Trainers:
1. Lorkency FORTUNÉ
2. Hoates Inson LYRA
3. Jean Wilner LOUIS
4. Jude RAMILUS

​This how we have planned our training.
 
First of all, we have planned our training in communication with the Responsible of team EFL international, we’ve submitted our document and send to ROTARY Club of Hinche as a proposal for discussing about the agreement.
We have discussed about the quantity of trainees and we confirm the numbers like thirty five (35) trainees and four (4) trainers who will have to take part actively during the five days session we have set things up with the restaurant for breakfast, lunch and beverage by taking the proformas.  
 
Thanks to ROTARY for delivering funds until the session is possible, we have established a location contract with the institution’s local (ILC) Innovative Learning Concepts from the beginning day to the ending one, April 1rst to 5th, 2019.  
 
We have specially motivated the English teachers and the other educators around the city and also the suburbs. We, the trainers have discussed about how things must be gone through for the training being a successful one ever and we’ve also fixed a standard for how it will be impacted others (our trainees).
 
We have confirmed the number of trainees before the week of the training by filling out the forms of confirmation and then, we have put all necessary materials disposable for the training, prepared certificates and printed and copied all necessary documents to share with our thirty five trainees.  
 
We have visited the local and seen if everything is fine there like: the lounge, the bathroom, electric energy, internet, the freeze room for the training and so on. We have discussed about all conditions for renting the local with the responsible.
 
Why all these? Because we’re eager to see the impacts will be done by the program. How? By our strategies, honesty and love that impose us for it. When?  When all of us see thing same way for success and progress. Where?  All over the world as long as it’s possible, especially in Haiti.             

Descriptions of our five days training for each day until the last one:  
                                                                
Introduction.                  
 
- Every morning we have created a useful ice breaker to warm us up. That named: “Morning circle” in three parts: Greeting, Sharing and Group Activities. After the morning circle we have breakfast together before continuing according to our agenda. At noon we take lunch. After lunch we have made a new icebreaker, we make summary of the morning session before enchaining the PM session. Then every morning from the second day we have made summary of the previous day. In the last day we have made a general summary from our first day until the fourth one. We finish the session every day with exit ticket (222)  

Monday April 1st, 2019.Morning session.    
 
      Meeting and greeting from coming in the session’s local.
 
We have made a circle to start with the greeting part: Butterfly. Everyone has moved like a butterfly to greet others a way to warm them up that give them motivation to remove stress that is inside of them and let them have ease to start our first day like families. They were so happy, and then, we enchain with the sharing part: Directed Sharing. We have asked them about their emotion by receiving invitation to take part in the training? Lots of expressions from them drive us happy to continue with the group activities part: Knowing each of us well. We start telling names of each of us from the first person to the last one, everyone says the names that come before until himself, that helps getting to know each other.
 
- After this amazing morning circle, time for breakfast was up for all of us.  
 
Acquaintances between trainers and trainees, between trainees and trainees.
 
- Presentation of team EFL.
 
- We have made the History of team EFL for all the trainees as a joint project between the Middlebury Institute of International Studies at Monterey   (MIIS) and the ministry of education, Central Plateau, Haiti, St André school in Hinche, St. Dunstan’s church of Carmel valley, and Rotary the Global Grant Project.  
 
- Explanation of the main GOAL of team EFL Haiti as to enhance the design and delivery of English language instruction to students in Haiti and so on.
- Showing and explain the three OBJECTIVES of team EFL, Haiti.
- We’ve listened to their questions after giving the history of all what we have known about team EFL in general (by using projector to show and explain and let them observe everything on eyes).
 
- We’ve discussed about the pedagogical contract, let everyone chooses what will need to be respected and what we have to do or don’t do during the five days in classroom or outside the classroom (write on flip chap with marker).
 
- We’ve presented the content like all what we are going to talk about and teach in the following days as instructions in our agenda.  
 
- After all these, time for lunch is up.    
 
Afternoon session.  
 

