Developing teachers in
developing schools
Six ways to give your teaching a developmental twist and
how to promote teacher development in your school.
3:1
Duncan Foord,
TED Afyon, May 2016
Sam says…
“I spend so much time just keeping up that
I haven’t developed as a teacher as I
otherwise might have. You work so hard
just to stay afloat that attending workshops
and development programmes or reading
books is the last thing on your mind when
you have free time. You want to get away
from work...not do more!”
3 myths of teacher development
1. You need to commit lots of time outside
working hours
2. You need to do it with colleagues
3. You can be a teacher for 10 years and
not develop at all
5 circles of development
1. Look at yourself in the mirror
.
Talk about your favourite teacher
Then discuss these questions:
1. Would your students say the same about you?
2. Was your favourite teacher your classmates’ favourite
teacher too?
3. Does your favourite teacher have similar beliefs, a
similar approach, or similar style to you?
2.Video yourself
3. Get feedback from your students
3 : 1 hot
8 / 10
cold
group
We should speak more in We speak our first
class
language too much in
class
The listening activities
Some exercises are too
are too difficult
easy
We learn useful
vocabulary
We could improve the
appearance of the
classroom
I wish the teacher would
correct my mistakes
more
The materials we use in
class are interesting
Discuss these statements in groups
• I like group and pair work in workshops
• The ideas in this workshop have been very clear
so far
• I would like Duncan to involve us more
• The room we are in now could be better
4. Try before you buy
A and B.
Talk about Ankara and Istanbul. What
experience do you have of each city,
what are the similarities and differences
and which would you prefer to live in
and why?
C. Listen to the conversation between A
and B. Don’t intervene. Make notes
about the language they use.
5. Observe and be observed
Observe and be observed
If you do this regularly, what have you learnt
from it?
If you don’t do this regularly, what is stopping
you?
Is it fear, tradition, lack of time, organising it,
other reasons?
Cambridge English Teaching Framework
Cambridge English Teaching Framework
Category: Professional development and values
Level: “Proficient” teacher
“Actively seeks observation and feedback on
their own teaching, responds constructively
to feedback after being observed, identifies many of
their own strengths and weaknesses as a teacher,
and is willing to be observed by colleagues.”
www.cambridgeenglish.org
Options for Observing
1.
2.
3.
4.
Observer
Student
Guest
Co-teacher
6. Do a course
Inner game theory
In every human endeavour there are two arenas of engagement: the outer
and the inner.
The outer game is played on an external arena to overcome external
obstacles to reach an external goal.
The inner game takes place within the mind of the player and is played
against such obstacles as fear, self-doubt, lapses in focus, and limiting
concepts or assumptions. The inner game is played to overcome the selfimposed obstacles that prevent an individual or team from accessing
their full potential.
Timothy Gallwey
Development plan
Goal
Dates/
deadlines?
People involved
Notes/
outcomes
Observe 2 teachers and
be observed by 2
teachers
End of June
Ask Cem and Burcu? Agree how we will
do the observation
and dates
Get feedback from my
students
Week of 23rd
May
Read
“The Developing
Teacher”
In July
Monday and
Wednesday
afternoons
Try with 2
classes,My B1 (25th
May) and B2 (26th
May)
Just me!
Or try to get Burcu to
read it too so we can
talk about it.
Use the Group
Feedback activity
from Duncan’s
talk
Book club?
continue with
more people
Promoting and evaluating CPD in your school
1. Facilitate observations
2. Get feedback from students and act on it
3. Organise teacher meet ups/workshops
Set goals and check them
[email protected]
www.oxfordtefl.com