Yüzyıl IşıI Primary English Department Academic year 2008 - 2009 Tips for T Tips for T eachers eachers in in Setting Strategies for Setting Strategies for Teaching Teaching & & Implementation of Implementation of Curriculum: Years 1 Curriculum: Years 1 - - 8 8 September 4, 2008 September 4, 2008 Dilek Tokay Dilek Tokay , SU, CIAD , SU, CIAD
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Yüzyıl IşıI Primary English DepartmentAcademic year 2008 - 2009
Tips for TTips for Teachers eachers ininSetting Strategies forSetting Strategies for TeachingTeaching
&&Implementation of Implementation of Curriculum: Years 1Curriculum: Years 1--88
September 4, 2008September 4, 2008Dilek TokayDilek Tokay, SU, CIAD, SU, CIAD
PART I A Touch of General MethodologyPART I A Touch of General Methodology
4. REVIEW YOUR CONTENT MATERIALS4. REVIEW YOUR CONTENT MATERIALS -- Syllabus/ Books/ ManualsSyllabus/ Books/ Manuals
5. REVIEW YOUR PROCESS MATERIALS5. REVIEW YOUR PROCESS MATERIALS -- Exploitation TechniquesExploitation Techniques
6. IDENTIFY YOUR TOOLS6. IDENTIFY YOUR TOOLS -- Board/ Video/ CDs/ Charts/ Posters/ PhotosBoard/ Video/ CDs/ Charts/ Posters/ Photos
8. REVIEW YOUR TIME MANAGEMENT STRATEGIES 8. REVIEW YOUR TIME MANAGEMENT STRATEGIES ..
7. MAKE A LESSON PLAN7. MAKE A LESSON PLAN -- CCritical path analysis of activities/ritical path analysis of activities/ tasks tasks
1. KNOW THYSELF! 1. KNOW THYSELF!
IDENTIFY YOUR ROLE AS A GUIDE AND FACILITATOR.IDENTIFY YOUR ROLE AS A GUIDE AND FACILITATOR.
CHECKLIST: What are CHECKLIST: What are your your most most outstandingoutstanding characteristics?characteristics?
How much do these contribute to your communicationHow much do these contribute to your communication skills?skills?
Consider Consider •• YOUR YOUR PERSONAL FACTORSPERSONAL FACTORS
Physical makePhysical make--up:up: Gender/ AgeGender/ AgeAppeaAppearance/ Posture rance/ Posture Body Body language/ Use of voicelanguage/ Use of voice
Personality/ AttitudesPersonality/ Attitudes affectaffecting ing how how youyou react in different circumstancesreact in different circumstances
shapshapinging your your concept of satisfaction and fulfilmentconcept of satisfaction and fulfilment
[[ ] Tape Recorder and Audiocassettes] Tape Recorder and Audiocassettes
[[ ] Video Player and Video Cassettes ] Video Player and Video Cassettes
[[ ] Computer & Projector] Computer & Projector
[[ ] Over Head Projector [OHP]] Over Head Projector [OHP]
[[ ] PowerPoint Slides on Discs] PowerPoint Slides on Discs/ memory stick/ memory stick, ,
[[ ] DVDs] DVDs
[[ ] ] PicturesPictures/ Flow charts/ Graphs/ Diagrams TO BE DRAWN/ / Flow charts/ Graphs/ Diagrams TO BE DRAWN/
ON THE BOARD [If photocopying helps, then try that]*ON THE BOARD [If photocopying helps, then try that]*
6.6. IDENTIFY YOUR TOOLS IDENTIFY YOUR TOOLS -- WHITE / GREEN BOARDSWHITE / GREEN BOARDS
QUESTION SHOOTING :How would you use theQUESTION SHOOTING :How would you use the
green/white board in your classroom to answer thgreen/white board in your classroom to answer the needse needs
in the most efficient way? Locate on the frame.in the most efficient way? Locate on the frame.
Date Date Highlight pointsHighlight pointsSentencesSentences AssignmentAssignmentssDrawings AnswerDrawings Answers to questionss to questionsStructure patternsStructure patterns & samples& samples
ContextContext-- based based new new vocabularyvocabulary
7. MAKE A LESSON PLAN7. MAKE A LESSON PLAN
A CRITICAL PATH ANALYSIS OF ACTIVITIES/ TASKSA CRITICAL PATH ANALYSIS OF ACTIVITIES/ TASKS
withwithinin
TIMTIMEE SLOTS SLOTS
QUESTION SHOOTING:What would be the sub headings QUESTION SHOOTING:What would be the sub headings
under the given categories?under the given categories?
