4. TOOLKIT
It is the activities, learning tools and general
approaches a teacher takes into a classroom
each time they teach.
The toolkit varies from teacher to teacher, and
often students’ descriptions of their teachers
reveal some of their trademarks.
6. True/false statements
My husband and I have a website
about Adygh meal
I prefer watching films to reading
books
I’ve lived in India
I can write and read in Arabic
Before teaching I was a tour guide
7. Circle warmer
Why are you here ?
What do you want to learn?
Learning names
Needs Analysis learner-centred
approach
A friendly atmosphere
9. Why do items disappear?
Technology changes
Experience
We get lazy!
They disappear from books
We forget
Our teaching situations change
ELT fashion
10. Reflection
Is change good?
Do you revisit discredited
ideas?
Do you reinvent the wheel?
Do you learn from your
mistakes?
Have any items disappeared
from your toolkit? Why?
12. Group Discussion
Something you did 5 years ago, but you don’t do
now
Write your 5 top tools at the moment
On separate pieces of paper to be sticked to the
wall
13. Principles/Approaches
Teacher Talking Time
Teacher Waiting Time
Error Correction
Clear Instructions
Multiple intelligence/
Catering for different learning styles
14. Analyzing Video
Where did teacher go wrong?
What mistakes did you notice?
(Write them down)
Which problems do you share with
her?
16. Teacher Talking Time
TTT STT
Which do you agree with :
a) People usually learn best by listening to people
explaining things
b) People usually learn by trying things out and
finding out what works
Jigsaw reading
Video teacher reflection
17. Teacher Waiting Time
Rehearsal time
Often, the space and silence (i.e. the absence
of the teacher saying something) is what
students need to organise their own thoughts
and find something to say
5-6 SECONDS – Count to yourself
20. Running Dictation
Ask questions rather than giving explanations
Allow time for students to listen, think, process
their answer and speak
Allow silence
Use gestures to replace unnecessary teacher
talk
Allow students to finish their own sentences
Use pairs and groups
Cut out echo talk
If a student is speaking too quietly for you to hear,
walk further away, rather than closer to them
21. Clear Instructions
One short sentence at a time
Speak a little more slowly than you would
normally do
Use signposting language: ‘first’, ‘then’
Demonstrate the task yourself
Role play it with a student
Don’t ask ‘do you understand’ question?
Ask special questions:
What do you do next? What do you do with this
picture?
22. Error Correction
Accuracy Fluency
Immediate correction later
later scaffolding
Dominoes
Some ideas for indicating/correcting errors
23. Indicating that an error has been
made
Tell students that there is an error
Use facial expression: surprise, frown, interest
Use finger correction
Repeat sentence up to error (They looked for a ..)
Echo sentence with changed intonation or stress
( You go to a disco yesterday?)
Write the problem sentence on the board for
discussion
