The Developing Teacher - Practical Activities for Professional Development

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The Developing Teacher P r a c t i c a l ac ac t i v i t i e s f o r p r o f e s s i o n a l d e v e l o p

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From the th e aut autho hor r I’ve I’ve been wa lking in th e field o f English Language Teaching Teaching for more than 20 years now. My first job was teaching mixed-nationality groups in a language language school in central London. I d on’t on’t think I had m uch idea what I was doing or where I was was going. I offered a por k pie to a Mu slim stu de nt in a class o n food fo od v oca bula ry, an d p u t m y han h an d thro th ro ug h a pa pe r wall in a Jap anese ane se r es tau ra nt where I had been invited to join my students for supper. But it wasn’t all bad. I dressed up as one of Cinderella’s ugly sister sisterss in a C hristmas pantom ime, an d tha t seemed to go dow n well, well, especial especially ly when one of my balloons bu rst. Later, Later, things got a little mor e serious. I stu died for an RSA RSA DipTEFLA, DipTEFLA, a practical advanced q ualification for language teachers (now kn own as the DELT DELTA) A) and later d id a Masters in ELT ELT, contin ued teaching, worked as a director of studies, trained teachers, and opene d a language and teacher-training school in Barcelona, where I am now. I train teachers and run the business. I also work as a moderator for Trinity College College Lond on CertTESOL courses, and write. Perhaps it’s it’s about time I did another pantomime? Th at’s at’s my story, then . ELT is very diverse and I’ve met lots of teachers, at different stages stages in the ir teaching careers, with different stories. Eduardo, Elena and Jack are made-up examples who

represent differingsemester personalities and differing attitudes to Master your with Scribd the profession, but all three o f them would benefit from a though tful analysi analysis s of their curr ent work situation a nd a & The New York Times commitment to their further development.

Special offer for students: Only $4.99/month.

Eduardo has ha d a stable job for the last ten years, working

feels feels the syllabus is is a bit of a constra int, with its grammar, bu t she is exci excited ted about next year an

some new ideas she has. A scholarship is availa availa shor t teacher-development course in the summ wondering whether to apply. apply.

Jack has taught in six different countries for p ranging from three mo nths to two years. years. He ha all age groups a nd ta ugh t business English to a to take on new challenges and believes he learn experience. He focuses on earning enough to fi travels. He becomes friends with some of his st doesn’t doesn’t spend too much time thinking abo ut h his students’ learning. He gets on well with his c but b ut ten ds to b e a pro fes siona sio nall lon er an d rar ely p developm ental activiti activities. es.

When I look back over the years, I think there’s me in all three o f these teachers. teachers.

I wanted to w rite a boo k for teachers with 30 and 30 year s’ experience: for teachers as diverse situations and attitudes as Eduardo, Elena and J

is a book, b ut it is a The Developing Teacher Teacher is so the m ain aim isn’t isn’t reading, it is doing. Doing

your own, with your students, with you r colle with your school; things which are interesting a

which help you to unde rstand yo ur teaching be

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Another reason I wrote this book was for my o development. The process of writing things do

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Contents From the auth or

CSSHMN Bibliography

You - The first circle Thinking Thinking about development development

RISE RISE and shine The hunter and the hunted D - I -Y d e v e lo p m e n t

Organizing yourself

First things first Eight days a week Be my coach

Getting to know yourself

Why I am a teacher teacher My favourite teacher T h e M a g n if ic e n t Seven Wh at colour teacher are you? you? T h e J o h a r i W in d o w

Looking at yourself

Tea Tea and two biscuits Mirror, mirror Go w i t h t h e flow The icing on the cake

Voda ne perliva prozim Master your semester with Scribd  Read Free Foron 30this Days Sign up to vote title  second circle & The New York Times Useful Not useful You and and your stud ents - The

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Your stude nts’ needs

Dear teacher ... M b d!

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You and your colleagues - The third circle In the classroom

In the staffroom

In and out

Be my student Be my judge

Page 54 Page 55

All change! Dream team Scary Movie

Page 56

Approa ching colleagues colleagues

Page 56 Page 57

Book club

Page 57 Page 58

Try before you bu y Fly on the wall

Page 58 Page 59

The name is bond Virtual staffroom

Page 59 Page 60

Standing in the shadow Mentor for a month

Page 60 Page 61

Leading Leading and managing Circles Circles o f influence A good school

Page 62 Page 64 Page 65

Coffee stains

Page 66 Page 67

SMARTE SMARTER R p lannin g Meetings, meetings

Page 67 Page 68

Meetings, what meetings? meetings?

Page 68

Six ways of talkin g Place, Place, Manner, Time The lion’s lion’s mou th

Page 69

The hors e’s e’s mou th Master your semester with Scribd You You and you r profession ••- The fifth circ le & The New York Times

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Course, wha t course? course?

