Feedback on Micro-Training

for Teacher Educators

(Lower Egypt)
Teacher Educator
Phase 2 Training
Sunday 13 October –
Thursday 17 October
 1. Introduction

The phase 2 training is the continuation of the teacher training course which was held in 2018 for the
teacher educators from eleven governates. The overall aim of the training is to equip teacher
educators with knowledge and skills-set in teaching and training, so that they can facilitate teacher
activity groups with local teachers of English in their governates.

Teacher educators displayed enthusiasm and were keen on delivering micro-teaching in the phase 2
training programme. British Council’s Teaching for Success modules were chosen by the teacher
educators prior to training and each group of teacher educators delivered a different module. The
modules were based on the following:

 Engaging with Grammar Different Approaches;

 Engaging with Error Correction;
 Understanding Learner Strategies;
 Engaging with Grammar Noticing and Restructuring.

Micro-teaching is the most important element of the training programme because it allows teacher
educators develop their skills in training and encourages them to reflect on their training performance.

The benefits of micro-teaching are as follows:

 micro-teaching helps teacher educators to notice the importance of planning and taking
decisions;
 teacher educators can learn about the improvements needed to be made to their training
technique through constructive feedback;
 teacher educators practise what they learn and apply their knowledge in the training;
 teacher educators can discover and reflect on both their own and others’ teaching styles and
enables them to learn about new teaching techniques.

2. Summary of Micro-Teaching Performance

A. Positive Features

Teacher educators enjoyed delivering micro-teaching and participating as teachers or students. Their
input sessions included teaching skills such as conducting feedback, encouraging group discussions,
monitoring group work and setting up activities. The class members demonstrated flexibility and
creativity by producing their own training materials in a short period of time.

However, it was clear that some teacher educators were more active and enthusiastic than others.
The levels of English language proficiencies varied among the class members with some teacher
educators needed one-to-one support with explanation and lesson preparation. One common factor
that most teacher educators shared was the lack of awareness in classroom management.
 B. Challenges and Recommendations Based on Observations

Most teacher educators focused too much on time management and forgot about the needs of
teachers; in other words, teacher educators rushed through a series of activities due to apparent lack
of time and this action hindered teachers’ learning process. Flexibility is important as teachers need
time to think and reflect on what they are doing. The important factor is focusing on the process
(making sure that learning is taking place in the classroom) and not the product (making sure all
activities are completed on time regardless of how it is delivered).

Recommendation: teacher educators should focus on the process and not the product.

Teacher educators have a lack of awareness on how they position themselves in the classroom; for
example, they look and talk to certain groups of teachers whilst forgetting about other group of
teachers. This is due to poor seating arrangements; for example, it was clear that Heba’s group was
often ignored by presenters because they sat in the corner near the projector.

Recommendation: teacher educators must make sure the seating arrangement is ordered in a way
that they can see all participants when standing in front of the class.

Giving instructions is an area that most teacher educators need to work on. The delivery of
instructions was either too fast or too complicated to understand, and the participants sometimes
followed-up with poorly constructed instructions checking questions. Teacher educators need to slow
down when giving instructions and make sure that participants are actively listening to their
instructions.

Recommendation: teacher educators should write down their instructions and instructions checking
questions (ICQs) before delivering a session. They should put themselves in teachers’ shoes and ask
themselves: can I understand my own instructions? Can I answer my ICQs?

Feedback stages were too long. It is ideal to receive opinions from all participants in feedback
sessions, but this is not possible in training sessions due to lack of time. Some feedback stages felt
like eternity and it seemed that presenters wanted to make time pass quickly by giving long feedback.

Recommendation: ask one participant per group during feedback sessions. Nominate participants
instead of asking them to answer questions as this will save time.

AAETC teachers who participated briefly in the training sessions noticed that some teacher educators
had poor concentration levels. It was noticeable that certain teacher educators had problems
concentrating in which they were talking discreetly among themselves, not listening to classroom
instructions and using their phones for social purposes. It is evident that certain teacher educators
lacked patience and have short attention span which posed problems for presenters and other
participants.