• Ice breaker, require respect for others opinions.
• Summary of the morning session, we let them remind what is team EFL, its objectives and give them additional details.  
• CLT part 1. Communicative Language Teaching. We have made brainstorming (We let the trainees think themselves about Communicative Language Teaching before having feedback.  

See video
     -    Pause for 10 minutes.
CLT part 2. We let them discuss about the two key words of CLT like Communication / Communicative and we bring feedback with proctor and give additional explanations to them.

• 222. Let them express themselves to say what is fine or not in their own questions in the sheet.
• Close for next day of the session.   

 
Tuesday April 2nd, 2019, Morning Session.
 
-  Ice breaker.
-  Breakfast
-  Summary of what we have seen in the previous day. We let the trainees make the summary themselves and bring feedback to refresh their mind of what they have learned.
 
- CLT part 3. We let the trainees discuss about Language, Written and Oral language, explanation of interaction, how to create interaction with others with no repetition, we show everything on projector and bring feedback.
 
- We have given a list of sentences where they will say which of them are communicative or not communicative according to their understanding about Communication / Communicative and we share the sheet with them and listen to justify their comprehension. We have explained CLT as a teaching tool that facilitates interaction and the way using to teach, communicate. We let them discussed and asked more questions about CLT of what communication is and what is communicative. 
-  Ten minutes pause to stretch and so on.
- CBI/ Content Based Instruction part 1. 
First we let them discuss their understanding   (brainstorming) about Content Based Instruction we have listened to them, we notice what is right and what is wrong and correct them, before reading with them the key points of CBI.  
-  Explanations of the principal ideas of CBI, That intrinsic motivation increases when languages learners are immerse in authentic content.
- Lunch time.

Afternoon session.
 
- Ice breaker
- Summary: Is the trainees work first and we bring feedback of our previous work to make them better clear about everything.
 
 CBI part 2.
- Clear explanations of the benefits of CBI, which put the learners in reality using authentic content, we have also explained what is authentic content.
- Motivation; that will motivate the learners to be able to participate and make discussions outside of establishment.

Explanations of the two parts of CBI like:

1. Content: The subjects we have to teach for example. History, Sciences, Math and so on.
2. Language: Specifically if teaching languages what language do we use, like reading, writing, listening and speaking by using grammar, vocabularies  to make the lesson efficient to their learners. 

 
Pause (10 minutes) stretch and so on.
 
Goals Settings part 1.   
 
After the explanations of the Concept the trainees thinking about Goals settings together, we bring feedback and wait for the next day of session.
 
-  222, close for next day of session.   
Wednesday April 3rd, 2019, Morning Session.
                                                                
- Ice breaker
- Breakfast
- Summary 
 
We let the trainees make the summary themselves about the previous day and we put them clear of the missing things and we’re going forward.

Goals Settings part 2.
 
The trainees are discussing about their lessons planning.
 
We give them access to observe the great lesson plan on projector, the general Objectives, Unit goals and theme.   
We also let them discussing about DEWEY quote like: “Every lesson should be a response’’ a way to let them discover the problems of the instructions’ transmission and solve them by their proper strategies and living the impacts doing because of the lesson and that is actually the response from their lesson.     
 
Pause (10 minutes)  
 
 Bloom’s taxonomy of learning domains part1.  
 
- Historicity of bloom’s taxonomy, the year of creation and the creator.
-  Has created in order to promote the higher forms of thinking in education.
-  Introduction and division of the three learning domains of bloom’s taxonomy.
- Lunch time.
 
Afternoon Session.
 
- Icebreaker   
- Summary, doing by the trainees and we have brought them feedback for more confirmation of their comprehension and stability.
 
 Bloom’s taxonomy part 2.
 
- Explanations of the three types of learning like.
 

1.  Cognitive: Mental skills (knowledge)
2. Affective: Growth and feelings or emotional areas (attitude).
3. Psychomotor: Manual or physical skills.