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Page 52 Page 54

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Be my guest

You and and your school - The fourth circle Approaching change


Page 70 Page 71 Page 71

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Page 74 Page 75

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A l ic e

Cheshire Cat

A l ic e Cheshire Cat

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Wou ld you tell me, please, please, which way 1ough t to go from here? here? That depends a good deal on where you wa nt to get to. 1don’t much care where ... Then it doesn’t m atter which which way you go. ... so long as 1get somewhere. Oh, yo u’re sure to d o that, if you only walk long enough.

A lic li c e ’s A dv en tu re s i n Wo nd erl and, an d, Lewis



Carroll

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The developin developin g teach er

It isn’t isn’t the same th ing having ten years’ experience as having on e year’s year’s experien ten times.

This assertion, which is usually received with nods of agreement in discussions a

Teachers are all developing, developing, th e question is how.

develop ment, has two im plications. Firstly Firstly,, that de velopm ent isn’t isn’t possible with and conscious changes in routine and activity. Secondly, that there are some tea this and some who do n’t n’t - they just repeat trie d an d tested rou tines year after y teacher development is more complex and subtle. subtle. Development can happ en nat

result of teachers teachers going ab out the ir everyday business, business, and the dichotomy of dev de non-d evelop ing teachers is no t helpful. We We are all developing, the que stion is

If we reflect on where we actually want to go, as as op pose d to simply ‘getting ‘getting som like Alice, Alice, and if we we consid er the a ction we can take to get there, we mig ht find o  Read Free Foron 30 Days Sign up to vote titleescalator, enjoying enjoying the sensation of walking walking quickly and confidently confident lythis up an escalator, rathe  laboriously up the stairs.  Useful  Not useful

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Special offer for students: Only $4.99/month. Let us begin to examine the n ature o f development by looking looking at some definitio

Collins Cobuild word itself. itself. Here are three three defin itions o f ‘deve lopme nt’ from the Collins

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teachin g. As Alison Per kins says: says: ‘I f we are doing something we enjoy, enjoy, then Cont Professio Professional nal Developmen t is a natural com ponen t of our daily work life. life. It is an a Development Development is

Development is, therefore, something gradual and inevitable. Your growth may influenced by your own conscious conscious efforts, efforts, those o f the school where you work hap pen naturally, so to speak, as as a result of doing yo ur job as a teacher. teacher. You You

something gradual gradual and inevitable.

happe n an d you can react to things which hap pen to you at work. Events Events and such as a change o f job, a new gove rnme nt policy, policy, you r staffroom colleagues colleagues o baby ba by will sha pe the way yo u c han ge as a tea cher, che r, as well as th e d ecis ions you yo u m to teach your students better, what courses to attend an d what books to read

‘ Th Th e p r o c e s s o r r e s u l t o f m a k in i n g a b a s ic i c d e s i g n g r a d u a ll ll y b more advanced’ In this sec ond d efinition, ‘develop’ ‘develop’ is used transitively: ‘I ‘I can develop myself or som eone else’. There is a conscious effo rt to improv e some thing. Deve lopment be tte r’, r’, can refe r to efforts eff orts b y in div idu al teache tea che rs t o imp rov e themselve them selve s o r by and institutions to p rom ote teacher improvement. Training Training organisations offe develo pme nt courses’ and schoo ls often talk of their ‘teacher ‘teacher dev elopm ent pro Julian Edge (2002) has said: ‘Training is is wha t other people do to you. De velopm do to yourself’ The distinction

In ELT, however, the distinction is not always clear. Training courses and effort

between training

institutions to improve teaching often take a form which we might call ‘superv develo pme nt’. Edge himse lf has also also talked o f ‘cooperative de velop men t’ to des way teachers can help each other to develop: ‘I need someone to work with, but

and development is blurred.

someone who wants to change me and make me more like the way they think I ou need someone who will help me see my self clea clearly rly.’ .’ (1992)

‘ An An e v e n t o r i n c i d e n t w h i c h h a s r e c e n t l y h a p p e n e d a n d i s l a n ef ef f e c t o n t h e p r e s e n t s i t u a t i o n ’ In this definition, ‘development’ is a noun and refers refers to something th at happen something you choose. choose. Here are some examples examples of possible possible developments at y

Master your semester with• Janet Scribd  Jan et has decid ed to leave her post. W you to apply? Read Free For 30like Days Sign up toould vote on this title  • We are installing installin g interactive whiteboards in all the classrooms classrooms.. & The New York Times  Useful  Not useful • Mish ka’s parents would like to speak speak to you a bout her progre progress. ss. T hey a Special offer for students: Only $4.99/month.