Recommendation: teacher educators need to show respect by listening to the presenter and actively
participate in micro-teaching.
 3. Observation Grid for Teacher Educators (Phase 2 Training)

Name Strengths identified: Areas to work on:

Ahmed Desouki Ahmed: Ahmed needs to:
Engaging with Grammar  checked for understanding of instructions  demonstrate how to complete a difficult activity –
Noticing and Restructuring  engaged well with teachers and conducted good demonstrating something is more effective than
Thursday 17 October 2019 question-answer sessions giving instructions
 introduced games such as ‘guess the picture’  manage the class better by getting participants to
 provided a good introduction stop and listen to others
 provided time limits for tasks  shorten the feedback stages, so rather than ask
 used interesting power point slides every individual for answers, select one person from
each group

Ahmed AbdelFadil Ahmed: Ahmed needs to:

Engaging with Grammar  actively monitored well  assess the purpose of a task – e.g. what was the
Noticing and Restructuring  conducted feedback sessions for discussions purpose of showing a video clip about grammar?
Thursday 17 October 2019  engaged well with participants  be firm with the class and better manage group
 promoted groupwork and collaborative learning behaviour (e.g. when one person was giving
 provided interesting materials feedback, the others were not listening and chatting
 showed a video clip about teaching grammar among their groups)
 used interesting power point slides  manage pair and group work better
 shorten the feedback stages, so rather than ask
every individual for answers, select one person from
each group
 think about the seating arrangements – i.e.
participants were seated in a line and not in small
circles for groupwork

Ahmed Hawater Ahmed: None – good performance by Ahmed Hawater

Engaging with Grammar:  achieved his task aims
different approaches  delivered an interesting and useful session
Tuesday 15 October 2019  engaged well with participants
 made use of power point to highlight areas of
 grammar
 monitored well
 used pictures to elicit language
 used commands to control the class
 used TPR model

Amany Aly Amany: Amany needs to:

Engaging with Error Correction  actively monitored groupwork well  be firm with the class and better manage group
Wednesday 16 October 2019  delivered good feedback sessions which participants behaviour (e.g. when one person was giving
were feedback, the others were not listening and chatting
 encouraged participants to speak more during group among their groups)
work  speak clearly and slowly when giving instructions –
 established a good rapport with the class her speed of delivery was too fast and unclear at
 interested and engaged times
 made good use of board work  shorten the feedback stages, so rather ask every
 prepared well and selected interesting materials individual for answers, select one person from each
 provided opportunities for groupwork and student- group.
student interactions  stop thinking about time and focus on the
 used interesting signposting (i.e. clapping hands) to participants as this will help her plan better and not
stop and start activities rush one activity to another
 think about her ‘teaching position’ in the classroom
(i.e. she looked at and focused too much on
Salama’s and Mahmoud’s teams whilst forgetting
about Heba’s team)

Essam Khalil or ElSawy (?) Essam: None – good performance by Essam Khalil
Engaging with Grammar:  delivered a short session which was lively and
different approaches entertaining for participants
Tuesday 15 October 2019  displayed interest in teaching grammar
 encouraged participants to explain grammar
 engaged well with the class
 established a good rapport with the class
 provided a good introduction and context
 showed interesting materials to elicit target language
  showed flexibility by writing gap-fill activity on the
whiteboard
 reviewed prepositions at end of the session
 used TPR model

Heba Adbel Dayem Heba: None – good performance by Heba Abdel Dayem
Engaging with Grammar:  achieved her task aims
different approaches  checked for understanding of instructions
Tuesday 15 October 2019  displayed a relaxed presence
 encouraged participants to form sentences of their
own in the production stage
 engaged well in plenary sessions with participants
 established a good rapport with the class
 linked story telling with focus on grammar (e.g. past
simple)
 made good use of the whiteboard
 monitored group work well
 used clear voice to convey her messages
 used timelines to explain the past simple

Khaled Magdy Khaled: None – good performance by Khaled Magdy

Engaging with Grammar  conducted short feedback sessions
Noticing and Restructuring  explained the meaning of dictogloss well
Thursday 17 October 2019  gave instructions and checked for understanding
 nominated spokesperson from each group for
feedback
 provided time limits for feedback sessions
 used textbook for training

Mahmoud Fatthy Mahmoud: Mahmoud needs to:

