General Programmes

  • Industry specific presentation skills and customer service
  • Interpersonal Communication
  • Write it Right – papers, reports, emails and letters
  • Diversity and Inclusion
  • Coaching and Mentoring for Leaders

Teacher Education Programmes

Many educators start with a basic set of teaching qualifications and find after a year or so in education, that their skills are insufficient for them to cope with the constant changing landscape that society brings about.
In education, research has shown that teaching quality and school leadership are the most important factors in raising student achievement. For teachers and school leaders to be as effective as possible, they must continually expand their knowledge and skills to implement the best educational practices. Many people may not be aware of their local school system’s methods for improving teaching and student learning. Professional development is the only strategy school systems have to strengthen educators’ performance levels and it is also the only way educators can learn so that they are able to better their performance and raise student achievement.

Many teachers juggle an overwhelming number of issues, such as classroom management, delivery of instruction, curriculum planning, assessment preparation, parent engament, and communication with other teachers. With the right support, however, new teachers learn more effective practices to apply to daily challenges.

At Words Worth, Monica Menon and Richa Ahuja provide extensive Professional Development Programmes for educators both in Singapore and in the region. They have travelled extensively to Malaysia, Indonesia, Thailand and Sri Lanka to provide grounding in professional and pedagogical development.

Here are some of the programmes offered

Young children make numerous language discoveries as they play, explore, and interact with others.
Language skills are primary avenues for cognitive development because they allow children to talk about their experiences and discoveries. Children learn the words used to describe concepts such as up and down, and words that let them talk about past and future events.
Many play experiences support children’s emerging literacy skills. Sorting, matching, classifying, and sequencing materials such as beads, a box of buttons, or a set of coloured cubes, contribute to children’s emerging literacy skills.

  • Objectives of this course:
    By the end of the workshop, teacher participants would be able to
    Discover techniques to teach a range of grammar and vocabulary items using texts
  • Apply phonics skills (e.g. blending, end consonants, etc) using words from the texts
  • Build on writing skills using ideas from the story
  • Work on extension activities for the EL classroom

*this workshop can be customised for parents as a reading workshop to bond parent and child and suggested activities can be introduced to parents.

When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as being represented by good behaviour, positive feelings and critical thinking. A classroom which is engaging promotes active participation and learner potential is maximised.
Language learning is very much about skills development and the ability to make learning meaningful.

  • By the end of the workshop, teacher participants would be able to
    Apply cooperative learning strategies in the EL classroom
  • Differentiate activities using strategies such as RAFT and Tic Tac Toe
  • Conduct student-led and student-centric lessons

**this course can be customised for both primary or secondary teachers and the activities can be prepared as learning centre activities.

Students today are bombarded with a range of print and non-print material, from songs to images, video clips and electronic posters. The ability to uncover the messages in these audio and visual texts is essential in the digital world. Visual literacy is becoming an important component of both the IGCSE and
IB programmes. A number of Cambridge exams require students to interpret and deconstruct visual texts in the classroom.

  • By the end of the workshop, participants would be able to
    Select suitable non-print resources for English Language Teaching and Learning
  • Craft lesson objectives and learning tasks around the videos, songs and other non-print sources

Information and Communication Technology or ICT can enhance the quality of learning in the classroom and facilitate greater collaboration and involvement in student learning. ICT is a method of empowering
student learning and increasing engagement while providing the teacher with the opportunity to bridge gaps through formative assessment modes.

  • By the end of the workshop, teacher participants would be able to
    Discuss the benefits and challenges of integrating technology into a cycle of learning in class and for exam preparation
  • Have a better understanding of using Edtech tools such as socrative, padlet & mentimentre and work on how to integrate technology into a lesson
  • Gain an understanding of how a flipped classroom model works
  • Craft classroom activities for various subject areas using the flipped classroom model and EdTech 2.0 tools.

STEM education is an interdisciplinary approach to learning that removes traditional barriers separating the 4 disciplines of science, technology, engineering and mathematics and integrates them into real world,
rigorous and relevant learning experiences for students. This approach requires a collaboration between departments and disciplines and makes for more authentic learning.

  • By the end of the workshop, teacher participants would be able to
    Make connections between 21st century skills and STEM education
  • Discover effective STEM strategies and lessons that will engage learners in the Math and Science Classroom
  • Use a framework to prepare effective STEM lessons
  • Evaluate the success of STEM lessons and projects

Portfolio assessment is an assessment form that learners do together with their teachers, and is an alternative to the classic classroom test. The portfolio contains samples of the learner’s work and shows growth over time. An important keyword is reflection: By reflection on their own work, learners begin to identify the strengths and weaknesses of their own work (self-assessment). The weaknesses then become improvement goals. In portfolio assessment it is the quality that counts, not the quantity. Another keyword
is learning objectives. Each portfolio entry needs to be assessed with reference to its specific learning objectives or goals.

