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幼儿英语培训对外教的管理

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松涛学大教育
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When teachers work together, knowledge and rapport growUnlike school teams that are organized for other purposes, learning teams focus on teacher learning as a way to address student needs and improve student learning, she said. (In some schools, these teams are known as "study groups,’’ "impact groups,’’ or "collaborative teacher groups.’’)Learning teams enable teachers to keep up with the knowledge they need to do their jobs well. They also help teachers support each other as they change their practices."Learning teams are the most effective, cost-efficient way for teachers to learn what changes are needed in their practice and then to make those changes. They also have the added benefit of building rapport, trust, and support,’’ said Jolly, now an education program specialist for SERVE, the regional educational laboratory serving the southeastern states, and author of an upcoming NSDC book on learning teams in middle schools.Making a case for learning teamsGenerally, the principal is the instigator for creating learning teamѕ. But, if such teams are going to be effective, Jolly said, teachers must be involved in the final decision. "If teachers don’t support the concept, learning teams will not be successful," Jolly said.Unsatisfactory test scores can often be used as a prompt for creating the learning teamѕ. But, even when that’s the case, the principal or an outside facilitator who specializes in such work will still need to present teachers with substantial information about the value of teachers learning and collaborating."Teachers also need to understand that learning teams have a disciplined focus. They are focused around teacher learning, not school management. This is not a staff meeting. This is about student needs,’’ Jolly said.Getting startedAfter the principal has significant staff buy-in to the idea, the next issue is membership of the learning team.Jolly recommends including no more than six persons on a team. Typically, a team would include members of a single department or a grade level. But teachers could self-select according to interest in a particular topic, Jolly said.Taking advantage of an existing organizational structure often helpѕ because teachers already know each other. Building on a team that already works with one group of students, as in a middle school, is also very beneficial.A learning team needs to meet for at least an hour at a regular time once a week. Ideally, teams should meet during the school day and plan to meet together for the entire school year.First, the dataTo establish its focus for the year, the learning team should assemble and examine student data: standardized test results, district assessment results, examples of teacher assignments and the resulting student work, climate survey results, demographics, and information regarding discipline, attendance, and parental involvement.By closely examining the data themselves, teachers will be able to identify clear priorities for students. "Data also can create a sense of urgency that’s needed to drive change,’’ Jolly said.Jolly cautions that teachers must also look below the surface of the numbers and probe for deeper explanations. For example, if students are doing poorly on a statewide writing test, teachers will want to ensure that they know what’ѕ being evaluated. Students may be quite successful grammatically and structurally but fail to understand how to present a cohesive idea — or vice versa. Students may be quite successful writing stories or poems but less proficient at informational writing.Develop a learning planAfter a learning team has its focus, the next step is crafting a learning plan.At a minimum, the learning plan should include responses to these questions. o What do students need to learn to do better? For example, drawing from the example above, the learning team might say that "Students need to improve the quality of their informational writing.’’ o What specific knowledge or instructional skills do teachers need in order to address student achievement in this focus area? o How will teachers acquire this knowledge and these skills? o What information do teachers need? o How will teachers know if they have achieved their goal?Jolly said teams should consider the learning plan a "work in progress’’ that will be revised as teams learn more.Doing the researchAfter identifying its focus, each learning team should query its own members to learn what knowledge they can share with others about the focus of their inquiry.For example, ask team members about workshops they have attended that bear on the topic. What articles or books have they read that relate to this topic? What did they learn in graduate courses about this topic? Have they done any writing or presenting on this topic? What other knowledge do team members have that might be related to this topic?"This helps teachers view each other as resources. It’s a strategy to begin bringing out different strengths,’’ Jolly said.Beyond that, however, Jolly believes the facilitator should be the group’s primary researcher. "Teachers are already pretty well overwhelmed. The facilitator needs to make it as easy for the teachers as possible. Teachers don’t need to go out and beat the bushes to find everything,’’ she said.Sharing the wealthInitially, teachers may spend a great deal of time reading articles and books, interviewing experts, or watching videotapes. In each instance, they should spend time reflecting on what they have learned.At some point, they should be ready to put what they are learning into action. During one meeting, they may visit the classroom of a teacher using a strategy they want to see in practice. They may examine samples of student work, both before they begin changing their practice and after introducing new strategies to discover their impact. They may develop a lesson at one meeting and follow up the next week by discussing their experience with it.At every step, the learning team needs to maintain a journal that is the weekly record of its work, Jolly said.The learning team journal should be kept in a public place, such as the teachers’ workroom so other staff members can also read the record.Evaluate your work — and identify your next inquiryFinally, learning teams need to evaluate their work.At the end of one year’s work, Jolly said teams will often have numerous ideas about the inquiries they want to make during the next year."By the end of a year, teachers will have realized that this is a teacher learning experience. This is not just about coming up with a new strategy for the classroom. This is all focused on teachers learning more about their students and their teaching,’’ she said.

