EXCELLENCE IN THE

CLASSROOM:

IS GOOD TEACHING FOR ONE AND FOR ALL TAKING

PLACE??
 Differences & Similarities
“Old maids”

Popcorn
 THINKING EXERCISE:

Making Associations
 Learners
 Teachers
 Coordinators
The learner ...
should be the one who understands learning as a partnership with
his teacher.

The teacher ...

should be the one who is more worried about the students’ learning
instead of his own teaching.

The coordinator...
should be the one who guarantees that good teaching for one and
for all is taking place.
(How to Teach English - Jeremy Harmer)
 Is good teaching for one and for all
taking place in your LESSONS?

What must be
Why not?
What is improved?

missing?
 Understanding our less able students
 Taking advantage of Yázigi methodology
 Improving our processes
Handling the less able learners
SMARTLY & EFFICIENTLY!
Teachers MUST take advantage from
our methodology, it will help you
handle the less able learners
SMARTLY & EFFICIENTLY!
 TWO important considerations about the
less able learners’ performance:

• It can be improved through classroom work

& students’ participation.
• The teacher should be the person in charge.
 “It can be improved through classroom work & students’ participation.”

HOW?
PREPARATION PHASE
 Contextualization
PERFORMING PHASE
 Introduce the
 Group Ss ACCOUNTABILITY PHASE
language
 Pair-work  Raise Ss’ perception &
 Teacher’s Model
 Error correction motivation
 Open-pair
 Change pairs for  Ask for & Give feedback
 Repetition (if
another performance
necessary)
 Error correction
 Instructions for the
activity
 “It can be improved through classroom work & students’ participation.”

HOW?
PREPARATION PHASE
 Contextualization
PERFORMING PHASE
 Introduce the language
 Group Ss ACCOUNTABILITY
 Teacher’s Model
 Pair-work PHASE
 Open-pair
 Error correction  Raise Ss’ perception &
 Repetition (if necessary)
 Change pairs for motivation
 Instructions for the
another performance  Ask for & Give
activity
 Error correction feedback
Using scaffolded instruction to optimize
learning
 SCAFFOLDING GUIDELINES
Larkin (2001)
• Begin with what the students can do.
Students need to be aware of their strengths and to feel good about tasks they can do
with little or no assistance.
• Help students achieve success quickly.
Frustration may set in quickly if students do not experience frequent success.
• Help students to "be" like everyone else.
If given the opportunity and support, some students may work harder at tasks in
order to appear more like their peers.
• Know when it is time to stop.
• Help students to be independent when they have command of the
activity.
Scaffolding should be removed gradually as students begin to demonstrate mastery
and then no longer provided when students can perform the task independently.
 SCAFFOLDING THROUGHOUT THE LESSON
Ellis & Larkin (1998) 

The teacher does it - In other words, the teacher models how to
perform a new or difficult task.

The class does it - The teacher and students work together to

perform the task.

The group does it - Students work with a partner or a small group

to accomplish a task.

The individual does it - This is the independent practice stage

where individual students can demonstrate their task mastery.
Are you sure this kind
of work in the
classroom will “fit” all
students?

What should be
done in the most
serious cases?
So... What you are
saying is that we
should cancel the
remedial classes we
offer?
Remedial lessons

 When?
 Who?
 What?
 OBSERVATING THE TASKS:
(Book: Learning Teaching – Jim Scrivener)

 What helps people learn? (Observing learning effectiveness)

 Classroom Interaction (Observing the speakers)
 How can a teacher influence the learning environment?
(Observing YOURSELF and what you are DOING)
 The learners (Observing the learners)
 WHAT INSPIRED US...

