This document summarizes a professional development course for EFL teachers held from March 14-18, 2016. It discusses the goals of attending such an event, including sharing experiences and learning new strategies. The course focused on collaborative learning and provided teachers with a variety of hands-on activities and techniques to make their lessons more dynamic, student-centered and tailored to individual needs. Teachers reflected that the course helped shift their mindset from traditional instruction to more engaging lessons where students communicate in English and are happy.

1. The EFL classroom
after a British Council
course
March 14-18, 2016
Elvina Castillo Rosario
Universidad Nacional Experimental
“Francisco de Miranda”
Languages Department

2. Why are you attending
this event?

3. • New ideas
• Meet colleagues
• Share experiences
• New strategies
• Updated theories
• New trends in EFL teaching
• …

4. CAPEIEM
Curso de ampliación profesional
para la Enseñanza del Inglés en la Educación Media
Graduate course based on CiSELT
• Aimed at: in-service teachers
• 2 modules: proficient and advanced
• 41 workshops
• 31 weeks
• 3 weeks for practicals

5. • Favour ongoing processes through a period of time.
• Take place in venue+classroom
• Student learning provide motivation for professional
learning
• Rely on collaborative learning and expertise sharing.
• All voices are heard.
• Teachers can tailor the course to their needs
CPD courses

6. What did teachers get?

7. • Onion ring
• Running dictation
• Comics
• Video
• Audio
• Integrate other subjects, like
drama and literature
• …
Strategies and beyond...
https://c2.staticflickr.com/2/1040/1454929632_70d0a7e9a6.jpg

8. • The aim of the class
• Teacher and student roles
• Testing vs. assessment
• Easy vs. useful activities
• Relevance of materials
• Context and teaching EFL- Be present!
• Classroom management
• ...
...a new mindset in progress
about:

10. • give long not very easy activities, homework and tests;
• teach from the board;
• explain the structure, grammar, first;
• make students participate by writing on the board;
• not use resources;
• focus on grammar and syntax;
• think one size fits all;
• plan according to what I liked, what I wanted to do –the
easiest for me;
• explain, say, give instructions, complain… speak++;
• feel frustrated with the results I got;
• test, test, test. (wrtitten).
I used to

11. • activities are shorter and fun, but relevant;
• my lessons are dynamic;
• my students are involved in their learning;
• they move around, speaking, learning;
• students support their peer´s learning;
• I tailor activities to my students´needs and likes;
• I plan according to what they like;
• I use activities according to what the skill they need to
develop;
Now,

12. • I elicit, engage, prompt, guide more…speak less;
• I know how to deal with challenging students and work
with low resources;
• my students use the language to communicate;
• I still teach grammar, but...
• I feel happy with the results I get…and my students are
happy too!
• I teach, lead and inspire more!
Now,

13. • Don´t underestimate your students´abilities.
• Students must be open to the changes in the classroom.
• For this, developing a positive learning environment is key
(empathy, trust, respect).
• You might need the support of authorities in your school.
• The socio-economic context where you work does not
determine what you teach, just how you teach.
Additional reflections
For changes to happen,

14. • Short and fun activities are also useful to assess learning.
• A lesson plan is not a straightjacket, but it should include
guidelines and options for the teacher to try.
• Include warm up and lead in activities.
• Students enjoy being involved in the class, having an active
role in class.
• Learning is a continuum: a set quality and level of instruction
and a shared teaching aim are key to learning.
• Focusing on solutions and not on problems can help you
face challenges.
• The aim of learning an English lesson should be that the
student can communicate, can speak, can use the
language.

15. Change is the end result of all true learning.
Leo Buscaglia.

16. “Teaching a language goes beyond the language. We should
also teach students to be good persons, good citizens.
Enjoy your job. This will keep you motivated to keep on
learning and searching for new strategies to get to your
students. In this way, they will respect you and develop trust,
creating a positive learning atmosphere, where students are
not afraid of making mistakes, where they want to learn and
where they feel supported by the group. This is the way you
get to your students.”

17. “Expectativas superadas. Además de estrategias, me di
cuenta que lo que uno cree que es imposible, es posible!
Cuando iniciamos nos dijeron “Abran su mentes”. Y lo hice.”
“La expectativa que tenía se cumplió, por que las estrategias
estaban allí. Obtuvimos herramientas para trabajar con
nuestro contexto, cómo manejar estudiantes difíciles, cómo
enseñar a diferentes edades, y muchas cosas que yo podía
adaptar al contexto en el que trabajo.”

18. The EFL classroom
after a British Council
course
March 14-18, 2016
Elvina Castillo Rosario
@elvicaro
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