TIME ALLOTTEDTIME ALLOTTEDTOOLSTOOLSSTRATEGIESSTRATEGIESACTIVITIESACTIVITIES
INTERACTIONINTERACTION
LESSON PLANLESSON PLAN
8. REVIEW YOUR TIME MANAGEMENT STRATEGIES/ PROCEDURES8. REVIEW YOUR TIME MANAGEMENT STRATEGIES/ PROCEDURES
Watch your Watch your
OWNERSHIP OF TIME.OWNERSHIP OF TIME.
Owning your time involves respecting your Owning your time involves respecting your PERSONAL STYLEPERSONAL STYLE
with care for improvement and efficiency.with care for improvement and efficiency.
•• Think about your most creative processesThink about your most creative processes::
Are you a night person versus day person?Are you a night person versus day person?Do you work in a lot of little spurts versus a few long sessionDo you work in a lot of little spurts versus a few long sessions?s?Do you get DISTRACTED very easily?Do you get DISTRACTED very easily?
Are you a perfectionist who gets lost with DETAILS?Are you a perfectionist who gets lost with DETAILS?Do you take tasks as BIG CHUNKS?Do you take tasks as BIG CHUNKS?Do you set UNATTAINABLE GOALS?Do you set UNATTAINABLE GOALS?Can you differentiate between PRIORITY & URGENCYCan you differentiate between PRIORITY & URGENCYDo you perform better when you ORGANIZEDo you perform better when you ORGANIZE & WRITE& WRITE
DOWNDOWN??
•• Analyze/ Develop/ improve your personal styleAnalyze/ Develop/ improve your personal style..
Figure out what your style is and ACCEPT it, Figure out what your style is and ACCEPT it,
RESPECT it, WORK with it, and IMPROVE it.RESPECT it, WORK with it, and IMPROVE it.
CHECKLIST:Show priority for the activities that may help youCHECKLIST:Show priority for the activities that may help youthe bestthe best to to strengthen your strengthen your confidenceconfidence..
[ ] Be SURE about your content.Be SURE about your content.
[[ ]] Review syllabus. Review syllabus. Be sure that Be sure that you know what is REQUIRED for theyou know what is REQUIRED for the lessonlesson..
[[ ]] Always review content for the day with highlight PROBLEMATIC isAlways review content for the day with highlight PROBLEMATIC issues.sues.
[[ ]] Make a LESSON PLAN, and indicate app. time slots for each activMake a LESSON PLAN, and indicate app. time slots for each activity.ity.
[[ ]] Have an image/ SCENARIO of your planned recitation in your mindHave an image/ SCENARIO of your planned recitation in your mind..
[[ ]] Prepare yourself for a Prepare yourself for a CHALLENGING CHALLENGING QUESTIONQUESTION..
[[ ]] Choose an ICEChoose an ICE--BREAKER for the day. DonBREAKER for the day. Don’’t forget delicate humor goes t forget delicate humor goes
hand in hand with intelligence.hand in hand with intelligence.
[[ ]] Know your Know your students students with their NAMESwith their NAMES from the first dayfrom the first day and and with their with their
STRENGTHSSTRENGTHS from the first monthfrom the first month..
[[ ]] Make ties with Make ties with the the PREVIOUSPREVIOUS LESSONSLESSONS..
[[ ]] Meet Meet your students your students outside outside class class for FEEDBACK and FOLLOW UP.for FEEDBACK and FOLLOW UP.
[[ ]] Always discuss issues with yourAlways discuss issues with your colleaguescolleagues. Remember, . Remember, ssenior enior teachers can teachers can
be good mentors be good mentors to share their experiences with you. to share their experiences with you.
[[ ]] Believe that what makes you lovable is your RESPECT Believe that what makes you lovable is your RESPECT for for your job as well your job as well
as your knowledge and managerial skills.as your knowledge and managerial skills.
[[ ]] Believe in what you are doing. You are NEEDEDBelieve in what you are doing. You are NEEDED in this schoolin this school. .
How much do you care for the following ? How much do you care for the following ? Indicate priority by putting numbers. Indicate priority by putting numbers.
