Teaching Business English � an Introduction U1Pt2

Teaching Business English – an Introduction : 

Teaching Business English – an Introduction Part Two : The Role of the Teacher

The Role of theBusiness English Teacher : 

The Role of theBusiness English Teacher Teacher? … or trainer? …or coach? …or consultant ?

The Role of theBusiness English Teacher : 

The Role of theBusiness English Teacher …a teacher is traditionally seen as someone whose task is to educate someone so that they can have more chance at succeeding in life (the exact objectives may be fairly loose). Frendo, E. (2005) How to Teach Business English, Harlow : Pearson Education Ltd

The Role of theBusiness English Teacher : 

The Role of theBusiness English Teacher A trainer … is someone who is required to change a person’s behaviour or ability so that they can do a specific job. Training is job-oriented while teaching is person-oriented. Frendo (op. cit)

Skills and Competenciesfor Teaching : 

Skills and Competenciesfor Teaching The five Teaching Skills are: Classroom management Course and lesson planning Subject knowledge Understanding your learners Learning technologies From : http://www.britishcouncil.org/teacherrecruitment-recruitment-technicalskills.htm

Skills and Competenciesfor Training : 

Skills and Competenciesfor Training Domain 3: Instructor Credibility and Communications Sub-domain 3A: Demonstrate Professional Conduct and Content Expertise Skills to: Demonstrate confidence with and mastery of subject matter. Provide and elicit from learners practical examples of how knowledge and skills will transfer to their workplaces. Handle relevant learner inquiries on topics for which the instructor has limited expertise. Extract only from : http://www.thetrainingassociates.com/Pages/Trainer_Competencies_and_Standards_Best_Practices_Methods_41.aspx

So how? Eg : Appraisalinterviews : 

So how? Eg : Appraisalinterviews You can start from the presupposition that the learner knows more than you (?) Google it. Find some articles/videos that will give you the basics and possibly serve as materials. You want to know eg : - What is meant by “appraisal”? - What are the aims of an appraisal interview? - What are the stages of an appraisal interview? Dos and don’ts? What’s the difference between a good and bad appraisal interview? - What problems can occur? - What should the outcomes be?

So how? In the classroom… : 

So how? In the classroom… Ask the learners the same questions and elicit their ideas Give them the best article or video describing the principles of appraisal interviewing which you’ve found and ask them to compare their ideas with those described. Possibly – exploit the article/video for more detailed comprehension and/or language work.

So how? In the classroom… : 

So how? In the classroom… Show a video of an effective appraisal interview. After general comprehension work, focus on the language used. Get the learners to roleplay a similar situation. And/or Set up a roleplay based on a video you’ve found. Ask the learners to roleplay the interview then to compare their roleplay with the one on video. Focus on/practise the language used. And/or Show a video of a bad appraisal interview. Ask the learners to critique it and then to roleplay a more effective version.

The Role of theBusiness English Teacher : 

The Role of theBusiness English Teacher A coach is someone who can help the learner take advantage of the learning opportunities in their own working environment. It involves helping the learner to better understand his or her own strengths and weaknesses, and plan accordingly. This is related to the concept of learner autonomy, where the learner takes full responsibility for his or her own learning. Frendo (op.cit.)

Skills and Competenciesfor Coaching : 

Skills and Competenciesfor Coaching 9. Designing Actions - Ability to create with the client opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results • Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and deepen new learning, • Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals, • Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action, • Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them Extracts only of the section. From : The International Coach Federation http://www.coachfederation.org/research-education/icf-credentials/core-competencies/

Skills and Competenciesfor Coaching : 

Skills and Competenciesfor Coaching 10. Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client • Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development, • Creates a plan with results that are attainable, measurable, specific and have target dates, • Makes plan adjustments as warranted by the coaching process and by changes in the situation, • Helps the client identify and access different resources for learning (e.g., books, other professionals), • Identifies and targets early successes that are important to the client. Extracts only of the section. From : The International Coach Federation (op. cit.)

Skills and Competenciesfor Coaching : 

Skills and Competenciesfor Coaching 11. Managing Progress and Accountability - Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action • Clearly requests of the client actions that will move the client toward their stated goals, • Demonstrates follow through by asking the client about those actions that the client committed to during the previous session(s), • Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s), • Promotes client's self-discipline and holds the client accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames, • Develops the client's ability to make decisions, address key concerns, and develop himself/herself… Extracts only of the section. From : The International Coach Federation (op. cit.)

The Role of theBusiness English Teacher : 

The Role of theBusiness English Teacher A consultant is an expert who is brought in because his or her skills or know-how are not available in the organization. Frendo (op.cit)

Consultancy Competencies : 

Consultancy Competencies The Consultant analyses the situation within the company and proposes solutions for increased effectiveness … Collecting data – eg : interviewing company employees, management team and other stakeholders • Analysing the results : Identifying issues and forming hypotheses • Proposing solutions • Implementing accepted solutions or ensuring the client receives the assistance needed to implement them

Problems withBusiness English Courses… : 

Problems withBusiness English Courses… Inadequate time/money dedicated to course planning Hierarchical relationships Irregular attendance, lateness and interruptions Participants “sent” by company but aren’t really motivated Objectives specified by company, but participants have other wants Heterogeneous classes

Solutions ? : 

Solutions ? Donna (2000) suggests that there should be an agreed number of permitted absences, that an absence form should be provided which must be signed by the participant’s manager and sent to the teacher at least 24 hrs before the lesson, and that if the learner exceeds the agreed number of absences, they should leave the course. Not feasible and probably counter-productive ???? Reference : Donna, S. (200) Teach Business English, Cambridge : CUP

Solutions? : 

Solutions? Yes – try and minimise lateness and absence and ensure the consequences are known to everyone • Establish company policy – if possible • Discussion with learners • Absences are noted and form part of final report

Solutions? : 

Solutions? But – the BET as consultant : focus on solutions not problems …the course must be organised to take account of them : • Start the lesson with a consolidation activity Catch-up work sent immediately by e-mail • Limit objectives • One-off lessons (usefulness of framework activities) …the consultant will propose alternative solutions for the future: • eg intensive courses; on-line, blended and flexi courses

So… : 

So… • Business English courses are as varied in their contents and objectives as the participants who follow them • The Business English teacher may need to adopt roles and acquire knowledge and skills outside those of general EFL • Course design must take into account factors such as irregular attendance – not see them as outside the responsibility of the course provider

Slide 21: 

In Unit Two… Needs Analysis Setting goals and objectives This unit is part of an on-line teacher development course run by Business Talk, Milan. For more information, contact us through our website : www.business-talk.it