teacher participant workbookinddcoursework.wsistudents.com/lms/jvmdownloads/teacher...

TEACHER

PARTICIPANT WORKBOOK

Standard Operating Procedure PR-01.2.2-D32V1


© 2009 by Wall Street Institute KFT, Luxembourg Branch Edited in Spain All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the Publishers. This material is the intellectual property of Wall Street Institute KFT, Luxembourg Branch. First edition 2009 Authors: Wall Street Institute International: Department of Operations Acknowledgements: A special thank you to Andrea Bicini (Country Head Office Staff, Thailand), Hywel Davies (Country Head Office Staff, WSI China), Matthew Duffy (National Service Manager, WSI Germany), Elin Gasparini (Country Head Office Staff, WSI Argentina), Josephine Jija (National Service Manager, WSI Italy), Angelica Mosca (Service Manager, WSI Italy), Helen Sui (Regional Service Manager, WSI China), Lisandro Terenzi (National Service Manager, WSI Argentina), Andrew Whitmarsh (National Service Manager, WSI Indonesia), and Orsola Zampetti (Center Staff, WSI Italy) for their contribution to the materials in these manuals. In addition, the authors would like to thank all the participants of the regional Teacher Excellence and Service Excellence training sessions for their participation, feedback, and suggestions on the content of the manuals and structure of the training. We welcome ongoing feedback from those of you in the field who deal with teaching, training and managing of staff on a daily basis to continually improve these manuals for our Service staff across the Wall Street Institute network. www.wallstreetinstitute.com

c o n t e n t s

TEACHER TRAINING—PARTICIPANT WORKBOOK

Introduction to Training Welcome Teacher Reference

Participants Record Worksheet Teacher Initial Training Reference Product Familiarization Log Worksheet WSI Fact-Finding Questionnaire Worksheet

Welcome

WSI Bingo Worksheet Wall Street Institute Method

Reflecting on your Language Learning Experience I Worksheet Advantages and Disadvantages of Language Learning Methods Worksheet

Reflecting on your Language Learning Experience II Worksheet Stephen Krashen and Natural Language Acquisition Worksheet

The Student Experience Objectives of the First Lesson Worksheet The Acquisition Cycle Worksheet

First Lesson Observation Form Tools First Lesson Preparation Worksheet First Lesson—Acquisition Cycle and Concept Questions Worksheet The Student Experience—The Second Lesson Worksheet The Student Experience—Lesson 5.2 Worksheet The Student Experience—Lesson 5.3 Worksheet

The Student Experience—Encounter 5 Worksheet The Student Experience—Complementary Class Worksheet The Student Experience—Social Club Activity Worksheet

Teaching

Quality in the Classroom through Quality Teaching Worksheet A Quality Class Worksheet Teaching Techniques—Eliciting Worksheet Teaching Techniques—Concept Questions Worksheet Teaching Techniques—Concept Checking with Timelines Worksheet Teaching Techniques—An Introduction to Lesson Planning Worksheet Teaching Techniques—Planning a Language Function Worksheet Teaching Techniques—Observation Form: Language Function Worksheet Teaching Techniques—Correction Techniques Brainstorm Worksheet Teaching Techniques—Graded Language Worksheet Lesson Plan Worksheet Activity Plan Worksheet The Complementary Class—But You Must…! Worksheet The Complementary Class—Pack Your Bags Worksheet General English Language Content Reference

Client Fidelity Plan

Client Fidelity Plan Actions Worksheet Analyzing Student Study Habits Worksheet Advising Session Observation Form Tools

Human Resources

Teacher Job Description Worksheet Teacher Job Description Reference Staff Observations for Teacher Reference Staff Performance Appraisals Reference

Journal

Self-Development Journal Journal


1

INTRODUCTION

TO

TRAINING


INTR

OD

UC

TIO

N T

O T

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ININ

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2

Welcome

Dear Teacher,

Welcome to Wall Street Institute! This is the beginning of your journey with us in which you will play an important

role in an international educational organization that teaches 180,000 Students per year in over 400 Centers

throughout the world.

For our Students, studying English at Wall Street Institute makes a difference to their lives. Learning English with

us can help them to improve their career opportunities and break down the barriers of language that can divide

us:

I study English because I have a son that lives in London and since two years ago, I have a precious

granddaughter and she will never speak Italian to her nonno (grandfather).

Antonio Ricco, Student, Italy.

You will be provided with and trained in the state-of-the-art tools and products to teach our Students and monitor

their progress. However, in many ways, what makes our Students’ learning experience unique are the Teachers

and staff who support them throughout their course. Perhaps you remember a teacher or mentor you once had

that inspired or motivated you and made a difference.

Throughout your initial training, we will be building on teaching techniques that you are possibly familiar with.

Professional development and feedback will continue during your time working with us. Just like our new

Students, you are new to your position and the company, and at times during initial training it may seem like there

is a lot of new information to absorb. Remember that you have a team of colleagues in your Center and above all

your Service Manager, to support you throughout your training.

This training session will be interactive and you will have many opportunities to participate in role-plays, to teach,

to share your experiences, and to reflect on your teaching. This manual has been structured to provide you with

the initial information you need in your role and for future reference.

In particular, we have developed a Journal for you. Keeping a journal of your teaching experience is a great way

to contribute to your self development. The Journal can be exchanged with your colleagues and with your Service

Manager as a way of sharing your self development and any creative ideas you may have.

Standard Operating Procedure PR-01.2.2-D32V1 3


Reference

Enjoy your training. We welcome you to the Wall Street Institute team and look forward to the great contribution

you will make in changing our Students’ lives.

Curt Uehlein

President and Chief Operating Officer

Wall Street Institute International

4

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Participants

One of the benefits of doing the Teacher Course is the opportunity to meet other colleagues and exchange

ideas. Use the table below to compile contact information for future use:

Name Center Telephone Email

Standard Operating Procedure PR-01.2.2-D32 V1 5

Teacher

Initial Training

Pre-Training 1.5 Hours Pre-Training 1.5 Hours

Trainer Input Required Hours

Service Manager 1.5

Program Duration: Five Days 40 hours

Trainer Input Required Hours

Service Manager 29.5

Personal Tutors 4

Teachers 3

Participant Self-Study 3.5

Total 40 hours

Pre-Training

Service Manager 1.5 hours

WSI Fact-Finding Questionnaire 1.5 hours

Note

On completion of the initial training, new staff will need to complete approximately 20 hours of self-study in the

Speaking Center to be familiar with the Units listed on the Product Familiarization Log. In general, one hour of

study a day is recommended in the first month of employment. This will ensure familiarity with the product and. as

a result, new staff will be able to teach and assist Students more effectively.


Reference

Day 1


Welcome 30 mins

An Introduction to Wall Street Institute 1 hour

Company Facts and History

Country Facts and History

Products

The Wall Street Institute Method 1.5 hours

Reflecting on Your Language Learning Experience I

Advantages and Disadvantages of Language Learning Methods

Reflecting on Your Language Learning Experience II

Stephen Krashen and Natural Language Acquisition

The Student Experience 2 hours

The Acquisition Cycle

The First Lesson

Teaching

Quality in the Classroom through Quality Teaching 30 mins

Personal Tutor 2.5 hours

The Student Experience

The Second Lesson- 5.1 1.5 hours

Lesson 5.2 1 hour

Total 8 hours

Day 2


Teaching Techniques 5.5 hours

Eliciting Techniques

Concept Questions

An Introduction to Lesson Planning

Teaching a Function

Journal Reflection

Correction Techniques

Graded Language

Personal Tutor 1.5 hours

The Student Experience 1.5 hours

Lesson 5.3

Teacher 1 hour

The Student Experience 1 hour

Encounter 5

Total 8 hours


Reference

Day 3

Service Manager 4 hours

The Client Fidelity Plan 4 hours

Introduction

Student Follow Up

Dealing with Student Educational Concerns

Feedback Tools: The Student Study Record and Student Progress Profile

Advising Sessions

Teacher 2 hour

The Student Experience 2 hour

The Complementary Class

The Social Club

Self-Study 2 hours

The Product 2 hours

Self-Study in the Speaking Center

Total 8 hours

Day 4

Service Manager 8 hours

Teaching 7.5 hours

The Encounter

The Complementary Class

Student Motivation in the Classroom

Human Resources 30 mins

The Teacher Job Description

Total 8 hours

Day 5

Self-Study 1.5 hours

The Product 1.5 hours

Self-Study in the Speaking Center


Teaching 6.0 hours

Plan a Class

Teach a Class

Class Feedback

Journal Reflection

Training Wrap-up 30 mins

Total 8 hours



Reference

Post Training

The Product

On completion of the initial training, you will need to complete approximately another 18 hours of self-study in the

Speaking Center to get to know the Units listed on the Product Familiarization Log. Approximately four hours of

Multimedia study per week is recommended in your first month. This will ensure that you are familiar with the

product and as a result you will be able to teach Students more effectively in the classroom.

