英語培訓機構和課後託管合作
❶ 英語培訓機構與幼兒園合作的詳細合作方案 合作方式和合作效果怎麼樣
我見有些幼兒園會引進卓美的英語教學形式，不知道這樣子合不合你心意，或者你可以到網上輸入英語戲劇教學查看一下
❷ 自己辦了一個少兒英語培訓班，現想與幼兒園合作，可沒有人牽線不認識老師，怎樣和園長談合作勝算大
你好！
不用合作。合作幼兒園也不敢幫你推薦生源。你就在幼兒園對面辦班。每天放學內請點兼職容或者你們的老師去學校門口做做活動，送個小氣球什麼的小禮物。讓孩子到你們這來玩，或者免費上節試聽課試試。然後可以以免費幫你接孩子啊，託管啊，假如幼兒園三點放學，你們可以把孩子接到你們這來，等家長五點下班之後再過你們這來接。
幼兒園不敢跟你合作的放心吧，老師更不敢了，如果被發現那這老師和幼兒園就要倒霉了
如果對你有幫助，望採納。
❸ 想增加個少兒英語培訓課程， 哪個品牌可提供這方面的合作
我們學校今年也是增加了少兒英語課程，找了巴布閱讀合作的，版設了個閱讀館，提供權裝修圖、平面設計圖、施工圖、環創包及《選址裝修指導手冊》，裝修方面不需要操心，而且教材、課程設計、師資培訓等各方面也由他們負責，覺得還是比較省心的。運營了幾個月了家長們反映都不錯，說孩子到家都會給我講故事了。
❹ 求一篇關於英語培訓機構助教與外教怎樣良好協作的文章
When teachers work together, knowledge and rapport grow
Unlike school teams that are organized for other purposes, learning teams focus on teacher learning as a way to address student needs and improve student learning, she said. (In some schools, these teams are known as "study groups,』』 "impact groups,』』 or "collaborative teacher groups.』』)
Learning teams enable teachers to keep up with the knowledge they need to do their jobs well. They also help teachers support each other as they change their practices.
"Learning teams are the most effective, cost-efficient way for teachers to learn what changes are needed in their practice and then to make those changes. They also have the added benefit of building rapport, trust, and support,』』 said Jolly, now an ecation program specialist for SERVE, the regional ecational laboratory serving the southeastern states, and author of an upcoming NSDC book on learning teams in middle schools.
Making a case for learning teams
Generally, the principal is the instigator for creating learning teamѕ. But, if such teams are going to be effective, Jolly said, teachers must be involved in the final decision. "If teachers don』t support the concept, learning teams will not be successful," Jolly said.
Unsatisfactory test scores can often be used as a prompt for creating the learning teamѕ. But, even when that』s the case, the principal or an outside facilitator who specializes in such work will still need to present teachers with substantial information about the value of teachers learning and collaborating.
"Teachers also need to understand that learning teams have a disciplined focus. They are focused around teacher learning, not school management. This is not a staff meeting. This is about student needs,』』 Jolly said.
Getting started
After the principal has significant staff buy-in to the idea, the next issue is membership of the learning team.
Jolly recommends including no more than six persons on a team. Typically, a team would include members of a single department or a grade level. But teachers could self-select according to interest in a particular topic, Jolly said.
Taking advantage of an existing organizational structure often helpѕ because teachers already know each other. Building on a team that already works with one group of students, as in a middle school, is also very beneficial.
A learning team needs to meet for at least an hour at a regular time once a week. Ideally, teams should meet ring the school day and plan to meet together for the entire school year.
First, the data
To establish its focus for the year, the learning team should assemble and examine student data: standardized test results, district assessment results, examples of teacher assignments and the resulting student work, climate survey results, demographics, and information regarding discipline, attendance, and parental involvement.
By closely examining the data themselves, teachers will be able to identify clear priorities for students. "Data also can create a sense of urgency that』s needed to drive change,』』 Jolly said.
Jolly cautions that teachers must also look below the surface of the numbers and probe for deeper explanations. For example, if students are doing poorly on a statewide writing test, teachers will want to ensure that they know what』ѕ being evaluated. Students may be quite successful grammatically and structurally but fail to understand how to present a cohesive idea — or vice versa. Students may be quite successful writing stories or poems but less proficient at informational writing.
Develop a learning plan
After a learning team has its focus, the next step is crafting a learning plan.
