Here are six ideas about changing our conception of professional growth for teachers:

Ask teachers what they need. Asking teachers what they want to learn next, what their own skill gaps or passionate interests are, should be part of every formal evaluation. What if teachers routinely created their own professional learning objectives? A reflective teacher should be able to identify and articulate areas for improvement. What if a principal's job was helping teachers find the information, skills and colleague networks they needed to help them improve?

Keep working on the right descriptors. Forty years ago, teachers went to in-service days, "make and take" workshops and trainings. For awhile, we agreed that what we needed was professional development--and that morphed into formal professional learning communities. We keep searching for the right labels. What the young woman I met was seeking, however, was renewal of her teacher spirit, and a little professional conversation. If we're having a difficult time investing in genuine teacher quality, we can start with clearer definitions and language.
Get rid of the PD verb "present." Teachers share ideas with colleagues and networks. The value of those ideas and techniques is whether and how they're used. There's no such thing as a fail-safe instructional strategy, a perfect lesson plan, the ideal way to teach a concept. The only productive thing listening to a pre-packaged instructional presentation will yield is a rough idea of how the material might be adapted to fit your particular class. The crucial factor is always teacher judgment.
Invest in teachers as valuable social capital. These days, conferences are construed as a very expensive place to send an envoy to capture current information and skills, then bring them back to base camp. Professional organizations keep holding conferences and seminars however--and people keep attending, because there is value in professional networking and making connections with talented colleagues. Perhaps we should re-think conferences and other face-to-face experiences for teachers. Time spent regenerating is a long-term investment in teacher capacity, a source for rekindling enthusiasm and creativity.

Build more personal learning networking opportunities. Sure, teachers have created or joined on-line groups that feed them inspiration and support. There are virtual communities around subject disciplines, Twitter #edchats and on-line Ed Camps But they're reaching a small percentage of the profession. How can we show teachers how valuable it is to have a gang of physics-teacher compadres to talk with--or how to use the English Companion? Why not encourage interaction by providing in-school time to peruse blogs or participate in online discourse? It's the most cost-effective professional learning available, and controlled by the teacher-learner.
Demand that professional organizations give us what we want. We need to stop thinking of professional development as something done to teachers. We need to insist that our unions and disciplinary organizations attend to our real professional learning goals, around our core work. We can't complain about how useless mandated professional development is if our own associations aren't dishing up top-quality programs, new thinking and research.
All of these ideas presume that teachers are a professional resource, an investment in better educational futures, rather than interchangeable technical workers. Big money is again flowing toward "training" teachers--even highly skilled veterans-- on "new" Common Core standards, assessments and curricula. There will be in-service presentations and teachers who need to be "developed." The cycle continues, feeding the professional development industry.



Md. Nurunnabi
Core Trainer
English in Action Project
BMB Mott MacDonald, Bangladesh

Alphabet teaching to children

There are many interesting ways we can teach our children. Using technology for teaching can be a great source of learning to them. Hence, here I have included some videos that can help your children to learn with amusement.







Md. Nurunnabi
Core Trainer
English in Action Project
BMB Mott MacDonald Bangladesh

Standard Cover Letter

House -469

Village: -College Para

Post- Akkelpur

Post Code-5940

Thana: -Akkelpur

District: -Jaipurhat

Zip Code-5900.

Cell Phone: 01717291243

Email: m.nurunnabi@yahoo.com

July 18, 2011

The Executive Director

I was excited to read about ‘Administrative Assistant’ Job opening at ‘Partners in Population and Development (PPD)’. I have several years of experience in a variety of fields in Administration.

In addition to my extensive office experience, I have strong communication, customer service, and administrative skills. My broad background makes me an excellent candidate for this position.

