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Organizing Classes for Teens

Teens seem to be the most difficult age group to choose coursebooks for and the most asked question. Do any of you teach a lot of teens? Anyone willing to do a session at the YL Conference on selecting teen coursebooks ?. Organizing Classes for Teens. Emma Heyderman IH San Sebastian

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Organizing Classes for Teens

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  1. Teens seem to be the most difficult age group to choose coursebooks for and the most asked question. Do any of you teach a lot of teens? Anyone willing to do a session at the YL Conference on selecting teen coursebooks? OrganizingClassesforTeens Emma Heyderman IH San Sebastian IHWO YL Conference Rome 2013

  2. OrganizingClassesforTeens Are there any ‘new’ ideas for an old problem? In this session, we’ll be looking at some of the common concerns like • coursebook selection • assessment & evaluation • support to teachers And considering some possible strategies.

  3. OrganizingClassesforTeens • Can yousuggestsomegoodcoursebooksforGrade 6: 12-13 yearolds, Grade 7: 13-14 yearolds, Grade 8: 14-15 yearolds…? • What do you do about reports? Now we are doing the exams on the penultimate, or even last day. This means me checking and sending the reports over the holidays, which is complicated. • Haveyougotany ideas forteacherswho are strugglingtomanagetheirteenclasses?

  4. OrganizingClassesforTeens Can yousuggestcoursebooksforteens? Whochoosesthecoursebooks in yourschool? What’syourprocedure?

  5. OrganizingClassesforTeens

  6. OrganizingClassesforTeens Ourprocedure • Identifytheneed (level, age, frequency…) • Contactthepublishers and askforsample copies • Oneperson prepares a shortlist (2 or 3) • Withanother (and a list of criteria*), choose 1. • Contactpublisherfor a free class set and pilotthe material withoneortwoclasses.

  7. OrganizingClassesforTeens Towards a list of criteria (anexample):

  8. OrganizingClassesforTeens What do you do about reports? • How do youassess and evaluateyourteens? • Do yougivebothspeaking and writtentests? Howoften? • Howoften do yousendoutreports? What are theylike? (writtencommentsormarks?)

  9. OrganizingClassesforTeens Wedon’tsendwrittenreportsbutrather a set of marks (A-E) fordifferentcategories (‘notas’): • Allgroups (includingthe VYL) are formallyevaluatedtwice a year: Dec & June. • Families are sent ‘notas’. • Families of studentswho ‘stand out’ are contacted.

  10. OrganizingClassesforTeens AcademicYearPlanner2012-13

  11. OrganizingClassesforTeens Anysuggestionsforteacherswho are strugglingtomanagetheirteenclasses? • How do you prepare yourteachersforteenclasses? (Inductionweek, training, observations, mentoring) • Do youdisplayyourschool rules? • Whatisyourprocedure in case of misbehaviour? • Do youhave a procedureforbullying?

  12. OrganizingClassesforTeens Teacher’s Handbook 2.7.1 Learner behaviour & discipline guidelines In order to create and maintain an optimum learning environment, Lacunza expects learners to attend class regularly and punctually, co-operate fully with the teacher and other students and use the language of instruction…. Our approach to dealing with indiscipline The teacher first talks to the learner and points out the consequences of breaking the school rules… In other words a clear warning must be given. The best way to talk to the student is on his/her own at the end of the class … Always avoid confronting the student in front of his/her peers. ACUERDO DE INSCRIPCIÓN – Curso Académico (septiembre-junio) Una vez comenzado el curso: 1.- El participante se compromete a asistir a clase con regularidad y puntualidad, y a utilizar exclusivamente como lengua de comunicación con el profesor y sus compañeros durante la clase el idioma estudiado. 6.- Lacunza - ih se reserva el derecho a cambiar de clase a un participante si considera que hay razones pedagógicas que afectan el aprovechamiento y progreso del participante o del resto del grupo (p. ej. la no superación del grado). Dicho cambio puede implicar la necesidad de cambiar la frecuencia, el horario, el edificio o la anulación de servicio.

  13. OrganizingClassesforTeens Avoiding Teen Trouble No magic wand here, but rather a look at the role of the teacher and student in the teen classroom, how to cope, how to motivate, and my own top ten tips. Physicalsupporttoteachers • DOS & school supervisor • Observation / peer observations • Mentor / Tandemteachers • PD sessions Getting Speaking Going Ideas for speaking practice using examples from Real Life Upper Intermediate . Another session focussing on a particular coursebook but aiming to demonstrate principles which can be more widely applied to other books and levels.

  14. OrganizingClassesforTeens Stillgotquestions? • Joinihylts@googlegroups.com • Facebook • Look outfor IHWO LOWs & Online Conferences Thanksforlistening! emma.heyderman@lacunza.es

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