1.

You Don’t Say

Divide the group into smaller groups of 5-7 people. Write out a list of non-verbal
behaviors.

Have the groups act out and interpret the meanings of these behaviors. This activity
helps participants recognize nonverbal communication cues from others. Within their
groups, have students display one of the nonverbal behaviors, while everyone else in
the group shares or writes down what nonverbal message they are receiving.

Non-verbal behaviors can include:

 Leaning back in a chair with arms crossed;

 Leaning forward in a chair;
 Smiling;
 Frowning;
 Yawning;
 Nodding;
 Resting chin in both hands;
 Resting chin on knuckles;
 Rubbing your temples;
 Tapping fingers on the table;
 Looking at your watch;
 Staring around the room;

Ask the participants afterward to share their small-group findings. Ask the class if
anyone has ever experienced a nonverbal cue that signaled to them much stronger
than any words? Chances are that they have, and this provides context from their
direct experience.

4. Eye Contact Circle

This nonverbal skill is essential in assertive communication. A creative way to build

this skill is with this circle. Create a circle with group participants. Each participant
will answer the same question (ie: what is your favorite ice cream flavor) and after
answering must find mutual eye contact with someone across the circle.

Once this eye contact is made, the participant must call out their partner’s name and
slowly switch places with them, while maintaining that eye contact. Eye contact is one
of the basic principles of communication and trusting others.
 Train the trainer

 Roles and skills of teacher educators

 Competencies in teacher education – what is ‘a good teacher’?
 Needs analysis
 Designing courses for teachers
 Frameworks for planning sessions for teaching teachers
 Approaches to lesson observation
 Feedback skills
 Evaluation of teaching
 Materials for teaching teachers
 Dealing with difficult training situations
 Different approaches to training and continuous professional development

Topics can be adapted depending on participants’ professional needs, priorities, and

teaching context.

Participants will have the opportunity to build up a portfolio of authentic materials to

support the cultural component of their teaching.
Course content
Areas covered include the following and are designed to address differing training
contexts such as pre-service, in-service and with native English teachers or non-native
English teachers as much as is possible on a short introductory course.
• Tutor roles: trainer; developer; assessor
• Modes of input: delivering training sessions
• Observation and feedback: oral and written
• Designing training programmes
• People management: interaction analysis and counselling skills
• Materials: language and linguistics; methodology; theoretical background to methods
and approaches
 Planning conducting and evaluating training activities
 CambridgeEnglishTrainerFramework
 Understandingofindividualsandsituations
 Knowledgeofteachingtrainingandteacherdevelopment
 Planningconductingandevaluatingtrainingactivites
 Supportingobservingfeedbackandassessment
 Professionaldevelopmentandvalues
Areyouateacher?

Learnhowtoruntrainingsesso ins,observeteachingandgivefeedback.TheTraintheTrainercourseisoferedtogroupsofteachersthroughemployersandteachingorganisations.
Talktoyouremployerifyou’reinterestedintakingthecourse,orconsidertakingoneofourin-serviceteachingqualifcations.

RelatedLinks
 CambridgeEnglishTeachingFramework
 TrainTheTrainer
 NILE
Good practice in training activities
This category details what should be seen in training activities conducted at each of the
stages. It is broken down into three sub-categories: Planning, Conducting and
Evaluating:
 Planning describes how training activities should be visible to trainees and evaluators in
clearly articulated aims, activity structures and development paths.
 Conducting describes a number of indicators of good practice in training activities at the
different stages.
 Evaluating looks at whether the training is having, or has had, any impact on the trainees.
Activities are not restricted to workshops, sessions and courses. They could include
demonstrations, conferences, assisted planning, sharing sessions and teacher
development workshops.

From Teacher to Autonomous Trainer Lead Trainer

Trainer

Planning Plans according to Appropriately adapts Plans and conducts

training materials provided for materials provided for independently designed
activities training activities. training activities. training activities for a
Produces own activities clearly specified
Articulates aims clearly. for specific purposes. audience.