Understanding Learner  achieved his task aim  demonstrate how to complete a difficult activity such
Strategies  discussed the differences between L1 and L2 learning as the ‘card gap-fill’ – demonstrating something is
Wednesday 16 October 2019  established a good rapport with the class more effective than giving instructions
 explained learning outcomes at the start  manage the class better by getting participants to
  gave instructions in a clear voice stop and listen to others
 managed his group well  provide time limits for activities
 opened and closed each task well
 overall style and teaching presence were relaxing
 positioned himself well to look at all participants
 promoted group discussions
 received good responses from participants during
delivery
 repeated questions for clarity and review
 used interesting materials such as cards for gap-fills

Mohammed AbdelFattah Mohammed: None – good performance by Mohammed AbelFattah

Engaging with Grammar  conducted short feedback sessions by nominating
Noticing and Restructuring participants for answers
Thursday 17 October 2019  conducted review of previous tasks
 displayed good flexibility
 encouraged group work
 included humour in his delivery
 included reflection at the end of his session
 gave instructions and checked for understanding
 provided rewards for correct answers
 provided time limits for tasks
 reminded participants of their roles in micro-teaching
 used an interesting ‘punishment system’ to control
behaviour

Mohammed Arafa Mohammed: Mohammed needs to:

Engaging with Error Correction  conducted short feedback sessions and encouraged  manage the class better by getting participants to
Wednesday 16 October 2019 teachers to speak more during feedback stop and listen to others
 made good use of whiteboard  speak clearly and slowly when giving instructions –
 prepared and delivered interesting materials his speed of delivery was too fast and unclear at
 promoted group work actively monitored participants times

Mohammed El Naghaya Mohammed: Mohammed needs to:

Engaging with Error Correction  actively monitored groupwork  focus on time management skills (e.g. the feedback
Wednesday 16 October 2019  checked for understanding of instructions session was dragged on for more than ten minutes
 closing of session was good & the last activity p.43 was completed in a hurry)
 conduced short feedback sessions  prioritise the session contents (e.g. is it important to
 created a good learning atmosphere complete a task properly or to squeeze an activity in
 engaged well and established a good rapport with a short time?)
participants  focus on what is best for participants / students and
 introduced a game of hangman to elicit the focus of not teach the lesson plan
his session
 focused on error and mistakes
 played a game of ‘close your eyes’ to think about
language error
 provided a good introduction and introduced learning
outcomes
 provided clear instructions
 used a point system
 used appraisals

Mohammed Sabaa Elregal Mohammed: Mohammed needs to:

Understanding Learner  actively monitored group work and provided good  manage the class better by getting participants to
Strategies feedback stop and listen to others
Wednesday 16 October 2019  engaged well with participants
 made good use of the whiteboard for eliciting ideas
 overall style and teaching presence were calm
 provided a good and clear introduction
 timing was good

Nashwa Shabana Nashwa: Nashwa needs to:

Understanding Learner  actively monitored the participants  allow more time for activities such as poster
Strategies  encouraged groupwork presentation
Wednesday 16 October 2019  engaged well with participants and established a good  control the class better, i.e. tell participants when to
rapport start and stop, and get teachers to listen during
 lectured the teachers well feedback stages
 made good use of the whiteboard  speak slowly and check for understanding
  offered constructive feedback
 overall style and presence were relaxing
 positioned herself well during training, so that
everyone was involved in her session
 provided interesting materials and activities such as
wall crawl
 provided a good balance of teacher talk time and
student talk time
 showed good flexibility by adapting the last activity
due to lack of time
 used teachers’ names for classroom management

Osama Nour did not deliver micro-teaching

Raafat Hassan ElMokannin? Raafat: Raafat needs to:

Engaging with Grammar:  adapted activity well to suit participants’ level  ask questions to check understanding
different approaches  engaged well with teachers and got them involved in  provide time limits for activities
Tuesday 15 October 2019 activities
 explained the grammar points well
 provided a good introduction
 used clear voice to convey messages

Reda Nawaya Reda: Reda needs to:

Understanding Learner  actively monitored the participants  avoid complicated questions – e.g. do you know any
Strategies  allocated time limits for each task strategies?
Wednesday 16 October 2019  conducted short feedback sessions  better control the class as some teachers were not
 made use of good body language and facial listening / focusing during feedback stages
expressions to convey messages  check for understanding of instructions
 promoted group discussions  offer more clarity – e.g. teachers were confused on
 used a good clear voice in his delivery what to do in one activity
 speak slowly and use simple instructions
 think about his positioning – i.e. he focused too
much on Salama and Mahmoud’s groups whilst
forgetting about Heba’s group
  think about ways of moving from one activity to the
next

