SLII Workshop Handouts

8/17/2019 SLII Workshop Handouts

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SLII / Mentoring Workshop1



1. What are the consequences of being under-supervised?

1.

2.

2. What are the consequences of being over-supervised?

1.

2.

3. What are the objectives of mentoring?

1.

2.

3.

4. What should a mentor do?

1.

2.

3.

5. What are the main characteristics of the 4 developmental stages according to !""?

D1 Enthusiastic Beginner

D2 Disillusioned Learner

D3 Capable but Cautious Performer

D4 Self!eliant "chie#er

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SLII / Mentoring Workshop

#. $lease conduct a self-assessment of %our abilities in the follo&ing areas.

D1 D2 D3 D4

Sesame Kids

English Beat

Shine

BE1-4

BE5-8

Pronunciation

Email /Bus

Writing

!E

Business 1

Business 2

"E

#E

DBE

E$%

&ot $o'ics

"uardian Wee(l)

sahi Wee(l)

Passages

Pass'ort

BB*

$B

%n +om'an)

$,E%+

$,E.

,$,&

ssessments

+ounseling

.eel +hec(s

#entoring

3



INSTRUCTOR ROLES

Role 1 (a)

$ou are a ne% instructor. $ou used to teach at &'(" and ha#e 2 )ears e*perience teaching a large

#ariet) of students. $ou are unsure about )our position at Berlit+ as )our last fe% monitoring scores

ha#e been ,&eeds De#elopment- and )ou are getting a little discouraged. $our mentors ha#e mentioned

that )our %ea areas lie in )our instruction of grammar points and also )our taling time.

$ou ha#e /ust finished a lesson and are meeting )our mentor %ho has /ust listened to )our lesson. $ou

had problems teaching the grammar points again.

Role 2 (a)

$ou ha#e been teaching at Berlit+ for 2 and a half months and are no% nearing the end of )our

de#elopment period. $ou thin )ou ha#e a good grasp of the basics of teaching BE14 but )ou are

ha#ing some difficult) teaching ids. $ou ha#e had little e*perience teaching )oung ids and onl) a little

teaching e*perience in general.


didn-t thin that )ou ga#e the ids a good lesson0

4



INSTRUCTOR ROLES

Role (a)

$ou are a ne% instructor at Berlit+. $ou used to teach at E'S and also at ECC and )ou feel confident

in )our teaching abilities. he feedbac )ou ha#e recei#ed from the mentors ha#e been mi*ed

sometimes recei#ing ,&eeds De#elopment- and sometimes recei#ing ,ood-. .Student feedbac is lo%er

than )ou e*pected. $ou usuall) recei#e a 3 ,ood-5 and )ou ha#e been told that this is ,o- but )ou get

the impression that this is not a reall) a ,ood- score.


thin )ou ga#e a good lesson but )ou are not sure about the student-s scores.

Role ! (a)

$ou ha#e been teaching at Berlit+ for almost 2 months. $ou completed a CEL" course before coming

to 6apan. $ou thin )ou ha#e a good grasp of the technical aspects of teaching. $ou ha#e /ust arri#ed in

the countr) and )our /ob at Berlit+ is )our first /ob in 6apan. Some students ha#e complained that the)

can-t understand %hat )ou are sa)ing and that the) can-t understand )our instructions. $ou no% )ou

spea a little too fast and )ou ha#e a strong accent. $ou aren-t sure %hat )ou can do to fi* the problem.

$ou ha#e /ust finished a lesson and are meeting )our mentor %ho has /ust listened to )our lesson. he

student seemed to misunderstand a fe% of the tass )ou set and )ou spent a long time setting up

acti#ities.

5



INSTRUCTOR ROLES

Role " (a)

$ou ha#e /ust started teaching at Berlit+ and )ou are a little intimidated b) the prospect of ha#ing people

listen to )our lessons o#er the monitoring s)stem. 7hen )ou don-t no% )ou are being monitored )ou

feel more comfortable and )ou thin )ou teach %ell. 7hen )ou no% the 8S or one of the mentors are

listening to a lesson9 )ou get ner#ous and nothing seems to %or.

$our last lesson has been monitored and )ou felt it %as one of )our %orst lessons. $ou are reall)

embarrassed and %orried about the feedbac )ou are going to recei#e from the mentor and the student.

