英语培训机构和课后托管合作
❶ 英语培训机构与幼儿园合作的详细合作方案 合作方式和合作效果怎么样
我见有些幼儿园会引进卓美的英语教学形式，不知道这样子合不合你心意，或者你可以到网上输入英语戏剧教学查看一下
❷ 自己办了一个少儿英语培训班，现想与幼儿园合作，可没有人牵线不认识老师，怎样和园长谈合作胜算大
你好！
不用合作。合作幼儿园也不敢帮你推荐生源。你就在幼儿园对面办班。每天放学内请点兼职容或者你们的老师去学校门口做做活动，送个小气球什么的小礼物。让孩子到你们这来玩，或者免费上节试听课试试。然后可以以免费帮你接孩子啊，托管啊，假如幼儿园三点放学，你们可以把孩子接到你们这来，等家长五点下班之后再过你们这来接。
幼儿园不敢跟你合作的放心吧，老师更不敢了，如果被发现那这老师和幼儿园就要倒霉了
如果对你有帮助，望采纳。
❸ 想增加个少儿英语培训课程， 哪个品牌可提供这方面的合作
我们学校今年也是增加了少儿英语课程，找了巴布阅读合作的，版设了个阅读馆，提供权装修图、平面设计图、施工图、环创包及《选址装修指导手册》，装修方面不需要操心，而且教材、课程设计、师资培训等各方面也由他们负责，觉得还是比较省心的。运营了几个月了家长们反映都不错，说孩子到家都会给我讲故事了。
❹ 求一篇关于英语培训机构助教与外教怎样良好协作的文章
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 培训机构如何把智能英语和线下英语老师教学结合到一起
智能英语线上主要以记单词 练口语 听力 为主。线下老师主要以课程阅读 写作内 语法为主。主要还是看容你所选择的智能英语具备什么功能。
有的智能英语就是记单词，比如学考乐。
有的智能英语主要是记单词 学音标 听力 口语 语法为主，比如智橡树智能英语
有的覆盖了所有类型，但是有的功能不适合线上学还要依托老师
❻ 我是一名少儿英语培训机构的市场经理 我们想与幼儿园合作但我真的想不出好的方案 希望大家帮帮我
你可以带你的团队到各个幼儿园去免费试讲，如果效果很好，小朋友们也欢迎，说不定他们会同意与你合作。最重要的是要实现双赢，既然你有生意做；也要让幼儿园因你们的参与而有所不同，更有竞争力。
❼ 做艺术培训工作室，没有地方，有一个和英语培训机构合作的机会，他们提供地方，其他的设施我承担求建议
你需要什么基础设施。
他们需要什么基础设施。
自己私下将机构使用费专用折合成现金，属基础设施建设费用，水电费什么的其他费用折合成现金，自己考虑下
一般补课培训机构都需要节假日，可能存在上课时间冲突怎么协调。
一定要订立书面合同，将所有花费写进去。
如果一旦合作结束，基础设施建设费用怎么办。
其他问题视具体情况而定。如有新问题可以填写补充协议。卫生什么的，水电，时间都事先规划好入合同。
希望能够帮助到你，如果您觉得我的建议不错请采纳，谢谢。欢迎补充
❽ 想和各个培训英语教育机构合作给我们推荐出国留学者，和他们合作的流程详细介绍下
你在来自己公司拿到政策后，源走街串户的去和培训机构一个个的面谈，什么能谈不能谈先问你的上级主管领导，然后和目标客户见面的时候多听多问少谈少当场承诺，没什么担心的，多谈几个就有经验了，在这里纸上谈兵没什么实际作用
❾ 英语培训机构和中小学培训机构，哪个课程顾问好做些
中小学的好做些，因为中小学的话我们都是过来人，都算得上比较熟悉，英语培训的话他就有针对留学啊，或者是成人培训之类，这个如果你是接触不多的话，可能还是会遇到一些问题的。最好选择自己比较熟悉的