Concept by Thomas Frick
Being an example in “walking the talking”, this course will inspire participants to reflect on their way of teaching. While expanding their knowledge of effective and motivating teaching methods, media, and material, participants will (re-)design their own past or prospective lessons and then teach sequences of these lessons. Thus, they will immediately try out what they have learned during the course, experience how it works for them, and incorporate it into their own teaching style.
By receiving feedback from the other participants and the trainer, they will realize their teaching strengths as well as implement ideas of how to further their own teaching competencies. On request, they can also be filmed and receive individual video feedback from the trainer afterward.
In addition, participants can bring in their personal issues as teachers in order to explore realistic solution strategies with the support of the group. At the same time, they will practice dealing appropriately with difficult situations in the school or classroom, thereby training their skills to listen and to intervene assertively when necessary. Overall the course will help participants to develop and identify with their professional role as teachers.
This course will help participants to further their teaching competencies:
- by getting to know and apply important aspects of efficient and effective learning in the classroom;
- by designing and teaching exemplary lesson sequences and receiving (video) feedback afterwards;
- by matching learning content and context with the appropriate methods, media and material;
- by implementing strategies of ensuring motivation of each individual in the learning group;
- by (pro)actively dealing with emerging disturbances and conflicts;
- by productively reflecting on their role and identity as a teacher.
The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer’s discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance.
Day 1 – Course introduction & learner types
– Expectations, goals, rules, roles
– Setting the frame and maintaining it
- Communicating in the classroom I
– Ensuring comprehensibility & establishing rapport
- Presenting contents and oneself
– Appropriately applying body language, voice & words
- Teaching according to learner types
– Sensory needs of learners & degree of retention
Day 2 – Motivating learners & brain-appropriate teaching
- Motivating learners
– Listening actively with emotional intelligence
– Taking care of learners‘ psychological needs
– Furthering interactivity in and beyond the classroom
- Brain-appropriate teaching
– Learners’ need for sense, connection, application & repetition
Day 3 – Conflict management & solving of participants’ professional issues
- (Proactively) Dealing with disturbances and conflicts
– Group dynamics
– Ensuring a productive work environment with assertiveness (I-language)
– Mediating conflictual situations
- Solving “burning” issues
– Peer counseling & coaching
Day 4 – Designing and teaching lessons (sequences) I
- Designing interactive lessons
– Learning sandwich
– Defining learning goals & managing time
– Giving lessons a thematic, formal, goal- & needs-oriented and didactic structure
- Teaching a newly designed or revised lesson sequence
– Matching learning content & context with appropriate methods, media & material
– Giving & receiving resources-oriented feedback (on request with video feedback)
Day 5 – Teaching lessons (sequences) II & self-reflection
- Teaching a newly designed or revised lesson sequence (continued)
– My teaching competencies
– Roles of a teacher
Day 6 – Course closure & cultural activities
- Course evaluation: round up of acquired competences, feedback, and discussion.
– Lessons learned and action plan
- Awarding of the course Certificate of Attendance.
Excursion and other external cultural activities.
- Teachers (vocational, adult, special needs);
- Teacher trainers;
- Careers officers, educational guides and counselors;
- Principals; Managers of schools.