Role # (a)

$ou ha#e taught English in 6apan for about 3 )ears at high schools and at /unior high schools and )ou

feel that )ou ha#e #er) good teaching sills. $ou are confident and outgoing and )ou feel )ou al%a)s

ha#e good rapport %ith students. $ou aren-t reall) a%are of an) ma/or deficiencies in )our abilities

although )ou had some trouble using the drill c)cle )es:no:or:e)5 %ith lo%er le#el students. $ou don-t

particularl) lie the drill c)cle and are a little septical about its efficac).

$our mentor has /ust monitored )our lesson and is no% meeting )ou to gi#e )ou feedbac on the

lesson.

6



INSTRUCTOR ROLES

Role $ (a)

$ou ha#e /ust started teaching at Berlit+ and )ou are a #er) confident in )our abilities. $ou taught at

&o#a and at ECC and )ou ha#e had a fe% )ears of e*perience teaching in 6apan. $ou taught a lesson

that %as /ust monitored b) )our mentor and )ou felt it %as a reasonable lesson. he student ma) ha#e

had difficult) understanding )ou but it is because their English comprehension is lo%.

$ou are not sure about the efficac) of asing ;uestions to generate responses from students and )ou

also thin that it %ould sa#e time to /ust tell the students the ans%er. "lso9 )ou feel that its unnatural to

get students to gi#e full sentence ans%ers sometimes and so )ou don-t belie#e it-s necessar) for

teachers to prompt students to e*pand.

Role % (a)

$ou ha#e taught English in 6apan for about 3 )ears at high schools and at /unior high schools but ha#e

ne#er taught adult classes before in a formali+ed setting. $ou %ere told to follo% the steps laid out in the

instructor-s manual %hen )ou did )our initial training and )ou ha#e done so.


lesson. he lesson didn-t allo% )ou to follo% the instructor-s manual point b) point because some pointshad not been taught )et b) the pre#ious teacher and their %ere some se;uencing problems in#ol#ed b)

using the ne% instructor-s manual. $ou did )our best but )ou are not confident about gi#ing lessons

%hen the instructor-s manual can-t be used as a reference.

7



MENTOR ROLES

Role 1 (&)

TE'CER

$ou are a ne% instructor. $ou used to teach at &'(" and ha#e 2 )ears e*perience teaching a large

#ariet) of students. $ou are unsure about )our position at Berlit+ as )our last fe% monitoring scores

ha#e been ,&eeds De#elopment- and )ou are getting a little discouraged. $our mentors ha#e mentioned

that )our %ea areas lie in )our instruction of grammar points and also )our taling time.



MENTOR

he ne% instructor doesn-t spend much time preparing for class. $ou no% that much of their lessons

are spent in free con#ersation. he teacher tends to ,go off on a tangent- often and at length. Some

students are happ) %ith this9 but others are not.

Role 2 (&)

TE'CER

$ou ha#e been teaching at Berlit+ for 2 and a half months and are no% nearing the end of )our

de#elopment period. $ou thin )ou ha#e a good grasp of the basics of teaching BE14 but )ou are

ha#ing some difficult) teaching ids. $ou ha#e had little e*perience teaching )oung ids and onl) a little

teaching e*perience in general.



MENTOR

he instructor hasn-t been maing much use of realia or flash cards and is not #er) a%are of ho% P!

can be used in the lessons. he) are a little timid and discipline and classroom control is a problem in

the class.

8



MENTOR ROLES

Role (a)

TE'CER

$ou are a ne% instructor at Berlit+. $ou used to teach at E'S and also at ECC and )ou feel confident

in )our teaching abilities. he feedbac )ou ha#e recei#ed from the mentors ha#e been mi*ed

sometimes recei#ing ,&eeds De#elopment- and sometimes recei#ing ,ood-. .Student feedbac is lo%er

than )ou e*pected. $ou usuall) recei#e a 3 ,ood-5 and )ou ha#e been told that this is ,o- but )ou get

the impression that this is not a reall) a ,ood- score.


thin )ou ga#e a good lesson but )ou are not sure about the student-s scores.