Week 2: Teach 10 hours

Suggested Daily Structure:

Morning: Preparation 3 hours

Afternoon: Class 1: Observe 1 hour

Class 2: Teach 1 hour

Class 3: Be Observed 1 hour

Feedback 30 mins

Journal 30 mins

Product Self-Study 1 hour

Week 3: Teach 15 hours

Suggested Daily Structure:

Morning: Preparation 3 hours

Afternoon Class 1: Teach 1 hour

Class 2: Teach 1 hour

Class 3: Be Observed 1 hour

Feedback 30 mins

Journal 30 mins

Product Self-Study 1 hour

Week 4: Full Teaching Schedule

Product Self-Study 5hours

Submit to Service Manager:

Six Encounter Lesson Plans

Two Complementary Class Lesson Plans

One Social Club Lesson Plan

Journal

Throughout your first month, update your Journal as per the guidelines in this manual.

Minimum Observations in the First Month by the Service Manager

Week 2: Two Encounters

Week 3: One Encounter and one Complementary Class

Week 4: One Encounter and one Social Club Activity

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Product Familiarization Log In the Speaking Center complete the Listen, Speak, and Confirm sections of the following Lessons using the

Admin Tool to navigate the program.

Lesson Minutes Date Lesson Minutes Date

1.1 25 mins 9.3 25 mins

1.2 25 mins 10.1 25 mins

1.3 25 mins 10.2 25 mins

2.1 25 mins 10.3 25 mins

2.2 25 mins 11.1 25 mins

2.3 25 mins 11.2 25 mins

3.1 25 mins 11.3 25 mins

3.2 25 mins 24.1 50 mins

3.3 25 mins 24.2 50 mins

4.1 25 mins 24.3 50 mins

4.2 25 mins 36.1 50 mins

4.3 25 mins 36.2 50 mins

6.1 25 mins 36.3 50 mins

6.2 25 mins 48.1 50 mins

6.3 25 mins 48.2 50 mins

7.1 25 mins 48.3 50 mins

7.2 25 mins 49.1 30 mins

7.3 25 mins 49.2 30 mins

8.1 25 mins 49.3 30 mins

8.2 25 mins BOL 1.1 30 mins



9.2 25 mins Total Time 23 Hours For each Lesson, answer the following questions:

1. Storyline: What happened in the story?

2. Listen: Which major language points were introduced?

3. Listen: Which key topics were practiced?

4. Speak: What was the objective of the role-play?

5. Confirm: What were the objectives of the checkpoints?

After each Lesson, take notes on the following:

1. What gist questions can you ask about the storyline?

2. How can you use the topics to elicit target language?

3. How can you help the Student prepare for the role-play?

4. What concept check questions can you ask for each of the new major language points introduced?


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WSI Fact-Finding Questionnaire Individually, or in pairs, find as many answers to the following questions as you can. You can find answers by

speaking to other staff members, looking at WSI materials, WSI websites etc.

You will find the following useful:

WSI International website: www.wallstreetinstitute.com

The Bubble www.wsistudents.com

The Bubble Login _________________________________

The Bubble Password _________________________________

Local WSI website _________________________________

WSI Facts and History

1. When was Wall Street Institute founded and where?

_______________________________________________________________________________________

_______________________________________________________________________________________

2. In which city and country are the WSI headquarters?

_______________________________________________________________________________________

_______________________________________________________________________________________

3. How many territories do we operate in?

_______________________________________________________________________________________

_______________________________________________________________________________________

4. How many Students do we currently provide English to worldwide?

_______________________________________________________________________________________

_______________________________________________________________________________________

5. Which company owns WSI International?

_______________________________________________________________________________________

_______________________________________________________________________________________

Local WSI Facts and History

1. How many WSI Centers are there in your network?

_______________________________________________________________________________________

_______________________________________________________________________________________

Standard Operating Procedure PR-01.2.2-D32 V1

11

http://www.wallstreetinstitute.com/

http://www.wsistudents.com/

2. What is the name of the General Manager in your network?

_______________________________________________________________________________________

_______________________________________________________________________________________

3. In which year did the first Center open in your network?

_______________________________________________________________________________________

_______________________________________________________________________________________

4. How many Students are there approximately in your network at the moment?

_______________________________________________________________________________________

_______________________________________________________________________________________

5. What is the name of the National Service Manager in your network?

_______________________________________________________________________________________

_______________________________________________________________________________________

Products

1. Which three products do we offer (to private customers)?

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Name three useful skills that Students acquire in the first Stage at WSI.

_______________________________________________________________________________________

_______________________________________________________________________________________

3. How many Levels are there in each Stage?

_______________________________________________________________________________________

_______________________________________________________________________________________

4. How do the six Levels in our English for Business course correspond with the General English and the

General Advanced English courses?

_______________________________________________________________________________________

_______________________________________________________________________________________

5. What are the four stages in the General English Course at WSI?

_______________________________________________________________________________________

_______________________________________________________________________________________


12


The Method

1. Complete this sentence: Students should always do one __________ per___________ every time they come

to the Speaking Center.

2. What is the first activity in each Multimedia Lesson?

_______________________________________________________________________________________

_______________________________________________________________________________________

3. Every time a Student enters and leaves the Center, we ask them the magic question:

When____________________________________________?

4. What is the difference between an Encounter and a Complementary Class?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

5. What are the four skills used in learning a language?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

The Village

1. What four main areas (tabs) is the Village divided into?

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Which of the main tabs would you select if you wanted to edit your profile?

_______________________________________________________________________________________

_______________________________________________________________________________________

3. In which main tab can you find the link to the Village chat?

_______________________________________________________________________________________

_______________________________________________________________________________________

4. In Practice, where can you find definitions and audio files of key English for Business vocabulary?

_______________________________________________________________________________________

_______________________________________________________________________________________

5. What is the URL for Students to access the Village?

_______________________________________________________________________________________

13

WELCOME


WE

LCO

ME

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WSI Bingo Rules

Each person can only sign two boxes. When you have a row of five signatures (diagonal, vertical or horizontal)

stand on your chair and shout BINGO! In order to win you should be able to provide specific details on the people

in your winning row of signatures. For example:

Where did they study abroad? Which subject?

Which three languages do they speak fluently?

Why weren’t they interested in the Olympics?

Which instrument do they own?

When did they do a course at WSI? Why?

Find a person who... Has studied abroad.

Speaks at least three languages fluently.

Doesn’t have breakfast.

Has two or more pets.

Has done/is doing a course at WSI.

Started their career with WSI in a different job.

Has two or more brothers and sisters.

Goes to the gym regularly.

Enjoys jazz.

Has flown in a helicopter.

Has been scuba diving.

Owns a musical instrument.

Has or would like to have more than two children.

Has read a book on sales theory.

Sings in the shower.

Enjoys watching sports on TV.

Has visited a WSI Center in another country.

Has been to a concert in the last month.

Was born with different-colored hair.

Will tell you their nickname.

Can dance the waltz.

Is a passionate gardener.

Has worked for WSI for more than two years.

Has been to Australia.

Is a vegetarian.


WALL STREET INSTITUTE

THE METHOD


Wall

Str

ee

t In

stit

ute

Th

e M

eth

od

16

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Reflecting on Your Language Learning Experience I

Answer these questions about your second-language learning experience. Then work in groups or pairs to

compare your answers.

1. Where did you learn your second language (L2)?

_________________________________________________________________________________________

_________________________________________________________________________________________

2. What was your purpose for learning? (For travel, business, necessity?)

_________________________________________________________________________________________

_________________________________________________________________________________________

3. Did you teach yourself, have a private teacher, go to classes or study on line? Or did you simply pick it up by

using it?

_________________________________________________________________________________________

_________________________________________________________________________________________

4. What were your teachers like?

_________________________________________________________________________________________

_________________________________________________________________________________________

5. What limited you in your L2 learning experience?

_________________________________________________________________________________________

_________________________________________________________________________________________

6. How motivated were you? What factors raised or lowered your motivation?

_________________________________________________________________________________________

_________________________________________________________________________________________

7. What level of proficiency did you hope to achieve? Did you achieve it?

_________________________________________________________________________________________

_________________________________________________________________________________________

8. Were you satisfied with the experience? If not, what would you have done differently?

_________________________________________________________________________________________

_________________________________________________________________________________________


Advantages and Disadvantages of Language Learning Methods Brainstorm the advantages and disadvantages of different language learning methods:

Method Advantages Disadvantages

Self Study

Public

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Method Advantages Disadvantages

Traditional

Abroad

19

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Reflecting on Your Language Learning Experience II

Answer these questions about your second-language learning experience. Then work in groups or pairs to

compare your answers.