Explanations of the six levels of bloom’s taxonomy of learning domains including the verbs those are matched with them for each level to Improve thinking skills at any age.       
 
I.  Remembering       
II.   Understanding
III.   Applying
IV.   Analyzing
V.   Evaluating
VI. Creating  
Pause (10 minutes)
 
SWBAT part1. (Student Will Be Able To) We have explained to them that after each lesson they must have something in mind that they want their learners to know after the lesson by that they have to fix their objectives.    

 Content objectives.
 
SWBAT    
- We’ve explained it like the objectives that they have to fix like what the student will be able to do after the lesson.
-  The elements they will have to focus on in the lesson.
- The provision that they will have to deal in a way to be more explicit.       
 
 Language objectives.  
 
SWBAT
- Grammar, vocabulary and so on.
- A kind of activity to fix their objective
-  Objective for each grammar point and vocabularies.
-   In fact we have explained the language objectives like how they will do or manner they will achieve their work from the content objectives above.
- 222, close for the next day of the session.

Thursday, April 4th, 2019. Morning Session.
 
SWBAT part 2.
 
- Ice breaker.
- Breakfast
- Summary.
The trainees discuss together about the previous day of session and explain us about their interest in SWBAT we trainers correct and add what they miss and we’re going forward.        
 
- We have divided them into group (4 groups) to fix some Content objectives and Language objectives for their lesson and each group chooses a subject to fix the objectives and start working, discussing for realization.    
- One person in each group was represented and explains how they’ve fixed the Content objectives and the language objectives according to their subject.      
That was so wonderful to see their understanding about the instructions exactly what we’ve expected from them (understanding, put in real life teaching and keep impacting others by their knowledge)   
- We trainers appreciate, encourage and bring necessary feedback to some of them.
 
Lunch time. 

Afternoon session
 
SWBAT part 3.
 
- Icebreaker
- Summary.
- We start with icebreaker like inspiration and breathing with hands on head. See pictures    
- We let them refresh their mind for every part of the SWBAT and we check others among who are not perfectly clear and give additional explanation for them.
- We show one more time everything about SWBAT on big screen with projector.
- 222 and close for the next and last day of the session.

Friday April 5th, 2019. Morning session.
-  Breakfast
-  Icebreaker.
 
A last icebreaker to mark our lives like all of us will be separated by flesh, but we thought that by the spirit of the continuation and impactions of the program we will be still connected each other  , because the week of session is done. Everyone was expressing their feeling of separation and also express how they’ve been feeling during the four previous days. They were talking about what the entire session means for them and the way they will put it on use for everyday life as teachers who are currently teaching languages and other subjects. See videos
 
- A general summary from the first day session, we let them remember everything that has done during that while and we show them on projector like a general review.
 
In addition, Goals, for the lesson planning that is not in our agenda as you can observe above, but was explaining quiet well to our trainees and they have divided by group and each group has chosen a Theme to develop their lesson, we have shown them the process on projector and we have explained the four skills that they have to master well for the best result of their lesson like:
 
Meta-cognitive. We have explained it like an ability of reflection for the learners a way to put them a situation to find understanding by themselves about a knowledge that is already exist and they discover and even going farther of their thought, this is where the brainstorming has applied efficiently.               
 
Cognitive: We have explained it to them like the knowledge that they have to convince according to their understanding and what they are going to use face more instructions in life it’s exactly what stay for them.    
 
Affective: We have explained them this part like a concept to put the learners in a situation to feel good while seeing how worth is what they have known, remind them about the need of what they have known, the reason why it’s good for them to apply that in life. In fact, let them be affected by the importance of what they have learned in the lesson.  
 
Performative:  That is exactly what the teachers have to expect from their learners. Produce actions and make their knowledge practicable in their life. This is how we were explaining these four concepts in a lesson plan.                         
- Rubrics.   
We have used our rubrics a way to evaluate our trainees to find out if everything is fine with them, because we’re so care about the result of our training. We can’t wait to see the impacts will be done by our trainees in the city and in the suburbs.   
 
