Which training courses would you like to have access to as a teacher? Why? Which is, in your opinion, the best way to share good practice amongst teaching professionals? Why?

 

Which training courses would you like to have access to as a teacher? Why?

Which is, in your opinion, the best way to share good practice amongst teaching professionals? Why?

I would like to access courses about 1/ the latest developments in the subject I teach —technical training course in forestry and nature conservation— and have an updated training to offer my students; 2/ the European languages (especially English, French and German), to get to know these important languages and improve my profile; 3/ the Valencian language, to obtain a better understanding of the language spoken in this region; 4/ the operation of the secondary school, so I could learn more about its structure and the procedure in the daily paperwork; 5/ the computer (for users), in order to have an adequate knowledge of different applications and their latest versions; especially training activities related to Internet browsing; 6/ the skills and attitudes, to develop communicative ability, know how to face conflict situations at work, organize working groups and even develop emotional intelligence; and 7/ the time management and personal productivity, because I think they are very important factors in any work.

Different ways could be explored, for example a)) departments of schools, being the closest to the teacher circle, were to become a framework to exchange experiences in an atmosphere of mutual respect; b)) let Internet, given its enormous impact today, was the forum in which teachers shared teaching materials, strategies, news and even dialogues on these issues; c)) organization of congresses, because professionals of teaching from different territories come there, and it´s an excellent place to share experiences; d)) exchanges abroad, because in this way the teacher knows first hand the educational system, in which is integrated, and can get methods that could transfer their workplace; e)) in my particular case —I insist I work in vocational training, which aims student access to the labour market—, the possibility that the teacher could participate as an observer, or even working in practical training, in companies, because in this way he would know firsthand the work will develop their students, and what is relevant to be taught in class.

If you were not limited by the demands of the national/regional curriculum, what would you say is the most important thing you would teach your students about your subject (in a CLIL context)? How would you assess their learning?

If you were not limited by the demands of the national/regional curriculum, what would you say is the most important thing you would teach your students about your subject (in a CLIL context)? How would you assess their learning?

In my opinion, the most important thing is to communicate the students the real utility of the subject I teach —technical training course in forestry and nature conservation— for their effective incorporation into the labour market and, eventually, for life.

The aim is not easy: we must take account of the fact which the reality of work is; transmit to a very demanding —and more insightful than it might seem at first sight— collective (pupils) the right skills for effective job performance, putting superfluous contents aside and emphasizing, however, on those skills that are really useful; instill the benefits of teamwork, basic in any workplace; explain the importance of adaptability to different circumstances and contingencies that arise in any work environment; and get them become autonomous to face up to difficulties of any kind existing in the future.

Not only that: the extraordinary importance attached to the rules of prevention of occupational risks, resulting in worker safety and that of others, has to be transmitted; as well as other factors, such as the need to maintain in good condition the material the secondary school provides for learning. In any case, there is one which is specially relevant: the value of effort, both to pass the course and working life, in which nobody will give them anything at all.

And all that taking into account the specificities of the subject I teach; for that reason, respect for the environment must be present at all times.

Learning assessment would take place through teaching practices (mountain outings, company visits, etc) that predominate over theory. Also, I would enhance the audiovisual media (DVD, videos, reports ...) on the textbook. The language used should be simple, objective and direct, to the point, trying to avoid dense or twisted explanations, and dropping from time to time (why not?) a touch of humour. It would also be very helpful to use references that students feel as their own, as they would be extremely useful for transmitting knowledge.

The specific evaluation would be continuous: in this way, progression of each student and effort they have made throughout the course, according to their capabilities, would be observed. The predominance of practical content, as well as aptitude, on the purely theoretical would be also reflected when assigning marks.

Advantages and disadvantages of using the ELP (European Language Portfolio) with your groups

Advantages and disadvantages of using the ELP (European Language Portfolio) with your groups

First of all, let´s remember what ELP is: a personal document of a learner, whereby students of all ages can record their language learning and cultural experiences at school or outside school. Closely linked to the Common European Framework of Reference for Languages (Council of Europe, 2001), ELP documents personal experiences of language learning and with other cultures, facilitates mobility within EU and aims for a student´s active participation in his own learning —promoting the self-assessment and reflection in a transparent and encouraging way—.

I think the advantages of using the ELP in my groups (which belong to the technical training course in forestry and nature conservation —referred to the Spanish vocational training—) could be 1/ the increasing of the learner´s autonomy and responsibility in all areas; 2/ to make the student think about the real reasons why he/she´s studying languages; 3/ to achieve the learner´s motivation; 4/ to set achievable short-term learning aims, in order to encourage the student; 5/ to overcome the fear of speaking in other language; 6/ to open the learner to the reality of a multilingual Europe; and, finally, 7/ to explore new and different ways of evaluating student´s progress.

On the other hand, the possible disadvantages could be 1// a certain risk that a number of competences which belong to teachers could pass automatically to students; 2// the assumption of a lot of motivational tasks by the teacher; 3// the mere implementation of the European legislation, really addressed to get the free movement of workers; 4// the existence of different linguistic levels inside the same classroom; and, at last, 5// the risk of a complete banishment of grammar.

Actually, I´m sceptic with the purposes ELP aims: many reforms have been attempted in language teaching, and few have been successful; sometimes, even, the previous situation has worsened. However, we must keep up our efforts: know languages is still very important in today's world.