1. Describe a second language (L2) or a first language (L1) rule you learned consciously

_________________________________________________________________________________________

_________________________________________________________________________________________

2. How did you use it to start with?

_________________________________________________________________________________________

_________________________________________________________________________________________

3. How often do you use this now?

_________________________________________________________________________________________

_________________________________________________________________________________________

4. How useful do you find it?

_________________________________________________________________________________________

_________________________________________________________________________________________

5. Describe what you can do in an L2 that you did not learn but acquired.

_________________________________________________________________________________________

_________________________________________________________________________________________

6. In what context did you acquire this?

_________________________________________________________________________________________

_________________________________________________________________________________________

7. How useful has this been?

_________________________________________________________________________________________

_________________________________________________________________________________________


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Stephen Krashen and Natural Language Acquisition

Complete the text below using the words in the box. Discuss your answers within pairs or groups.

meaningful interaction forcing and correcting production

low anxiety situations grammatical rules

natural communication tedious drills

communicative comprehensible input

Text

Language acquisition does not require extensive use of conscious _________(1), and does not require

_________(2). Acquisition requires _________(3) in the target language, _________(4) in which

speakers are concerned not with the form of their utterances but with the messages they are conveying

and understanding.

The best methods are therefore those that supply 'comprehensible input' in _________(5), containing

messages that Students really want to hear. These methods do not force early production in the second

language, but allow Students to produce when they are 'ready', recognizing that improvement comes

from supplying _________(6), and _________(7), and not from_________(8).

Stephen Krashen

Answers

1. _____________________________

2. _____________________________

3. _____________________________

4. _____________________________

5. _____________________________

6. _____________________________

7. _____________________________

8. _____________________________

What implications does Krashen’s theory have for you as a Teacher? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________


THE STUDENT

EXPERIENCE


THE S

TUD

EN

T E

XPE

RIE

NC

E

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Objectives of the First Lesson Brainstorm how each of the following were achieved in the First Lesson: 1. Interactive Class __________________________________________________________________________________________

__________________________________________________________________________________________

2. Students as the Protagonist __________________________________________________________________________________________

__________________________________________________________________________________________

3. Students Understand How to Use the Method __________________________________________________________________________________________

__________________________________________________________________________________________

4. Students Understand the Role of the Personal Tutor __________________________________________________________________________________________

__________________________________________________________________________________________

5. Fun __________________________________________________________________________________________

__________________________________________________________________________________________

6. Students Are Motivated __________________________________________________________________________________________

__________________________________________________________________________________________

7. Students Are Confident That They Have Chosen Right Course __________________________________________________________________________________________

__________________________________________________________________________________________

8. Personal Tutor Begins to Build a Relationship with the Student __________________________________________________________________________________________

__________________________________________________________________________________________

9. Student Books Second Lesson __________________________________________________________________________________________

__________________________________________________________________________________________

Standard Operating Procedure PR-01.2.2-D32 23

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The Acquisition Cycle Review each section of the Acquisition Cycle:

1. What happens in this section?

_________________________________________________

_________________________________________________

_________________________________________________

2. What is the objective?

_________________________________________________

_________________________________________________

_________________________________________________

3. How does the Student receive feedback?

_________________________________________________

_________________________________________________

_________________________________________________

1. What happens in this section? _________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________



_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________




_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________

27

t o o l s

First Lesson Observation Form

Personal Tutor: Center:

Date: Time:

Observer: Number of Students:

Course Type:

Preparation

1. Sets up First Lesson Tool showing Acquisition Cycle

2. Welcome packs including Student logins prepared

3. Makes sure work area is tidy

4. Reserves and set up chairs

5. Checks the microphone and headphones work

6. Prepares Acquisition Cycle, Scale of Success, and Student Manuals

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Ice-Breaking

Time:__________ TTT:_________ STT:__________

1. Introductions/Warm-up

2. Reinforces the role of the Personal Tutor

3. Re-sells WSI (history)

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Eliciting the Method

Time:__________ TTT:_________ STT:__________

1. Elicitation of the four language skills (60%, 30%, 5%, 5%)

2. Elicitation of the natural method and connection to WSI Method

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________


28

Listen

Time:__________ TTT:_________ STT:__________

1. Student reads Focus

2. Student describes Help

3. Concept questions


Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Repeat

Time:__________ TTT:_________ STT:__________


2. Student repeats and records

3. Student does Practice exercises



Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Read

Time:__________ TTT:_________ STT:__________


2. Student reads and compares



Feedback:

__________________________________________________________________________________________

__________________________________________________________________________________________

Speak

Time:__________ TTT:_________ STT:__________

1. Student reads Focus


3. Student prepares, records, and compares



Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________


29

Confirm

Time:__________ TTT:_________ STT:__________


2. Student does Practice 2



Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Write

Time:__________ TTT:_________ STT:__________

1. Elicits course structure (Level, Unit, Lessons)

2. Gives strategies on how to use the Student Manual



Feedback:

__________________________________________________________________________________________

__________________________________________________________________________________________

Encounter

Time:__________ TTT:_________ STT:__________


Feedback:

__________________________________________________________________________________________

__________________________________________________________________________________________

Conclusion

1. Revise Acquisition Cycle and Concept Questions

2. Reinforce 1 Lesson per Visit and good study habits

3. Book Second Lesson

4. Accompany Student to Consultant

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________


30


Atmosphere

1. Confident and enthusiastic

2. Student-centered

3. Eliciting techniques

4. Application of concept questions

5. TTT/STT

6. Time management

7. Low-anxiety environment

8. Fun

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Overall Comments

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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First Lesson—Preparation

General

1. How will you maximize Student Talking Time (STT) and minimize Teacher Talking Time (TTT)?

2. How will you make sure that your Students understand the core message of each section of the First

Lesson?

3. How will you reinforce the role of the Personal Tutor?

4. How will you make your First Lesson fun for your Students?

Ice-Breaking

1. What is the objective of ice-breaking at the start of the First Lesson?

2. What questions will you ask in the ice-breaking stage to gather useful information about your Students?

3. What facts will you mention about the company and the Method?

4. What will you say as a transition to the Method section?

The Method

1. What is the objective of introducing the Method during the First Lesson introduction?

2. What context will you provide to help Students understand how the Method works?

3. What questions will you ask during the delivery of the Method to involve your Students?

Student Manual and Study Habits

1. How will you use the Student Manual to elicit the structure of a Level?

2. How will you incorporate the Acquisition Cycle into the Student Manual section of the First Lesson?

3. How will you elicit the recommended study habits?


w o r k s h e e t

First Lesson—The Acquisition Cycle and Concept Questions Brainstorm three concept questions to ask Students for each section of the Acquisition Cycle.

1. ____________________________________________________________ 2. ____________________________________________________________

3. ____________________________________________________________

1. ____________________________________________________________ 2. ____________________________________________________________

3. ____________________________________________________________

1. ____________________________________________________________ 2. ____________________________________________________________

3. ____________________________________________________________

1. ____________________________________________________________ 2. ____________________________________________________________

3. ____________________________________________________________

1. ____________________________________________________________ 2. ____________________________________________________________

3. ____________________________________________________________

1. ____________________________________________________________ 2. ____________________________________________________________

3. ____________________________________________________________


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The Student Experience—The Second Lesson

How did your Personal Tutor teach and motivate you in the following sections of the Second Lesson?

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

How did your Personal Tutor introduce Encounters, Complementary Classes, and Social Club Activities at the end

of your Second Lesson?

___________________________________________________________________

___________________________________________________________________

How did you feel at the end of your Second Lesson?

___________________________________________________________________

___________________________________________________________________


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The Student Experience—Lesson 5.2

How did your Personal Tutor teach and motivate you in the following sections of Lesson 5.2?

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

What was the target language covered in this Lesson?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


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The Student Experience—Lesson 5.3

How did your Personal Tutor teach and motivate you in the following sections of Lesson 5.3?

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

What was the target language covered in this Lesson?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


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The Student Experience—Encounter 5

1. How much did you speak in the class?

_________________________________________________________________________________________

2. Who did you speak with?

_________________________________________________________________________________________

3. Did you talk about yourself at any time in the class?

_________________________________________________________________________________________

4. Did you feel nervous to speak or afraid to make a mistake?

_________________________________________________________________________________________

5. How much did the Teacher speak during the class?

_________________________________________________________________________________________

6. Did the Teacher give detailed explanations?

_________________________________________________________________________________________

7. Did the Teacher check if the Students had understood the key language points?

_________________________________________________________________________________________

8. Did the Teacher seem to be prepared?

_________________________________________________________________________________________

9. How many different activities were introduced in the class?

_________________________________________________________________________________________

10. Who produced the new language first?

_________________________________________________________________________________________

11. When a Student made a mistake, what happened?

_________________________________________________________________________________________

12. Did you do any role-plays?

_________________________________________________________________________________________

13. Was there any movement in the class?

_________________________________________________________________________________________

14. Was there any relation between the Multimedia Lessons completed and what you practiced in the class?

_________________________________________________________________________________________

15. How did you feel at the end of the class?

_________________________________________________________________________________________

16. Did you agree with the Teacher’s feedback?

_________________________________________________________________________________________


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The Student Experience—Complementary Class

1. How was the Complementary Class different to the Encounter?

_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


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_________________________________________________________________________________________


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_________________________________________________________________________________________


_________________________________________________________________________________________

14. Did the Teacher give any feedback?

_________________________________________________________________________________________


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The Student Experience—Social Club Activity

1. How was the Social Club Activity different to the Encounter and the Complementary Class?

_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________


_________________________________________________________________________________________

14. Did the Teacher give any feedback?

_________________________________________________________________________________________


TEACHING


TEA

CH

ING

40

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Quality in the Classroom through Quality Teaching

You as the Orchestrator of Classroom Atmosphere and Dynamics

In pairs or groups reflect on the following two pictures. Comment on the different classroom environments.