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‘Deve lopme nt’ can also also be a counta ble or unco unta ble no un. The above are ex

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Interest Group (SIG) is for Teacher Development. Development. Clandfield Clandfield and Kerr and Perkins have have pointed o ut the problematic n ature o f t

ELT in part profession and professio nal in the co ntext o f teaching in general an d ELT

its diversity, diversity, can ELT ELT be consider ed a profession? A career state school teach er i and a young America n TEFL teache r ‘travelling ‘travelling and e xperiencing ne w cultures years’ years’ may no t have a great deal in com mon in terms of how they qualified, qualified, the teaching teaching they do or the organisations to whom they are answerabl answerable. e.

Why do we need need teach t eacher er developm developm ent?

Whe ther you consider yourself as par t of a profession or n ot m ay influence influence the make abo ut your development, but the basic desire desire to ‘do ‘do the best you can’ for you r stude nts is shared by all teachers.

However, some teachers do have reservations abo ut teac her de velopmen t. Here a colleague, had to say:

‘I spend so much time jus t keeping up tha t I have n’t n’t developed as a teacher teacher as I oth mig ht have. have. You work so hard ju st to stay afloat, afloat, tha t attendi ng workshops and programm prog ramm es or reading books is the last la st thin g on you r m ind in d when w hen y ou have free to get away from work ... not do more!' Dealing with all the

We can sym pathise with Sam. Perhaps he’s he’s right. Dealing with all the challenge

challenges challenges at wo rk

work is enough development for anyone. anyone. Prioritising your personal life life can lea

can be development

a more rou nded , happy person a nd a more interesting interesting and positive positive presence presence an you r students. Sam’s Sam’s weekend wind surfing is more likely likely to interest his teenage a Saturday workshop o n interactive listeni listening. ng. Susan Barduhn has said that feel

in itself.

your yo urse self lf is yo ur top professional res ponsibility’ ponsib ility’.

On the other hand , the workshop could help Sam and his students to get the the m

windsurfing anecdotes in class. Becoming a better teacher and enjoying life are exclusive, but there’s a lot to fit in!

Master your semesterSam with Scribd could have covered covered the developmental groun d o f that Saturday workshop  Read Free Foron 30this Days Sign up to vote title abou t his own teaching carefull carefully y during the week. or week. He may have been puzzled  & The New York Timeswith his stu dents ’ reactions to listeningactivities Useful Not useful  activities in class class and, having jotted d Cancel anytime.

Special offer for students: Only $4.99/month.on the bus home, decided to try something new.

r question, then, can be better ph rased. Rather tha n ask ‘Why ‘Why do we need te

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• Teachers Teachers nowadays are likely likely to change schools more freq uently in thei

tha n in th e past. As As a teacher, you will increasingly be defined by who y who you work for. Your career will include close and important connec organisations, but its defining thread is you and what you have done. • Some schools schools do very litt little, le, if anything, to promo te teacher developme

they do make efforts, they may not be appropriate. Teachers will need t charge, charge, if they want to make sure they move forward. Support from your school

This is not to say say that schools, schools, universiti universities es an d training companies can not make important contribution. In fact, they would be wise to do so, for three reasons:

• Facilitating deve lopm ent successfully successfully will improv e the effectiveness effectiveness of the th

• Goo d teachers will will be attra cted to the school, if they they see it as as a good pla develop, and this will in turn reduce staff turnover. • If school schoolss acknowledge acknowledge and foregrou nd their teachers as as learners, learners, then will be modelling a learning culture to their students, which is likely to pos itively o n their th eir att itu de to lea rning rni ng.. Here are th e tho ugh ts o f a colleague, colleague, ‘Petra’: ‘With ou t support, I fin d teachers teachers tend to respect the job less less and may leave leave the field They m ay not realize realize the importance or need to furthe r their development w ithout involvement and encouragement of the institution. Additionally, many teachers lack

resou resource rcess to fur the r their dev elopm ent independently. M y own develo pment has been due to the school schoolss that supported me most in taking furth er steps forward.’

As a teache teacher, r, it can be unrealistic to depe nd o n the organisation you work for to h your development. And it is also feasible to develop as a teacher in the most unpro

environments. In fact, fact, sometimes, the more unp romising the env ironment the mo the development! It is certainly certainly not useful useful to shelve shelve or com promise you r own grow waiting, waiting, making excuse excusess o r blam ing others.

Let us suggest, suggest, therefore, th at a n effective effective approac h is to start with develop mental you can do yourself and then gradually expand your circle circle to include your studen colleagues, your school and your profession. Bringing about change in institutions  Read Free Foron 30this Days ultimate and most challengi challenging ng act of development. Sign up to vote title 


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