Such as :
At the end of the session Trainees will be able to (TWBAT)
II- Implementation phase of the training session
Thirty teachers were invited to our training session but we registered some visitors (3) during the three days of training. The names of trainees, the school in which they teach their numbers of learners, their emails and their phone numbers a listed below. It should be noted that good numbers of trainees do not provide all the necessary information to complete the form. Some of them are Pedagogical Coaches, others offer courses in several schools, and they are unable to remember the number of learners, (exceeding several hundred). (See the picture of attendance list)
1. Use an icebreaker as a warm up.
Usually we start every day with an icebreaker and we also use them when we find that our class begins to disconnect.
a-) Circle names
To administrate it, we form a circle and choose someone to start as well as the trajectory. The incumbent said, aloud, name and, along the path, the one that comes after repeating the name of his predecessor before saying his name. The third person did the same, repeating the name of his predecessors in order. And so on…
This activity helps learners be more attentive and also to increase their memories
b-) Find the leader
To administrate it, we form a circle and choose a leader as the person to find the leader is outside. Whenever the leader made a move, other people do too. The person has three chances to find the leader. Once find the leader, the person remains in the circle and the leader becomes researcher.
This activity helps learners improve their reflex and also to cultivate critical thinking(observation)
c-) Counting in the opposite direction (backwards)
To administrate it, we form a circle and choose a leader. By making a motion with each parts of the body they count 1, 2, 3, 4, ... and 1, 2, 3, ... until we got to 1.
This activity helps learners to stimulate
d-) One human show (show you)
In a circle, playing music everyone goes to the inner circle and made a move to your music and other people repeated the movement.
This activity helps learners to unwind, de-stress ...
e-) A special date
We write each a special date in your life (past), then we make group a five to classify in chronological order.
This activity helps learners to order these activities
f-) Two truths and a lie
We wrote three proposals, two truths and a lie. You tell them or submit to your classmates and ask them to guess the lie.
This activity helps learners to communicate and criticize,
g-) Morning circle
To administrate it, we form a circle. This activity includes 3 parts: greeting, shares and groups activity. 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 (joy, sadness, ...), but we must say what we should do after. The group activity can be a game ...
This activity helps learners to withdraw comfort zones and panic to get into the learning area
2. Set their goals and their lessons properly.
The challenge of the first day of the training session did, lesson planning, the point object to improve the trainees during evaluation of the first day. They noticed how our preparation we help to succeed the day completely. They realized that there is no favorable wind for a person who not knows where he goes.
After our sharing on goal setting and lesson planning, trainees understand that it is imperative to prepare before going into the classroom.
In their group work, they demonstrated that "Every lesson should be a response" and a proper formulation of a specific objective. This two concepts that should not be overlooked. They are:
They also show that all formulations of specific objectives require four broad levels. Such as:
3. Explain how communicative language teaching is important.
From the beginning of the first day, participants noticed how communication is important. With implementation of CLT in our session, they understood that the CLT is a teaching tool that facilitates interaction or the way we use to teach, to communicate. They have done great reflections on keywords CLT as:
Communication / Communicative: That's the way we use to share (make known, transmitted,) ideas (imagination, opinions, suggestions and vision, ...) with others or the fact to make something common. Communication is therefore possible, thanks to the language.
Language: That's linguistically, “a doubly articulate communication instrument and vocal manifestation.” They also established a difference between Written and Oral language that have several similarities. They both target the production of a massage in a given culture.
They’re instruments of thought and communication. But it’s also important to take into account the specificities of the spoken word and not to attribute to it all the characteristics of the written word. For example: the syntax used verbally differs from that in writing. They explained that the CLT is the key to teaching and learning
4. Administrate a Rubric and the JOEPARDY to evaluate their students or to record returns (feedback) on their learning.
During the presentation of our agenda, one of the trainees launched a question regarding the evaluation of our session.
He was worried but we promised that we would administer a Rubric and the JOEPARDY game for more extended evaluations at the end of the session to verify the level of learning of each trainee in our objective. They will allow us to record returns (feedback) on our work.
We used the lessons plan by 6 groups of our class to develop our Rubric.
At the end of the session we were able to conduct a review of all the sessions. To do this easily, we administrated this game of question / answers called JEOPARDY; by group.
We arranged our 6 groups, in order, before starting the game. If a group cannot answer its question, the next group will have access to answer. The points will be added to the score of the group as a bonus. So this group chooses its question, and so on.