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Teaching—A Quality Class

I hear and I forget. I see and I remember. I do and I understand.

Chinese Proverb

In pairs or groups brainstorm the following:

What preparation is required for a

successful class?

What teaching techniques can be

applied to ensure a successful

class?

What kind of atmosphere do you

want in your classroom?


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Teaching—Eliciting

The art of teaching is the art of assisting discovery.

Mark Van Doren

American Writer and Educator

In pairs or groups brainstorm how, why and when a Teacher should elicit:

Eliciting: How?

Eliciting: Why?

Eliciting: When?


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Teaching—Concept Questions Concept questions involve asking questions to ensure Students have understood the function or meaning of a

language point and are not just applying a structure through rote learning. To make concept questions, there are

some points we need to bear in mind:

Make sure the questions are simple and that no difficult language is required to answer the question.

Yes/no questions, either/or questions and simple wh questions are particularly effective

Avoid using the target language in the question

Avoid using difficult vocabulary in the question

Highlight basic concepts of time and tense in the question

In pairs or groups think of concept questions for the following language points:

A. I’ve been to New York.

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

B. I used to live in London.

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

C. I’ll have finished the document by lunchtime today.

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________



Teaching—Concept Checking with Timelines

What Are Timelines?

Timelines are diagrams that illustrate the reference to time made by a given piece of language. They are used to

show how a particular language item (often a verb in a particular tense and aspect) places particular events or

situations in time and in relation to other events.

Why Use Timelines

Timelines are very useful when teaching English to our Students. Timelines:

Simplify linguistic explanation

Reinforce the understanding of a concept

Clarify meaning/differences in meaning between structures (in particular tenses) and vocabulary related

to time (e.g. before, during, after)

Provide a reference point for Students

Give a visual check of time concept (good for students with a visual learning style)

Illustrate frequency

Can be student-centred

Can reuse for other classes

How to Use Timelines

The following is a summary of the common symbols used on timelines:

A single event or action

A repeated action or habit

A permanent state or situation

A temporary state, situation or repeated/continuous

action

Exact time of event is unknown

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45


A point in time

A period in time

Question: Can we create a timeline for these two sentences?:

He painted his house.

He had his house painted

No, since time is not the issue here.

Complete these timelines to show the difference:

Now Now

He rides a bike to school He’s riding a bike to school

Think about how you might represent the following structures on a timeline:

A. I had already done my homework when Julie arrived.

Past Present Future

B. I did my homework when Julie arrived.

Past Present Future

C. I was doing my homework when Julie arrived.

Past Present Future

46

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Teaching—An Introduction to Lesson Planning

Wall Street Institute teaching materials for Encounters and Complementary Classes provide you with a lesson

plan, structure, and tools that will ensure you offer a well-balanced and organized class. This will allow you to

effectively verify the Students have acquired the target language of their Unit in the Speaking Center. However,

as a Teacher you still need to plan your lesson to guarantee a successful class.

Choose one of the following sentences and complete it.

1. A good class is like a film because…

__________________________________________________________________________

__________________________________________________________________________

2. A good class is like a football match because…

__________________________________________________________________________

__________________________________________________________________________

3. A good class is like a meal because…

__________________________________________________________________________

__________________________________________________________________________

4. A good class is like a symphony because…

__________________________________________________________________________

__________________________________________________________________________

Find somebody who chose the same sentence starter as you. Did you complete it in a similar way?


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Teaching—Planning a Language Function

Language Function Point:

Level of Language Function Point: Time:

Presumed Student Knowledge:

Personal Goal:

Context Creation:

Method: Warm-Up, Controlled Practice, Communicative Activity

Eliciting Techniques:

Verbal/ Intonation

Facial

Gesture

Concept Questions:

1.

2.

3.

Anticipated Student Concerns:


w o r k s h e e t Observation Form—Teaching a Language Function Language Function Point:

Common Errors:

Context

Effective

Original

Fun

Meaningful

Eliciting

TTT vs. STT

Effective

Original

Fun

Concept Questions

1.

2.

3.

Effective

Correction Techniques

Encouraged Student error correction

Self

Peer

Teacher

Techniques Used:

Facial Physical Intonation Verbal

General Comments/Suggestions


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Teaching—Correction Techniques Brainstorm In a pair or group brainstorm the different correction techniques you can use in the classroom.

Facial Expressions

Physical

Intonation

Verbal


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Teaching—Graded Language

One of the most important things that Teachers have to learn is how to adjust their language to make it

appropriate for different learners at different Levels, particularly lower Level learners.

In your pair or group compare the feedback from Teacher 1 and Teacher 2. Both Teachers are giving feedback at

the end of Encounter 12. Make some notes in the space provided below.

Teacher 1

Well, you did pretty well in the Encounter today. I was truly impressed with your use of question forms in the role

play towards the end of the lesson. I noticed that you only did 1 Encounter this month. You must do another one

by the end of the month, OK? Your attendance to Complementary Classes is a bit of a concern. From looking at

your Progress Profile I can see you last attended a Complementary Class one month ago. You should really try

and do 1 per Encounter. Oh I forgot to mention you are still making occasional errors with tag questions. Focus on

that OK? Remember to do the Level Exercises after the Encounter. I mean you can do it today or next week if you

want. It is up to you to decide when it is most convenient for you.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Teacher 2

Well done!

Good conversation!

Where are you going for vacation?

What is the food like?

Remember:

You can speak English, can’t you?

Can you finish the sentence for me?: You like studying English…

When are you going to do your next Encounter? Can you do it in two weeks? (20th December)

When are you going to do your next Complementary Class?

Congratulations! You can change Level and start Waystage 1.

When are you going to do your Level Exercises? What about tomorrow?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


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Lesson Plan Name: Unit: CC/SC Level/Stage:

Date: N° Students: Time:

Lesson aims: Subsidiary aims: Personal aims:

Presumed Student knowledge/connection to other lessons: Materials/Resources (pictures, etc…):

Anticipated Student difficulties: (What concerns will the Students have? Concept? Form? Pronunciation? Materials? Any management problems for you?)

Intended action: (before or when problem occurs)

Concept questions for key target language: (Don't forget the Student Manual)


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Activity Plan

Activity:

Time:

Target Language:

Objective:

Materials Needed:

Method:



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The Complementary Class—But You Must…!

Use the information on the next page to answer these three questions:

1. How would you organize the Survival 3 Students in your Complementary Class for the following activity

from Complementary Class 10A?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. How would you grade your expectations of each Student in this activity, according to their current Unit?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. What target language would you expect from each Student according to their current Unit?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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54


Activity

Students

55

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The Complementary Class—Pack Your Bags

Use the information on the next page to answer these three questions:

1. How would you organize the Upper Waystage Students in your Complementary Class for activity 2.2

Pack Your Bags from CC 27?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. How would you grade your expectations of each Student in this activity, according to their current Unit?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. What target language would you expect from each Student according to their current Unit?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Standard Operating Procedure PR-01.2.2-D32 V1 56


Activity

Students

57

General English

Language

Content


58

Reference

Unit Grammar Functions Topics

6 Present simple (third person, affirmative) Don’t + verb (imperative) Tag question with to be There is/isn’t Nice to + verb Thanks for + noun clause come and + verb (infinitive) want to + verb (infinitive)

Clarifying and correcting Language ability and learning Meeting people Offers and invitations Orders and requests Personal information

Drinks Family Relations with people Foreign language ability

7 Present simple(third person— interrogative and negative) Countable and uncountable nouns Some and any with plurals and uncountable nouns There are/aren’t … The verb like

Expressing feelings Home and accommodation Interests and hobbies Love, marriage, and relationships Money, wages and prices

Affectionate terms Arts and entertainment Family Home and furniture Money Time

8 Present simple with adverbs of frequency Can for permission and possibility Let’s for suggestions Would like for offers The verb know Something/anything How far…?

