Maximum class size: 15
This is one of our most popular teacher refresher courses. We welcome both groups and individuals.
We are not listing specific dates for our teacher refresher courses as we have found that potential participants’ availability can vary significantly over school holidays. Instead, contact us and we will try to match you up with like-minded applicants.
Maximum class size: 15
Minimum age: 18
Minimum level: Higher Intermediate (B2)
Eligible for Erasmus+ funding
Primary & secondary teachers
Wide range of teaching resources – no course book
All lesson materials provided
Also available in your country
Increase student motivation
Improve classroom dynamics
Explore new lesson ideas
The course will cover some or all of the following areas:
– Theories of motivation in language learning and student-centred teaching techniques
– Theory into practice: student-centred, cognitivist, constructivist, and experiential theories of learning
– Personalising lessons, attending to learners in large classes, and classroom layout & dynamics
– Lesson planning, presenting new language and activities for language development
– Teaching structure, function, lexis, and pronunciation
– Receptive skills teaching and processing skills
– Materials development, course book management, and ICT in the classroom
– Classroom management and error-correction techniques (speaking and writing)
The philosophy behind being student-centred as a teacher can seem idealistic. We all commonly share the values and beliefs underpinning the approach, but our practice in the classroom can sometimes contradict our philosophy. This is not an unusual situation for a variety of reasons, including the fact that traditional education was very teacher-focused and teachers were trained that way. Teachers wishing to attend this course should consider it a ‘refresher course’ with a firmly practical focus.
It also attempts to answer challenging questions, such as:
– How can I be student-centred with thirty students in my classroom?
– How can I be student-centred while we have exams to prepare for?
– How can I be student-centred while I have multiple levels all within one class?
– How can I be student-centred while half of the students don’t want to be there?
We explore classroom management techniques that when cultivated over time transform students from passive into more active and participative learners. We look at various classroom practices such as error-correction management, classroom layout, and lots of activities for language teaching. We will also examine a variety of approaches, methods, techniques, and procedures through classroom demonstrations, while simultaneously integrating the use of materials.
Not only will we be focusing on this approach, but we will also be using the same approach throughout the course so that you as ‘learners’ can experience it within a meaningful context. This course is not concerned with cultivating purely student-centred teachers, but instead providing teachers with strategies on how to become more student-centred (in practice) than perhaps they are now.
Please note that this timetable is a framework for the course, and that on receiving the participants’ pre-course questionnaires we may make slight adjustments to the focus of the sessions. This will be done for the sole purpose of ensuring the relevance of its contents to the objectives of the participants and their applying organisations. A final draft will be emailed prior to the course start date, with justifications for any proposed changes.
During the course, participants will be asked to complete a Reflective Journal as an actionable record of their learning. Follow up support is available via email and participants will be encouraged to report on their progress. A Virtual Learning Environment (VLE) will be set up for participants to collaborate online.