We wrote on the table, the content of each lesson topic / chapter with the points.
After our Rubric and the JEOPARDY game, trainees noticed that these activities would help them manage their classes because their students will have to follow with great attention.
5. Prepare their students for using English outside the classroom in real situations.
The summary of the feedback from trainees throughout the session let us understand that the session has fulfilled their expectations and that they will implement all they learned in the session because a number of them feel they have to spend less energy and that their students will learn more easily English as a foreign language with the use of content of this training session and they recommend it to all teachers as they are already looking forward to attending another training session with Team EFL Haiti.
III- Graduation ceremony. (see Pictures)
We did not have a splendid graduation ceremony because there was too much concentration on the Rubric and the JEOPARDY game. The trainees demanded more time for these activities. But it is noteworthy that we were delighted to certify our 30 participants. It was our last activity for the session; the words of thanks were so difficult to be pronounced that we kept it short.
IV- Feedback of the training session
In conclusion, we can put our training session to 95% success on the subject of our objectives. All times 5% go off the side of logistics. We are aware that the start delay of the first day and some irregularities of the restoration we’re not predictable. Next time, we hope to focus on the fine points of logistics as well as we did for the preparation and presentation of the training modules.
Hoates Inson LYRA;
Israél ISAAC ;
This training was done in Cerca -carvajal on August 21st, 2017 to August 25th by Icene Etienne and Igones Joseph.
We had 17 teachers impacted in this training in the National school Cerca-carvajal.
Here are the names of the teachers and school they are teaching.
1-Gustave Preçois school: Bastion du savoir College.
2- Joseph Diony : L'Union College
3- Edmond Dieuseul. Maranatha College.
4- Joseph Louvensky. La Serve pedagogical College.
5- Etienne Serge Ogenmann. Vaudré Bellot High school.
6- Joichim Luctamise. Esperance Chretienne school.
7- Etienne Djemy. Excelence College.
8- Joseph Othnel. Vertiere College.
9- Theodule Guenson. Sainte Famille College.
10- Jolicoeur Doudenie. Sacré Coeur College.
11- Exil Lovely. La Serve College.
12- Jean-Baptist Edouguens. Maranatha College.
13- Duvergé Shelantha. Royal College.
14- Paul Flordine. Marc Magrandhi. College.
15- Pierre Roselande. Ignace College.
16- Joanus Menchel. Sainte Famille. College.
17- Jacques Math Mathfada.
We had in the training ice breaker.
What the CLT is and how to use i
Rubric to evaluate the students
What is communicative or not
This training was prepared and conducted by four trainers listed below:
Jean Brissot Hilaire
PM session conducted from 09 to 12 of August 2017, 1:00 to 5:00
Location: ELSHAMMAH School in Hinche city.
Number of Teachers Impacted 26. Number of hours 16
-In the execution of our daily work plan, we started by an English song and prayer.
-Self introduction : Started by teachers, each trainee presented him/herself
-Ice-Breaker as a warm-up was conducted once a day.
-Presentation time 1:00 to 3:00.
-Break time, 15 minutes from 3:00 to 3:15.
-Group work, from 3:15 to 3:40
-Groups result from 3:40 to 4:00
-Second presentation time, 4:00 to 4:30.
-At least, 4:30 to 5:00 breakfast
The first training day,
-we presented the twofold goals of the Train-The-Teacher Training for English Teachers in Haiti.
-Presentation of SWBAT regarding a Lesson plan was followed.
-To meet our CLT training plan, we divided the class into 5 groups work:
Four groups of 5 teachers, and one of 6. Each group choosed its own name as follow:
Star, Christian, Bright, Wonderful, and Excellent. We assigned to groups a topic to discuss around and create sentences of a SWBAT
The second training day,
-We presented the four different aspects of SWBAT:
Metacognitive, Cognitive, Affective and Performative
We assigned to groups a topic to discuss around and create two sentences regarding each aspect.
-We presented Lesson SWBAT; divided into two phases
Language, and content
-We assigned to groups a topic to discuss around and create four sentences, establish differences between Language and content.
The third training day,
-We presented how a SWBAT can be sub-divided regarding to the period of time. (Long or short duration). Differences were made among :
Curriculum : Global execution plan for the longest duration.
-Unit : Long run of an execution plan.