I would like to put sincere efforts through proper use of educations and experiences to a dynamic organization for leading an honest life with dignity. Also to posses an honorable career with continuous and greater responsibilities by being part of a management team. In this respect my educational background will help me to work with such dynamic team in your organization

I want to provide high quality administrative and management support to the institution, and other senior staffs as requested. Contribute to the institution as a high performing country operation which demonstrates the institution’s values and equal opportunity and diversity policy. I think my professional expertise and skills will help me to implement the above lines in your organization.

Thank you for your consideration. I look forward to hearing from you to arrange an interview.

Yours truly,

(Md. Nurunnabi)

Trainer! “Have”? Or “Haven’t”?

Once I asked a flower “What is your name”? The flower gave me it’s “Name”. After some days again I asked “Would you please tell your name”? Then it gave me it’s “Name with Fragrance”

A Good training requires a commitment to developing competencies. A basic understanding of teaching excellence allows trainers to evaluate their teaching style. Adult learning has a much greater chance of success when the trainer or teacher is competent. An instructor that strives for excellence will demonstrate every of his good qualities. A good trainer needs to have incredible patience. Often learners are frustrated when introduced to new concepts and they need the trainer or teacher to re-frame the information in a way that will encourage them to see beyond a block in learning.

Often in an attempt to convey a new concept, poor trainers tend to over complicate with providing a high level of detail. A good trainer knows how to pull out the key concepts and points and to gradually build in the details over time once the basic concepts are understood. Often it takes up to three different introductions or exposures to a concept before learners retain the information. For example, present the key concepts in a short lecture, then discuss them within case studies and finally create an assignment around the key

Lectures provide information to the masses but for true learning to occur, a good trainer facilitates active learning by finding ways for the learner to uncover the key concepts through discovery and practice. Hands-on learning through discussions, quizzes, games, case studies, simulations, brainstorming etc. will engage the learner in the topic and facilitate their learning.

A good teacher remains neutral and encourages debates that explore the pros and cons of concepts. Racism, hate and ignorance should never exist in a classroom. A good trainer will demonstrate zero tolerance for unethical behaviors while, at the same time, encourage different viewpoints that help learners understand cultural diversity.

A good trainer knows how to motivate learning through encouragement and support. Good teachers insist on the learner doing the work to uncover answers to problems while guiding them gently with encouraging words and hints to help steer them along in their discovery. Poor instructors give away answers and do the work for the learner. Good instructors encourage curiosity.

An organized instructor will gain instant respect from learners. Showing up on time as well as demonstrating that lessons are planned, prepared and relevant to the audience will impress learners.

---- have these above in your class? So, be ready for getting “It’s Name with Fragrance”. Haven’t? So, there may be “Name”. But be careful about “Mayn’t”

Md. Nurunnabi

Core Trainer

English in Action Project

BMB Mott MacDonald Bangladesh

My experience of the capacity development of school teachers especially in English and the particular approaches that I have found successful.

During working as a “Trainer (English)” I got a chance to observe the capacity development of the English teachers (Secondary School) staying very close to them. Sometimes their activities make me very optimistic and sometimes I suffer from pessimism also. Even though, the cloud of frustration melted at last and I could see the brilliant star that is “Development”.

I saw some teachers (English), who came to the training center in order to develop their potential skill on language teaching. I asked them about CLT. But the response was ‘silent room’. It seemed to me that I was alone, alone in the dark; dark training room where I was the only speaker and listener. But taking a lot of hope in my mind all the time I went forward. I vowed with myself for their development any how within the training period. As a result, the teachers who did not know CLT, Pair work, Group work, individual work, Chain drill, Choral drill, Monitoring, Elicitation and feedback (giving and receiving) after the training I observed severe change in them when I followed up their classes. Previously what they never did now a day they cannot go even a single class without the above mentioned points that require for a successful English class.

Sometimes I found some teachers who were trying to make the class more effective but only for the lack of some methods or techniques they couldn’t make it more interesting. Then after the class I gave them some relevant feedback or sometimes I took a ‘practice classes’ where they became an observer. After some days I went again to their classes and I could find a huge transition.

