Mr. Samir Bounab is a former teacher trainer at the Ministry of National Education (MoNE). Mr. Bounab graduated from the Teacher Training Institute of Medea in 1988. After graduation, he started working as a middle school teacher, and in 1990, he became a teacher trainer. Then, he joined the university and ‘Ecole Nationale Supérieure’ (ENS) where he got his BA with honours. Since then, Mr. Bounab has had a great experience in the field of education as he has been delivering workshops around the country. Mr. Bounab devotes all his time and energy supporting both experienced and novice teachers. He gained more and more experience when collaborating with the British Council experts and participating in the BRIDGE-iEARN Online Course Program that prepares educators from around the world to work with their students on global collaborative project-based learning.
Effective teachers strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. They believe every student is capable of achieving success at school and they do their best to find ways of making each student successful.
Effective teachers have high expectations of students in terms of both their standard of learning and their behavior, and they help their students meet those expectations. They also have high expectations of themselves for their own development.
Effective teachers personalize the learning for their students. They understand that students develop at different rates and that in every classroom there will be a range of student abilities and aptitudes. They accommodate the different needs of students in their class rather than pitch their teaching to the middle, letting some students be bored while others struggle or are unable to do the work. Effective teachers use techniques that have each student working on tasks that engage and challenge them to achieve their personal best. They understand that students learn best when they are presented with new material in a way that enables them to connect it to what they already understand and know how to do. Effective teachers also understand that students learn best if their particular culture, background and abilities are acknowledged by the teacher in the way they teach.
The audience may be invited for a mingle task where they have to stand and seek for the required person to answer selected questions related to the topic.
They may also work in groups or pairs while interacting with the speaker during the presentation.
Forty five minutes is not enough for such an important topic, but I will try to manage that by allocating not more than the required timing for each task in order to cover all the prepared material.
“Helping teachers to be effective is really an inspiring topic , because teachers, novice or experienced, need to learn from their peers' experiences to face their daily class challenges.
Frances has been delivering ELT Teacher Training internationally for over 30 years. She is currently Director of English and Media at Cambridge International Education Centre and Series Editor for a series of Modern Foreign Language books with Hachette. She set up her own consultancy company in 2011 where she continues to work closely with major ELT publishers and other training providers, including the British Council. She has been an academic consultant for recent projects in Europe, the UAE, Saudi Arabia, Turkey, Kazakhstan and North Africa. She is on the TESOL panel of assessors for travel grants.
Frances has an MEd in Educational Technology and TESOL with a dissertation on using video and live broadcasts in the ELT classroom. She is a qualified secondary school teacher and is particularly interested in Classroom Dynamics, Motivation, Access and Inclusion. She has worked for many years in the field of ELT professional development and methodology and was Commissioning Editor on the Cambridge Handbooks for Language Teachers series for over seven years at Cambridge University Press.
This presentation will look at practical ways teachers can support their students in relation to English language exams. It will look at different types of assessment, tests and exams and provide advice on how to approach them.
It will give an insight into some international exams such as IELTS and provide an understanding of the exam techniques required in order to maximize student potential, band ranking or grade. There will also be an opportunity for some group discussion about national exams such as the Baccalaureate.
The presentation will cover exam preparation, expectations, practice and ways to deal with stress.
It will be interactive, with participants collaborating on solutions to the real problems they face in their own classrooms. They should all come away with at least one practical idea which they can use when they get back to their classrooms to make their students feel less stressed about exams. Teachers should also feel more confident in how they prepare their students for exams with a greater understanding as to how to approach exams and assessment effectively.
Mohamed Taoudiat is graduated with a BA degree from the University of Abderrahmane Mira- Bejaia in 2007. Now, he is a middle school principal teacher. He has been teaching English for 10 years as he has been training teachers; novice, in-service and experienced since 2014. He participated, attended and delivered many workshops and conferences in different parts of the country.
He has organized many workshops, seminars and conferences to help teachers develop their skills and foster their competencies. Besides, he has taken part in many exchange programs like ACCESS and iEARN .
This decade has witnessed many reforms and several changes in school education aiming at improving the quality of education in our country with a focus on the learners’ needs as they journey into a world requiring knowledge, skills and attitudes, the thing that compelled educators to give due weight to the need for lifelong learning, reflective practice and improving teacher professional development.