Directions Money, wages and prices Offers and invitations Restaurants and eating Suggestions and responses Telephone language Travel and hotels

Cities and places Food and eating Time expressions Traveling by air Drink Business

9 Present continuous with present and future reference Indirect questions If with present Possessive pronouns his/hers Some/anything + else The pronouns one and ones

Expressing feelings Love, marriage, and relationships Meetings and greetings Money and prices Orders and requests Restaurants and eating Telephone language Work and business

Food and eating Technical terms Marriage Time expressions

10 will for future reference, conditional, requests must for necessity/obligation Not… either Possessive pronouns mine/ yours Would like + infinitive whose

Clarifying and correcting Expressing feelings Language ability Plans and arrangements Restaurants and eating Travel and hotels Work and business

Business terms Cities and places Shopping and payment Directions Food and cooking Language learning Time expressions Travel and transport

11 Can + verb of sense If + verb phrase with will Shall for suggestion/ proposition Verbs with two objects Tag questions Positive and negative questions with ever

Clarifying and correcting Directions Expressing feelings Money and prices Plans and arrangements Travel and hotels TV and entertainment Work and business

Entertainment Business Cities and places Clothing Language learning Time expressions Travel, transport, and vacations Weather

12 Revision of Units 1-11


59

Reference

Unit Grammar Functions Topics 13 Future with going to

Past tense of verb to be must for deduction The verb need like for comparison

Expressing feelings Home and accommodation Introducing people Meals and cooking Orders and requests Plans and arrangements Telephone language

Business terms Cities and places Directions Drinks Food and cooking Technical terms Jobs Travel and transport

14 Past simple with regular and irregular verbs Comparatives with more don’t need + infinitive Phrasal verbs put on, take off, set up

Business negotiation Directions Factual information (past) Offers and invitations Shopping for clothes Travel and hotels Work and business

Health and fitness Clothing Colors Language learning and education Love and relationships Technical terms Travel, transport, and vacations

15 Adverbs of frequency + negative Comparatives with -er, better, worse have to need + infinitive ask/want someone to do something Indirect questions Imperative with will you Present perfect with before

Expressing feelings Factual information (past) Love, marriage, relationships Money, wages ,and prices Offers and invitations Orders and requests Work and business

Crime and punishment Distance and measurements Health and fitness Jobs Money

16 Present perfect negative with before for unspecified time for unfinished time with just Comparatives with less, -ier Have got Question tags +/+ So for purpose for/with + gerund

Business negotiation Expressing feelings Idioms and expressions Language ability and learning Meeting and greeting Offers and invitations Plans and arrangements Shopping for clothes Travel and hotels

Business terms Cities and places Conflict Family and relationships Food Insults Slang Travel, transport, and vacations

17 Present perfect: with yet with since and for with already have to for personal compulsion may for permission Passive with born so + inversion of subject and verb to for infinitive of purpose too + adjective + infinitive What about + gerund until + present with future meaning Question tags

Expressing feelings Idioms and expressions Personal information Self-pity Travel, transportation, plans

Cities and places Countries and regions Food and eating Language learning and education Sports Travel, transport, and vacations


60

Reference

Unit Grammar Functions Topics 18 First conditional

have to with future reference don’t have to for absence of obligation as + adjective + as feel like + gerund Not only + clause + but Made from Reported speech with told + past simple too late for X + infinitive Use of auxiliary for emphasis Comparatives with much

Buying and selling food Clarifying and correcting Expressing feelings Food preparation Indirect questions and statements Sports, recreation, exercise

Agriculture Cities and places Drink and drinking Emotions Food and cooking Sports

19 Present perfect + ever/never as + occupation will have to Gerund as subject have got to wonder + if/whether Passive with get prefer + gerund teach, show, explain + how to Comparatives with than + gerund Comparatives with even to + infinitive of purpose be able to for future inability Question tags in requests will you?

Expressing feelings Idioms and expressions Orders and requests Travel, transportation, plans Work and employment

Business Cities and places Food and shopping Health and fitness Jobs and work Travel, transport and vacations

20 First conditional with going to Present continuous for refusal any + comparative adjective as + adverb of degree + as Defining relative clause with who let + person + infinitive used to for past habitual actions will for reference/supposition

Expressing feelings Health(care) and medicine Idioms and expressions Meals, eating out Sports, recreation, exercise

Drinks and drinking Food, cooking and eating Health, fitness and medicine Love and relationships Sports

21 Superlatives as meaning by way of could for possibility have gone vs. have been vs. went there must be so that had to for past obligation

Expressing feelings Making comparisons Money, wages, and prices Personal hygiene Shopping (for clothes) Travel, transportation, plans

Clothing Countries and regions Crime and punishment Home and furniture Personal hygiene Shopping Travel, transport, and vacations


61

Reference

Unit Grammar Functions Topics 22 Present perfect with ever

since Future continuous with going to Present continuous with while few let and make + infinitive without to would referring to habitual actions in past Reflexive pronoun myself

Language ability and learning Letter writing Love, marriage, relationships Orders and requests Success and failure Weather

Arts and entertainment Countries and regions Food and eating Language learning Travel, transport, and vacations

23 ask, tell, want someone to do something Reported knowledge in the past with didn’t know the last time + past tense Present perfect vs. past simple when + present tense with future reference

Children and upbringing Crime, criminals, escape Health(care) and medicine Love, marriage, relationships

Food, cooking, and eating Health, fitness, and medicine

24 Revision of Units 1-11 25 Past continuous

Past continuous for polite requests Present passive Past passive so + adjective + that should for advice won’t for refusal should as quasi subjunctive rather than + gerund Non-defining relative clauses with which whenever

Expressing emotions Making accusations Orders and requests Travel and transportation

Business terms Family relations Jobs Education Travel and transport

26 Past continuous + past simple with when Past simple + past continuous with while needn’t for absence of obligation Impersonal pronouns you and one yourselves and each other Short responses with neither wherever Relative clauses with whom

Love, marriage, and relationships Socializing Talking about goods and services Talking about work and business

Arts and entertainment: music Business terms Technical terms Vacations

27 Past perfect Past perfect + past simple with when both of, neither of whatever had better

Driving Orders and requests Talking about work and business Telephone language

Arts and entertainment Cities and places Jobs Time expressions Travel and vacations


62

Reference

Unit Grammar Functions Topics 28 Second conditional

Past perfect in reported speech was going to for past intentions Short responses with so and neither

Apologies Driving Expressing emotions Work and business Safety

Crime, punishment, and law enforcement Directions Technical terms

29 Expressing past intentions with: was going to, thought … would and was wondering if what if Would you mind + gerund Non-defining relative clauses with where so and such + adj. + noun as if/though + past tense to + infinitive for immediate action

Arts, media and entertainment Agreeing and disagreeing Expressing emotions Opening and closing conversations Orders and requests Polite formulae Transitional phrases

Arts and entertainment Food and cooking Education Sports

30 supposed to so that for purpose Defining relative clause with who did in past affirmative for emphasis Defining relative clause with which not only… but also

Clarifying and correcting Health Despair Talking about responsibilities

Health, fitness, and medicine Clothing Emotions Jobs Love and relationships Personal hygiene

31 Passive with past simple, Present simple Present perfect continuous even as intensifier allow + person +infinitive Relative clauses with omission of pronoun looks/sounds like Reflexive pronouns although for contrast

Expressing emotions Opening and closing conversations Making threats

Home, accommodation, and furniture Language learning

32 Future continuous for polite requests Passive with present perfect Non-defining relative clauses with which seem and seem to it’s about time… If I were you for advice

Compliments Making accusations Talking about goods and services Talking about work and business

Arts and entertainment Distance and measurements Drink and drinking Politics Technical terms Travel, transport, and vacations

33 Passive with present continuous after + gerund for + gerund Uses of as even though/although hardly ever

Clarifying and correcting Opening and closing conversations Orders and requests Talking about work Transitional phrases Travel and transportation

Agriculture and nature Business terms Cities and places Crime and punishment Jobs People, age groups, and gender Politics Titles Travel, transport, and vacations


63

Reference

Unit Grammar Functions Topics 34 already + past simple

have something to do with may for possibility seem to + present continuous would rather must have for inference about the past would for refusal Emphatic do/does

Giving factual information Clarifying and correcting Talking about problems Talking about business

Agriculture and nature Business terms Emotions Jobs Time Travel, transport, and vacations

35 Passive with can and other modal verbs could have for inference about the past should have for inference about the past despite Future continuous worth for monetary value

Talking about problems Talking about business Problems Shopping

Business terms Clothing Countries and regions Measurements Food and eating Heath and fitness Jobs Money and finances Spirituality and religion

36 Review of Units 25-35 37 Present passive

Past passive Future continuous Third conditional might/may have for conjectures about the past shouldn’t have to express negative judgment supposed to want/need + gerund would for past habitual had better Relative clauses with whose about to for imminent action

