Tag Archives: English and Employability

English and Employability Skills for Higher Education Students in Andhra Pradesh

How we equipped 1800+ teachers to deliver the learner programme on the Andhra Pradesh Higher Education English Communication Skills Project.

The ten-day teacher training programme was delivered over three phases with 112 Master Trainers training more than 1800 teachers.

The training aimed to equip teachers with the required facilitation skills so that they can deliver a blended learner course focusing on employability skills and based around LearnEnglish Select effectively to the students. The ten-day teacher training programme focused on introducing communicative teaching strategies and methods, learner-centred techniques such as elicitation, collaborative learning activities that develop speaking, reading and writing skills of learners. Another key element of the training was to familiarise the teachers with the learner course materials.

The training capitalised on teachers’ general pedagogic knowledge (such as classroom management skills), and contextual knowledge of students’ social context and integrated teaching demonstrations where the teachers experienced taking part in a lesson using the ideas from the input they had received. The teachers then took part in microteaching where they practised facilitating a lesson using ideas they had been exposed to in the input and practical demonstration sessions. This was then followed by a reflection stage, where the teachers discussed and reflected on ways of using or adapting the ideas from the training into their own classrooms in their own contexts.

Teachers gave extremely positive feedback in the monitoring and evaluation activities conducted during the first two phases of the training. Teachers credited the acquisition of learner-centred methods for the classroom to the training and stated that these are essential to make the classroom more interactive for the students. Teachers also acknowledged that the training had a positive impact on their English ability and microteaching sessions allowed them to practise learner-centred methods and strategies in a no-risk environment and get valuable feedback from their peers and the Master Trainer.

When the teachers were asked about applying learning in the classroom and how they would achieve this, one of the teachers responded:

‘By adopting the strategies, methods and techniques such as reflecting on my own teaching skills and practices, shifting from a teacher-led approach to a learner centred one, reducing teacher talk time, conducting activities including warmers, using instruction checking questions, effective and relevant teaching aids and most of all giving due priority to L-S-R-W skills.’

During observation of training sessions, it seemed that a gradual shift from a traditional approach was taking place. This was evident in teachers’ feedback in focus group discussions as the majority stated that ‘learner-centred activities develop critical thinking skills, communication skills and social skills. They encourage alternative methods of assessments and help students transfer the skills to the real world and promote intrinsic motivation to learn.’

Teachers have now received a wide range of input related to using learner-centred methods in the classroom. We would like to invite teachers to continue building on skills and knowledge acquired in the training and embrace continuing professional development; Please visit https://www.britishcouncil.in/teach/continuing-professional-development for more details.

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English and Employability Skills for Higher Education Students in Andhra Pradesh

Andhra Pradesh Higher Education English Communication Skills Project lays emphasis on supporting teachers in their professional development and building institutional capacity of the state.
British Council directly trained 114 Master Trainers in teaching and training skills so that they are prepared to cascade ten-day teacher training programme to approximately 2500 teachers in Andhra Pradesh.
Master Trainer Training was conducted from 15 May to 20 May and 29 May to 3 June 2017 (two blocks, six days each) at Sri Padmavati Mahila Visvavidyalayam in Tirupathi and Acharya Nagarjuna University in Guntur.
Six British Council Training Consultants trained Master Trainers for 12 days. The materials for this training were specifically written to cater to the needs of Andhra Pradesh teachers who are at different levels of teaching and training experience. The materials on the course covered topics including the role of the Master Trainer in the project, developing skills in teaching speaking and writing, introduction to the learner course and its delivery in the student classroom, pedagogical awareness, reflective practice, development of training skills and approach to continuing professional development. The training involved a combination of input, practical demonstrations, microteaching, micro training, developmental feedback and reflection to help teachers to bridge the gap between the training room, classroom implementation and help personalise learning.

The feedback received on the Master Trainer Training Programme suggests that the course met expectation of 94 percent of the participants and 98 percent felt that they improved in their training skills. Furthermore, more than 94 percent of the participants stated that they acquired new skills and knowledge in the training programme.

Ajayendra Rudraraju, one of the Master Trainers, shares his experience of being a part of the Master Trainer Training programme and its impact on his professional practice, his students and peers.

Being a part of the Andhra Pradesh Higher Education English Skills in the capacity of Master Trainer gives me immense pride and satisfaction. Even though the Master Trainer Training Program was for only 12 days, I have learnt a number of things from the trainers from the British Council. I have met like-minded people, whose objectives are to evolve and improve as a teacher, during the training period.

Being able to interact and reflect on the teaching methods and approaches, which I employ in planning my lessons, with the English teaching community was one of the highlights for me.
The real highlight, for me, was learning great number things from the trainers from the British Council. I found the concept of ‘elicitation’ very useful, while delivering lessons in the classroom.
I have come to understand the importance of ‘reflection’ and ‘Continuous Professional Development’ in the evolution of a teacher. The Master Trainer workbook designed by the British Council gave a chance to work on my shortcomings and overcome them.

Before the training commenced, I was optimistic about learning something from the program. But I didn’t anticipate the profound and immediate impact it had on me during and after the training. I expected that the program would let me know of the new methods of teaching English.

It got more than I expected as new approaches, activities and techniques were looked at in an interesting way.

Once the training program was over, I promised myself that I would make use of the takeaway tips from the sessions and implement the activities and techniques in my classrooms. The results are being overwhelmingly positive. The students are more involved in the classes now. They enjoy taking part in the activities. Since I have come to know of the different learning styles of the students, I could cater to all of them now.

I have understood the ‘role of a facilitator’ very well and I could see that my students are very creative than I originally gave them credit for.

During the cascading phase, I made the teachers understand the importance of less TTT and more STT. They took it very well. My colleagues have started incorporating certain activities into their lesson plans. I have been constantly speaking to them about the importance of reflection and CPD.
Low key, I have learnt how to work within the given constraints. I started planning my lessons keeping the constraints in my college in mind.

I would like to take up courses, attend workshops and training programs of this ilk in order to keep evolving professionally.

The impact of the Master Trainer Training program and Teacher Training Program would be huge in the coming months and years. The teachers would facilitate the process of making the students come forward and talk and express their ideas.

This would enable the students to express themselves without inhibitions, enhance their communication and employability skills. The course designed by the British Council would be greatly beneficial to the teachers and students in this regard.

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