EXHIBITION
Friday 22 February
Jeronim De Rada Room
14.00 – 19.00
Saturday 23 February
Jeronim De Rada Room
09.00 – 14.00
SEMINAR PROGRAMME
Friday 22 February 2019
It is widely accepted that the goal of language teaching is “communicative language competence”. Competences consist of a set of the essential skills, knowledge, attitudes, and behaviour required for effective performance of a real-world task or activity. The speaker will concentrate on how to maximise the effectiveness of realistic and meaningful input and suggest classroom techniques that will enable this to be successfully turned into output. Ideas will be given on how to structure lessons and learning – in general – in such a way that students are provided with the support they need to move forward and become self-confident, autonomous participants in the learning process.
English Language Teaching Association (ELTA) was founded in 2002 and it is recognized by the Ministry of Education, Sport and Youth. ELTA as a non-governmental and non – profit association is open to all English teachers, Master students, researchers, instructors, head teachers, specialists, professors, institutions dealing with the development of education in Albania, printing houses and others who are interested in ELTA work. ELTA offers ELT training to all levels of education in Albania and gets them updated with the new insights concerning teaching, learning and research work in all the schools in Albania. ELTA collaborates with a lot of partners who help her with speakers and trainers to train English teachers wherever they are in Albania.
The discussion about The Non-Native teacher of English (NNEST) versus NEST has received a lot of attention by a number of teachers’ associations recently. It is a debate that still goes on across social media groups of languages teachers for years and there is a need for rational and informed discussion. Teachers should be hired on the basis of their qualifications and not on their language background.
It may sometimes seem difficult to make sure that all of our language learners are making good progress, especially when classes are large and some of our students may have dyslexia or other specific learning differences. However, this talk suggests some simple things we can do to make sure that our classrooms are as inclusive and dyslexia-friendly as possible, so that our learners feel comfortable and succeed in learning English. It doesn’t require a lot of time or cost a lot of money to make small but significant changes in the way we run our lessons. The best news is that inclusive language teaching that works for dyslexic students is good for all our learners – everyone benefits!
Saturday 23 February 2019
How can we motivate learners? Research shows that creating ‘peak moments’ in our lessons could be the answer. This session will give four practical ideas for how we can introduce such ‘Wow!’ moments in class.
Our students often speak hesitantly, with long pauses and only produce short turns. How can we make them fluent? In this workshop we will demonstrate four ideas that you can use with your students tomorrow.
There are some factors which affect the teaching-learning process in Albanian classes. Teenagers are one of the groups to consider when choosing our teaching methods. They need to be motivated and involved in their learning process in order to develop their skills and personality. Therefore, when we prepare our lesson plans, we have to carefully think of factors which influence on our students.
All participants will receive free copy.
By entering the teaching profession, teachers and educators have accepted to step into a dangerously emotional area, which may affect a person’s lifetime. Among the many other work-related problems, teacher burnout is epidemic and is the direct cause of some sad statistics.
I am a huge proponent of solutions-based thinking and building resilience in educators. I am aware of the need to know and understand the causes and effects of this growing problem. By providing teachers with the information in my presentation, I think some help can be given to keep an eye out and develop strategies to decrease or reverse teacher burnout and increase teacher resilience. This knowledge is valuable to teachers and administrators, but parents and community members need to understand this as well. Teacher burnout is not a problem that can be solved in isolation, so we must raise awareness of the causes and suggest ways of addressing and overcoming it successfully.
REGISTER AREA
*You can register online until 2019-02-18