Cover Image
close this bookTeacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)
View the document(introduction...)
View the documentAcknowledgements
close this folderIntroduction
View the documentPeace corps and teacher training
View the documentFormat of the teacher training reference manual
View the documentUses of the manual
close this folderChapter 1 what a teacher trainer needs to know
View the document(introduction...)
close this folderUnderstanding comparative educational systems
View the documentThe education system
View the documentThe teacher training system
View the documentNeeds assessment
close this folderAdult learning
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View the documentAndragogy vs. pedagogy
View the documentPersonal learning styles
View the documentMotivation
close this folderConsiderations in designing a training program
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View the documentDefining program goals and
View the documentSelecting topic areas
View the documentDesigning learning activities
View the documentTraining rhythm and flow
View the documentIncorporating program evaluation
View the documentAnalyzing training constraints
close this folderTraining techniques
View the document(introduction...)
View the document1. Ice Breaker:
View the document2. Brainstorming:
View the document4. Demonstrations:
View the document5. Games/Simulations/Structured Experiences:
View the document6. Small Groups (Diads, Triads, and More):
View the document7. Role Play:
View the document8. Fishbowl:
View the document9. Field Trips:
View the document10. Interviews:
View the document11. Panels:
View the document12. Case Studies:
View the document13. Critical Incidents:
View the document14. Micro-teaching:
View the document15. Peer Training:
close this folderSupervision
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View the documentClinical supervision
View the documentObservation
View the documentObservation techniques
View the documentData collection
close this folderFinal considerations for the trainer
View the documentAssessing personal training constraints
View the documentReassessing teacher needs
close this folderChapter 2 what a teacher needs to know
View the documentUnderstanding the educational process
View the documentNeeds assessment, aims, goals and general objectives
close this folderApproaches to teaching
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View the documentSources of teaching approaches
View the documentSummary chart of approaches
View the documentChoosing an approach
View the documentRecent research in teacher effectiveness
View the documentAdapting teaching approaches to the cultural setting
close this folderChild and adolescent learning
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close this folderDevelopmental Theories
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View the documentThe cognitive domain
View the documentThe affective domain
View the documentThe psychomotor domain
close this folderInformation processing
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View the documentBasic sensory perception
View the documentLearning styles
View the documentGrouping strategies
View the documentConsiderations in cross-cultural settings
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close this folderInstructional objectives
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View the documentWriting a complete objective
View the documentCategories of instructional objectives
View the documentVerbs to use in writing objectives
View the documentAvoiding errors in stating objectives
View the documentSubject-specific verbs
close this folderLesson planning
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View the documentWhat teachers say about planning
View the documentWhat's in a plan
View the documentPlanning daily lessons
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View the documentLesson plan format
View the documentSequencing and long-range planning
View the documentChoosing from alternatives
close this folderClassroom teaching techniques
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View the documentTeacher-centered and student-centered techniques
close this folderTeacher-centered techniques
View the documentThe lecture method
View the documentQuestion and answer
View the documentRecitation and drill
close this folderStudent-centered techniques
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View the documentSmall group formation
View the documentBrainstorm
View the documentRole play
View the documentGames and simulations
View the documentDrama and music
View the documentField trips
View the documentIndividualized learning and student projects
close this folderMaterials development and resource utilization
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View the documentInstructional materials and the learning process
View the documentUsing what is available
View the documentProducing educational materials
View the documentUsing materials in the classroom
View the documentEvaluating instructional materials
close this folderClassroom management
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View the documentThe physical aspects of the classroom
View the documentCurriculum design considerations
View the documentExpectations and limits
View the documentSupport systems
View the documentTeacher attitude
View the documentTeaching routines
View the documentTeacher on stage
View the documentAddressing individual needs
View the documentHandling discipline problems
View the documentUsing the least amount of necessary discipline
close this folderAssessment of student learning
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close this folderAssessment techniques
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View the documentChoosing an assessment technique
close this folderTesting
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View the documentConstructing a test
View the documentAdministering a test
View the documentScoring a test
View the documentAnalysing test results
View the documentImplications for instruction
View the documentSelf-assessment
View the documentReviewing the educational process
close this folderChapter 3 collaboration
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close this folderTapping human resources
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View the documentIn-service training workshops and conferences
View the documentAdvisory groups
View the documentClassroom observation/critiquing
View the documentTeam teaching
View the documentTapping and developing material resources
View the documentInformal collaborative activities
close this folderCollaboration skills
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View the documentOrganization
View the documentCommunication
View the documentFeedback/ critiquing
View the documentWorking in groups
View the documentLeadership
View the documentNetworking
close this folderAppendix
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View the documentFlanders' interaction analysis (from chapter 1 - Supervision)

(introduction...)

In preparing yourself to be a teacher trainer, there are a variety of things you need to be aware of. As a Peace Corps Volunteer, you must recognize that you are entering a culture and education system that is often dramatically different from your own. In addition, any knowledge you have of teaching children will have to be adapted and reconsidered before you can begin to train adult teachers. You will need to become skilled in the areas of needs assessment, training design and implementation of training programs. In addition, you will have to develop your skills as a supervisor of teachers.

It may help to think of this chapter as a series of baskets, stacked one inside the other. Each basket serves as a container for the next, giving it a place to sit and a broader context and point of reference. Each basket also contains certain skills that you need to master to be a successful trainer of teachers.


What a teacher trainer needs to know

The largest basket represents your personal understanding of education in the host country. The next basket (set inside the context of the education system) represents needs assessment - or discovering the training needs of the teachers. The next basket represents information about adult learning and surrounds and supports the basket which addresses how to design a training program. The final baskets represent the specific skills you need to implement a successful teacher training program: training techniques and supervision skills. Having started from the general context of an educational system and moved to the specific aspects of a training program, this chapter concludes by stepping back and examining a key aspect of your success as a trainer - your ability to quickly and accurately assess personal skills, knowledge and abilities and those of the teachers you are training.

Chapter 1 will be spent developing the skills that fill these baskets. These skills, added a bit at a time as topics are explored within each section, can be referenced by the trainer according to which basket they are in. The trainer should also remember that these sections are not isolated baskets of skills, but are part of a series of containers that have a contextual relationship with each other. The individual who can design a training program but knows nothing of the educational context, teacher training needs or training techniques will not be an effective teacher trainer. This chapter will introduce you to each of the areas and skills you need to be an effective trainer of teachers.