|Teacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)|
|Chapter 1 what a teacher trainer needs to know|
Purpose: To allow participants with expertise in a certain field to help in the training process and add to both content areas covered and styles being modeled.
Description: Peer training can help participants to network for future cooperation, collaboration and support in teaching. It takes the role of trainer away from the trainer and gives the authority and control of learning back to the participants. Though rewarding, the preparation for peer training activities can be extensive and involved and the trainer should be ready to commit a great deal of time to this activity.
a. Trainer solicits participant assistance in training in a particular field of study, asks for areas of expertise from participants, or assigns participants topics to be researched, prepared and presented.
b. Participants who wish to (or are assigned to) help with the training work with the trainer to establish a session training design.
c. Other participants are encouraged to ask questions and participate in discussions about the topic area to be presented.
Listed here are some of the techniques you may find useful when training teachers. As stated above, these are only suggestions and can be tailored to fit your own particular situation and training style. Sometimes it is very useful to ask other teacher trainers about some of their techniques to explore other alternatives expand your repertoire of training skills. The primary challenge for the teacher trainer is to design and implement a training program that is coherent, comprehensive and, above all, appropriate to the cultural context of the host country.
As discussed in training design, it is important that you constantly assess your effectiveness as a trainer through feedback from participants and other trainers. No technique will benefit participants if it is poorly administered or inappropriate for the group you are training. Continually check to ensure that participants are learning what they need to know. Time allocated for training programs is invariably shorter than what is needed, so wasted training time is often lost forever.
Other skills needed by a trainer include observation and supervision skills. These skills are discussed in the following section of the manual and will assist in preparing you to be a teacher trainer.
1. Design a three hour training session using at least three techniques you have learned. Choose a specific teacher training topic on which to base your session.
2. Identify a game or activity co D only played by teachers in the host country. Adapt or redesign the game to be used as a tool in your teacher training program,
McCarthy, B. The 4Mat System - Teaching to Learning Styles with Right/Left Mode Techniques. Barrington, IL: Excel, 1980.
Maguire, Pat. Training of Trainers Workshop. Lome, Togo: US Peace Corps, Regional Training Resources Office, 1980.
Training Techniques. Amherst, MA: Institute for Training and Development, 1986.