This workshop then, as it is designed for educator-training, will provide attendees with some hints, ideas and information related to the teacher’s professional competencies taking into consideration the framework developed and teamed by the Ministry of National Education with the British Council and Ruskin Education. A focus will be put on some practical ways, lively, interactive, creative and communicative tasks, and techniques that participants will carry out themselves so as to be able to use them to motivate, involve and engage learners in the learning process. And then, add the “WOW” factor to their classes. All in all, participants will unleash their own creativity!
My name’s Nourdine
Yaddaden. I’m a retired English
Language Teacher. I’ve been teaching for years. Teaching is my passion. Through
years, I took part in different activities and workshops with the British Council, Speak Up! Conferences
(in Algiers 2011). International conferences in Algiers and Oran . I had a good
experience with iEARN and exactly with Chris Stevens Youth Network online courses in
It refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment. Teachers vary instructional strategies and use more flexibly designed lessons to engage student interests and address distinct learning needs all of which may vary from student to student.
The basic idea is that the primary educational objectives—making sure all students master essential knowledge, concepts, and skills—remain the same for every student, but teachers may use different instructional methods to help students meet those expectations.
Mr. Mustapha Louznadji had many years of experience as a teacher of English at the secondary education before graduated Inspector of National Education. He has been coaching and supporting high school teachers since 1997. Since then, he has had extensive and varied experiences of language teaching, teacher-education and development, textbook-writer, exam paper designer and TEFL teacher at the university. He has contributed seminars, pre-service teacher trainings and supervisor professional development, conferences as well as ELT journals. He has delivered many workshops around the world including the UK, Doha (iEARN Annual Conference of Qatar) and the US (iEARN Annual Conference in Winchester VA, USA). He took part in the British Council conferences in the Maghreb including Marrakech, Morocco, Hammamet, Tunisia and the second international conference of the British Council in Oran as a speaker. He also participated in the MEPI and E3Link programs in Algeria, and the e-teacher program of the University of Oregon on Critical Thinking. He been working as an online course facilitator with iEARN USA for six years now.
“What helps teachers persevere is their resilience – that ability to bounce back,”
Twenty first Century is a century of new challenges and a century of changes. In the field of education, experts, researchers and teacher trainers focus on methodology, approaches, teaching practices, students’ needs, classroom management, curriculum, textbook, material design and…, yet rarely consider teacher’s worries, fears, breakdowns and burnouts which are issues to be discussed to help practitioners grow professionally to provide effective teaching.
In my 35 years in the field of education, I have found that most teachers come to the profession because they feel it is a duty they have towards the society. Yet, many of these teachers become so inundated with the workload, so deceived by the conditions of work, so devalued…, so underestimated…and so… that they lose sight of what brought them in the job! They no longer like what they are doing! They are sad, feed bad and mentally exhausted. Their passion and engagement for the job fade and they become cynical.
Should we, teacher-trainers, continue neglecting the most important agent in the field of education? If we really want to have effective teaching-learning practices, shouldn’t we support this category of teachers? Couldn’t we provide times and training sessions for teachers to bounce back? Couldn’t we help them rebound and come back to the profession; the profession they were ‘called’ to? Couldn’t we give them a helping hand to be back to their spiritual beliefs such as mentoring others, supporting students and colleagues, and being an active and positive member in the society?
The key consideration of this workshop is to raise awareness that developing teacher resilience is a very important factor, which MUST NOT be neglected by stakeholders, decision-makers, inspectors, researchers, experts and teacher-teachers.
The aim of this workshop to give the opportunity to the participants to
Teachers developing their resilience skills will not only bounce back to their profession, but also get empowered to face future challenges or even support colleagues, principals, students, parents and other people they know. Resilient teachers contribute to the daily weather of a classroom, a school, and a community. They are actually decisive elements in the society!
How will participants be involved in this workshop?
Miss Belaid is a Ph.D Candidate in Sociolinguistics at the University of Abdelhamid Ibn Badis, Mostaganem. She has participated in a number of national and international conferences.
Miss Belaid has articles published in international journals and she is currently working as an instructor at the University of Tiaret, English Department.