We have used the rubric about washing hands for presentation of each group and each one has chosen a different SWBAT to develop. 

​

We have divided the trainees into groups (four groups)  
- They named their group like: GROUP A, GROUP B, GROUP C and GROUP D.
- Each group chooses a theme for their lesson
- They have fixed their content objectives and their Language objectives.
- Three people in each group come for presentation of their work. One of them presents the work and the two ones hold the sheet for him to explain better.
- We have brought them feedback and additional explanations.
- Ten minutes pause to stretch and breath.

Afternoon session
-  Icebreaker.
-  Summary: last summary for the morning session by the trainees and we have brought feedback for all of them and we have asked if everything is fine for them until now.      
-  We let them express themselves and they have told us what’s going on and that was so great to hear from them.
 
JOEPARDY
- We have fixed our JOEPARDY GAME on these following themes below. We have divided them into groups each group chooses a theme to answer question and they choose the quantity of point they want to play on.     
 
Ice breakers
Team EFL Haiti
CLT
Mix of questions
Lesson planning
Rubrics
Goals settings
Bloom’s Taxonomy
 
All these are to observe their strongest trait and their weakest trait during the training and also where they were clear or not clear about remembering the facts.
 
The JOEPARDY game was one the most important parts in the session that I have ever enjoyed in before, it’s a great challenge between trainees and trainees each group would like to win and have their trophy ( when I say trophy, it’s just a way to describe their motivation and show how they are eager to win the game)  
 
We all were so exciting to see the way they acted and the heat that was moving around the four corners from them!
Finally one group has wined anyway that is what they were waiting for and that happened.   

GRADUATION CEREMONY
  
After everything we have done with, it was time to give certification to every trainee as a proof that they have attended training from team EFL, Haiti from April 1-5, 2019. We have presented that last part of the session in slide show with projector, each name comes one after another; we took pictures and give the certificate.
 
- The last lunch time
- 222, Close. 

In fact my reflection of the training process is pedagogically for us successful, because we’ve forced ourselves a way to be stated straight on the procedures of the training from the beginning to the end of the session; in everything we know I think we still need more strategy and professionalism. However we know that we can do more! Something we have done and experienced in sometimes pursues us in the future that we will be able to do better. Our satisfaction is based on the transmission of the instructions to our trainees and we are convinced that they are impacted and they will keep making more disciples by teaching others according to the pedagogical training from team EFL Haiti in order to use English outside their classroom in real-world situations. 
 
If ever I will have the opportunity to make one more session, I would like to have more time to plan it and, I would also like my session date will be respected once my document has been submitted as a proposal, because finding teachers for a session takes time specially when the teachers are working, it’s an opportunity for them to take part they have to be free from work. We always fix the session date according to the availability of the teachers in the region.  
                            
                                      One more time, Thanks to MIIS and thanks to Rotary!

Best regards!
 
                                                                                                    Lorkency  FORTUNÉ (Lorky).

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
​

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

 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

• 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:

• Metacognitive: Thinking about thinking (understanding)
• Cognitive: Thinking about Understanding
• Affective: Emotions, resentment, feeling
• Perfomative : the actions of the learners after the lesson

All trainees know now how to interpret the pyramid while developing lesson plan on the theme "water in the world"

They know also when a good teacher writes an  objective for his learners, he must consider:

• 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.

CBI LESSON.

• 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

HOW WAS RUBRIC TRANING

• 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.

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:

1. Chose some means to organize the training.
2. Planning and launch of invitations for training (Buy materials for the training session)
3. Accomplishment phase of the training session;
4. Feedback of the training session
5. Prepare the place for the graduation Ceremony
6. To finish graduation Ceremony

 

1. Chose some means to organize

For planning the activities before realizing the training session, we met at a place in Gonaïves, ( Alliance française)  where  we have selected special documents to facilitate the training. And we profited buy this moment to discuss about how to teach the subjects, we planned the schedule.

