| Teachers need to feel a part of a motivated | | | | Classroom management is usually a popular topic |
| team of educators in order to continue the | | | | that needs constant evaluation. Classroom |
| learning cycle. This is especially crucial just before | | | | management methods and procedures that were |
| a vacation or semester break. An inspirational | | | | taught in teacher college as part of ongoing |
| speaker can enrich staff development. Such a | | | | teacher training or pre-service training, are often |
| speaker might include one of the staff members | | | | up against newer more trendier ones such as |
| who just recently finished a degree or a | | | | how to give students more autonomy in involving |
| specialized teacher training course, a series of | | | | them in classroom management decisions. |
| speakers hired to address the staff, or a single | | | | Implementations of previous practices and |
| speaker who is part of ongoing teacher training all | | | | experiences of classroom management can be |
| year round. | | | | shared. There is often much overlap within the |
| It is preferable that the staff coordinator or | | | | realm of classroom management with other |
| organizer seeks training that is encouraging in | | | | parallel ongoing topics such as lesson planning, |
| terms of what can both raise staff enthusiasm | | | | homework issues, the importance of feedback |
| and give motivating tips. It is wise to gather a list | | | | and distribution of grades. |
| of all topics that can be meaningful for pupils' | | | | Here are a few other side topics that can also |
| needs and up to date teaching methodologies and | | | | service staff motivation: |
| approaches. Then, once the in-service course has | | | | * Lesson beginnings and endings |
| begun, the speaker can lay his or her agenda for | | | | * Lesson building according to the learning cycle |
| the course and expectations can be discussed in | | | | * Setting Weekly Goals |
| the form of a plenary. | | | | * Keeping a Teaching Diary |
| Usually, most speakers come prepared with | | | | * Methods to Foster Student Motivation |
| handouts, workpages and other reference pages | | | | * Ways to Foster positive classroom behavior |
| to be conducted in groups or pairs. | | | | * Issues in motivating Students |
| There should be also opportunities for discussion | | | | Motivational speakers help a lot to bring the |
| and sharing concerns, which can also have an | | | | objective side of motivation to the front along |
| element of staff motivation to share and give | | | | with its problems and strategies in |
| feedback on various topics. | | | | implementations. A staff usually feels much more |
| What Topics should be Brought Up? | | | | optimistic to enter the classroom the next day! |