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IIEEC - Oxford University Press Teacher Training Certificate Program 2016

IIEEC - Oxford university Press Teacher Training Certificate Program 2016

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Intro

Course Content

  • Workshop content has been developed by Ritsuko Nakata (Co-Author, Let's Go) in cooperation with Oxford University Press and is aimed at all teachers of young learners who wish to become more confident and effective teachers.
  • Workshops are run by qualified teacher-trainers from the IIEEC Teacher Training Center - a leader in teacher training and children's education in Japan since 1987.
  • In addition to the lectures, skills practice will provide actual lessons in how to use flash cards and how to teach effectively with the Model Action Talk (MAT) METHOD.
  • The course is conducted in English, however bilingual course handouts will be provided.

Course Structure

The course comprises six workshops that are offered over a summer session and an autumn session. Participants have the flexibility of attending the workshops in the order that best fits their schedule. However, participants must complete the full program within two consecutive sessions in order to qualify for the certificates. As proof of attendance, participants will receive a stamp card that will be stamped at the completion of each workshop.

Certificate of Completion

Those participants that attend all six workshops and complete a final self-assessment component are eligible to receive a Certificate of Completion from Oxford University Press and from the IIEEC Teacher Training Center.

Location

Conference Room, B1 Shiba Park Building B-kan

2-4-1 Shiba Koen, Minato-ku, Tokyo 105-0011

Click to enlarge

  • 7 min. walk from JR Hamamatsu-cho sta. North Exit
  • 3 min. walk from Toei Subway Asakusa Line/Oedo Line Daimon sta. Exit A6
  • 3 min. walk from Toei Subway Mita Line Shiba Koen sta. Exit A3
  • 7 min. walk from Monorail Hamamatsu-cho sta.
  • ※10% discount on books purchased or ordered on workshop days.
  • ※Due to an unreliable telephone signal at the venue, please note that while the bookseller would like to accept credit cards, the signal might not always allow this to happen smoothly. Please bring cash if you would like to make book purchases or orders on the day.
  • ※We recommend that you bring lunch to this workshop.

Course Fees / Materials

The cost for each workshop is ¥4,150 (after tax). This price includes a set of course handouts in English and Japanese for that particular workshop. Payment for workshops is on a 'pay as you go' basis with payment to be made on the day in cash. (Please prepare the exact amount in advance.)

When participants attend their first workshop they will also receive:

  • a stamp card to record the workshops they have attended
  • a set of 12 flashcards
  • a folder to file course handouts

Course Schedule

  • Registration Starts at 9:00 am
  • Orientation 9:50 am - 10:00 am

Workshops

Workshops 1 (Details)

Fundamentals of teaching: The Model Action Talk (MAT) METHOD

Summer Session

Autumn Session

Workshops 2 (Details)

Activating the right and the left sides of the brain

Summer Session

Autumn Session

Workshops 3 (Details)

Know yourself, know your students

Summer Session

Autumn Session

Workshops 4 (Details)

Getting maximum results in reading while speaking

Summer Session

Autumn Session

Workshops 5 (Details)

Classroom management and lesson planning

Summer Session

Autumn Session

Workshops 6 (Details)

Using activities effectively

Summer Session

Autumn Session

How to Apply

  • Please fill out the pre-registration form. You can apply through this form until right before the workshop, but please remember that space is limited and apply early to avoid disappointment.
  • It is not necessary to apply for all of the workshops together. However all of the workshops should be completed within 2 consecutive sessions in order to qualify for the certificates. (i.e. It is possible to apply for Workshop 1, 2 and 3 first in Summer and then Workshop 4, 5 and 6 in the next Autumn session).
  • Once the application has been received, the IIEEC Teacher Training Center (iieec_oup@iieec.com) will contact the applicant and confirm availability for the requested workshop(s) by email (or fax). Please allow 5 working days for a reply.
  • If you don't receive a confirmation email after 5 working days of your application, please check your SPAM folder to make sure it didn't end up there by accident. If you don't find it there, please contact the IIEEC Teacher Training Center (E-mail: iieec_oup@iieec.com / Fax: 03-3304-4223).
  • In case of cancellation, please contact the IIEEC Teacher Training Center (E-mail: iieec_oup@iieec.com / Fax: 03-3304-4223).
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Teacher's Comment

Ritsuko Nakata

This will be our eleventh year of presenting the popular Certificate Program with Oxford University Press. I am delighted that Royal Books will join us to offer all the participants a generous discount on materials.

