• It is simply a Train the Trainer e-scape, where nomads of public or pvt. sector teachers of American or British English, anyt in the profession, newly recruits, or those yet-to-be instructors in their pre-service years, may flip their career to a best option. With MTTT people in line, you'll experience a paradigm shift as they 'rise above' what's taken for granted.

• We aim tactically in process (at least this is what we claim) at building a Professional Learning Community (PLC) that enrich e-hub participants with significant mentorship, active participation strategies, and what-to-crop takeaways necessary for your sessions, or before your career ensues.

• The only thing we can tell we had experience put to some proven record (1000+ hrs administered online seesions)- against some throughput objectives, technology-mediated instruction, and innovative tilts.

• Meritsworthy Train the Trainer, aka MTTT, keeps faith in having both ends meet, instructing on best practices while from the comfort of your home. Be it so, enthused participants can enjoy their moments so often including Sugata's SOLE (a Self-Organized Learning Environment).

• Ours is a leverage and scaffolding operation, that is typically hassle-free. We back your energy for more empowerment. We, MTTT people, are after investment in teacher training, period.

Many Websites are an Instant Turnoff. Ours is Merits-Worthy

how you can take action– starting today:

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Quality is what to chase...

Maybe this will teach you not to count your chicken before they are hatched. You need accreditation/certification to cut down to the chase.

OUR STORY

BA, Language Arts, 1991 (top five)

Graduate degree, Linguistics, advanced diploma, 1993 (top five)

TOEFL instr., paper-based, 1995 (LLC)

Certified Translator, 1995 (Courthouse Accreditation)

Conference Interpreter, English-Arabic, 2001, freelancer 

TESOL-certified instructor, 2016 (Midwest Education Group, Chicago)

Advanced Diploma in Educational Management Coaching, 2017 (Midwest Education Group, Chicago) 

Professional International Trainer of Trainers, 2017 (Midwest Education Group, Chicago)

Currently, Advanced Teaching M Ed degree-seeking coach, UoPeople, California (2020-) 

       منصة مازن طنسي لتدريب المعلّمين هي للمساعدة في نقل خبرات تدريبية وتأهيلية لأساتذة في اللغة الانجليزية قبل تخرجهم.. أو حتى إن كانوا على رأس عملهم (على اختلاف ترقياتهم). خبراء المجال بالإضافة "لها لشي" ينقلون جهدهم للرّواد الراغبين في التعلّم، من طلبة أو ذويهم

learner-centered philosophy ويّاكم حتى طلبتنا/أساتذتنا يشوفوا نفسهم معانا يتطّورون

 LMS نعمل في الفضاء الالكتروني و نستعمل منصات االتفاعل  

Extra Edge

Going above "what's taken" for granted: We keep it our philosophy that what makes life a trend a friend and what makes a school as cool a teacher

                                                                                                           M. Tennessee Hajjar

As we undertake tasks daily, language shapes thought. Take in a

broader perspective, in broader terms, and search for what structure,

communication evidence and written strategies could help feed your

operation as a teacher. The efficiency you reach helps the proficiency you

teach.

If you are in the profession, or about to be, be it physical premises or digital

space you teach/learn in, how about a flow of ideas & takeaways that

perfectly fit your teaching operation.

Say Yes

Ours in mind is an industry-led approach, toward providing basic competence in North American English, coupled with a reskilling opportunity for participants, in listening, in reading fluency, in their oratory skill and writing. A time for the teaching force to cement, close gaps and kick start a competency-based standard. The teaching force here refers to those staffers who have taught for lesser number of years, the active participation techniques they employed in class, may be lacking rubrics of change, or need be a little reinforced. Throughtput targets, for pre-training, or for on-the-job training, the certification to meet, would in an aftermath open or reshape career path.

    Training, put to some measure, requires multiple disciplinary work, viz. some other forms of knowledge. Generally speakig, a proficiency level is a redefining experience to guide an online or in-person setiing. That adds to what works well, and what doesn't. In time, this initiates further goals you haven't set before.