1. Planning and launch of invitations for training

In this part it was a little difficult for us to join people to take part in the training because people from Gonaïves doesn’t really trust in training, specially the teachers they don’t care about improving knowledge, despite of making many cards in other to invite them, most of them decline the invitation. We went over almost all the high school around the city to find enough teachers to participate in the training. The most difficult thing we met in the process the teachers pretend that we would pay them a lot of money but when we explain them about the possibilities, averages or advantages, we told them that is a sharing with others program. They say that it’s not a serious program because we have money to buy materials we suppose to get money to tip all the trainers, that was the mean reason who puts us in difficulty to find teachers.
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)

1. Prepare students for using English outside the classroom in real situations.
2. Use an icebreaker as a warm up.
3.  Plan lessons properly.
4. Explain how communicative language teaching is important.
5. Set their goals Normally
6. Administrate a rubric to evaluate their students to record returns (feedback).

 

1. Implementation phase of the training session

In this, there were three (3) trainers and twenty seven (27) trainees invited to participate in our training. The names of trainees, their emails and their phone numbers a listed below. There are some people who don’t give enough information, if you see some blank cases.
See the timesheet: 
timesheet.docx

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
AGENDA
 
Saturday, 12/16
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)
 
Sunday, 12/17
9h00-9h30: Breakfast (Gregory)
9h30-9h40: Prayer and song (Kesnel)
9h40-9h50: Show me how you get down, Ice-Breakers (Ulysse)
9h50-10h00: Summary
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)
3h50-4h00: 222
 
Monday, 12/18
10h00-10h10: Communication activity, Ice-Breakers (Ulysse)
10h10-10h20: Summary
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)     

1. Use an icebreaker as a warm up.

Generally we use an icebreaker to begin and we also use it when the students feel exhausted. 





Icebreakers
Leaning names
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.
Importance
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.

Icebreakers
D.O.W.N
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.  
Importance
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. 

Icebreakers
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.
Importance
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.

Icebreakers
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.
Importance
That helps the trainees know about the priority of the things, to know about ordering things in the life.

Icebreakers
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.
Importance
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.

Icebreakers
Morning circle
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”
 Importance
By this activity the students will become confidents towards people and get habit to communicate publicly.

1.  Set their goals and their lessons properly.

The challenge that we use in the first day of the training session did, presentation and basic English, 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 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:

• Content: (Subjects: Mathematic, history, geography etc.}

 

• Language: (The trainees can use the content of a lesson presented, they can be use: grammar, structure, vocabulary, pronunciation, etc...)

 
They also show that all formulations of specific objectives require four broad levels. Such as:

• Metacognitive: Thinking about thinking (understanding)
• Cognitive: Thinking about Understanding
• Affective: Emotions, resentment, feeling 
• Performative or psychomotor: Doing Shares / Practice

 
To prepare a specific objective, you must think about:

• Category’s learners.
• Use Action verbs. (Bloom's Taxonomy).
• Division of the themes of your content.
• Duration and the theme of each lesson.
• Appropriate language
• Give some team activities
• Do a diagnostic evaluation. And so on.

 

1. Explain the importance of communicative language teaching.

For starting the first day, we explained the importance of communication in the learning process. We show the trainees to use an appropriate language in his classroom for helping student understand. In implementation of CLT in our session, they understood that the CLT is a mean that facilitates a good teaching.
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.

1. In the last day we administrated the rubric and JOEPARDY to evaluate the trainees or to record returns (feedback) on their learning.

 
 We used the lessons plan by 5 groups of our class to develop our Rubric.
See the:
rubric.docx

The way that we organized the game, content of each lesson topic / chapter with the points.
See JEOPARDY:
jeopardy.docx

1. Put the students in the situation to use English anywhere in real situations.

The feedback from trainees about 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 happy to spend this days with us say that they really yearn to participate at another  training session with Team EFL Haiti.