Inclusive Pedagogy And Diversity From Learning to Action
This study examines the extent to which inclusive pedagogy is applicable in EFL classes. Its objective is to investigate the realization of gender equity, along with this approach, to foster achievement in English. Gender equity aims to understand the needs of each learner and provides him/her with what they need to succeed in a given task. In this prospect, our main question searches for the integration of inclusive pedagogy to achieve equity in the classroom. A questionnaire is used as a research instrument to undertake this study. Our sample is forty six teachers of English from the secondary schools of Tissemsilt, Algeria. The results exhibit the absence of gender equity in the classrooms; though classroom diversity is at the core of learning, but the students’ learning needs are not taken into account. In a nutshell, inclusive pedagogy could be applied in the teachers' training to familiarize instructors with how to receive a positive feedback in a diverse classroom, and create an environment where every learner is valued on the basis of their potential.
For the delivery of the workshop, a PowerPoint presentation is used to transmit the message using illustrations, images and a video for the clarity of information, in addition to handing some printed documents for the audience to support the different aspects of the approach and its implementation in the field.
Keywords: inclusive pedagogy, gender equity, learners’ needs, classroom diversity, learner potential.
Dr Amina Belhandouz is a former secondary school teacher of English. She attended many training sessions as part of her CPD. Now she is a university lecturer at the faculty of medicine, teaching medical French and medical English–French translation .
Before joining this faculty, she taught at the Faculty of letters and Foreign Languages for 16 years. She taught translation and interpreting, French civilisation, research methodology, didactics, theories of learning, French for Specific Purposes as well as epistemology, oral expression, listening comprehension, English for Specific Purposes for post graduate students and anthropology for master students; she is a university teacher trainer for PhD holders.
AS a continuous learner she is a certified Coach, certified TOT trainer and an arab translators’ certified member .
She does believe that the teacher’s mission is sacred and a source of eternal happiness.
Réda Maaza is a former EFL teacher trainer, inspector and an associate teacher in management to Master and Ph.D students at the University of Mascara. He went into training for ELT methodology and language development courses at Bell Language School, Saffron Walden, England. He has participated in many national and international ELT conferences. He has contributed to various workshops in middle and high schools. He has also written articles on «Language as a Means of Communication " and "Language as a Totality of Dialects and a Collection of Idiolects" in periodical journals in education. He worked as an interpreter for international delegations during his military service at the Central Museum of the Army, Algiers
Réda Maaza has 37 years' experience of "TEFLing" and is currently developing a new experience with local experts in training engineering. His motto is «If you believe in something, you can feel it. Once you feel it, just do it.”
Beya Ayed Himoud is a high school teacher-trainer from Guelma. She has been teaching English for more than 20 years now.
She participated in iEARN-BRIDGE Program in spring 2018. She highly contributed to the promotion of global project-based learning locally and globally. Her work is highly recognized by iEARNers' community.
She participated in many national and international workshops.
Her main concern is connecting her students' with their peers from around the world and equip them with the 21st century skills so that they get ready for the future and serve their society...
iEARN: International Education and Resource Network
BRIDGE: Building Respect Through International Dialogue and Global Education
Knowledge of human development is highly gratifying and valuable in itself. It can greatly enhance to make meaningful differences in both teachers‘ and learners’ lives.
Learning how learners grow physically, socially and cognitively can lead to a deeper understanding. By improving one’s ability to interact with students, the teacher will feel more comfortable In one‘s teaching.
« A classroom is a minor society which has all sorts of learners, dull learners from low income group, emotionally disturbed slow learners, talented and gifted learners
So, knowing the personality traits and the learning styles of learners enables the teacher to vary his teaching strategies through differenciated pedagogy and can adapt the best suitable way of helping.
Studies and researches have contributed a lot to advances competencies in understanding how to reinforce the teachers’ competencies.
Mentoring and life coaching novice teachers is forming tomorrow’s responsible productive citizens.