At a minimum, the learning plan should include responses to these questions.
o What do students need to learn to do better? For example, drawing from the example above, the learning team might say that "Students need to improve the quality of their informational writing.』』
o What specific knowledge or instructional skills do teachers need in order to address student achievement in this focus area?
o How will teachers acquire this knowledge and these skills?
o What information do teachers need?
o How will teachers know if they have achieved their goal?
Jolly said teams should consider the learning plan a "work in progress』』 that will be revised as teams learn more.
Doing the research
After identifying its focus, each learning team should query its own members to learn what knowledge they can share with others about the focus of their inquiry.
For example, ask team members about workshops they have attended that bear on the topic. What articles or books have they read that relate to this topic? What did they learn in graate courses about this topic? Have they done any writing or presenting on this topic? What other knowledge do team members have that might be related to this topic?
"This helps teachers view each other as resources. It』s a strategy to begin bringing out different strengths,』』 Jolly said.
Beyond that, however, Jolly believes the facilitator should be the group』s primary researcher. "Teachers are already pretty well overwhelmed. The facilitator needs to make it as easy for the teachers as possible. Teachers don』t need to go out and beat the bushes to find everything,』』 she said.
Sharing the wealth
Initially, teachers may spend a great deal of time reading articles and books, interviewing experts, or watching videotapes. In each instance, they should spend time reflecting on what they have learned.
At some point, they should be ready to put what they are learning into action. During one meeting, they may visit the classroom of a teacher using a strategy they want to see in practice. They may examine samples of student work, both before they begin changing their practice and after introcing new strategies to discover their impact. They may develop a lesson at one meeting and follow up the next week by discussing their experience with it.
At every step, the learning team needs to maintain a journal that is the weekly record of its work, Jolly said.
The learning team journal should be kept in a public place, such as the teachers』 workroom so other staff members can also read the record.
Evaluate your work — and identify your next inquiry
Finally, learning teams need to evaluate their work.
At the end of one year』s work, Jolly said teams will often have numerous ideas about the inquiries they want to make ring the next year.
"By the end of a year, teachers will have realized that this is a teacher learning experience. This is not just about coming up with a new strategy for the classroom. This is all focused on teachers learning more about their students and their teaching,』』 she said.
❺ 培訓機構如何把智能英語和線下英語老師教學結合到一起
智能英語線上主要以記單詞 練口語 聽力 為主。線下老師主要以課程閱讀 寫作內 語法為主。主要還是看容你所選擇的智能英語具備什麼功能。
有的智能英語就是記單詞，比如學考樂。
有的智能英語主要是記單詞 學音標 聽力 口語 語法為主，比如智橡樹智能英語
有的覆蓋了所有類型，但是有的功能不適合線上學還要依託老師
❻ 我是一名少兒英語培訓機構的市場經理 我們想與幼兒園合作但我真的想不出好的方案 希望大家幫幫我
你可以帶你的團隊到各個幼兒園去免費試講，如果效果很好，小朋友們也歡迎，說不定他們會同意與你合作。最重要的是要實現雙贏，既然你有生意做；也要讓幼兒園因你們的參與而有所不同，更有競爭力。
❼ 做藝術培訓工作室，沒有地方，有一個和英語培訓機構合作的機會，他們提供地方，其他的設施我承擔求建議
你需要什麼基礎設施。
他們需要什麼基礎設施。
自己私下將機構使用費專用摺合成現金，屬基礎設施建設費用，水電費什麼的其他費用摺合成現金，自己考慮下
一般補課培訓機構都需要節假日，可能存在上課時間沖突怎麼協調。
一定要訂立書面合同，將所有花費寫進去。
如果一旦合作結束，基礎設施建設費用怎麼辦。
其他問題視具體情況而定。如有新問題可以填寫補充協議。衛生什麼的，水電，時間都事先規劃好入合同。
希望能夠幫助到你，如果您覺得我的建議不錯請採納，謝謝。歡迎補充
❽ 想和各個培訓英語教育機構合作給我們推薦出國留學者，和他們合作的流程詳細介紹下
你在來自己公司拿到政策後，源走街串戶的去和培訓機構一個個的面談，什麼能談不能談先問你的上級主管領導，然後和目標客戶見面的時候多聽多問少談少當場承諾，沒什麼擔心的，多談幾個就有經驗了，在這里紙上談兵沒什麼實際作用
❾ 英語培訓機構和中小學培訓機構，哪個課程顧問好做些
中小學的好做些，因為中小學的話我們都是過來人，都算得上比較熟悉，英語培訓的話他就有針對留學啊，或者是成人培訓之類，這個如果你是接觸不多的話，可能還是會遇到一些問題的。最好選擇自己比較熟悉的