[[ ] Do your planning heartily like writing a scenario for a play.] Do your planning heartily like writing a scenario for a play.
[[ ] Hold your head erect/ carry your body with assurance.] Hold your head erect/ carry your body with assurance.
[[ ] Look at your posture in the mirror.] Look at your posture in the mirror.
[[ ] See how your body looks with mimics and gestures.] See how your body looks with mimics and gestures.
[[ ] Listen to your own voice. Practice with your vocal cords to p] Listen to your own voice. Practice with your vocal cords to produce an roduce an
assertive tone with the right pitch patterns for questions assertive tone with the right pitch patterns for questions and confirmation.and confirmation.
[[ ] Think positively and reflect it with a smile.] Think positively and reflect it with a smile.
[[ ] Suppose you are an actor on stage and you are there for a goo] Suppose you are an actor on stage and you are there for a good purpose.d purpose.
[[ ] Have ] Have caring caring eye contact with youeye contact with your studentsr students.. Touch them when needed.Touch them when needed.
[[ ] ] Establish good rapport with Establish good rapport with your students your students believing in the importance of believing in the importance of
what you are doing.what you are doing.
[[ ] ] SSee your strengths.ee your strengths.
[[ ] Never ] Never discourage discourage yourself for not succeeding in one particular area, look yourself for not succeeding in one particular area, look
for different strategies.for different strategies.
[[ ]] Love yourself, love your job, and love yourLove yourself, love your job, and love your studentsstudents!!
Always be in your Always be in your classclassroom 3room 3--5 minutes before the session starts.5 minutes before the session starts.
2. MAKE AN IMPRESSION2. MAKE AN IMPRESSION..
In your first session introduce yourself and let your In your first session introduce yourself and let your students students introduce introduce themselves. themselves.
DonDon’’t forget, t forget,
First ImpressionFirst Impression has a lot of has a lot of iimpact on mpact on studentstudentss’’ Interest.Interest.
Make Make every student every student feel that feel that his/her his/her presence presence
MAKES A DIFFERENCE IN THE GROUP. MAKES A DIFFERENCE IN THE GROUP.
3. 3. Shortly dShortly defineefine WHAT you are going to do and WHY.WHAT you are going to do and WHY.
[Works much better in classes after Year 3][Works much better in classes after Year 3]
44. Explain EXPECTA. Explain EXPECTATIONS briefly, implement them, and stick to them. TIONS briefly, implement them, and stick to them.
Be consistentBe consistent !!
55. . DonDon’’t have double standards for different students.t have double standards for different students.
66. . DonDon’’t show any favourism for any student. t show any favourism for any student.
77.. If you want to praise merits, have variety in different areas,If you want to praise merits, have variety in different areas, notnot
Leadership by virtue of particular expertise = Specialist knowleLeadership by virtue of particular expertise = Specialist knowledge + dge +
knowledge of organizational procedures and processes. knowledge of organizational procedures and processes.
Make a presence withMake a presence with
CAREFUL DIAGNOSIS and PATIENT NAVIGATION.CAREFUL DIAGNOSIS and PATIENT NAVIGATION.
Have a temperament which maximises Have a temperament which maximises
AGREEMENT and MUTUAL BELIEF.AGREEMENT and MUTUAL BELIEF.
Make Make your class your class feel your authority as afeel your authority as a
FACILITATORFACILITATOR,, NOT AS A DICTATOR. NOT AS A DICTATOR.
ESTABLISH HARMONY ESTABLISH HARMONY instead ofinstead of POLARIZATION.POLARIZATION.
WHAT KIND OF A MODEL ARE YOU?WHAT KIND OF A MODEL ARE YOU?
HHeroic leader modeleroic leader model knew all and could do everything and knew all and could do everything and solve all problems.solve all problems.
PostPost--heroic leader modelheroic leader model asks how issues can be solved developingasks how issues can be solved developingothersothers’’ capacity to handle and take part in capacity to handle and take part in
decisiondecision--making.making.
Even young students can help us learn at any levelEven young students can help us learn at any levelas we teach them to learas we teach them to learn!n!
Outside class, share your Outside class, share your classroom classroom experienceexperiencesswith yourwith your colleaguescolleagues..
BrainstormBrainstorm on some issues and try to find the reasons:on some issues and try to find the reasons:
•• How often How often do do you meet and interactyou meet and interact??
•• WhoWho have you naturally chosen have you naturally chosen a mentora mentor??