“(...)
A transformação do milho duro em pipoca macia é símbolo da grande transformação porque devem
passar os homens para que eles venham a ser o que devem ser. O milho da pipoca não é o que deve ser.
Ele deve ser aquilo que acontece depois do estouro. O milho da pipoca somos nós: duros, quebra-
dentes, impróprios para comer, pelo poder do fogo podemos, repentinamente, nos transformar em
outra coisa! Mas a transformação só acontece pelo poder do fogo.
Milho de pipoca que não passa pelo fogo continua a ser milho de pipoca, para sempre.
(...)”
A pipoca - Rubem Alves
 GOALS FOR 2017:
• COMEÇAR A AGIR A PARTIR DE VOCÊ: “Se quisermos
influenciar o futuro, o lugar onde devemos começar é
em nós mesmos”.
• DÊ O MÁXIMO DE SI MESMO: “O Yázigi é uma moeda
dourada e brilhante. Ser Yázigi é dar o melhor possível
de tudo o que posso oferecer”.
• CRESÇA, APRENDA E ESTUDE COM O OUTRO: “Só sei
que nada sei”.
• CUMPRA O QUE PROMETEU: “No que diz respeito ao
empenho, ao compromisso, ao esforço, à dedicação,
Não existe meio termo. Ou você faz a coisa bem feita
ou não faz”.
• SEJA UM EXEMPLO: “Ser o exemplo não é a melhor
maneira de influenciar os outros – é a ÚNICA”!
 GOALS FOR 2017:
• DISCIPLINE-SE: “A distância entre o sonho e a realidade
chama-se disciplina”.
• SONHE: “Tudo o que o sonho precisa para ser realizado
é alguém que acredite que ele possa ser realizado”.
• AJA: “Se fizermos aquilo que sempre fizemos, iremos
sempre ter aquilo que sempre tivemos”.
• ENJOY: “Quando o trabalho é um prazer, a vida é
divertida! Quando o trabalho é uma obrigação, a vida é
uma escravidão”.
• CELEBRE SUAS CONQUISTAS: “Carpe Diem. Colha o dia
como se fosse um fruto maduro que amanhã estará
podre. A vida não pode ser economizada para amanhã.
Acontece sempre no presente”.
WHAT ARE YOUR EXPECTATIONS FOR THIS
SEMESTER?
WRITE 3 ON THE SLIP OF PAPER!!!
 YOU ARE THE LEADER OF YOUR CLASS!! SO
ACT LIKE ONE
http://www.youtube.com/watch?v=F7Xnlc2GLfY

Don’t wait for the other to make the move!! You

must start and act!!
What have you done for/at YÁZIGI that makes
you proud?
“LEADERSHIP is the ability to influence people
work enthusiastically in order to make them
reach their goals”. (James C. Hunter – The Servant)
LET’S SET OUR GOALS TOGETHER?
Think of a person who influenced
you (a coach, a boss, a
teacher...).List his/her attitudes,
personality, knowledge, ability.
How can you/teacher influence
and motivate students?
 The key to success is...
RELATIONSHIP!!! you need to
have some relationship with
your students!!!

Do not focus on tasks, focus on RELATIONSHIP. GOOD RELATIONSHIP = CONFIDENCE.

*Relate:
1. to show or prove a connection between
two or more things; 2. to be able to have a
good relationship with people because you
understand their feelings and behaviour.
Two phases of every relationship:

1. Winning respect:
 Square

Let’s get out of our “square”

Thinking out of the square
You’re Here!
 Thinking out of the square
What if you were here?
Two phases of every relationship:

1. Winning respect
2. Loyalty
 t the
u gh t
bo du c
Problem or Opportunity?
pro

t he
saw blem
pro
SATISFACTION

the
t to
go re
sto

TIME
 t the
u gh t
bo du c
Problem or Opportunity?
pro

t he 1. “Sorry, friend, there is

saw blem
pro nothing I can do for you.”
SATISFACTION

the
t to
go re
sto

TIME
 t the
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bo du c
Problem or Opportunity?
pro

t he 2. “I’ll send it to the assistance,

saw blem
pro please return in # days.”
SATISFACTION

h e du ct
t
got d pro
he fixe
t
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go re
sto

TIME
 t the
u gh t
bo du c
Problem or Opportunity?
pro ew
t a t 3. “Sorry, I’ll give
n
you a
o
g du c
t he pro brand new one.”
saw blem
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SATISFACTION

the
t to
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sto

TIME
 t the
u gh t
bo du c
Problem or Opportunity?
pro
4. “Sorry, I’ll give you a
t he brand new one, and, to
saw blem
pro thank you for informing us
SATISFACTION

about this mistake, I’ll give

you a bonus.”
the
t to
go re
sto

TIME
 t the
u gh t
bo du c
Problem or Opportunity?
pro
4. “Sorry, I’ll give you a
t he brand new one, and, to
saw blem
pro thankthe
you for informing us
SATISFACTION

Does it work same way

about this
At Yázigi? mistake, I’ll give
you a bonus.”
the
t to
go re
sto

TIME
The Education Business – the teachers’ role!

What’s a good teacher?