Achieves aims of Clearly articulates

activities in the time training aims in relation
 allotted (with occasional Clearly articulates to trainee needs, beliefs,
over-running or under- training aims in relation values and the training
running). to trainee needs. situation.

Achieves aims of Flexibly manages time to

activities in the time focus on trainee learning
allotted. priorities while achieving
session aims.
Selects content relevant
to the stated aims. Uses relevant content to
design a range of activity
Includes different input types with reference to
types and ways of principles of training
organising learning course design, the
activities. training situation, and
own beliefs and values.
Demonstrates awareness
of sequencing to achieve Uses a wide range of
main aims. techniques to scaffold
learning.
Anticipates problems
related to content and Designs activities with
process and adapts anticipated problems of
materials appropriately. content and process in
mind.

Conducting Creates a learning Uses a range of strategies Uses knowledge of

training environment conducive to to maintain a positive individuals and group
activities learning. environment throughout dynamics to maximise
training. learning, manage
Delivers training problems and deal with
activities as planned. Varies timing and set-up conflict in the training
of activities based on room.
Sets up activities in a way trainee reactions and
that is clear to learners. group dynamics. Makes principled,
spontaneous decisions to
Grades language Raises trainee awareness vary plan and adapt
appropriately. about grading their own activities during sessions
language. as needs arise in reaction
Monitors tasks and keeps to emergent cognitive or
teachers on task.
 Displays awareness of Uses information from affective teacher needs of
group dynamics. monitoring tasks to the group.
inform future activities.
Manages learning space Develops trainee
appropriately. Uses different forms of language awareness
group dynamics for through the training
Is aware of the need to different activities. course.
stimulate critical and
creative thinking. Uses different room set- Consistently integrates
ups for different trainee-generated input
purposes. throughout training.

Stimulates critical and Skilfully integrates

creative thinking. different group-dynamic
activities purposefully
throughout training.

Skilfully uses the

physical space of the
training venue for a
variety of purposes.

Systematically integrates
creative and critical
thinking skills
development throughout
training.

Evaluating Collects post-session Integrates some feedback Uses a range of

training feedback from trainees. stages during training. techniques to collect
activities feedback throughout
Reflects on own training Reflects on own and training.
and participant feedback others’ feedback as it is
post activity. collected during the Synthesises own
course. reflections, post-task
Identifies key areas for trainee feedback and
improvement in activities Uses feedback to adapt external requirements
conducted. Uses feedback training activity content (education
to inform future training. as it progresses. ministry/sponsor
organisation) as they arise
 during the training
activity.

Uses feedback to
negotiate training with
participants as training
progresses. Integrates
institutional and
organisational goals.

Planning conducting and evaluating training activities

 CambridgeEnglishTrainerFramework
 Understandingofindividualsandsituations
 Knowledgeofteachingtrainingandteacherdevelopment
 Planningconductingandevaluatingtrainingactivites
 Supportingobservingfeedbackandassessment
 Professionaldevelopmentandvalues
Areyouateacher?

Learnhowtoruntrainingsesso ins,observeteachingandgivefeedback.TheTraintheTrainercourseisoferedtogroupsofteachersthroughemployersandteachingorganisations.
Talktoyouremployerifyou’reinterestedintakingthecourse,orconsidertakingoneofourin-serviceteachingqualifcations.

