ENGLISH LANGUAGE AND LITERATURE, PEDAGOGY,
CRITICAL THINKING, CREATIVITY AND PERFORMING ARTS.
"I am incapable of conceiving infinity, and yet I do not accept finity.
I want this adventure that is the context of my life to go on without end."
- Simone de Beauvoir
Objective: The fellowship entails 6-8 weeks for teachers to design and implement a small-scale action research within the context of their classroom environment keeping the requirements of their learners in mind. It involves the development of a new approach or strategy or the trial of some new form of intervention that has the dual objective of informing and changing. It also intends that the teachers re-evaluate their teaching practice and make some changes in their pedagogy with the intention of improving the learning outcomes for students. All this focuses on the need to build teacher-leadership in schools which will help transform the educational environment by upskilling professional competencies of teachers.
The 2-day orientation aims to do the following:
• Introduce teachers to various cognitive skills that need to be introduced and cultivated in learners through demo lessons.
• Familiarise teachers with innovative strategies that will help embed these skills in the syllabus.
• Take them through the structure of such a plan/proposal that will help achieve this objective.
• Allow interaction with the trainer/mentor to help them evolve their own plans/proposals.
The programme designed for teachers whose medium of instruction is other than English, has a dual objective: To introduce teachers to a post-modern way of teaching and
To work on enhancing their communicative competence and classroom usage of English. In order to attain these objectives, the training input is aligned with sections or language areas prescribed and covered in the curriculum. The approach is loop input so that the trainee teachers not only receive a training in language enhancement but are also equipped with some hands-on teaching techniques by the end of the course.
Getting away from the teacher-led method of giving information could be one of the aims but the practicality of the aim will have to be considered in the light of the general inclination and profile of the learners. The primary aim of the training programme is to give teachers short bursts of comprehensible input leading to constructive output. Things that the teachers can apply in their classroom with its modest resources. Things that will enable them to be interested in language learning and make language learning interesting. The major thrust is on speech and fluency development activities starting with icebreakers and word games, picture exercises, teaching and learning grammar graphically and easily adaptable kinesthetic activities.
Teachers are equipped with ideas to come up with economic and time saving teaching devices, easily manageable teaching aids and insight into functional approaches that will enable them to devise conversational approaches which will help boost the confidence of the learners and also get them involved in the learning process.
The training has a practical approach so that learning becomes fun. There is a lot of emphasis on interpersonal skills through group work, pair work, coordination, cooperation and peer teaching which will train them in how to motivate learners and increase learner autonomy.
An attempt is made to equip teachers with approaches to develop the learners’ study skills like effective and cooperative listening, memorizing, narrating, recalling, time management, cooperating learning, predicting etc. The training is centred around the primary receptive and productive skills of listening and speaking. Writing and reading component are minimal.
The training programme also includes a stage in the modules called “Reflections: on English usage and teaching in the classroom” which comprises open class discussions on the methodological implications of using English and the techniques learnt in the classroom, encourages teachers to look at the role of English in the classroom critically, share their personal experiences unique to their teaching situation and come up with their own subjective conclusions. If time permits input sessions at times are followed by demo teachback sessions too.
• Integrating Language Teaching in the Literature Classroom
• Creating Lesson Plans and Handouts
• Materials Writing
• Designing skill-based lessons
• Phonetics and Phonology
• Receptive and Productive Language Skills and sub skills
• Classroom Management
• Enabling critical thinking in students
• Interactive Grammar
• A functional approach to teaching language
• Teaching of literature through learner centered approaches in the classroom
• Content and Language Integrated Learning
• Blended Learning
• Grouping techniques and error correction
• Improving Listening and speaking skills
• Feedback and questioning techniques
• Body Language and Presentation Skills
• Conflict resolution and Negotiation skills
• Academic Writing
• Creative Writing
• Ways of reading a text