Is (s)he the one who knows a lot about the
language (s)he teaches?
...the one who understands and know how to
apply a method in the classroom?
...what else? Is that all?
 The good teacher
• has good linguistic and methodological knowledge
• is able to notice students’ wishes and needs
• can identify lack of motivation and tries to solve it
• establishes bonds with school and with students
• is a good classroom manager (leader)
• can show students they are learning and motivate
them to learn more
• speaks for the school inside the classroom
 The good teacher
• is always showing students all the good aspects of
studying in the school he works
• listens to students’ complaints and helps solve
problems by talking to the coordinator, etc.
• is always attentive to new opportunities or risks,
sharing information with the coordination
• takes care of school facilities
• cares about the school, not only about himself
 The good teacher?!
Have you ever heard...?
“I’m just a teacher, there’s nothing I can do.”
“I don’t like this material either. You should
talk to the coordinator.”
“We don’t have time to finish the book,
so I’ll skip the listening tasks, ok?”
 The good teacher?!
Have you ever heard...?
“If all of you talk to the coordinator, I’m sure
she will do something about it.”
“If you have difficulties, you should study at
home. I can’t give you exclusive attention in
class, that would be bad for the others.”
 Teachers
Salesperson
Memorable classes that instigate
students to return to the
following class and to take part of
the learning process

“We should bear in our minds, cristal clear, that

the learner just remains in a course if he is happy
and has results!”
 Teachers
Creative
Well-prepared classes considering
students’ age, interests,
background, sociocultural level,
and goals.

This teacher is always studying, taking courses,

going to seminars, workshops, researching...
 Teachers
Competent
Enthusiastic about his work and
showing a lot of interest in his
students’ learning process.
Teaching is very important.

The unforgetable teacher.

 Teachers
Up-to-date
Interested in learning theories,
techniques, methods and new
approaches. This teacher is not
afraid of technology, but he is
not dependent on it either.
“It is not the strongest of the species that survives,
nor the most intelligent that survives. It is the one
that is the most adaptable to change.” Charles Darwin
 Teachers
Emotionally Intelligent
This teacher knows how to deal
with people, how to manage
his own time and takes care of
himself

He has good relationship with co-workers and

students. He cooperates to a positive work
atmosphere.
 Teachers
Manager
He is proactive, helps solve
problems, worries about the
reenrolment process, has a
good dialogue with the
coordinator and the director.
He motivates students to use available resources,
establishes goals and sets/controls deadlines.
 Teachers
Marketing Agent
He is in frequent touch with
students and therefore he can
gather data about behaviour
and trends. This information
can be used in class to improve
business and motivate students. He can propose
new actions that can lead to great results.
 Who WE ARE...

Marketing Agent

Creative teacher
Manager
Competent teacher
Up-to-date teacher

Salesperson Emotionally Intelligent teacher

Day by day

What situations
should we/teachers
avoid?
 Day by day

Not fulfilling a promise

 Day by day

Indifference and
negative attitude
 Day by day

Unprofessional
appearance and
behaviour
 Day by day

Arguing with the

student
 Day by day

Not returning (or

taking too long to
return) telephone
calls or e-mails
Day by day

What does the

unsatisfied client want?
Day by day
He wants...
...to be heard
...respect
...immediate action
...compensation
...to make things clear, so that the
problem will never happen again
...to see the responsible people
punished or reprehended
 a ke
Day by day ca nt
ea m
ur t
d yo
u an
yo
th at
Simple actions...
Great Results!
 Day by day

Greet all students

Call students by
their names
 Day by day

Act as a “bridge”
between students and
coordination/direction
 Day by day

Find solutions to the

issues brought by your Call back, answer e-mails
students
Be honest... Always!
Admit your mistakes and
correct them
 Day by day

Pay attention to the way

you dress Listen to your students
Look for help if you
don’t know what to do
 Day by day

Fulfill your promises

Be punctual
 Day by day

Show students they can

count on you Take care of school
facilities

Pay attention to your

students (and to non-
verbal messages they
might send you)
 Day by day

Correct tests and

homework in due time,
and give feedback

Be available
A RELATIONSHIP is built day by day...
It is built on RESPECT, TRUST and
LOYALTY.
The pedagogical team plays a fundamental role in
the building of the relationship school + clients
That’s why we also need to
be...

Marketing Agents

Creative
Managers
Competent
Up-to-date Emotionally Intelligent

Salespeople ...and so much more. =)

 AFTER ALL... IT’S ON US!!!

CAN YÁZIGI COUNT ON YOU??