    Teachers are not born but made, Linda Darling-Hammond (a professor of education writing for the National Commission on Teaching and America’s Future) says there is a long-standing ‘myth that anyone can teach and that teachers are born and not made.’ W don't believe it's a myth too. Our online scape is a digital nomads wondering-group, and a team 'who guarantees empowerment.'

The policy options

Our e-hub trainers say for a reason. They do not contrive. Our inputs at MTTT are ones sought at hand, aka our policy statement. We intend to raise a working force, an efficient staff. Whom you meet are well-accomplished trainers, with whom you claim some growth options. Later scrutiny never deferred. These are roles we played for a number of years, and have seen change happens, for a revamped industry result.

A number of pre-service students sat hands-on training. Another number of in-service personnel sat on-the-job or train the trainer program with us. Other students of English amassed in hundreds. Our new forum to meet, MTTT cyberspace (a Merits-Worthy Train the Trainer academy), coaching a stand-along population toward mastering English or emulsifying a teacher's blend of operation, so him or her can be a success manager in class. Ours is a pre-tested approach. That also tell.s of many years upcareer, 30+ years behind. We would kind of ensure ours is a transformative teacher training that works best and in each best interest. MTTT teams are using tools & artifacts toward a cementing time.

    To grow is to cultivate know-how

We are caught east and west with a number of instructions larger than any, these days. Ours is becoming an increasingly tiny cosmo, where a share of knowledge saves pitfalls, somtimes a change for the sake of change. The concept to bear in mind that teachers are born is jettisoned.

    Referring to the LOGO my partner created, LC is meant to be short for Leaning on each other, and so Collaborating, which is what life is about. Where a staff room need to be a PLC, or, more plainly, a professional learning community, more & more collaboration is expected. You simply stand for what them, your fellow office instructors or students are, and for what your fellow office instructors or students know. They are whom you see at any given time. Ours here is a PLC and is a knowledge-based e-hub, where coachees and coaches lead some effort. Still when the hub fails, it's nature by default. There's always no worry, our faith continues. It's yet never too late for anything. Staff people are men and women of good offices (to put it in our native tongue: يحملون مساعي حميدة).

 While at this our online management system, instructors

1.             make room for creativity & failure

2.            go beyond textbooks, and discuss operable conditions at work/online or versatile operations

3.            leave space for all: the coachees, the coach, visiting practitioners. This is toward more engagement and more dive-in

4.            offer/share INSPIRING tilts (to make for reciprocity- the Genius Hour!)

These inputs, we believe, are factory-model. Raising an efficient staff- should we mind ourselves, necessitates avoiding intellectual or academic dishonesty. We are all in this together, and we need to stick together.

More sincere feedback is more openness. This is no kidding. Though indirect, confronting unprofessional behavior comes with tactfulness and more exposure: We know it, classroom observation, peer-to-peer advice, teacher formative assessment types are episodes to-have, despite what ghost hunters might have you believe. I remember I read somewhere the Japanese teachers urge their friends at the office, to do a deep dive into each their classes, so they frequently organize class walk-ins and visits.

Don't think in the aftermath you will be on board a new discovery; you will more or less be equipped with the know-how fit. I have faith in him, her and you, teachers, and you and us, together bequeath faith in the profession. We just aim at showing a good performance indicator (PI), doing tasks like never before and hassle-free.

I lead effort but act/would act in unison: As you will see, English language coaching online requires a literacy about Learning Management Systems (LMSs). Can think of Zoom.us or Google Meet (goodness knows what apps would be like each time we update this!). MTTT digital nomads servicing, so we hope, remains a Professional Learning Community we are proud of. As a founder and intellectual proprieter, i count on a rigorous selection of material/curriculum design, and meet various age groups needs, and relegates fun in process: as the beat goes on, don't you realize, the fat comes off. What MTTT will do is raise a beat and pique a feat.

Those who have a passion for North American English (NAE) are sure (same like other) to meet coaches at any time. To target or have a pool, so tidy of instructors, you as a practitioner need a trip further up the river (a pleasurable time with industry experts). Can't wait to crop your practices.

