English Teachers' Day 2019 – afternoon session

Kontext / Contexte

08:30 Registration
09:00 Welcome
09:15 Keynote speech: Pete Sharma
10:45 Morning workshops
Groupe A – Atelier 1 – Practical ideas for blending in the language classroom: Pete Sharma
Groupe B – Atelier 2 – The Art of the Question: Mike Turner
Groupe C – Atelier 3 – Essay Writing as a Teachable Skill: Daniel Redinger
Groupe D – Atelier 4 – Teaching and Motivating Mixed Ability Classes: Michelle van Toorn
12:15 Lunch break
13:15 Keynote speeches: Agnès Prüm & Anne-Marie Millim / Claude Fretz
14:15 Afternoon workshops
Groupe A – Atelier 5 – Sucking Eggs or How performing physicalises text: William Sutton
Groupe B – Atelier 6 – Réalisation d’une scène de théâtre basée sur un court texte littéraire en langue anglaise. Différentes possibles "dramatisations" d'un texte littéraire / théâtral commun au groupe-classe: Yann Ketter
Groupe C – Atelier 7 – Well-being at school: Jenny Schank & Mike Goergen
Groupe D – Atelier 8 – Beyond Presentist Reading; or: What’s Wrong with Kendall Jenner’s Hair? A (Literary) History of Cultural Appropriation: Agnès Prüm & Anne-Marie Millim
15:45 Jean-Baptiste Kremer Award
16:00 Surprise Performance
16:30 10th Anniversary Reception

Zielsetzung / Objectifs

Knowledge
The participants will learn ideas, material(s) in view of an evolving teaching and learning environment.

Know-how
The participants will be able to:
- engage themselves in their realities and discuss and clarify these realities
- adapt teaching methods to new emergent social and educational contexts.

Posture
The participants:
- will establish a strong, effective professional learning community (PLC)
- will prepare the future of English teaching and learning in Luxembourg.

Inhalt / Contenu

Groupe A – Atelier 5 – Sucking Eggs or How performing physicalises text: William Sutton
My ideas about the performance nature of the Sonnet will be put into practice. Breakdown of a Sonnet will be done as a group working with Sonnet 108. Basically we go back to the phoneme, up to the syllable, the word, the phrase, and the line. The purpose here is to locate the energy of the sound within the manner of articulation: nasal, plosive, fricative, liquids, for the consonants; plus vowels, diphthongs and triphthongs. Along the way we deal with the various types of stress. Next we concentrate on the shape of the sonnet: 3 quatrains and final couplet. Here we deal with metre, short and run-on lines and how form supports and mirrors content. The purpose here is to prepare everyone to lift the words from the page to the stage.

Groupe B – Atelier 6 – Réalisation d’une scène de théâtre basée sur un court texte littéraire en langue anglaise. Différentes possibles "dramatisations" d'un texte littéraire / théâtral commun au groupe-classe: Yann Ketter
Les participant/e/s seront amené/e/s à réaliser un spectacle d'une durée de 3 à 5 minutes à partir d’un texte littéraire en langue anglaise. Chaque participant/e aura une mission bien définie pour aboutir à cette réalisation commune et collective. Les participant/e/s seront capables de monter un mini-spectacle en peu de temps. Un spectacle qui aura comme objectif à divertir et à encourager une approche ludique, artistique et décontractée afin de favoriser l’apprentissage de la langue ciblée.

Groupe C – Atelier 7 – Well-being at school: Jenny Schank & Mike Goergen
Burnout, mindfulness, social anxiety… are all expressions that dominate our current discourse about physical and mental health at school. By trying out coaching and mindfulness activities for the classroom, discussing possible services and activities offered outside of school lessons (relaxation workshop, English drama group, BeYou project) and sharing ideas on how to be a mindful teacher and seeing our students in a holistic way, we want to set up a pool of strategies that can help our students and ourselves to be comfortable, healthy and happy at school.
- Thinking about students' well-being
- mindfulness activities for the classroom
- being a mindful teacher
- well-being in the wider school context.

Groupe D – Atelier 8 – Beyond Presentist Reading; or: What’s Wrong with Kendall Jenner’s Hair? A (Literary) History of Cultural Appropriation: Agnès Prüm & Anne-Marie Millim
Who is Kendall Jenner? Does her hair matter? Why? Even though you may not know the answer to these questions, your students probably will. Drawing on a starting point familiar to the current generation of secondary school students, this interactive workshop proposes different ways of engaging with and studying the process and history of cultural appropriation.
Why are contemporary conversations about race and ethnicity in America shaped by the concept of cultural appropriation and #whitewashing? Why does it elicit strong reactions? Why does #AllLivesMatter offend, when #BlackLivesMatter (acutely)? Focusing on the genre of the slave narrative and combining traditional literary and historical approaches, we will examine the narrative of racial difference in the United States of America from a variety of angles. The workshop also aims to explore and discuss potential teaching strategies, which, though composed of individual components (oral vs. written history; canonical vs. non-canonical writing, paratext, etc.), can be interwoven into interdisciplinary perspectives.

Arbeitsformen / Approche méthodologique

Groupe A – Atelier 5 – Sucking Eggs or How performing physicalises text: William Sutton
- Actively involving participants
- groupwork.

Groupe B – Atelier 6 – Réalisation d’une scène de théâtre basée sur un court texte littéraire en langue anglaise. Différentes possibles "dramatisations" d'un texte littéraire / théâtral commun au groupe-classe: Yann Ketter
- Découverte / lecture du texte littéraire
- théorie
- mises en situation
- exercices pratiques / répétitions de théâtre
- présentation du produit final réalisé (vêtements confortables).

Groupe C – Atelier 7 – Well-being at school: Jenny Schank & Mike Goergen
- Discussion, brainstorming activities and exchanging personal experiences and ideas
- presentation of some classroom activities and school initiatives for consideration
- practical activities.

Groupe D – Atelier 8 – Beyond Presentist Reading; or: What’s Wrong with Kendall Jenner’s Hair? A (Literary) History of Cultural Appropriation: Agnès Prüm & Anne-Marie Millim
- Team-teaching
- groupwork (stations / World Café type approach)
- (inter)disciplinary approaches.

Referent, Referentin / Formateur, formatrice

Groupe A – Atelier 5 – Sucking Eggs or How performing physicalises text: William Sutton
Groupe B – Atelier 6 – Réalisation d’une scène de théâtre basée sur un court texte littéraire en langue anglaise. Différentes possibles "dramatisations" d'un texte littéraire / théâtral commun au groupe-classe: Yann Ketter
Groupe C – Atelier 7 – Well-being at school: Jenny Schank & Mike Goergen
Groupe D – Atelier 8 – Beyond Presentist Reading; or: What’s Wrong with Kendall Jenner’s Hair? A (Literary) History of Cultural Appropriation: Agnès Prüm & Anne-Marie Millim

Remarques / Anmerkung

Pour de plus amples informations: www.etd.lu.