Key words : personality traits, learning styles, differentiated pedagogy
My name is Amina ABDAT. I am an international PhD. student from Algeria. I hold a BA and MA degree in ‘English Language Teaching’ from Ali Lounici, Blida 2 University, Algeria. I have been a teacher of English at middle school in Algeria for a year before I got a scholarship from the Algerian Ministry of Higher Education to pursue a PhD research in the UK. My journey in the UK started two years ago when I attended a PhD Pre-sessional Programme at Canterbury Christ Church University. and Then, I decided to pursue my journey at the University of East London UEL thanks to Prof. Gerry Czerniawski (my current supervisor) who had approved my research and has been really supportive throughout my PhD journey.
Teacher Continuous Professional Development CPD in Algeria and England
( A Case-Study)
This study is a small-scale comparative exploratory study looking at foreign language (FL) teachers’ Continuous Professional Development (CPD) in Algeria and England. It is interpretive in design using observation and interviews as research tools. In its broad aim. This study aims to provide a comparative analysis of empirical data that capture FL teachers’ perceptions and engagement with CPD in Algeria and England. To reach this aim, a non- probability sampling technique will be employed in choosing the participants. For this small-scale in-depth case study, ten secondary FL teachers from several secondary schools in London and from Medea (in Algeria) will be recruited to participate in the study and two CPD coordinators from both locations. For research tools and instruments, non-participant observation and individual semi-structured interviews will be used to collect data. Observation sessions will take place during CPD training sessions of FL teachers. These observations will help gain an understanding of the type of activities performed during CPD training and gauge the extent to which such sessions are similar and/ or different in design between Algeria and England. Individual semi-structured interviews will be held with ten FL teachers to get an in-depth understanding of their experiences, perceptions and engagement with CPD, examine the perceived impact that CPD training has had on their skills and check whether CPD activities are being implemented in their practices. Another interview will be held with two CPD coordinators from both locations to investigate the nature and purpose of these activities in the eyes of the CPD coordinators. This qualitative research is an attempt to delve into the CPD experiences of Algerian and English teachers. Recommendations will be made based on the data that will be collected during the study to guide future CPD provision and make suggestions for school leaders, researchers and policy makers.
To keep my audience engaged and interact with my presentations, I will be using:
1- Fun and insightful Q&A before the presentation (Brainstorming)
2- A video for reflection
3- Open discussion after the presentation
Djamel Dehmas, a high school inspector of English, graduated from the University of Algiers.
He Started teaching in 1983 and has been working as an inspector of English since 2009.
He worked in different regions in Algeria including Blida, Tindouf, Algiers and Illizi.
He has been working as a teacher at the ENS of Bouzareah from 1996 to 2015.
He is a member of the Agreement Council at the INRE since 2015, and he has recently been appointed as a member of GSD.
He participated in many national and international conferences and contributed to a number of pre-service trainings and workshops to support both student-teachers and teachers in the field.
Mohumad Madison, an active educator, studied at Cheikh Amoud Secondary School, Tamanrasset, Algeria. He worked as a substitute and middle school teacher. Then, he studied in Bouzareah High Institute before joining Ouargla High Institute of education. Back to his hometown, In Salah, he worked as a teacher of English in Ali Beni Abi Taleb High School. In 2008, he succeeded in the Inspection contest, and since then, he has been working as a high school inspector of English in different parts of the country including Adrar, Ghardaia, El Bayadh and In Salah.
Mohumad Madison contributed many seminars and workshops supporting novice and experienced teachers in his inspectorate districts. He has also attended many workshops and conferences organized by the British Council and other foreign experts in the field of education.
His most prominent goal is continuing professional development, sharing experiences and learning with other educators.
Classroom management issues interest both novice and experienced teachers. A well-organized and efficiently managed classroom is the essential foundation upon which to build a solid instructional programme and an atmosphere of mutual respect between teachers and learners to develop the students’ capacities. I n our presentation, we are going to discuss the most important elements that may hinder both the teaching and learning process and suggest solutions to some of the classroom problems. We will focus on the competences required in a teacher as well as his/her personality. We will also deal the strategies of an effective classroom management such as lesson planning, managing time, grouping students and use of the board that help the teacher to convey the message in a good teaching / learning atmosphere and thus reach an effective teaching.