•• Can you make your voice heardCan you make your voice heard ??
•• How much How much does does your your coordinator help you?coordinator help you?
•• HowHow much are your parents helpful?much are your parents helpful?
•• HowHow much does your HoD support you?much does your HoD support you?
•• Can you reach the administrators?Can you reach the administrators?
17.17. BE ASSERTIVEBE ASSERTIVE AND APPRECIATE THE AND APPRECIATE THE ASSERTIVENESS OF YOUR ASSERTIVENESS OF YOUR STUDENTS STUDENTS
Assertive behaviour involves Assertive behaviour involves BEHAVING OPENLY IN LINE WITH WHAT YOU SAY.BEHAVING OPENLY IN LINE WITH WHAT YOU SAY.
The crucial question is The crucial question is ::““What is the OUTPUT?What is the OUTPUT?””
SUBJECTIVE GOALS for POPULARITY anSUBJECTIVE GOALS for POPULARITY anddAPPRECIATION APPRECIATION go parallel go parallel withwith
JOB RESPONSIBILITIESJOB RESPONSIBILITIES AND AND TASK GOALSTASK GOALS..
•• Neither one should be sacrificed in need of the other.Neither one should be sacrificed in need of the other.
•• Neither one should be an end in itself.Neither one should be an end in itself.
1188. CARE FOR CAREFUL MANAGEMENT OF TIME. CARE FOR CAREFUL MANAGEMENT OF TIME
Allocate proportionate time for the following:Allocate proportionate time for the following:
A c t i v i t i e s A c t i v i t i e s M i n u t e sM i n u t e s
WarmWarm--upup
PresentationPresentation
Use of the BoardUse of the Board
Other Aids/Other Aids/ ActivitiesActivities
Practice: Practice:
Use of the Use of the BBoardoard
Other Aids/Other Aids/ ActivitiesActivities
Problem Solving:Problem Solving:
Instructions for activitiesInstructions for activities
Harmony in classHarmony in class
RoundRound--up:up:
Spare 5 minutes for unexpectedSpare 5 minutes for unexpected issuesissues
1919. ADOPT A SYSTEM OF . ADOPT A SYSTEM OF ““QUALITY MANAGEMENTQUALITY MANAGEMENT””OF YOUR OWN.OF YOUR OWN.
•• Calculate WORK PERFORMANCE. Calculate WORK PERFORMANCE.
•• Ensure everyoneEnsure everyone’’s COMMITMENT for continuous development.s COMMITMENT for continuous development.
•• Pursue everyonePursue everyone’’s needs ensuring s needs ensuring A STANDARD OF QUALITY.A STANDARD OF QUALITY.
•• Decrease the gap between ASPIRATION and ACHIEVEMENT.Decrease the gap between ASPIRATION and ACHIEVEMENT.
•• Ensure Ensure ““ EMPOWERMENTEMPOWERMENT”” as well as as well as ““DELEGATIONDELEGATION””through QMthrough QM -- SWOTSWOT : : SStrengths,trengths,WWeaknesses, eaknesses, OOpportunities,pportunities,TThreats.hreats.
•• Ensure ongoing feedback through gestures, mimics, questions, Ensure ongoing feedback through gestures, mimics, questions, answers, and remarks.answers, and remarks.
What is your SWOT Analysis?What is your SWOT Analysis?
Recitation : Recitation : Date:Date:
SS
WW
OO
TT
2200. GIVE ENCOURAGEMENT FOR IMPROVEMENT .. GIVE ENCOURAGEMENT FOR IMPROVEMENT .
This will show itself inThis will show itself in
LOYALTY TO THE GROUPLOYALTY TO THE GROUP ..
Establish Establish AA SENSE OF BELONGING, SENSE OF BELONGING,
enriched with enriched with
UNDERSTANDING, SUPPORTUNDERSTANDING, SUPPORT, , AND MOTIVATIONAND MOTIVATION. .
CARE FOR PROGRESS WITH GROUP SPIRIT.CARE FOR PROGRESS WITH GROUP SPIRIT.