1. Prepare the place for the graduation Ceremony

We chose some people in the training to prepare the place for the graduation Ceremony; they bought some materials to prepare some flowers to decorate it.   

1. Graduation ceremony.

Despite the difficulties we encountered during the JEOPARDY game it does not escape that the delivery of certificates passed perfectly. We encountered a lot of problems during this game, a lot of contestation, the participants wanted more time for this activity. But it was really good, we received a lot of testimony, it was the activity to finish the session.
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.  

                                                                                                                                 PIERRE Gregory
                                                                                                                                 ULYSSE Gestin
                                                                                                                                 DECIUS Kesnel

See Pictures:

​

Introduction
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)

1. Prepare students for using English outside the classroom in real situations.
2. Use an icebreaker as a warm up.
3. Plan lessons properly.
4. Explain how communicative language teaching is important.
5. Set their goals Normally
6. Administrate a rubric to evaluate their students to record returns (feedback).

 
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:

• Content: (That is the subject: history, science, geography, etc.}

 

• Language: (That is what the learner can store or use the content of the lesson presented, this can be: grammar, vocabulary, structure, pronunciation, and so on.)

 
They also show that all formulations of specific objectives require four broad levels. Such as:

• Metacognitive: Thinking about thinking (understanding)
• Cognitive: Thinking about Understanding
• Affective: Emotions, resentment, feeling 
• Performative or psychomotor: Doing Shares / Practice

Other more that to set a specific objective, you must consider:

• The level or age of your learners.
• Choosing your Action verbs. (See Bloom's Taxonomy).
• The division of the themes of your content.
• The duration and the theme of each lesson.
• Appropriate language, and so on.

They also come to interpret that pyramid (See Picture) while developing a lesson plan on the theme "water and in the world".
 
 
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.
(See picture)
    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.
(See picture)
 
 
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 ;
                                                                                                                                      Job MOÏSE.

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.
UNIT PLANNING. 
Four Skills
What the CLT is and how to use i
Four goals:  
Swbats
Rubric to evaluate the students 
bloom taxonomy 
What is communicative or not

This training was prepared and conducted by four trainers listed below:                                                        
Sedec Andreus
Jean Brissot Hilaire
Sauvena Lorena
Rosener Larose



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

EXECUTED ACTIVITIES:
-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 :
Graduation
 
Remarks :                                                                                                                           
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.
 Best Regards!

Introduction
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

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
 
presents
 
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*


The roster:
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

1- Introduction
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.

• After having a snack together, we start each morning session with an Ice Breaker.
• At around 12:00 PM we give a break of one hour and have lunch together. We start the afternoon session with an Ice Breaker as well.
• The use of the Ice Breaker is to ensure that everyone is warmed up and is in the mood to start the session.

 
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:

• Having a curriculum for everything you will need to cover throughout the school year.
• Having several units. A unit contains several lessons in it and that can be covered in weeks. All those lessons within the unit have some sort of connections between them that would make us use them in one unit.
• Having lessons for each day of class or sessions. Each lesson may contain several SWBATs. SWBAT stands for Student Will Be Able To. These are basically your goals or objectives for the lesson. For instance, at the end of a lesson you may expect that your “Students Will Be Able To” “use perfectly the passive voice”.
• Set at which level your lesson is applicable. Depending on your student levels some lessons may be too hard or too easy for them. Therefore, in your lesson planning, you should take this into account to ensure that they assimilate better the concepts you’re teaching them in each lesson.

 

• The four learning goals:
• Performative: students are expected to take an action; they have to actually do something.
• Affective: you want to access their feeling about the activities you’re making them do. You want to make sure that they are having fun as they are learning, they are enjoying the session.
• Cognitive: you want them to really understand the concept you’re teaching them in the lesson.
• Metacognitive: you want to develop a passion in them to keep working on how they can better learn, how they can uncover their own learning style which will make them learn even outside of the classroom as well.

 
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.

6- Graduation
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.

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.

Thank you

Dieuseul Saint-Ange

Dear all,
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