Over the last two decades studies conducted in different countries revealed that the teacher’s effect is the most important effect in explaining variation on student achievement in both cognitive and affective outcomes (Antoniou & Kyriakides, 2012; Teddlie & Reynolds, 2000; Scheerens & Bosker, 1997). There are research evidence supporting that teacher behaviours explain up to 75% of the variance between classes in schools (Muijs & Reynolds, 2000). It is the quality of teacher – student interactions that principally determines student progress.
This course is for teachers who are interested in updating their teaching skills and need to understand & introduce basic collaborative teaching methodology, to discover communicative ways of helping learners to have a basic understanding of the staging of lessons
Program of the training activities:
• Basic understanding of interactive/collaborative teaching methodology
• General classroom management
• Focus on adapting course book materials so that students are stretched & challenged more
• Building up confidence through peer teaching
The course aims to provide participants with the opportunity
To provide basic understanding of how to structure collaborative lessons.
Practical knowledge and skill on general classroom management
Techniques on adapting course book material.
Outcome of Training:
As a result of attending this course, the participants will be able to plan and execute basic lessons in English; they will also feel more confident in using English.
Contents of Training:
Introductions and getting to know everyone
Introduction to Communicative Methodology
What is it and why is it important in language teaching?
He has splendid 23 years of working experience in different multidisciplinary national and international education programs and projects. He
Mr. A, K. M. Rashidur Rahman
Mr. A, K. M. Rashidur Rahman
He has splendid 23 years of working experience in different multidisciplinary national and international education programs and projects. He worked in Save the Children, Comprehensive Primary Education Project under (GTZ-CPEP-under PEDP-I), Dhaka Ahsania Mission (collaboration with Plan International), Gonoshahajjo Sanstha (GSS), Aquaculture Development Project of International Food & Agricultural Development (IFAD) and Padakhep Manobik Unnayan Kendra (PMUK).
He has conceptual soundness in program designing, planning, implementation, management and scale up of the education programs.He did three post-gradutions – 1. MSc in ECD BRAC-IED, Dhaka; 2. MEd Asian University of Bangladesh ; 3. MSS in Economics ; Rajshahi University. Beside this has BEd BA (Hons) in Economics, i University and Diploma in Advanced Primary Education Studies (DAES), King Alfreds’ College & Higher Education, Winchester, UK.1997.
He is expert in following training:
Train-the-Trainer-The Facilitation of Learning
Professional Dev. Training in Teaching Learning Process
Ecology of Childhood
Child Centered Community Development Approach (CCCDA)
ToT on Teaching and Learning Using Locally Available Resources (TALULAR)
ToT on Reading and Writing Skill Dev.
on Using Teaching and Learning Aids
Children with Special Need (Inclusive Edu)
ToT on SMC training