Take the Best Teacher out of Yourself

Description

Every day, school teachers wear good faces and fill in their boxes of teaching tools with the most varied offer to engage their students. Are you one of those?

Then you certainly know that good teaching, which meets the expectations of your headmaster and colleagues, your students, and their families, is very rewarding… but can also be really exhausting!

This course offers a variety of tools to help you find relief from the stress that naturally accumulates after teaching for many years. It has been designed to support school teachers with new proposals to increase students’ involvement, allow teachers to reflect on their habitual practices, and eventually renovate their lessons.

Participants will reflect on the differences in their audience of learners and consider the variety of needs and learning modalities.

They will join a shared discussion about the nature and role of meta-cognition and motivation for learning, and acquire practical skills about how to increase them through constructive feedback and by applying effective methods for formative assessment.

Participants will also practice their capacity to manage group dynamics and drive conflict toward its solution, as well as to build effective lesson plans by following structured activities that maximize learning.

Finally, they will be prompted to reflect on how to apply the acquired tools in their school environment, thus already starting the renovation of their working routines.

By taking this course, school teachers will find one way to make a positive change, whether in their teaching processes, in the way students are involved, and/or in the educational environment.

By the end of the course, participants will take away concrete ideas and plans to improve their teaching and students’ learning.

Learning outcomes

This course will help participants to further their teaching competencies by:

• Adapt their teaching to the different learning styles of their learners;
• Manage conflict in the classroom;
• Introduce activities for collaborative learning in their classroom;
• Provide active support to their students’ motivation;
• Structure effective lessons;
• Planning positive change for their educational environment.

Tentative schedule

Day 1 – Effective Teaching for Efficient Learners

• Introduction to the course and the Academy;
• Introduction to the host city and the week’s cultural activities;
• Icebreaker activities;
• Presentations of the participants’ schools and institutions;
• High-Quality Teaching and Learning;
• The variety of students’ needs and learning styles.

Day 2 – Conflict management and collaborative learning

• Managing group dynamics;
• Emotional intelligence;
• Managing conflict in the classroom;
• Social and collaborative learning.

Day 3 – Student-centered learning and meta-cognitive skills for boosting student motivation

• What is motivation?
• Giving students voice and choice;
• Active listening;
• How to provide constructive feedback;
• Learning to learn;
• Reinforcing learning with formative assessment.

Day 4 – Designing lessons for effective teaching

• Planning goals and setting;
• Effective lesson structures;
• Adding interactivity to your lessons.

Day 5 – Forward Thinking

• Resistance to change;
• Development plan;
• Course evaluation: round-up of acquired competencies, feedback, and discussion;
• Awarding of the course Certificate of Attendance.

Day 6 – Structured cultural activities

• Structured cultural activity(ies) according to the hosting location;
• Learning journal: individual written reflection on the course experience;
• Course reflection: self-reflection and review of course materials and resources.

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