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)
- Prepare students for using English outside the classroom in real situations.
- Use an icebreaker as a warm up.
- Plan lessons properly.
- Explain how communicative language teaching is important.
- Set their goals Normally
- 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
- 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.
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 ;
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