RelatedLinks
 CambridgeEnglishTeachingFramework
 TrainTheTrainer
 NILE
Good practice in training activities
This category details what should be seen in training activities conducted at each of the
stages. It is broken down into three sub-categories: Planning, Conducting and
Evaluating:
 Planning describes how training activities should be visible to trainees and evaluators in
clearly articulated aims, activity structures and development paths.
 Conducting describes a number of indicators of good practice in training activities at the
different stages.
 Evaluating looks at whether the training is having, or has had, any impact on the trainees.
Activities are not restricted to workshops, sessions and courses. They could include
demonstrations, conferences, assisted planning, sharing sessions and teacher
development workshops.
 From Teacher to Autonomous Trainer Lead Trainer
Trainer

Planning Plans according to Appropriately adapts Plans and conducts

training materials provided for materials provided for independently designed
activities training activities. training activities. training activities for a
Produces own activities clearly specified
Articulates aims clearly. for specific purposes. audience.

Achieves aims of Clearly articulates Clearly articulates

activities in the time training aims in relation training aims in relation
allotted (with occasional to trainee needs. to trainee needs, beliefs,
over-running or under- values and the training
running). Achieves aims of situation.
activities in the time
allotted. Flexibly manages time to
focus on trainee learning
Selects content relevant priorities while achieving
to the stated aims. session aims.

Includes different input Uses relevant content to

types and ways of design a range of activity
organising learning types with reference to
activities. principles of training
course design, the
Demonstrates awareness training situation, and
of sequencing to achieve own beliefs and values.
main aims.
Uses a wide range of
Anticipates problems techniques to scaffold
related to content and learning.
process and adapts
materials appropriately. Designs activities with
anticipated problems of
content and process in
mind.

Conducting Creates a learning Uses a range of strategies Uses knowledge of

training environment conducive to to maintain a positive individuals and group
activities learning. environment throughout dynamics to maximise
training. learning, manage
problems and deal with
 Delivers training Varies timing and set-up conflict in the training
activities as planned. of activities based on room.
trainee reactions and
Sets up activities in a way group dynamics. Makes principled,
that is clear to learners. spontaneous decisions to
Raises trainee awareness vary plan and adapt
Grades language about grading their own activities during sessions
appropriately. language. as needs arise in reaction
to emergent cognitive or
Monitors tasks and keeps Uses information from affective teacher needs of
teachers on task. monitoring tasks to the group.
inform future activities.
Displays awareness of Develops trainee
group dynamics. Uses different forms of language awareness
group dynamics for through the training
Manages learning space different activities. course.
appropriately.
Uses different room set- Consistently integrates
Is aware of the need to ups for different trainee-generated input
stimulate critical and purposes. throughout training.
creative thinking.
Stimulates critical and Skilfully integrates
creative thinking. different group-dynamic
activities purposefully
throughout training.

Skilfully uses the

physical space of the
training venue for a
variety of purposes.

Systematically integrates
creative and critical
thinking skills
development throughout
training.

Evaluating Collects post-session Integrates some feedback Uses a range of

training feedback from trainees. stages during training. techniques to collect
activities feedback throughout
Reflects on own and training.
others’ feedback as it is
 Reflects on own training collected during the Synthesises own
and participant feedback course. reflections, post-task
post activity. trainee feedback and
Uses feedback to adapt external requirements
Identifies key areas for training activity content (education
improvement in activities as it progresses. ministry/sponsor
conducted. Uses feedback organisation) as they arise
to inform future training. during the training
activity.

Uses feedback to
negotiate training with
participants as training
progresses. Integrates
institutional and
organisational goals.

From Teacher to Trainer: Sasha

Sasha is a Proficient classroom teacher. His colleagues recognise that he has a solid
understanding of the local socio-cultural and economic realities of his working
environment and the students, parents and teachers within it.

Over the last couple of years, he has given demonstration lessons for teachers in many
schools. The local education authority has asked him to conduct training sessions for
other local teachers. Sasha is comfortable demonstrating methods he uses regularly in
his own classroom. He is aware that there is a difference between teaching and training.
He has a basic repertoire of training skills, such as presenting new ideas, being able to
demonstrate new teaching practices accurately, and encouraging reflection.