Skills development Skills development Age Age Learning Improved knowLearning Improved know--how Academichow AcademicGender Skills Development Gender Skills Development style Grasp of the style Grasp of the developmentdevelopmentAttitudes Knowledge Motivation Attitudes Knowledge Motivation subject mattersubject matterUpbringingUpbringing InvolvementInvolvementIntelligenceIntelligencePersonality traitsPersonality traits
Institution/ Class Activity Institution/ Class Activity Contexts Contexts Contexts Contexts Group size Tasks /ResponsibilitiesGroup size Tasks /ResponsibilitiesSocial climate Content materialsSocial climate Content materialsComposition Performance Composition Performance
( Dunkin and Biddle’s model modified))
PRESAGE VARIABLESPRESAGE VARIABLES
II
NN
TT
EE
RR
AA
CC
TT
II
OO
NN
CONTEXT VARIABLESCONTEXT VARIABLES
PRODUCT VARIABLESPRODUCT VARIABLES
I N T E R A C T I O NI N T E R A C T I O N
POSTPOST-- CLASSCLASS PHASEPHASE
[WORKSHOP III][WORKSHOP III]
1. GET FEEDBACK THROUGH ORGANIZED ACTIVITIES:1. GET FEEDBACK THROUGH ORGANIZED ACTIVITIES:Do you have Do you have ““EEstablished Feedback Sessionsstablished Feedback Sessions””??
Do YOU Do YOU design the meetingsdesign the meetings with your studentswith your students??
•• Monthly group conferences withMonthly group conferences with your studentsyour students
Teacher or a student chairing the meetingTeacher or a student chairing the meeting on rotationon rotation ??
•• OneOne--toto--one conferences withone conferences with studentsstudents
•• Monthly/ biMonthly/ bi--weekly wholeweekly whole--group meetings group meetings with your colleagueswith your colleagues
Coordinator chairing the meeting or a Coordinator chairing the meeting or a rotating chair?rotating chair?
The following tips may be helpful for The following tips may be helpful for the the evaluation of evaluation of
interaction interaction for sound feedbackfor sound feedback
•• Alternate chair/ discussion leaders based on group decision forAlternate chair/ discussion leaders based on group decision for
evaluation conferences.evaluation conferences.
•• Prepare and distribute Evaluation Sheets for self Prepare and distribute Evaluation Sheets for self --improvement.improvement.
•• Give a resume of points discussed in feedback meetings withGive a resume of points discussed in feedback meetings with
your classyour class secretarysecretary..
FOLLO W FOLLO W -- UP UP
EVALUATE EVALUATE AssessAssessENCOURAGEENCOURAGE
2. EVALUATE YOURSELF/ YOUR EXPLOITATION STRATEGIES2. EVALUATE YOURSELF/ YOUR EXPLOITATION STRATEGIES
BASE EVALUATION /ASSESSMENT ON STRENGTHS. BASE EVALUATION /ASSESSMENT ON STRENGTHS.
Indicate WEAKNESSES as Indicate WEAKNESSES as ““ISSUES TO WORK ONISSUES TO WORK ON””..
Refer to your weekly SWOT AnalysisRefer to your weekly SWOT Analysis
•• Set ““Terms of ReferenceTerms of Reference”” to clarify theto clarify the naturenature andand limits of a task.limits of a task.
•• Work on a simple CHECKLIST:Work on a simple CHECKLIST:
YEAR/ LEVELYEAR/ LEVEL: : DATE: DATE:
OBJECTIVE IN THE OBJECTIVE IN THE LESSONLESSON::What was the AIM of theWhat was the AIM of the LESSONLESSON??
How much did the participants and I contribute?How much did the participants and I contribute?
CONTENT:CONTENT: WHAT WHAT topic topic was dealt with?was dealt with?
METHODOLOGY:METHODOLOGY: HOW was the HOW was the topic topic dealt with?dealt with?
TECHNOLOGY/ AIDS:TECHNOLOGY/ AIDS: What What AIDS AIDS wwereere used/ WHY?used/ WHY?
STRENGTHS :STRENGTHS :
ISSUES TO WORK ON :ISSUES TO WORK ON :
3.3. USE YOUR INSTITUTIONAL EVALUATION USE YOUR INSTITUTIONAL EVALUATION QUESTIONNAIRES TO REVIEW PERFORMANCEQUESTIONNAIRES TO REVIEW PERFORMANCE
[if you have any][if you have any]
““YOUYOU”” AS THE AS THE TEACHER/ TEACHER/ FACILITATORFACILITATOR
OVERALL LEARNING ACTIVITY IN THE RECITATIONOVERALL LEARNING ACTIVITY IN THE RECITATION
Efficiency of InteractionEfficiency of InteractionLevel of SatisfactionLevel of Satisfaction
4. SET COUNSELLING OPPORTUNITIES. 4. SET COUNSELLING OPPORTUNITIES.
Consult your Consult your COLLEAGUES COLLEAGUES for difficulties. for difficulties.