  • By the end of the workshop, teacher participants would be able to
    Discuss the benefits and challenges of using portfolios in the school context
  • Suggest ways of developing and assessing learner portfolios in one or more subject areas
  • Compare electronic and/or digital portfolios and hard copy portfolios

from the STEM approach because this is specific to the English Language. Language is skills based and content is used to develop these skills. A thematic approach helps to foster deep and critical thinking and goes beyond the textbook. It allows teachers to show the relevance of topics and issues and makes use of current and contemporary topics and allows for experiential learning.

  • By the end of the workshop participants would be able to
    Discover broad themes and sub-themes suited to the level they are teaching
  • Plan a semantic web of possible topics
  • Plan suitable learning outcomes
  • Craft EL activities surrounding the theme

Teaching Writing Skills (Participants can choose from Creative Writing, Descriptive Writing, Narrative Writing, Letters and Emails etc)
At various stages in our lives, we are made to write several things – journals, reports, diary entries, proposals, etc. To many, writing is a chore because the techniques have not been effectively taught. Much of the time, the criteria is not made known to students and the level of competency is not being matched.

  • By the end of the workshop, teacher participants would be able to
    Identify of purpose, audience and context in writing
  • Learn to organise their thoughts and structure their pieces
  • Gain an understanding of the process of writing and editing
  • Build their vocabulary and grammar skills in relation to the text type
  • Familiarise themselves with the criteria for success

Virtues are the content of our character. The Five Strategies of the Virtues Project™ nurtures our children in the skills and qualities they need to be
successful in school and in life.
Virtues are essential to the true goal of education -intelligence plus character.
Schools adopt these strategies to foster academic excellence while creating a culture of caring, as well as trust and unity among staff. While values are culture-specific, virtues are universally valued in all cultures and faiths. Virtues are the simple elements of character, the qualities of the human spirit.

The Virtues Project™ provide a frame of reference which can be integrated
Into the curriculum of any school. The strategies aim to:

  • Instil growth mindset in teachers and students
  • Resolve conflict with restorative practices
  • Create a climate of responsibility, excellence, diligence in the classrooms
  • Communicate clearly to inspire and motivate students
  • Guide students to identify and develop their virtues
  • Avoid power struggle

Parents and schools have a shared responsibility in creating the best environment for delivering student-centred and values-driven education for our children. We also acknowledge that values involving trust, sincerity, understanding and respect are the foundations for authentic and sustainable home-school partnerships. To ensure school success and positive learning outcomes, partnerships with parents and families must be a pro-active whole-school approach. This workshop is intended for both beginning and experienced teachers. The strategies aims to:

  • Identify the various parenting styles, and their impact on students’ attitudes and learning
  • Appreciate the diversity of family backgrounds
  • Encourage teachers to practical strategies to effectively manage home-school relationships, and to coach and mentor other teachers in this area

The need for acceptance and inclusion has never been more necessary. We often speak of not applying a one-size fits all approach and incorporating Differentiated Instruction into classroom teaching. However, much of the
time we pay lip-service to these concepts. This workshop aims to provide teachers and parents with a framework of how they might approach diverse learning need and work collaboratively with the various school personnel to
ensure student success in both leaning and behaviour.

Pedagogical Programmes: Learning Theories and Lesson Planning

Target Audience: This programme is intended for inexperienced teachers with

Not much exposure to English Language

Very little pedagogical knowledge or subject mastery

Regional Language and English as a Second Language as the main medium of instruction

Objectives: To ensure that teachers are equipped with the knowledge of

Learning Theories – how students learn today, what engages them

Lesson Plans and Lesson Objectives – how do you create and customize your lessons

Locating Resources – where to look for good resources, are they always from assessment books?

Testing and Assessing – how do I know if what I have taught has been learnt

Hands-on Experience in the Classroom

(This portion is to be carried out after 4 weeks, then 8 weeks)

Deliverables and Outcomes

  • Evaluation of lesson plans
  • Refining lesson plans with teachers
  • Lesson observations in the classroom – using a comprehensive set of rubrics/criteria
  • Guidance of how lessons may be improved

Structure

  • Trainer will work with several teachers who attended Part 1 and go into the classroom with them.
  • After the class, trainer will provide feedback on lesson and suggest ways to improve (approximately 1 hour per teacher)
  • Trainer will then discuss how lesson for next day will be carried out and continue this process for 1 week

Teacher Leadership Programmes : Head of Department

Target Audience:
This programme is intended for experienced teachers with

  • Potential to become school administrators
  • Subject mastery in a particular discipline
  • Capacity to grow and develop into middle managers

Topics for HODs:

  • Designing Work Plans and Curriculum for the school cycle
  • Incorporating a holistic approach to Syllabus planning by Incorporating Special Days (e.g. Numeracy Week, Reading Week)
  • Setting and Vetting Bench-marking and of exam papers
  • Mentor and Buddy System for new teachers
  • Teacher guidance and selection
  • Appraisal system for Teachers
  • Collaboration with other department and collaboration with external organisations
  • School Appraisal and Internal Appraisal of Processes