He mentors and supports teachers according to criteria received from the local
authorities and gives them advice based on his own experience. He is aware that there
are gaps between teacher beliefs, values and their practices. He has a clear
understanding of his own teaching beliefs and values built on several years’ practice,
and can articulate these.

He has used the resources of the local English language teaching association and has
attended its conferences a few times. He actively seeks out opportunities to discuss his
beliefs and values with others and seeks feedback on his own teaching and training
practice. He is aware of different specialisms in the field.
From Teacher to Trainer: Sasha
Sasha is a Proficient classroom teacher. His colleagues recognise that he has a solid
understanding of the local socio-cultural and economic realities of his working
environment and the students, parents and teachers within it.

Over the last couple of years, he has given demonstration lessons for teachers in many
schools. The local education authority has asked him to conduct training sessions for
other local teachers. Sasha is comfortable demonstrating methods he uses regularly in
his own classroom. He is aware that there is a difference between teaching and training.
He has a basic repertoire of training skills, such as presenting new ideas, being able to
demonstrate new teaching practices accurately, and encouraging reflection.

He mentors and supports teachers according to criteria received from the local
authorities and gives them advice based on his own experience. He is aware that there
are gaps between teacher beliefs, values and their practices. He has a clear
understanding of his own teaching beliefs and values built on several years’ practice,
and can articulate these.

He has used the resources of the local English language teaching association and has
attended its conferences a few times. He actively seeks out opportunities to discuss his
beliefs and values with others and seeks feedback on his own teaching and training
practice. He is aware of different specialisms in the field.

Autonomous Trainer: Ayesha

Ayesha is a highly Proficient to Expert classroom teacher. She has also been training teachers for
a number of years and is highly regarded as an accomplished practitioner. She acknowledges the
diversity across the situation she has been training in, and adapts her training to suit the needs of
individual groups of teachers. She is becoming aware that needs have arisen during her courses
that were not identified through the initial needs analysis. She has been adding her own training
materials to meet the needs of certain groups of teachers. She is becoming aware of different
training approaches and is trying to incorporate them into her training.

She is very experienced in using the local teaching standards as the basis for observation. She
observes using a number of different tools and is adept at identifying gaps between teachers’
practice and their beliefs and values. Ayesha identifies strategies for development for the
observees and gives them guidance on how to go about changing their teaching practice to better
meet the standards and their own beliefs about what enables effective learning.

Ayesha has started a motivating discussion group for teachers in her school to help teachers
share ideas. She has presented a couple of times at a national teacher organisation conference and
is interested in becoming more involved. She is looking at areas within which to specialise.
Lead Trainer: Julia
Train the Trainer
Train the Trainer is a face-to-face course for teachers to develop the knowledge and
skills they need in order to train other English language teachers working in primary and
secondary schools. They learn how to run training sessions, observe teaching and give
feedback.
The course is offered to groups of experienced teachers, and is only available through
employers and teaching organisations.

Julia is a highly experienced trainer who is recognised by her peers as an authority on

English language teaching and training. She has planned and conducted numerous
training sessions for groups of teachers and has a broad repertoire of training methods.

Her training sessions blend a wide range of theories and practices, enabling her course
participants to choose the methods they think will best suit their own situation. When
designing courses she analyses the needs of the individuals in detail. Julia is adept at
noticing needs that may not be apparent at the beginning of the course, but emerge as
the training progresses. She adapts her courses and training methods to meet these
fluctuating needs, and is able to balance the course content in response to varying
demands of participants.

When Julia observes classes, her post-observation discussion with the observed
teacher involves insightful analysis of practice, beliefs and the level of consistency
between them. While she usually tries to elicit ways forward from the observee, she also
offers a range of concrete suggestions and strategies for development. She often
identifies talented teachers and helps them to specialise in an area.

Julia is considered by others as a constructive, involving presence, and her views are
always acknowledged as balanced. She regularly presents at her national teacher
organisation conference, and has recently taken up a leadership role in a local teacher
support group.