Giving personal information Expressing emotions Talking about money and finances

Agriculture, geography and nature Business terms Countries and regions Crime and punishment Food and cooking Home and furniture People and groups Politics and economics

38 may + present continuous such a/how despite what if + past tense may + present continuous must + present perfect continuous Passive gerund thinking of + gerund should for past obligation rather than for preference rather + past tense

Emotions Work and business Making accusations Observations

Agriculture, geography, and nature Business terms Emotions Politics and economics Travel, transport and, vacations Weather and seasons

39 allowed to can’t face + gerund Future for inference or guess hardly with affirmative have something done permission to point in + gerund without + gerund

Travel arrangements Nature and weather Complaining Expressing confusion

Agriculture, geography, and nature Countries and regions Directions Measurements Home and accommodation Money and finances Travel and vacations Weather and seasons


64

Reference

Unit Grammar Functions Topics 40 approach to +gerund

capable of + gerund don’t mind my + gerund have/get someone do something Non-defining relative clause with of whom ought to

Clarifying and correcting Future plans Work and business Talking about traditions

Agriculture, geography, and nature Arts and entertainment Business terms Clothing Emotions Jobs People and groups Spirituality and religion

41 Past perfect continuous Relative clauses dare keep + gerund might as well whom in a question You got to

Directions Complaining Talking about responsibilities Driving Giving directions

Agriculture, geography, and nature Cities and places Directions and locations Food and cooking Politics and economics Travel, transport, and vacations

42 Third conditional with might Implied past conditional with or arrest + gerund as if + past perfect continuous whether dare to + infinitive in case + past tense no sooner… than

Meals and eating out Polite formulae Talking about problems Talking about the environment Telling stories

Agriculture, geography and nature Business terms Crime and punishment Measurements Drink and drinking Emotions Food, cooking, and eating Health and fitness

43 might as well credited with so/as long as trust someone to do something wish

Giving factual information Telling jokes Nature and weather Real estate Talking about work and business Telephone language

Agriculture, geography and nature Business terms Directions and locations Health and fitness Jobs Weather and seasons

44 far + too among + plural to do with worth + gerund count on + gerund

Talking about environmental issues Expressing emotions Clarifying and correcting Shopping for clothes

Agriculture, geography, and nature Business terms Clothing Countries and regions Crime and punishment Language learning Politics and economics Shopping

45 as if + past tense blame something on someone it’s ridiculous that… should to be to for obligation it’s about + gerund

Talking about traditions Expressing emotions Sports and recreation Agreeing and disagreeing

Agriculture, geography, and nature Countries and regions Emotions Politics Sports Time

46 soon to + passive through + gerund Past perfect for time sequence may for concession wish to + infinitive could well for possibility

Clarifying and correcting Making accusations Environmental issues Transitional phrases Insults and curses Sports TV language

Agriculture, geography, and nature Arts and entertainment Conflict and peace Sports Time Weather and seasons


65


Reference

Unit Grammar Functions Topics 47 Future perfect

blame + reflexive pronoun however to contrast Uses of gerund

Activism Joking Talking about future plans Making excuses Transitional phrases Talking about studies

Agriculture, geography, and nature Business terms Conflict and peace Crime and punishment Language learning Politics and economics

48 Review of Units 37-47 dare as modal auxiliary wish… would with future reference Third person imperative the nerve/courage to + infinitive

Expressing emotions Apologizing and forgiving

Emotions Fidelity Parties Music Jobs

66


67

CLIENT FIDELITY PLAN


CLI

EN

T FI

DELI

TY P

LAN

68

Client Fidelity Plan Actions—Participant A

Action Action Details How do I know when to do this?

When? Who? Supervision

First Level Follow-Up

Check whether each Student is active and has booked an Encounter. If Student is not active, call Student. If Student is regularly active but has not booked an Encounter, contact Student (by phone or when Student is in the Center) and book next Encounter.

First Level Follow Up report: Provided weekly by Service Manager. Each Personal Tutor receives the report for their Students.

Weekly Personal Tutor

Service Manager: Supervises via weekly meetings with individual Personal Tutors and informally on a day to day basis.



Weekly Service Manager: Supervises via weekly meetings with individual Personal Tutors and informally on a day to day basis.

First Lesson Interview

Short impromptu meeting with Student. Opportunity to answer any questions, to establish Consultant as educational advisor. Opportunity to ask for referrals.

Immediately after the First Lesson, Consultants make sure they meet Student at the conclusion of the First Lesson.

Center Director: Supervises via Consultant’s agenda and daily and weekly meetings with Consultant.

First Encounter Interview

First Encounter Booked report: Provided to Consultant by Service Manager/Center Director on a weekly basis Consultant schedules the First Encounter Interview in their agenda based on the information in the report.

Immediately after the first Encounter: Consultants make sure they meet Student at the conclusion of the Encounter.

Consultant

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Action Action Details How do I know

when to do this? When? Who? Supervision

End of Level Advising Session

At the end of each Level, Personal Tutor meets with

Student to provide guidance, didactic

feedback, and answer questions.

At the end of each Level: Scheduled for a time when Student plans to return to the Center to study.

Service Manager uses the End of Level report to check that End of Level Students have either already completed or have scheduled an Advising Session.

End of Level Interview

At the end of each Level; Scheduled for a time when Student plans to return to the Center to study.

Consultant Center Director: Receives copy of End of Level report Supervises via daily and weekly meetings with Consultant.

Active Student Follow-Up

Contact all Students on the report to book their next Encounter.

Can be done by phone (Personal Tutor) or when

Student is in the center (Receptionist and Personal Tutor).

Goal: All Students on

the report booked into Encounters by

the end of the week.

Active To Book report: Provided monthly (at the beginning of the third calendar week). Service Manager manages workflow.

Service Manager: Assigns specific task to individual staff members. Checks progress daily. Reviews success and potential challenges with Reception and in individual weekly meetings with Personal Tutors.


70

Action Action Details How do I know when to do this?


Inactive Student Follow-Up

Contact all Students on the report by phone to encourage them to return to the center to continue their course Possibly arrange Advising Session to review recommended study habits and get Student off to a good

(second) start. Set fixed appointment (Student is more likely to come back if they have made an appointment).

Service Manager: Sets specific time period for this campaign. Assigns specific task to individual staff members e.g. Contact 20 Students from this report. Checks progress daily. Reviews success and challenges with staff.

Inactive Students with little time left Follow-Up

End of Course Inactives report: Provided monthly (at the beginning of the second calendar week). Service Manager manages workflow.

Monthly: In the second week of the month.

Receptionist Service Manager: Assigns specific task to individual staff members e.g. Contact 20 Students from this report. Checks progress daily. Reviews success and challenges with staff.


71



Booking Renewal Appts. (Personal Tutor)

Monthly: In the first week of the month.

Personal Tutor

Service Manager: Assigns specific tasks to individual Personal Tutors e.g. Book ten Renewal appointments by the end of your shift. Checks progress daily. Reviews success and challenges in individual weekly meetings with Personal Tutors. Provides feedback to Center Director on how many Renewal appointments were booked.


72



Booking Renewal Appts. (Consult.)

Contact all Students on the report to book Renewal appointment.

Renewables—Sales report: Provided monthly (at the beginning of the first calendar week). Shows all Students who couldn’t be booked into Renewal appointments by Personal Tutors in the previous month (grouped by Consultant).

Center Director: Receives copy of the Renewables—Sales report from Service Manager. Provides report sections to individual Consultants. Checks progress daily. Checks full Renewal appointments. Reviews success and challenges in weekly Sales meeting and in individual daily meetings.

Advising Sessions

Upon request of Student and/or when it is recognized that Student needs specific didactic assistance.

As required Personal Tutor

Service Manager: Reviews number of Advising Sessions done via the D1. Reviews Students’ concerns with Personal Tutors in individual weekly meetings.


73

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Client Fidelity Plan Actions—Participant B




Check whether each Student is active and has booked an Encounter. If Student is not active, call Student. If Student is regularly active but has not booked an Encounter, contact Student (by phone or when Student is in the Center) and book next Encounter.


Weekly Personal Tutor

Service Manager: Supervises via weekly meetings with individual Personal Tutors and informally on a day to day basis.

First Lesson Interview

First Lesson booking. When the Consultants book a First Lesson for a Student, they schedule the First Lesson Interview in their agenda.

Consultant Center Director: Supervises via Consultant’s agenda and daily and weekly meetings with Consultant.

First Encounter Interview

Short impromptu meeting with Student. Opportunity to answer any questions, to establish Consultant as educational advisor. Opportunity to ask for referrals.

First Encounter Booked report: Provided to Consultant by Service Manager/Center Director on a weekly basis Consultant schedules the First Encounter Interview in their agenda based on the information in the report.

Center Director: Receives copy of First Encounter Booked report from Service Manager. Supervises via daily and weekly meetings with Consultant.