Said El Gazar did not deliver micro-teaching due to family emergency

Salama Saad Salama: Salama needs to:

Engaging with Grammar  actively monitored groupwork  close down discussions and tell teachers to stop
Noticing and Restructuring  conducted feedback sessions talking after they finish an activity
Thursday 17 October 2019  delivered interesting games such as hopscotch and  control the class better and get teachers to listen to
running dictation instructions
 engaged well with teachers and got them to discuss in  limit time for games such as hopscotch
groups  think about his teaching position in the classroom
 made good use of the whiteboard  shorten the feedback stages, so rather than ask
 managed group work well every individual for answers, select one person from
 provided instructions and checked for understanding each group.
 provided time limits for activities  speak slowly so participants can understand
 recapped learning outcomes instructions
 reviewed language and teaching
 used different roles (i.e. teacher educator to teachers,
and then teachers to students)

Sameh Atiq Sameh: Sameh needs to:

Understanding Learner  explained teaching methods to participants  better control the class as some teachers were not
Strategies  provided good introduction and games such as listening / focusing during feedback stages
Wednesday 16 October 2019 running dictation  speak slowly so participants can understand
 provided instructions and checked for understanding instructions
 reviewed the session  think about his teaching position in the classroom
 used music for timing of activities and discussed the
importance of using music in teaching

Sameh Youssef Sameh: Sameh needs to:

Engaging with Error Correction  conducted short feedback sessions throughout  manage the class better by getting participants to
Wednesday 16 October 2019 delivery stop and listen to others
 delivered well using calm and quiet voices  shorten the feedback stages, so rather than ask
  demonstrated the he can open and close activities every individual for answers, select one person from
using appropriate signposting techniques each group.
 engaged well and established a good rapport with
teachers
 made good use of the whiteboard
 managed timings well
 overall style and teaching presence were relaxing
 passively monitored group work
 provided interesting materials
 provided a relaxing learning atmosphere
 provide a good balance between student talk time and
teacher talk time
 wrote sentences on the board for error correction

Samiha ElSayed Samiha: Samiha needs to:

Engaging with Error Correction  actively monitored groupwork  choose participants to answer questions instead of
Wednesday 16 October 2019  conducted short feedback sessions asking them in feedback sessions as this will save
 employed group work and checked for understanding time
of instructions  be firm with the class and better manage group
 gave good instructions of the learning outcomes behaviour (e.g. when one person was giving
 used personal anecdote to make the session more feedback, the others were not listening and chatting
interesting among their groups)
 speak slowly when giving instructions

4. Assessment matrix for micro-teaching

Active
participation
Delivery of micro-teaching Reflection
and group
Name Planning
working
Lead-In Instructions TTT Use of Monitoring Feedback
 English
Ahmed Desouki 3 3 3 3 4 3 3 N/A 3
Ahmed AbdelFadil 3 3 3 3 4 3 3 N/A 3
Ahmed Hawater 3 3 3 3 4 3 3 N/A 3
Amany Aly 3 3 2 3 4 3 2 N/A 3
Essam Khalil 3 3 3 4 4 3 3 N/A 4
Heba Adbel-Dayem 3 4 4 3 4 3 3 N/A 3
Khaled Magdy 3 3 3 3 4 3 3 N/A 3
Mahmoud Fatthy 4 4 3 3 4 3 3 N/A 3
Mohammed AbdelFattah 4 4 3 4 4 3 4 N/A 4
Mohammed Arafa 3 3 3 3 4 3 3 N/A 3
Mohammed El Naghya 3 4 3 3 4 4 3 N/A 4
Mohammed Sabaa Elregal 3 3 3 3 4 4 3 N/A 3
Nashwa Shabana 3 3 3 4 4 3 3 N/A 3
Osama Nour N/A N/A N/A N/A N/A N/A N/A N/A N/A
Raafat Hassan 3 3 3 3 4 3 3 N/A 3
Reda Nawaya 4 3 2 3 4 4 3 N/A 3
Said El Gazar N/A N/A N/A N/A N/A N/A N/A N/A N/A
Salama Saad 3 3 3 3 4 3 3 N/A 3
Sameh Atiq 3 3 3 3 4 3 3 N/A 3
Sameh Youssef 3 3 4 3 4 3 3 N/A 3
Samiha ElSayed 3 3 2 3 4 4 3 N/A 4
 5. Appendix: descriptions of each assessment for micro-teaching