Sometimes I got some teachers (in the training center) who were aged enough and very often some young also. They seemed to me very traditional. They never wanted to come out from the shell of tradition. To them grammar- translation method is the best method. They never believe personal engagement, thinking, creating, enjoying and learning by doing in an English classroom. The practice of four skills for communication or learning English is totally beyond their imagination. I took their above beliefs as challenges. In the training center I practically showed them that the four skills and their principles are equally important for learning a language. I also showed them that language learning process cannot be done through threat rather learning through practical involvement is the best learning. Observing every things some times they changed themselves and some teachers remained the same. As a trainer it pained me much. But I never believed that it is their mistake rather than I think it is my failure to make them understand the real message of learning a language.

During following up the trained teachers classes I asked them about the most difficulties they were facing. The answer was large classroom and environment. Sometimes the teachers shared their experiences about the hindrances of the implementation of training. As they followed CLT approach their produced sound from the classroom. Other colleges of that specific teacher took it very seriously. They complained it to the Head teacher and the HM stopped or forbid the teacher taking the class following the CLT approach. However, many a times I myself went to the Head teachers and other teachers and made them understand about language learning process.   Sometimes I could manage sometimes not. But I did not stop my mission.

During my training life I applied several methods or approach in the training center. But to my observation CLT is the best approach I have ever found. In fine, as a ‘Trainer (English)’, I can see the brilliant future of our secondary teachers if we can ensure proper training no doubt the scenario of English of our country will change within short time.

Md. Nurunnabi

CoreTrainer
English in Action Project

Teaching English! Students can be a teacher, really!

“Sir, how is it possible? She never speaks even a single word in English in the class. But within three days, she is taking English class in English way! Oh my God! Is it possible?”------- This is an expression of a rural secondary English teacher in Bangladesh.

The scenario of teaching and learning English in Bangladesh is very miserable. Teachers teach English following traditional ways, students fear English like Royal Bengal Tiger. So, there is a great distance between teachers teaching and students receiving English. As a result, every year a lot of students are failing in the exam only for English.

I am really shocked at the sight of the teacher centered English teaching in secondary School in Bangladesh. I never support this way because it not an interesting way for the absence of education supportive environment. There is no personal engagement, thinking, creating and enjoying in a teacher centered class. So, I and some of my colleagues think the above lines and try to find another way of teaching and learning English. We start a six days school program as piloting. We give the name of this program as “English Week”.

Firstly we select a secondary school. We go there and speak with the students to make them free. We divided our six days program into two parts. In the first three days in a school we take the students from the classes 9- 10. Now, from the students we select (by the help of their teacher) 15-20 students for making them core trainer and the rest of the students become assistant trainer of the core trainers. However, we give them the Training of Trainer (TOT). After receiving three days training we divide those 15- 20 groups. In every group there is a core trainer with 5-8 assistant trainers. Beside this, we also take 18 students for arranging a short play on English. We take them separate place and train them about the drama and at the last day they perform in the drama that is really exciting

Now, in the second three days we take the students from classes 6-8. With the help of their teacher we make 15-20 mix groups. Then every core trainer (with assistant trainer) takes the charge of a group (students from 6-8). They sit in the school field and the core trainers (with the help of assistant trainers) conduct the class. The whole school seems an English fair. Everywhere there is nothing but “English Sound”. Students’ trainers take the class; sometimes they play games, sing songs and dance also. Thus students learn English what is called really English learning.

I start my writing with the expression of a secondary school teacher whose school we select for ‘English Week’. He becomes surprised at the great changes on English of the whole students of his school within six days.

So, dear, we are doing this in our country. If you think, you can do this in your country. For doing so anyway if I can help you, I will be much pleased.

All the best

Md. Nurunnabi

Core Trainer

English in Action Project

BMB Mott MacDonald Bangladesh