scholarly journals Online Teachers Training: Increasing Elementary School Teachers’ Ability in Daily Speaking English for Bilingual

2021 ◽  
Vol 2 (8) ◽  
pp. 1315-1321
Author(s):  
Redjeki Agoestyowati
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Elementary School Teachers ◽  
Training Program ◽  
Role Play ◽  
English Teacher ◽  
School Teachers ◽  
Online Teachers ◽  
Teachers Training ◽  
English Training

Bilingual class (Indonesian and English) for some lessons must be done in Islamic Elementary School of Al Azhar 17 Bintaro. Therefore, English Training for teacher was conducted. This program was a challenge for all teachers of SD Al Azhar 17 Bintaro to improve their competence in teaching by using two languages and to improve the ability of using English for daily communication with students. The aims of the training was to prepare the implementation of bilingual classes that was done 10 meetings and each meeting was done 4 hours. English Teacher Training Program include: games and icebreaking, group and class discussions, role-play, sharing session, microteaching (presentation), and feedback evaluation. Participants were always enthusiastic in doing all activities. Feedback from other participants was very good. At the end of the training, there was an increase in the competence of all participants in using English expressions for teaching purposes. They seem more confident and communicate more fluently in English. The school hopes that the bilingual training program in schools will continue to be a success.

Mindfulness Training for Teachers: A Pilot Program

2004 ◽  
Vol 9 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Maria Napoli
Keyword(s):  
Elementary School ◽  
Curriculum Development ◽  
Elementary School Teachers ◽  
Training Program ◽  
Mindfulness Training ◽  
Pilot Program ◽  
School Teachers ◽  
Personal Lives ◽  
Mindfulness Skills

This article discusses the results of three elementary school teachers’ feedback from a mindfulness-training program. Mindfulness is the ability to pay attention to what’s happening now without judgment. The training consisted of breathwork, bodyscan, movement, and sensorimotor activities. Results of interviews with the teachers revealed that teachers used the mindfulness skills to (a) aid in curriculum development and implementation, (b) deal with conflict and anxiety, (c) improve the quality of their personal lives, and (d) facilitate positive changes in the classroom.

Preparation in mathematics for elementary school teachers

1967 ◽  
Vol 14 (3) ◽  
pp. 198-199
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
College Mathematics ◽  
School Teachers ◽  
Undergraduate Program ◽  
Mathematical Association ◽  
Areas Of Concern

One of the major areas of concern of the Committee on the Undergraduate Program in Mathematics (CUPM) of the Mathematical Association of America is the college mathematics training of prospective teachers. In order to meet the task of preparing recommendations for improving the undergraduate program in this area, CUPM established its Panel on Teacher Training.

scholarly journals Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

2013 ◽  
Vol 48 (2) ◽  
pp. 359-382 ◽  
Author(s):  
Nancy Gaudreau ◽  
Égide Royer ◽  
Éric Frenette ◽  
Claire Beaumont ◽  
Tara Flanagan
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Training Program ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Efficacy Beliefs ◽  
Control Group ◽  
Quebec City ◽  
School Teachers

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

scholarly journals Acquiring English of Teaching Subject through CLIL in Teacher Training Bung Hatta University

2019 ◽  
Vol 8 (2) ◽  
pp. 53-56
Author(s):  
Syofiani Jufri ◽  
Difiani Apriyanti
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Graduate Students ◽  
Elementary School Teachers ◽  
Advanced Technology ◽  
School Teachers ◽  
New Information ◽  
Direct Model ◽  
The World ◽  
English Subject

PGSD UBH (Pendidikan Guru Sekolah Dasar) is one of departments in Teacher Training Faculty under Bung Hatta University. The graduate students will be Elementary School teachers. The department provides curriculum which consists of subjects that needed by  the candidate of Elementary School teachers, but unfortunately none involve English. Even, there is no English subject to be taught to the students. Meanwhile, as a teacher in this globalisation era, they must aware with all new information that grow rapidly from other countries, especially information about education, teaching, and their teaching subjects.  Beside that, they also going to face pupils who are living in an era of advanced technology where information from all the world can be reached easily.  There is no doubt that students of PGSD need to acquire English passively and actively. Therefore, CLIL (Content and Language Integrated Learning) training was conducted. CLIL was taught to 40 students of PGSD who were in semester two. By introducing the characteristics of CLIL, giving the direct model of CLIL, it was hoped the students have understood the base of CLIL. The students observed steps of CLIL that were shown by the model before giving their own performance. After giving a chance for each student to choose a topic that usually being taught to Elementary School  pupils, they prepared themselves to teach the topic using CLIL. The result is the students considered much on their activating, language, and speaking. They focused more on the vocabularies and pronunciation. While the writing part was not dominan since the chosen topics were for low grades of elementary school.

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