英語(yǔ)教學(xué)培訓(xùn)心得

1、英語(yǔ)教學(xué)培訓(xùn)心得編制僅供參考審核批準(zhǔn)生效日期地址： 電話：傳真: 郵編:Reflection on Training Part 1. What I have learnt in this trainingFor “Welcome to your group” In the section of “Welcome to your group”, I learnt how to give a seminar on “icebreaker”. First of all, various ways of self-introduction, such as guessing the informati

2、on about your trainer, shed some new light on this seemingly “simple” task. These new ways of self-introduction are much better than the way of giving information about myself directly to the students, for it will engage the students in a more effective and impressive way. Second, you can familiariz

3、e your trainees with the idea “icebreaker” by giving them a demonstration rather than explanation in the first place. And then by asking them to choose one good icebreaker in pairs and in a larger group, the trainer made the trainees think hard and exchange ideas so that they can steal some useful i

4、deas from each other. Third, the trainer were supervising the activities from the beginning to the end. When giving a demonstration in front, the trainee gave some confusing instructions that someone was not able to follow. After the demonstration, the trainer introduced a technique called “ICQ” to

5、the trainees and demonstrated what a successful question is like to check whether the audience get it. This kind of feedback is extremely timely for trainees and the technique “ICQ” per se is quite useful and totally new to me. For training demonstrationIn the “4 X 15 minute mini-teacher training se

6、minar”, there are also several points that I want to mention. In Lindsay seminar, the tools like voting cards, which were used in the activities involving true or false statements, are brilliant. I have never thought of using such a simple but effective tool to get immediate feedback from the traine

7、es and change the direction of the lesson particularly when there are more than fifty trainees in a single room. It is also quite straightforward to demonstrate in a contrast way the importance of waiting time between asking a question and giving the answer or the right way to nominate. In Jims semi

8、nar, I find it helpful to make the objective clear to the trainees. Getting the trainees to practice and then summarize what they have done is something that I have read about in the books. It proves to be a common practice but really works!For planning seminars and workshopsIn Lindsays plenary sect

9、ion, I learnt how to plan a seminar step by step. Firstly, learning objective should be set unambiguously. I like the way she introduced the idea of objective. Picking out the statement which serves as a learning objective makes clear what a typical objective is like and the difference between this

10、idea and other similar ideas such as teacher aims. A following sentence starter “The teachers will be better able to ”, a technique that Jim mentioned yesterday, got participants familiar with the idea of learning outcome and helped elicit more “l(fā)earning outcomes” from participants. Secondly, a four

11、-step “guided discovery” framework for seminars is to be followed. This framework is so practical and detailed that I can adopt it right away, though time is need for deeper understanding. Finally, innovative tasks and feeding back ways were introduced with the task of matching and guessing in group

12、s. I can use these task and feeding back ways when following the four-step framework for seminars. We also tried to create a usable seminar from the framework that we had already learnt. The technique “cross grouping” was used by David before we brainstormed the needed time, the topic and the aim of

13、 a seminar. In future, I should bear in mind that the aims should be realistic, specific, measurable, observable and achievable. For evaluating a good teacher, lesson observation and giving feedbackIn the session of evaluating a good teacher, we came to some agreed answers to what a good teacher mus

14、t have in terms of knowledge, skills and personality & attitudes by adding up ideas in combined visual feedback, a technique that was implemented for the first time in the training. First, I learnt what an effective description looks like. I must follow the rule of “STORM”, which means to be specifi

15、c by pointing out details, to be time-bounding by specifying the stages, to be objective by providing factual information, to be relevant by commenting on something that can be improved by the observed teacher, and to be measurable by adding statistics. An observation feedback based on these effecti

16、ve descriptions would be much more objective as well as persuasive. Second, I find the observation instruments provided really useful. The “Talking time record” form is particularly impressive, because it would help us determine whether the teachers talking time should be reduce and whether the stud

17、ents talking time should be increased. Since different instruments may serve different purposes, I would choose an appropriate one when using them. For example, I would using the “seating form” to give a new teacher an idea about the importance of moving around.Thirdly, I learnt a brand new way to g

18、ive feedbacksthat is, a conversation between the observer and the teacher used to guide the teacher to explore what developments could be made. Though this way of giving feedback is demanding for the trainer, and needs adapting in Chinese culture, I would try my best to practice it and work out a fe

19、asible version to implement it. By the way, I like the demonstration Lindsay and Jim gave to show the strength and weakness of the two ways of giving feedbacks. Their acting skills was awesome and got the point crossed straightforward. In my own training, say, I can act out a teacher who gives wordy

20、 instructions and another teacher who gives concise ones, and then ask the teacher to tell which one is better and why they find it better. This would be much more interesting as long as my acting skills would be as good as theirs.For micro-teaching sessionThe most valuable thing that I learnt from

21、todays micro-teaching session is on giving feedback. What I was focusing on were the aspects that I had to check and the language I might use when I have a conversation with the trainers. However, David gave a very professional feedback mentioning the learning style, which is essential to motivation

22、a central topic of Miffy & Rowenas group. This suggestion was so insightful and professional that I could never consider, thus leaving me a deep impression. I think I have to accumulate more knowledge with regard to training as well as teaching. I should dig deeper and study those key terms of teach

23、ing knowledge, such as learning style, so that I would be able to provide more professional feedbacks and suggestions in future.Part 2. What I can apply to my own working situationThe “guessing the information about your trainer” activity that I have learnt today can be used in my future introductio

24、n as a trainer. Because most of my future trainees may be from national exams department, I can work out some statements that would help set up my authority in this area, such as high scores that I have achieved in the exams. Always try to use demonstration instead of explanation. If I want to get a

25、 point across, I can ask all the trainer to act out what I have planned and summarise the point by themselves. On this basis, I would be able to give further suggestions and ideas. The trainings that I used to receive in my teaching area are more of a trainer spouting all the time. Thats where I can

26、 make a difference.Supervise during the activities. This is a little bit demanding for a new trainer because this job requires a lot of teaching experience which I am eager to accumulate now. Sometimes, you just cannot be aware of what goes wrong with their performance or you would encounter some di

27、fficulties that you cannot solve on the spot.Give concise instructions and check if the trainees are following you by asking them some specific questions related to the instructions. I have to stop asking such useless questions as “Do you understand”P(pán)repare some tools like voting cards to collect im

28、mediate feedback when doing some sort of survey. The Chinese guys are very shy to raise their hands, so a tool tangible might make them more willing to participate in the training activities. Inspired by this idea, the trainees might use the same tool in the class to get the answers from the Chinese

29、 students who are also very shy to raise hands.As far as teaching techniques is concerned, the trainees can use fingers to stand for different words, just as Jim did today, when they want to help students memorize sentences without leaving out a single word in the class. TPR can also be used in trai

30、nees class, just as David did in teaching pronunciation today, to prevent students from taking a nap, which happens all the time. The only thing that I am not sure is whether the college students would follow the trainees instruction, because it applies more to kids than to adults.Use “picking out t

31、he statement” and “sentence starters” to better define the idea that you want to introduce. Not only does it help participants distinguish between easily confusing ideas, but also it leads them to focus on the topic that you want them to think deeper. For example, I can use a sentence starter “Dictionaries can help students to ” to elicit the uses of dictionaries from participants, instead of asking some general questions.Try the activities of matching and guessing when you want to introduce a bunch of terms in a limited time. These