Mrs. Manel Hammouda is a high school teacher from Bouinan city in Blida. She graduated from Saad Dahleb university in 2007. She got her BA in the English Literature and Civilisation. She started teaching at the middle school in 2008. Then in 2013, she moved to secondary education after succeeding in the teacher’s national contest. She went back to university for further studies. She got the master degree in 2016. Very active as a life-long learner, Mrs Hammouda took the PCELT ( Professional Certificate of English Language Teaching) course last August at the World Learning Institute...
Most of the teachers of English face a common problem which is how to keep all pupils engaged and motivated in the classroom. Personally, I have always noticed that the minority of the pupils speak in English during the session. I was not able to create an environment with specific activities that engage all the students and give them equal chances to practice the language. After I had taken the PCELT training, I learnt about new techniques and some types of activities that fulfill this objective. My teaching is no longer as it used to be. I am very satisfied with the results I achieved with my pupils. My pupils also commented that they had never studied English the way they do now because they have more chances to interact and practice speaking in Englishthe language with their classmates.
Therefore, the purpose of this presentation is to allow teachers to 'discover' three main speaking activities that enhance pupils engagement and motivation to study the English Language effectively. I will engage the participants in the discussion by applying the “ think, pair, strategy”.where reflection and problem-solving are the key consideration.
The three activities are: 1) The River Talk Activity 2) The Mingle Activity 3) The Clock Circle Activity.
Again teachers will be asked to reflect on the suggested activities to see how they can apply these strategies in their classes...
Misss Fatima Zohra REGUIEG is a middle school teacher who got her MA degree in Didactics from Ali Lounici university, Blida.
She is now a 3rd year PhD student in Abou El Kacem Saad Allah, Algiers 2, Bouzareah university, majoring at Applied Linguistics and TEFL.
She has participated in many conferences organized by the faculty of social sciences; department of psychology. She also took part in the seventh national conference on “Developing the Quality Education at Tertiary Education in Algeria”, and, attended the international conference on “Positive Psychology; Perspectives and Dimensions”. These conferences were held on December 10th, 2018 and December 11th- 12th 2018 respectively.
New Techniques For Effective Teaching in EFL Classroom
Being a teacher is not an easy task as many people could think. To be a
teacher does not only imply to know the subject to be taught, it also includes
being willing to constantly improve oneself integrally. The process of being
engaged in a continuous reflection and
analyzing over and over again is considered as one of the best ways to improve
one’s teaching performance and practice. It is known as teacher’s professional
development. Therefore, the aim of this research study is to explore the
techniques of professional development that teachers use to be to be effective
in their ESL/EFL classroom. Our study will be conducted in middle school
learning context. We have chosen such educational setting because learners are
in their preliminary stages of learning a foreign language; they need effective
teachers who are able to provide their learners with the target language
structures and functions that they need in their everyday-life. Teachers of
English from Tipaza middle schools (we have chosen two middle schools). The
rationale behind selecting teachers as the informants of our study is that
because they can provide us with the techniques they use to improve their
teaching practice to walk into the path of professional development. We will
select a questionnaire to elicit maximum responses from teachers. The rationale
behind selecting the questionnaire is because it allows us to collect wide
range of data from the teachers. Data collected on the techniques that middle
school teachers use to be effective in classroom will be analyzed and
interpreted qualitatively and qualitatively.
Mrs. Zellagui Naima is a teacher-trainer from Constantine, Algeria. She graduated from Metouri University in 1993.
She worked as a freelance translator for the Organization of African Unity (OAU ) from 1995 to 1996. She participated actively in the BRIDGE Online Course with iEARN@lgeria jointly with iEARN USA.
She participated as a speaker in the IEARN Annual Conference in Winchester, Washington DC in 2018
She attended many ELT national and international conferences and workshops. In 2018, she attended many ELT International Conferences.
Her main concern is promoting Global Project-based Learning locally, regionally and globally.
Education has long been recognized as the key element in the development of human personality but in the 20th Century, it has acquired a wide range of functions. These latter enable individuals to make the transitions to new social orders by providing self understanding and better knowledge.
In this workshop, our main focus is based on the teacher’s performance with regard to the learner’s behavior and motivation. According to O’Leary &O’Leary (1977) “the way teachers attend to their pupils determines in large measures what the children will do”. A teacher’s smile, words of encouragement, praise evaluation and silence are powerful allies in affecting how the student behaves and changes socially and academically. Because of this, teacher’s encouraging behaviors -perhaps- the most basic of all influences on student’s behavior and systematic use of attention should characterize every teacher’s classroom repertoire.