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End of Level Advising Session

Booked into SSDS by Receptionist or Personal Tutor when Student completes Level.

Personal Tutor Service Manager uses the End of Level report to check that End of Level Students have either already completed or have scheduled an Advising Session.

End of Level Interview

At the end of each Level, Consultant meets with Student: To reinforce the didactic feedback given by Personal Tutor. To answer any questions. To ask for Referrals. To establish Consultant as educational advisor who is interested in Student’s progress (extended needs analysis for renewal process).

Booked into Consultant’s agenda by Personal Tutor at the end of the End of Level Advising Session.

Center Director: Receives copy of End of Level report Supervises via daily and weekly meetings with Consultant.

Active Student Follow-Up

Monthly: In the third week of the month, not every week.

Personal Tutor/ Receptionist

Service Manager: Assigns specific task to individual staff members. Checks progress daily. Reviews success and potential challenges with Reception and in individual weekly meetings with Personal Tutors.


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Action Details How do I know when to do this?


Inactive Student Follow-Up

Inactive report: used three to four times a year. Plan Reactivate campaigns for after slow time periods (Christmas/Ramadan/Chinese New Year/ summer vacation period). Service Manager manages workflow.

Three to four times a year only.

Receptionist Service Manager: Sets specific time period for this campaign. Assigns specific task to individual staff members e.g. Contact 20 Students from this report. Checks progress daily. Reviews success and challenges with staff.

Inactive Students with little time left Follow-Up

Telephone all Students on the report to encourage them to continue their course in the Center. Report includes Students with three to four months until their end date so they can complete at least one more Level. Goal: Students return to the Center and complete one to two more Levels.

Service Manager: Assigns specific task to individual staff members e.g. Contact 20 Students from this report. Checks progress daily. Reviews success and challenges with staff.


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Booking Renewal Appts. (Personal Tutor)

Contact all Students on the report to book Renewal appointment with their Consultant. When possible, book when Student is in the Center. Where necessary, contact Students by phone.

Renewables report: Provided monthly (at the beginning of the first calendar week). Service Manager manages workflow

Service Manager: Assigns specific tasks to individual Personal Tutors e.g. Book ten Renewal appointments by the end of your shift. Checks progress daily. Reviews success and challenges in individual weekly meetings with Personal Tutors. Provides feedback to Center Director on how many Renewal appointments were booked.


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Booking Renewal Appts. (Consult.)

Renewables—Sales report: Provided monthly (at the beginning of the first calendar week). Shows all Students who couldn’t be booked into Renewal appointments by Personal Tutors in the previous month (grouped by Consultant).

Monthly: In the first week of the month.

Consultant Center Director: Receives copy of the Renewables—Sales report from Service Manager. Provides report sections to individual Consultants. Checks progress daily. Checks full Renewal appointments. Reviews success and challenges in weekly Sales meeting and in individual daily meetings.

Advising Sessions

Provide support and feedback if a Student has specific questions/ difficulties. Advise on recommended study habits.

As required Personal Tutor

Service Manager: Reviews number of Advising Sessions done via the D1. Reviews Students’ concerns with Personal Tutors in individual weekly meetings.

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w o r k s h e e t

Analyzing Students’ Study Habits

Complete and circle the appropriate information according to your Student and provide study advice in relation to

the Acquisition Cycle.

The Student’s Contract

Current Unit: ______________

Course phase: ○ First Level ○ Middle of course ○ End of course

In the Speaking Center

Lesson per visit <1 1 > 1

Lesson length <1hr 1-2hrs > 2hrs

Lesson Checkpoint /Exercise scores <70 70 >70

Repeat Lesson Checkpoints/Exercises YES NO

Lesson 3 completed before Encounter YES NO

Long absences YES NO

Time spent on: Not enough Sufficient Too much

Listen ○ ○ ○

Repeat ○ ○ ○

Read ○ ○ ○

Speak ○ ○ ○

Confirmation ○ ○ ○

In the Classroom

Encounters per month < 1 1-2 > 2

Complementary Class per Unit < 1 1 > 1

Social Club per Unit < 1 1 > 1

Diagnosis

__________________________________________________________________________________________

__________________________________________________________________________________________

Prescription/Study Advice in Relation to the Acquisition Cycle

__________________________________________________________________________________________

__________________________________________________________________________________________



Advising Session Observation Form Personal Tutor: Center:

Date: Time:

Observer: Student Level:

Preparation

1. Study Habits analyzed with SPP/SSR

2. Diagnosis established

3. Clear solution identified

4. Advising Session area clean and tidy

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Questioning

1. Warm-up questions

2. Questions regarding course so far

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Listening

1. Active listening

2. Open and closed follow-up questions

3. Took notes (when appropriate)

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

t o o l s

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Empathize/Investigate

1. Showed empathy

2. Asked questions to get more information

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Solution

1. Involved Student in finding solution

2. Agreed on a plan of action with the Student

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

General

1. Language graded according to Student’s Level

2. Application of concept questions

3. Eliciting techniques

4. Used Acquisition Cycle

5. Reinforced the role of the Personal Tutor

6. Low-anxiety environment

7. Re-established personal and professional motivation

8. Effectively delivered in 15 minutes

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

Overall Comments

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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HUMAN RESOURCES


HU

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ESO

UR

CES

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w o r k s h e e t

Teacher Job Description Based on the training received, how would you describe the role of Teacher? Key Words 1. What key words remain with you from the training that you associate with your role as a Teacher?

_________________________________________________________________________________________

_________________________________________________________________________________________

Briefing 2. How would you summarize your role?

_________________________________________________________________________________________

_________________________________________________________________________________________

Reporting 3. Who do you report to?

_________________________________________________________________________________________

_________________________________________________________________________________________

Responsibilities 4. What will you teach?

_________________________________________________________________________________________

_________________________________________________________________________________________

5. What main tool will use to implement the Wall Street Institute Method when giving Students study advice?

_________________________________________________________________________________________

_________________________________________________________________________________________

6. What techniques are required to ensure the classroom is an interactive and dynamic learning environment?

_________________________________________________________________________________________

_________________________________________________________________________________________

7. What’s your role in guaranteeing that Students are successfully acquiring the language appropriate to their Unit?

_________________________________________________________________________________________

_________________________________________________________________________________________

Administration 8. What administration will you need to do?

_________________________________________________________________________________________

_________________________________________________________________________________________


Teacher

Job Description

Overview

As a Teacher, you form part of the Service Team at Wall Street Institute, being jointly responsible for the

educational success of the Students. You contribute to the Students’ learning by preparing and teaching fun,

interactive, and dynamic classes. You, along with the other Teachers, guarantee that the Student is successfully

acquiring English appropriate to their Unit throughout their course. You are charged with providing Students with

motivation and feedback as they progress through their studies.

The Teacher reports to the Service Manager.

You will meet with the Service Manager on a weekly or biweekly basis, and you may be asked to attend ongoing

training and skills development seminars.

Duties and Responsibilities

Teaching and Implementing the Wall Street Institute Method

You work primarily in the classrooms, where you implement the Wall Street Institute Method to facilitate a suitable

atmosphere for your Students to learn successfully. Your specific teaching duties are:

Encounters

Complementary Classes

Social Club Activities

In-Company Classes (optional)

Class preparation

Provide feedback and motivation at the end of classes in accordance with the Method and Acquisition

Cycle

Student Management

As a Teacher in WSI, you have the unique privilege of seeing the results of the Students’ study with the Wall

Street Institute Method in the various classes they attend. Students refer to you for advice as they consider you as

the real expert on learning. This responsibility is considerable and you manage their learning by:

Authorizing whether or not the Student continues to the next Unit at the end of each Encounter. If the

Student has not successfully acquired the target language, you support the Student in booking a repeat

Encounter

Entering the results of the classes into SSDS

Holding special responsibility for contributing to referrals and renewals as a result of the educational

success and satisfaction of the Students



Reference

Center Image and Maintenance

To ensure the professional image of the Center and of your post, you are expected to:

Maintain class materials

Clean whiteboards after use

Place chairs under tables in classrooms

Remove any litter after class

Other Duties

You may be asked to cover Reception or the Speaking Center when required.

Observations and Evaluations

You will both be observed and evaluated formally by your Service Manager. The observations are programmed

as follows:

First year: Initial Training: One Encounter


Week 3: One Encounter

One Complementary Class


One Social Club Activity

Trial Period: One class (of the above) a month

Post Trial: One class (of the above) a quarter

Veteran staff: One class (of the above) every six months

The evaluations follow a similar schedule:

First year Trial Period: One before of the trial period

Post Trial: Once a quarter after the trial period

Veteran staff: Once every six months.