-Goal, : short run of an execution plan. -----Objective: shorter run of an execution plan
-On the request of the trainees, for having more ability of using; we opened a debate around of ''Communicative Language Teaching'' (CLT) meaning. What is it and what it isn't?
-Some Trainees thought that CLT is like Creole, French, English for speaking with friends, family members, so and so.
List of definitions below following the debate enlighten the trainees about what CLT really is for the students in the education system :
-Facilitate the participation of students.
-Teaching made around a debate among students,
-Language used to develop the understanding of students,
-An appropriate Language to make students understand
-A teaching tool for facilitating the use of language for a reel world between humans -Approach to Language Teaching that emphasizes interaction..
-A technique that leads and practices the Target Language through interaction with one another. -Ability to communicate in the Target Language.
-Approach that works on developing sound oral skills prior to reading and writing.
-Approach focusing on teacher as facilitator rather than an instructor
The forth training day,
Global summary statement of executed activities above
Feedback, evaluation, Game show TV, 222 :
Our 26 Trainees show consistency of understanding regarding the importance of using the CLT as an appropriate approach to improve the communication skills of students.
-Ability to communicate in the Target Language.
MIIS TEAM EFL HAITI
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.
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
Described how trainees were trained on the four skills and the strategies that were employed.
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:
Described how trainees were trained on assessment rubrics, what trainees shared about their rubrics?
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:
Described how training will help the trainees prepared their students of using English outside the classroom, in the real world situations
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
MIIS TEAM EFL HAITI
Our first Training Session of April 2017 in the town of Cerca-la-Source
Trainers: Dieuseul Saint-Ange, Wilgens Jean & Junior Louimé
Date: April 10-14
Number of hours: 30
Number of trainees: 15-1=14*
1- Adlande PIERRE
2- André DORVIL
3- Apheneque JOACHIN
4- Dameson JUSTIME
5- Dewilguens SAINTELLIN
6- Dieuferne ESTINVIL
7- Evelor BELLAMY
8- Gregory APOLLON
9- Guigo MATHURIN
10- Harold THERMIDOR
11- Jeandy AUGUSTIN
12- Lanio DORVIL
13- Mislet DORVIL
14- Wood-Berry ORTHELA
15- Roodler LACROIX*
The report is below
We did a general introduction to begin the first day of the training. It rained a lot in the night prior to the first day of training. We had to make some last minute changes in order to start everything.
2- The use of Ice Breakers.
3- The Communicative Language Teaching (CLT)
The concept of CLT was used all throughout the training to ensure that teachers fully understand that students need to use whatever they learn in the lessons like in real world conversations. We had group activities where they have to conduct activities that feature exchanges or interactions between students and groups of students. Most of those activities are simulations because we really need them to pretend they are in the reality instead of just doing an exercise.
4- The use of SWBATs and Lesson Planning
In order to talk about SWBATs, we first talked about Lesson Planning. This includes the following points:
5- The use of rubrics
All of our teachers in the training have a lot of experience in making assessments for their students. However most of them do not really use a rubric. We explained to them how a rubric can make their job easier, more trustworthy and students will know better how to prepare for their assessment because they know ahead of time what the teacher expect from them. That way it makes it clear that you will do the evaluation more accurately.
We had a nice ceremony of graduation led by one of the teachers, who is also a pastor. The title of the sermon was “Mas Vale Saber Que Haver”. He was explaining to the audience the importance of learning and acquisition of new knowledge. We handed the certificates to each participant at the end of the mass and head back to the school to have our last meal together before we ended everything in prayers. Our trainees understood that the concepts they learned in the training is applicable to any language teaching class and also some of them are applicable in non-language teaching class as well. We were happy to have at least two strong Spanish teachers in the training who will use those concepts in their Spanish classes too.
*NB: One of our trainees had a problem that caused him to show up in class only the 4th day. Therefore, we weren’t able to provide a certificate to him but promised to let him participate in the next available training so he can fully participate and earn his certificate.
May the gallery below give you a better sense of how fun and enjoyable our Train-the-Trainer Session was with the amazing team of Cerca-la-Source!
We hope you've enjoyed this post and we're waiting for your comments, suggestions as well as your support in order to help up empower our teachers in Haiiti.
Please be informed that a training session is ongoing in Mirebalais.
Reports will be available on the blog soon!
Best and finest regards,
Rodney Adams DECAMP
Train-the-Trainer March 28-30
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.
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!