Homework Sheet

Homework Sheet

Chinese name: Zhang Jun School: Wenquan Middle School

English name: Peter

Group name: challenging

Describe how you carried out your Training Needs Analysis. Give details of the methods you used and how and many of your colleagues were involved.

1. Interview

Firstly, I concerned the topic: “ How can one learn English effectively?” However, when the conference took place in front of the meeting, waiting for questions, trainees were not very active. They were very shy to ask questions and some of the trainees began their small talks at the back. They all waited for the other to speak and some nudged each other.

A few days later, I invited some of my trainees again to discuss the trainees' current lives, which was of great interest for them. The communication went on smoothly and both sides were actively involved.

2. The analytic method:

In my training, the problem identified was really a serious problem. Firstly, some of my trainees were shy to act in the practice. Secondly, many of trainees thought that learning is painful and boring. So they hoped that the trainer could help them more concrete.

Through careful analysis, I was led to a series of questions, for instance, I found a majority of my trainees are not active and autonomous in training activities, and I wanted to know why it should be the case and whether they could feel equal with us trainer or not, how could they be better taught, how could they learn more effectively, how could they become autonomous learners. If they thought it important and necessary, the problem was actually caused by myself, not by my trainees, probably the activities I asked and assigned my trainees to do was poorly organized.

3. Cause analysis

In this case, I asked myself a series of question and tried to provide some answers to them. Why were the trainees not actively involved in the training activities I asked them to do? In order to know more about this issue, I designed a cause exploration procedure like this:

Questions Answers

Is it because they are too shy? Probably Yes

Is it because activities are poorly designed? Maybe

Is it because my instructions are not clear? Maybe

Is it because they are not motivated? Maybe

Is it because they don't think training activities

are important or necessary? Maybe

Is it because they have some difficulties in doing some practice? Yes

Is it because they lack confidence in voicing their own opinions? Maybe

Is it because they are afraid of making mistakes and being

laugh at by their peers? Probably Yes

Is it because they like the traditional teaching and learning ways? Maybe

Is it because the room is perhaps getting a bit too noisy? Maybe

4. Brainstorming: I discussed the problem with my six colleagues

Write a summary of what you found, giving details of the areas your colleagues need training in.

When all these Training Needs Analysis came in, I made some statistical evaluation the results showed that most of the trainees thought training actively was very important and necessary for their English teaching and for their future. Over four trainees had difficulties in different degree in taking part in the activities. About three trainees thought that the classroom activities are poorly organized in variety. two students like to take part in the activities. The trainees were clear about the importance and necessary of activities, but they might have difficulties for so long a time that they could not overcome. And the activities were poorly organized. So they lost their confidence and interest.

What could you to do help your colleagues in at least two of these areas?

To enhance my trainees' motivation and activeness through various classroom activities.

The first thing the trainer needs to do is to change trainees' habits of learning. The trainer has to motivate them in learning English and makes learning an effective and enjoyable experience. In my workshop, I designed a number of communicative activities and encouraged the trainees in various ways to speak up and participate.

Write a short report below describing how you carried out one of your ideas.

I am mostly thankful to my six colleagues in our English department without whose conduction and support this training course would not implemented. They spent more time on brainstorming and discussion with me.

I am also grateful to my wife and my family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this training.

The whole training course' aim is to solve the problem that the trainees are not actively involved in the training activities. I designed two activities to be tried out in 90 minutes from two abilities――speaking and writing. All these activities are reported as follows.

Materials Required: Blackboard; Large paper; Maker pens

Warm up (10minutes)

Activity 1 (35minutes)

Title : What are you doing for vacation?

Purpose: To train the trainees' ability of listening and making further plans.

Instructions：I helped the students collect more information about their vacations. After they would love to make their own conversations and asked me exactly to record them in the tape.

Ask trainees work in groups, move around the room, answering questions and offering language support as needed. Then ask the groups to present their vacation plans to the rest of the trainees.

BREAK (10minutes)

Activity 2 (35minutes)

Title: Can you come to my party?

Purpose: To make invitation, say yes to invitations and say no to invitations and give reasons.

The process of training: The trainees fill in the blanks using the invitation for information, then read an e­mail message and complete calendar. Next, read another one and complete it using their imagination. At last, the trainees learn some cultures about how to invite, how to refuse and give a reason.

After implementation of the training, my trainees' motivation and activeness in learning English were transferred and aroused by my newly designed various activities. Both the trainees and I benefit a lot from each other. Trainees like to take part in the training activities since the training implemented. They all like English very much. The most important thing is that they are more active, confident and autonomous than before. In the future I will use these methods to improve my training and teaching with my colleagues.

What went well?

There are many chances for trainees to show what they have learnt and aids during tasks are many. The trainees can learn best when they are given the chance to grow. Furthermore, test itself is becoming a learning activity. The trainees learn best when they are active and autonomous in the training activities.

What went badly?

Everything I thought focused on telling them more theoretical learning knowledge. The trainees rely too much on the trainers. In training class, sometimes they listened to me passively, took notes on the language points, thus it is me who do all the work, explaining most of thing and talking for 50% of the training time. In the training session, I usually found puzzled eyes. Even worse, one or two trainees fell asleep each period. How could I help them learn English actively?

What feedback did you get from your colleagues?

I think the improvement is mainly due to these four factors: Firstly, providing very effective help. Secondly, improving the motivation and activeness. Thirdly, changing the passive, silent atmosphere into an active and interesting one. Fourthly, helping the trainees become autonomous learners.

How would you change it if you did it again?

Language trainers, as well as trainees, need to become aware of different types of activities apply to trainees at different levels, as many of these activities can vary with the amount of control or freedom they entail. I hope I can solve the problems that have troubled my colleagues for some time through the training so that I can apply my knowledge and theory into practice, which I learned from two VSO trainers in Qingyang TV University.

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