1. Planning

Evidence demonstrates that TE has read the training notes and when
4- Exceeds standard planning, used the learning outcomes to adapt and tailor activities to the
context.
Evidence demonstrates that TE has read and followed the training notes
3- Expected standard
to plan all activities.
2- Towards expected Evidence demonstrates that TE has read the training notes but some
standard activities have not been planned accordingly.
1- Below expected
No evidence that TE has read the training notes or planned the session.
standard

2. Lead-in

Relevant lead-in/warmer to topic in which TE draws directly on trainees’

4- Exceeds standard knowledge and experience to enable them to set their own learning
outcomes.
Relevant lead-in/warmer to topic in which TE draws directly on trainees’
3- Expected standard
knowledge and experience.
2- Towards expected Relevant lead-in/warmer to topic but TE does not draw directly on
standard trainees’ knowledge and experience.
1- Below expected No lead-in/warmer to topic or relevance of lead-in/warmer to topic is
standard unclear.

3. Instructions

Instructions are clear, concise and understood by trainees who always

4- Exceeds standard know what they are expected to do. ICQs and demonstrations are used
appropriately.
Instructions are clear and understood by trainees who know what they
3- Expected standard
are expected to do. Instructions would benefit from being more concise.
2- Towards expected Instructions are given but misunderstood by several trainees who do not
standard know what they are expected to do.
1- Below expected Instructions are not given or so unclear that more than half the trainees
standard do not know what to do.

4. TTT

TTT is always appropriate. TE creates many opportunities for trainees to

4- Exceeds standard
speak and participate.
TTT is mostly appropriate. TE creates opportunities for trainees to speak
3- Expected standard
and participate.
2- Towards expected TE sometimes attempts to reduce their TTT but misses opportunties for
standard participants to speak / participate.
1- Below expected
TE dominates the session with his/her own trainer talking time (TTT).
standard

5. Use of English
 The TE almost always uses English during the training session. Any use
4- Exceeds standard
of L1 is appropriate.
The TE usually uses English during the training session. Any use of L1 is
3- Expected standard
mostly appropriate.
2- Towards expected The TE uses some English during the training session. The majority of
standard the session is conducted in L1.
1- Below expected
The TE does not use English at all or resorts to L1 too easily.
standard

6. Monitoring

The TE moves around and observes and listens to all trainees,

4- Exceeds standard interjecting as appropriate to keep them on task, facilitate learning and
encourage equal participation.
TE moves all around the room and observes and listens to most trainees
3- Expected standard interjecting to keep them on task and to facilitate learning on at least 3
occasions.
2- Towards expected TE moves around a little but does not observe or listen to all trainees and
standard only interjects to keep them on task.
1- Below expected TE remains at the front of the room and does not monitor what trainees
standard are doing.

7. Feedback

TE gives appropriate, positive and constructive feedback to participants

4- Exceeds standard after monitoring and observing them and encourages constructive and
supportive peer feedback.
3- Expected standard TE gives some positive and constructive feedback during the training.
2- Towards expected TE gives a little constructive feedback but frequently misses
standard opportunities to provide feedback.
1- Below expected
TE does not provide any feedback or the feedback.
standard

8. Reflection

TE can identify what went well and what needs improving and suggests
4- Exceeds standard and analyses a range of options for future delivery. TE is open to
feedback from both BC Trainers and participants.
TE can identify what went well and what needs improving and suggests
3- Expected standard some options for future delivery. TE is open to feedback from both TCs
and colleagues.
2- Towards expected TE can identify what went well and some areas that need to be
standard improved. TE is open to feedback from TC but not from colleagues.
1- Below expected TE is not able to identify what went well and what needs improving. TE
standard is not open to feedback from TC or colleagues.

9. Active participation and group working

4- Exceeds standard TE participants actively all the time and works very well in a group,
 valuing all members and encouraging them to participate and contribute
equally, helping to generate a constructive working environment.
TE participates actively all of the time and works well in a group,
3- Expected standard contributing appropriately as well as listening and valuing others’
contributions.
2- Towards expected TE participates and contributes to group working most of the time but at
standard times can be distracted or does not listen or value others’ contributions.
1- Below expected TE does not always participate, rarely contributes to group working or
standard dominates the group and excludes others.