Qualifications, Skills, and Requirements

As a Teacher at Wall Street Institute, you satisfy the following characteristics:

Native or bilingual speaker of English

University degree

CELTA or equivalent certification

Willingness to learn and develop professionally

Dedicated and dynamic within a team environment

Inspiring and supportive to Students

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Staff

Observations

Introduction

Observations are an important part in evaluating how you are developing in terms of the skills you have been

trained in. Your Service Manager will use the results of the observations during your performance appraisals.

Observations help your Service Manager to:

Congratulate you on skills you are strong in.

Provide guidance on skills you need to improve.

Identify areas that you may need re-training in.

Ensure that quality service is maintained.

Show Students that there is a control in service quality.

You may feel nervous during an observation. However, be aware that everyone is nervous at first and that with

time Teachers often look forward to observations. Remember that this is a moment when you get undivided

attention and professional feedback from your Service Manager.

When you are in your trial period it is important to remember that skills development and confidence in your

position and responsibilities will be a learning process. The key goal of an observation is to see progress rather

than perfection.

The self-reflection process in feedback is often as important, if not more so, than the feedback on the class itself.

All Teachers (Personal Tutors and Teachers) will occasionally give a poor class. In this instance it is crucial that

you are able to identify why the class was not successful and what and how you would do this class differently.

Guidelines for Observations

Observations are scheduled according to the following guidelines:

First year: Initial Training: One Encounter



One Complementary Class


One Social Club Activity

Trial Period: One class (of the above) a month

Post trial: One class (of the above) a quarter

Veteran staff: One class (of the above) every six months


Reference


Before the Observation

Your Service Manager will always inform you in advance of any observation. Ensure that you have a lesson plan

to show your Service Manager as this will provide a useful basis for discussion.

Feedback after the Observation

After the observation, your Service Manager will spend approximately 30 minutes with you to discuss the class.

This is your opportunity to talk about your feelings on the class: how well it went, what areas you would improve

upon, and what areas you did well. Your Service Manager will provide you detailed feedback and suggestions for

professional development. To help you for this feedback session, you need to complete the Teaching Self-

Evaluation Form. In addition, you need to reflect on and write about the observation in your Journal.

87

Staff

Performance

Appraisals

Introduction

Staff evaluation is an on-going process, taking place informally every day in the Center. However, formal

performance appraisals are essential in order to assess, motivate, and assist your professional development.

Your Service Manager will maintain and regularly update your professional file that includes observations and

details on any training or seminars that you have undertaken.

A performance appraisal is when your Service Manager devotes time to discuss your professional development,

reviewing your progress and providing guidance on continuous improvement. You will be notified in advance of

the day and time of your performance appraisal so you can prepare effectively the areas that you would like to

discuss with your Service Manager. Performance appraisals are key to:

Assess performance during a trial period

Motivate

Plan and discuss professional development

Discuss professionalism and working attitude

Resolve any concerns that you or the Service Manager may have

Discussion Areas in Your Appraisal

Your Service Manager and you may discuss some of the following areas in your appraisal:

Objective Task Personal

Tutor Teacher Receptionist

Teaching

First Lesson

Second Lesson

Teaching Techniques

Class Observations

Client Fidelity Plan

Contribution to Internal Revenue

Advising Sessions

Booking Techniques

Phone Call Techniques

Atmosphere

Contribution to English Learning Environment

Level of English



Reference

Preparing for the Performance Appraisal with SWOT

Strength Weaknesses Opportunities Threats (SWOT) is an analysis tool that helps you to prepare for your

performance appraisal. It is a guide for you to focus on the areas such as those illustrated in the previous table to

reflect on tasks in your job that you feel you are confident with and areas they you feel you may need further

support in. If you are a Personal Tutor or Teacher your Journal can be a very useful tool for reflection when

preparing a SWOT on yourself.

Definition of Categories

Strengths

Your Strengths are the areas in which you perform well and excel.

Weaknesses

Your Weaknesses are the areas in which you feel you need to improve and develop.

Opportunities

Opportunities are external factors that help you achieve your aims. They may include professional growth and

extra responsibilities you would like to be involved in. Questions you should think about when completing this

section:

If there is further development, training, and support on your weak areas, how will you, your Students,

and your Center benefit?

What kind of goals would you like to set for yourself on a professional level? What do you feel you need

from your Service Manager in order to achieve these goals?

Threats

Threats are obstacles that could prevent you from performing well. These could range from family or health issues

to cultural acclimatization, or even environmental ones.

Guidelines for Performance Appraisals:

The evaluations are programmed as follows:

First year: Trial Period: One before end of the trial period

Once a quarter after the trial period

Veteran staff: Once every six months.

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JOURNAL


JOU

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AL

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j o u r n a l

Teacher Journal

An Introduction to the Journal

Who dares to teach must never cease to learn.

John Cotton Dana, Influential Librarian (USA)

Keeping a journal of your experience as a Teacher of English as a Foreign Language is a great way to begin your

journey of self-development. Your Journal is a notebook in which you record your lesson plans, reflections on

classes, observations and feedback, and general reflections about your English language teaching experiences.

This should be your creative workbook, which you can personalize as you wish.

Your journal could be divided into the following areas:

Reflections on Your Classes

Reflections on Your Students

Reflections on Your Development as a Teacher

Lesson Plans

Observations and Feedback

Keep your Journal up to date and include all your lesson plans so that you can edit and refer to them in the future.

Record all observations done by your Service Manager or colleagues as a way to help you with your reflections

on your teaching. Share your Journal with your colleagues and your Service Manager so that they can benefit

from your creative ideas and learning process, and you from theirs.


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Journal Reflection Tasks

A. Reflections: Self Evaluation and Self-Development

Learning takes place through cycles of action and reflection:

Below there are some tasks that you can use to analyse your classes, Students, and development as a Teacher.

A.1 My Lesson Plan

What happened according to plan?

What didn’t happen according to plan?

What will I change in my lesson plan for my next class?

How will I change my plan?

A.2 My Personal Aims

My personal aims were…

To what extent were my personal aims achieved? Indicate by putting a cross on the line:

100% 0%

If my personal aims were mostly achieved, what evidence do I have?

If my personal aims were not achieved, why weren’t they?

A.3 My Lesson Aims

My lesson aims were…

To what extent were my lesson aims achieved? Indicate by putting a cross on the line:

100% 0%

If my lesson aims were mostly achieved, what evidence do I have?

If my lesson aims were not achieved, why weren’t they?


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A.4 Significant Events in the Lesson

The significant event in my lesson was…

What I learned from this event is…

I will take this into consideration for future classes by…

A.5 Highlights in the Lesson

Complete the sentences for the key highlight(s) in your lesson:

The highlight of my lesson was…

This happened during the… activity.

At the moment of the highlight I was…

At the moment of the highlight my Students were…

A. 6 Reflections on Your Students

Did I find out what sort of learners my Students were?

Did I apply a variety of techniques to ensure their success: visual (board/flashcards), auditory (variation in

the range/pitch of voice), body language, movement (moving around)?

Did my Students’ expressions and reactions reflect a sense of achievement/satisfaction/frustration/

confusion/boredom? Did my way of communicating with them influence this? How did my communication

style influence this?

During the lesson, did I learn more about my Students’ learning styles? Are there any tips that I would like

to write down for future lessons? (The more I know my Students, the more I can help them to be

successful.)

B. Reflections on Your Development as a Teacher

B.1 Self-Development

Have you read any interesting Teaching Journals lately?

If so, what were three key points you remember from your reading?

How am I developing as a Teacher?

What are my strengths as a Teacher?

What areas do I need to improve as a Teacher?

B.2 Sharing and Developing with Suggestions from Colleagues

At times you may be uncertain about a language point, a class activity, or just in need of a fresh approach to an

activity. Share and exchange ideas with colleagues and seek their support and involvement in your self

development.

I was unsure about the language function point…. My colleague clarified that it means…

I was unsure about how to set up my classroom for… activity. My colleague suggested…

I was unsure how to elicit… My colleague suggested…

The activity… is often repetitive when I do it. My colleague suggested I try…


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B.3 Trying Something New

This week I experimented with…

B.4 Most Satisfying Moment

My teaching highlight of the week was…

My Student highlight of the week was…

B.5 Observation and Feedback from Service Manager and Colleagues

Observation is an important process of development. Reflect on your observation in detail.

Before my class I felt…

During my class I felt…

After feedback I felt…

Three key points I learned from the feedback were…

According to the feedback I will change my lesson plan by…

Was the feedback from your observer fair and balanced?

Did the feedback match your self evaluation of your class? If so, how? If not, why?

B.6 Audio or Video Playback

Often when we teach it is challenging to recall the lesson in detail. Try recording your class or getting a colleague

to film it. When you are listening to/watching the playback, ask yourself:

Does the class sound fun?

How natural is my language?

Were my instructions clear?

How well did I grade my language?

How was my Teacher Talking Time (TTT)? Put a cross on the line to indicate the percentage of TTT:

100% 0%

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