Get suggestions/ guidelines to deal with problematic casesGet suggestions/ guidelines to deal with problematic cases. .
Get guidelines for knowledgeGet guidelines for knowledge--based issuesbased issuesfrom your moderator/ from your moderator/ colleagues colleagues andand
do research if needed.do research if needed.
If you realize that there are learning obstacles due toIf you realize that there are learning obstacles due to readinessreadiness
establish bridges to get to knowestablish bridges to get to know studentsstudents’’ needsneeds
and direct those students with and direct those students with
special learning or skills formatiospecial learning or skills formationn problemsproblems to to
SPECIALISTSSPECIALISTS’’ EXPERTISE.EXPERTISE.
Get support fromGet support from INDIVIDUAL COUNSELORSINDIVIDUAL COUNSELORS..
Establish all links as aEstablish all links as a NATURAL CONSEQUENCENATURAL CONSEQUENCE of of feedback, evaluation, and followfeedback, evaluation, and follow--up.up.
5. ESTABLISH A CODE OF BEHAVIOUR BY MUTUAL 5. ESTABLISH A CODE OF BEHAVIOUR BY MUTUAL UNDERSTANDING. UNDERSTANDING.
Tips for cases of inappropriate behaviour:Tips for cases of inappropriate behaviour:
Before any form of action start with Before any form of action start with CAREFUL DIAGNOSIS.CAREFUL DIAGNOSIS.
Check all the facts and listen to the reasonsCheck all the facts and listen to the reasons. .
Your aim should always be a Your aim should always be a DESIRED CHANGE OFDESIRED CHANGE OF BEHAVIOURBEHAVIOUR,,
students students by using pressure on themby using pressure on them
IN PUBLICIN PUBLIC..
Before taking any formal measures use the Before taking any formal measures use the INFORMAL ORAINFORMAL ORAL L WARNINGWARNING in ain a FACEFACE--TOTO--FACE SESSIONFACE SESSION.
DonDon’’t forget, t forget, ““DISCIPLINARY PROBLEMSDISCIPLINARY PROBLEMS”” are a symptom of are a symptom of organizational problems such as organizational problems such as
LACK OF EFFECTIVE SUPERVISION AND MANAGEMENTLACK OF EFFECTIVE SUPERVISION AND MANAGEMENTduring upbringingduring upbringing..
Establish links as aEstablish links as a NATURAL NATURAL reason reason for for feedback,feedback, evaluation, and followevaluation, and follow--up.up.
Use your midUse your mid-- semester or semestersemester or semester--end evaluationend evaluationaass aa ““Needs AnalysisNeeds Analysis”” frame frame for the following semester.for the following semester.
Review the semester syllabus to see the relevance of contentReview the semester syllabus to see the relevance of contentorganization.organization.
Review theReview the choicechoice and and availability ofavailability of course materials.course materials.
Review theReview the availability availability and and adequacyadequacy of supplementary of supplementary materials.materials.
If need may be, make adjustments, modifications, and revisionsIf need may be, make adjustments, modifications, and revisionsin the overall planning or choice of materials.in the overall planning or choice of materials.
Be Instrumental in Change for ImprovementBe Instrumental in Change for Improvement
Change strategies, or devise/ design new strategies in Change strategies, or devise/ design new strategies in your your groupgroup, , following the guidelines of your following the guidelines of your
5. ESTABLISH 5. ESTABLISH LINKS & CARE FOR FEEDBACKLINKS & CARE FOR FEEDBACK
Reference:Reference:Rees, W. David. Rees, W. David. The Skills of ManagementThe Skills of Management. London: Int. Thomson Business Press,199. London: Int. Thomson Business Press,1999 Rev9 Rev..
All Charts/ Grids/ EVA Forms are Dilek TokayAll Charts/ Grids/ EVA Forms are Dilek Tokay’’s, tailored for s, tailored for Teacher Training& MethodologyTeacher Training& Methodology
workshops and can be used by the permission of the author.workshops and can be used by the permission of the author.
Think about your ROLES in the institutionThink about your ROLES in the institution as you as you share your share your