Oxford TEFL Barcelona is again running a programme of free teacher development workshops this term, with sessions from, among others, Jamie Keddie, Graham Stanley and our own Duncan Foord.
Please find the schedule of events below and email info@oxfordTEFL.com to confirm your place.
The workshops begin at 11:45 on Friday mornings and run for about an hour. Leave yourself some time at the end to speak to other teachers and have a few nibbles!
(Interested in Barcelona teacher development events? Sign up for our email updates and select “Notifications about workshops in Barcelona” as one of your options)
Friday 24th February
“From English Teacher to Learning Coach” with Duncan Foord
Will our students make faster progress if we coach them more and teach them less? We will look at coaching strategies which can motivate students to learn more effectively during and after class and there will be practical examples of activities students can do on their own and with other learners.
Friday March 2nd
How much grammar should we really teach? Is grammar as important as the text books tell us it is? Catalina Dumitrescu looks at grammar in the classrom in another way.
Friday March 16th
Use of images in the classroom – Activities, ideas and engagement with images in order to encourage natural language production in the classroom. Does a picture really paint a 1000 words?
Friday 23rd March
Video clips and effective listening activities in the classroom
Friday 30th March
Social networks such as Facebook and Twitter have come to dominate the online landscape, but how can language teachers use them professionally? In this session we’ll be looking at both ways teachers can connect with other teachers and how they can use social networking with learners.
Friday April 13
“Teachers or postmen?” with Jamie Keddie
What exactly do we expect to achieve with the materials that we take into the classroom? And how do we set out to do it? Well, perhaps it’s a question of delivery. In this practical talk, we will address two points: firstly, that one route to engaging classroom practice lies in the teacher’s delivery technique and secondly, that mainstream beliefs may prevent such techniques from flourishing.