The workshop presentation will be under the form of:
Key words: development – human personality- behavior – encouragement –praise- social and academic change- motivation- teacher’s performance
Ms. Kheira Mezough has been teaching English as a Foreign Language for more than 15 years now. So fond of technology and the great challenges to education, she engaged in global education both as the webmaster of ELT@lgeria website in the last decade, and the Country Coordinator of iEARN@lgeria in the last five years. In addition to facilitating iEARN online courses, She has also had many contributions to conferences and summer courses in different parts of the world namely Morocco, Qatar, DUBAI and the USA.
One of Ms. Kheira Mezough's concerns is supporting students in gaining quality education and proving them with new teaching approaches.
Since the appearance of the Internet, the teachers have gone through great changes; from the use of the textbook and visual aids on the blackboard to data projection on the white board and a variety of interactive lessons from power point presentations to video conferences and global collaborative projects.
Within the educational reform teachers developed 21st century skills including the use of ICTs in class and even joined local, national and international networks through social media and other educational platforms where they share their works, problems, opinions and teaching beliefs. Unfortunately, these networks and platforms have revealed the backwards of the internet; some teachers lost control and have become passive educators thinking that everything shared is a global property while others behave unethically in public.
So, this workshop will address the Netiquette and academic honesty in teachers’ continuing professional development. It aims to promote digital citizenship, positive online attitude and privacy habits.
During the workshop teachers will observe online behavior through posts and discussions on social media then work in collaboration and think critically on what is to be shared and what is to be kept private. The workshop will also cover strategies to stay safe and behave positively online; finally, teachers will come away with practical ways and ideas to become a good responsible citizen.
The Netiquette – Digital Citizenship – Plagiarism – Copyright – Academic Honesty – privacy.
Mrs. Halima ZELMAT Halimais a retired teacher trainer of English. She began teaching in 1986 and taught in different middle schools in Mascara. She attended training with Algerian experts and British Council experts in Algeria. She also attended the British Council E.L.T. International Conference respectively in 2015 and 2016.
She has delivered and attended workshops about various themes in private schools in Algeria.
Mr. Noureddine Tchiko is a retired inspector of English, an associated teacher at University and a teacher trainer in the Institute of Education in Mascara. He started teaching in 1980 and taught in middle and secondary schools. He worked as an inspector for the last 10 years and attended 10 training courses with British Council experts in Algeria, one in Norwich Institute of Languages and Education( NILE), five with M.E.P.I, an American and four with Belgian experts sponsored by the U.N.I.C.E.F. He also attended the British Council E.L.T. International Conference in 2015 and 2016.
He has delivered and attended workshops about various themes in private schools in Algeria.
One of the biggest challenges facing many teachers is how to manage their classrooms.
Classroom management refers to the creation of a favorable environment in the classroom for effective teaching and better learning, using suitable and appropriate tips, techniques and strategies.
Applying classroom management techniques plays a role of a paramount importance in the teaching/learning process. It helps teachers not only achieve their learning objectives, but also proceed adequately as well as master their time-bound steps. For learners, the favorable environment helps them to observe, discover, learn by practicing and re-using the knowledge acquired so far. Thus, the pedagogical act occurs correctly.
However, there has been a wide range of techniques mentioned by teachers and experts all over the world. While some favor discipline matters and misbehavior, others prefer dealing with rules and classroom routine. A third group focuses on the aspect of the delivery of instructions. In fact, all of these stated before as well as respect, drawing borders, preparation, adaptation, controlling, checking, monitoring, motivation, communication etc …establish and maintain an effective classroom management.
It should be mentioned that two dimensions are essential for an effective teaching in the context of a good classroom management: Encouraging good behaviors and dealing with bad conduct and misbehavior hampering teaching and learning. To ensure the ideal teaching/learning environment, a teacher should be authoritative rather than authoritarian, and never be permissive or indulgent.
The Workshop is made up of two parts: the theoretical and the practical. The former is about tips, techniques and strategies used in many parts of the world. The latter deals with the participants daily practices to overcome some issues in their respective classrooms...