MENTOR

he instructor has had some trouble building rapport %ith the students. he) seem proficient in the

teaching c)cle but the sometimes don-t pa) enough attention to the indi#idual student-s needs and

re;uests. he) ha#e been told about this before but building rapport has continued to be a problem.

Role ! (a)

TE'CER

$ou ha#e been teaching at Berlit+ for almost 2 months. $ou completed a CEL" course before coming

to 6apan. $ou thin )ou ha#e a good grasp of the technical aspects of teaching. $ou ha#e /ust arri#ed in

the countr) and )our /ob at Berlit+ is )our first /ob in 6apan. Some students ha#e complained that the)

can-t understand %hat )ou are sa)ing and that the) can-t understand )our instructions. $ou no% )ou

spea a little too fast and )ou ha#e a strong accent. $ou aren-t sure %hat )ou can do to fi* the problem.

$ou ha#e /ust finished a lesson and are meeting )our mentor %ho has /ust listened to )our lesson. hestudent seemed to misunderstand a fe% of the tass )ou set and )ou spent a long time setting up

acti#ities.

MENTOR

he instructor is moderatel) proficient in 6apanese. he) tend to spea in 6apanese %hen people don-t

understand %hat the) sa) in English. he) often inter/ect in 6apanese and fre;uentl) use 6apanese

%ords and 6apaneseEnglish %hen speaing outside of class. he) don-t seem to be a%are ho% fast

the) are speaing %hen the) spea in English and the) don-t seem to be a%are of the idioms and

9



he teacher has been a little dismissi#e of the need for drilling and is not a%are that his student

feedbac scores for ,speaing time- and ,moti#ation to acti#el) participate in the lesson- %ere #er) lo%.

11



INSTRUCTOR ROLES

Role $ (a)

TE'CER

$ou ha#e /ust started teaching at Berlit+ and )ou are a #er) confident in )our abilities. $ou taught at

&o#a and at ECC and )ou ha#e had a fe% )ears of e*perience teaching in 6apan. $ou taught a lesson

that %as /ust monitored b) )our mentor and )ou felt it %as a reasonable lesson. he student ma) ha#e

had difficult) understanding )ou but it is because their English comprehension is lo%.

$ou are not sure about the efficac) of asing ;uestions to generate responses from students and )ou

also thin that it %ould sa#e time to /ust tell the students the ans%er. "lso9 )ou feel that its unnatural to

get students to gi#e full sentence ans%ers sometimes and so )ou don-t belie#e it-s necessar) for

teachers to prompt students to e*pand.

MENTOR

$ou ha#e noticed that the instructor has a negati#e attitude to 6apan and is definitel) not a ,team

pla)er-. $ou are also a%are that the instructor has recei#ed negati#e feedbac from other students and

thin that it is liel) that the student toda) %ill gi#e negati#e feedbac too. he) are also #er) critical

about the training the) ha#e recei#ed and blame their deficiencies on ,lac of training-. 'ther teachers

ha#e obser#ed that the instructor doesn-t appear to prepare much for lessons and tends to ,frea out- a

little /ust before lessons because the) are unsure about ho% to teach particular lessons.

Role % (a)

TE'CER

$ou ha#e taught English in 6apan for about 3 )ears at high schools and at /unior high schools but ha#e

ne#er taught adult classes before in a formali+ed setting. $ou %ere told to follo% the steps laid out in the

instructor-s manual %hen )ou did )our initial training and )ou ha#e done so.


lesson. he lesson didn-t allo% )ou to follo% the instructor-s manual point b) point because some points

had not been taught )et b) the pre#ious teacher and their %ere some se;uencing problems in#ol#ed b)

using the ne% instructor-s manual. $ou did )our best but )ou are not confident about gi#ing lessons

%hen the instructor-s manual can-t be used as a reference.

MENTOR

he instructor is not clear about ho% to set goals or %hat a lesson goal reall) is %ithout using the

instructor-s manual. he) also need %or on clarif)ing their instructions and are not proficient in eliciting

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target language from students.

SLII / Mentoring Workshop

Role la* 'nal*sis

1 What is the development level of the teacher?

2. What is 'are( the problem 's(?

3 What can the mentor do?

4. What can the instructor do?

What aspect of mentoring do %ou find the most challenging?

What can be done to overcome these challenges?

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SLII Workshop Handouts

Documents

Transcript of SLII Workshop Handouts