幼儿英语培训对外教的管理
342 评论（15）

三生皆缘

家长们对于孩子的英语学习还是比较重视的，孩子在学校里面上完英语课之后还会让孩子学习英语，就在少儿英语培训机构里学习，选择好一点的少儿英语培训机构就成家长要考虑的事情了，那么应该如何挑选好的少儿英语培训机构？家长只要找对方法就可以了，这里就有挑选好的少儿英语培训机构的方法。1. 机构老师在给孩子选择少儿英语培训机构的时候，家长们务必要了解这家英语培训机构的师资力量，因为老师的英语水平决定孩子的英语成绩，建议家长选择优秀的老师来教孩子，小编觉得老师的口语能力也要是好的，不要带有口音，要说纯正的英语。2. 上课时间有的英语培训机构的上课时间是固定的，这样就限定了孩子的学习时间，如果线下的话，家长还要花时间去接送，会耽误时间。建议家长选择上课时间灵活一点的英语培训机构，这样学习起来也方便。3. 课程安排家长在选择英语培训机构的时候，还要看这家机构的课程安排，看看这些课程安排的时间是否合理，看课程是不是循序渐进的，让孩子一步一步的去学习英语。4. 教学模式说实话，教学模式很重要，有的线上英语是一对一的，也有的是一对二的，就看家长们是觉得孩子适合哪一种教学模式了，教学模式选择好了，就关乎孩子的英语学习方法的培养，久伴英语就是采用外教一对二同伴式教学，课堂氛围很好，有利于提高英语学习效率。5. 课程价格课程价格也是家长选择英语培训机构要考虑的一点，看价格是否太高或者与教学课程是否匹配，对于孩子要长期学习英语，在课程费用上也是一笔不小的开销。最后这里有一家不错的线上少儿英语机构——久伴英语，专门针对3-12岁孩子的英语进行教学，由外教视频一对二同伴式教学，外教通过动画慢慢引导孩子学习英语，在平台上学习的孩子的家长都说很不错家长可以点击链接在久伴英语官网上领取试听课就可以让孩子免费体验一下。
104 评论（9）

maggiemouse

1、教学师资：现在的儿童英语培训机构都在对外吹捧拥有多少多少外教老师，其实很多都是菲律宾外教、印度外教以及少数的北美外教。2、教学模式：现在传统教育都是线下教学模式，而线上教育都是以电脑、ipad为主，让孩子在线学习英语。3、教学教材：一般的培训机构都是采用自主研发的培训教材，当然也有很多机构采用的是国际原版小学教材，让孩子体验异国教学。4、教学辅导：传统教育都是中教老师教孩子英语，而线上一般都是外教教学，Hellokid就采用的是欧美固定外教老师一对一教学，很受家长们的青睐，而且专业的中教老师全程辅导孩子在学习过程中遇到的任何难题。5、教学管理：很多培训机构对于教学管理不是怎么重视，而且很多外教老师并没有耐心，所以在选择的时候应该注重教学管理这一点。6、教学收费：很多在线培训机构利用明星效应来提升品牌效应，所以在收费上是比较昂贵的，但是其教学质量、教学内容以及教学模式并没有多大的区别。所以选择的时候不能依靠机构的排名来决定。
265 评论（15）

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