My trainers and I have worked hard to give teachers a good background in teaching through lectures and a skills practicum which will provide teachers with unique and fun techniques for using visual aids. We will also cover the importance of reading for young children and show how to get students to read without "pain", as well as teaching tenses and other aspects of teaching that teachers have trouble with. We hope to solve many of your teaching problems!

Come and join our Certificate Program and get TWO certificates, one from Oxford University Press and the other from my organization, the IIEEC Teacher Training Center. See you soon!

Ritsuko NakataIIEEC Teacher Training Center

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Comments from former participants of the program

Workshop 1

  • "By using the MAT DRILL, every time I taught them something new, it helped me to grab their attention. It was fun for them and they were excited about the group, pair practices. Using the keywords in Japanese helped them to avoid confusion as well as for me to make them understand the meaning clearly. Eventually I was very happy to see them using what I taught by their own without insisting them to say. Even after weeks later they have well remembered what I taught, making me utterly surprised."

    （S.D., 2014）

  • "At private English classes, the parents want their children to be able to speak English, but I thought that it would take time for children to be able to speak English because they need to learn enough vocabulary, sentence patterns and grammar before speaking. I changed my way of thinking after learning the MAT METHOD. By practicing introductory exercises and 6 second DRILLs of vocabulary, sentence and question, now the children can speak with each other in English."

    （M.G., 2014）
Workshop 2

  • "I think this workshop will change the way I think while I'm teaching. Previously I was thinking purely about the next step, or a specific student's performance etc. However I think from now on I will be thinking more in terms of where the 'language' currently is on the path towards the students long term memory."

    （C.S.,2014）

  • "I benefited immensely from the second workshop the combination of theoretical explanation and step by step walk through of the MAT method lesson plan coupled with a practical application helped move the information to my long term memory."

    （M.B., 2014）
Workshop 3

  • "This workshop was the most interesting topic of all. As an English teacher, I have made up my mind to always plan the lessons with more variety to cover the multiple intelligences of my students."

    （M.G., 2014）

  • "I observed my students while they were playing games, singing, reading, and drawing. I found many things that I hadn't noticed before. Based on that, I made new lesson plans.(...) Our lesson time is limited, so we would like to provide a better environment. These activities based on the eight intelligences are very useful to conduct lessons. Teachers can respect students' individual talents, and develop their students' aptitude."

    （Y.S., 2014）
Workshop 4

  • "Earlier teaching phonics was a challenging task for me, because every time most of my students tend to remember the letter name instead of the letter sound. As the consonants are grouped in a way that can easily understand it is easy to use with students and easy to make them understand."

    （S.D., 2014）

  • "Now I noticed that the more Key Words students know, the more they can read books especially for the beginners. Key Words are easy for students to remember by a few times' repetition."

    （Y.S., 2014）
Workshop 5

  • "It gave me brilliant ideas, strategies and tips on how to handle an EFL class of young learners. Indeed, MAT Pie Chart on the other hand, is very helpful for me. It leads me on how to maximize my lesson plan in one hour approach wherein the four part areas of communication are included for the praise and eventually lose its sincerity and its true meaning."

    （C.F., 2014）

  • "I am proud to say that I have always taken care in planning my classes beforehand with a variety of activities and materials. However, after the course, I made a long term plan for what I want the students to learn before they leave, and reviewed my daily plans in accordance to the long term goals. It has made a difference in the choice of vocabulary, phrases, and grammar to teach in each class, and hopefully will help my students learn in a more constructive and organized way."

    （A.T., 2014）
Workshop 6

  • "I think that to learn any language, it is very important not to be shy, and try to speak even we make mistakes, because mistakes are part of the learning process. I like the techniques of the MAT Method to make the students speak, because, it is the purpose when we study a foreign language."

    （X.Y., 2014）

  • "Before I took this course I had a lot of activities in my lessons, but I did not have a clear purpose for the activities. I thought that a student's ability to say the target sentence was enough. I overlooked the opportunity for the students to talk about themselves.(...) Now, I make sure the purpose of each activity is clear. I also make sure that each activity provides the opportunity to speak. When I explain the purpose of the activity, the students work on the activity more positively than before. They still make mistakes but now cooperate with each other or think by themselves."

    （T.Y., 2014）
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