In order to determine which one outweighs the other, the first and the foremost question that may need to be addressed is the one about the target trainees at hand.
Are they novice teachers?
Are they more experienced teachers?
or
both novice and experienced teachers?
(A SPICY COCTAIL)
2. Goals and objectives of the institution:
Once the trainer has the above information about the target group, then the second
question that could need to be posed is the goals and objectives of the institution.This is highly important because it gives the trainer an idea of what the features of a good teacher should be according to the institution where the training will take place. Obviously, there could be some basic conceptions in people’s minds of what the features of a ‘good teacher’ is; however, the conceptions might just as well change not only from one culture to
another but also even in different institutions which are located in the same area or city.
Thus, it might be vital for a trainer to find out the institution’s goals and objectives and their perceptions of good (ups! SORRY), effective teacher.
3. Collecting information about the teachers:
To me, the third step is to find out the background and especially the previous experiences
of the trainees. This could be done by simply sending a questionnaire via e-mail to the trainees before the sessions. But what I would do is I would send a questionnaire plus a couple of irrelevant questions –subtle questions- targeting to ascertain some more realistic clues about their character, background and previous experiences.
This third step might be particularly essential because the trainer then would probably
foresee how much they will be able to bring to the sessions and also a little bit of how far
they might contribute to the sessions. The first three steps are all about gathering information about the context that the training session(s) will take place.
4. Matching:
The fourth step to me is the matching part. Trainers regardless of where they live and
where they do their job on the planet Earth have some sort of philosophy that underpins
their sessions. In order to prevent any contradictions between the institution’s philosophyand her own, a trainer has to link, adapt and transfer her philosophy of teaching and learning to a specific teaching environment in which she will have her sessions.
where they do their job on the planet Earth have some sort of philosophy that underpins
their sessions. In order to prevent any contradictions between the institution’s philosophyand her own, a trainer has to link, adapt and transfer her philosophy of teaching and learning to a specific teaching environment in which she will have her sessions.
5. Planning (some answers to the question):
The fifth step is designing a training plan which indeed should be a flexible one. There
should always be a room for changing, adapting or even altering all together some of the things in the plan prepared before the sessions although it is planned in accordance with the data collected from the institution and the school. This indicates that the goals of the
sessions should be flexible and kind of broad as well, but the goals should frame the outcomes to a point as well in order to prevent from going to a different or opposite direction.
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