    American English (NAE), once a growth base, is now high-end. Time to reboot your operation in class, in bits and phases. As for corporate thinking, besides having strategies in place, we introduce Speech Mechanics, for record, first (coursework# 1), Reading Mechanics second (coursework# 2), and Writing Mechanics (coursework# 3), plus a myriad of programs other Educationally driven professionals would like 2 hold, which encompass latest ATLs (Approaches to Learning) & Other. Our vintage practices are our vintage practices(Days Have Taught.us). 

Language has always been a metacultural, global awareness thrill area. Technically, there are those interchangeable parts intraculturally (i.e. Speech Mechincs) many bilinguals never miss on, what about you? Sounds in English along with their equivalent forms/sound IDs in writing, growing orthography patterns, have amounted over the years. Can tell you one thing: Internationally they do 80 forms, we do 100+. Some innovative practice we usher you in.

Further up the road, there are those lexemes or most frequently used words (a sum of 2000) you need to know. Reading Mechanics# 2 teach once a Longman-approved 1K and 2K words; which keep on the rise/changing which enrollers need to turn to, kind of use or upkeep, for further practice. We introduce a blend of merging tactics plus tips and takeways. Primarily used sources are ones we care about. Your portfolio of work mounts on day-to-day basis, and we are personally in for a work-week backup and support. Our tips are many that you just need.

As we assemble units and modules, we also study linguistic phenomena recurrent. Behavior, that is linguistic, keeps changing iat times. As for EYE, early years of education, and PYP, the Primary Years Program, we want to make your young kids simply more familiar with things. Schools Minister, Nick Gibb, of Britain once said, at the Education Reform Summit in 2015 that we "recognized the strong evidence demonstrating that systematic synthetic phonics is the most effective way to teach children to read.” Ours is a DNA, a digital nomads academy, where together we develop a must-follow Phonics Grid, far beyond what's taken for granted. We also encourage you.

Since the time they abolished cursive writing in 2013, Americans had it that you need to increase your touchtyping speed. As for Writing Mechanics# 3 also furnishes a component like.

    Through Talk Videos (Let's Talk-series), you do this all-out practice (Conversational Input Time) too when sitting one of our courses (Reading Mechanics# 2). Personal Vlogs, to mention, are a primary help. Many threads are incorporated in the Reading Mechanics Development Program. Adults or kids, instructors in-service or in pre-service, will enjoy the tenured attention coaches bring every step of the way.

Hope that was a Deal. I teach NAE (North American English (NAE), and I preach none other tongues. It's been 33 years for me. I am here for collaboration, active engagement and life long learning (LLL). The rest is yours.

M. Tennessee

________________________­­

M. Tennessee Hajjar, TESOL-certified instructor & intl. ToT

April 5, 2024

                                                                                                   Abdelaziz Adnani (ABOVE), former Oversight Officer, KUWAIT.                  

Nobody May Get Anywhere, Unless In Unison.

I always believe in the importance of all individuals contribution to the workplace, and the strength of debut s/he could make. 

When you ask leaders if their organizational values are compatible with collaboration, they give a big affirmation yes. If you ask if the company's collaboration improvement strategy has completely worked well, you might get a different answer. “Collaboration is appealing in concept but challenging in practice,” David Ehrlichman, David Sawyer & Matthew Spence put it well.

Collaboration is all about helping members of different teams, who demonstrate various skills and perspectives, to coordinate and cooperate in order to achieve goals that will benefit the school, the college, or the entire organization. A productive team is a happy team forever.

Although similar to teamwork, the collaborative relationship is not hierarchical: everyone has the same status regardless of seniority (although you can choose one person to organize the collaborative project).

You can collaborate with members of your own team or from other departments,

as well as contractors, clients, or even other organizations.

      When most people or organizations try to approach collaboration, they just do that narrowly: as a value to foster—not a skill to acquire.

      What is needed is a top-notch approach. When I or we sometimes look at collaboration in school communities, colleges, or any other organizations, we find that they are never dismayed by 'common attitudes of underproficient' but have broad respect for the contributions of colleagues, openness to others, and a hyper-sensitivity to the outcome-based goal. However, this positive attitude is rare in under-developed places. Instead, most people display the opposite undermining set, distrust others, and get obsessed with themselves. A leader's job is to foster an absolutely unbiased attitude toward the members and value their contributions. We all need to work ourselves. What we want to learn and achieve is learned and achieved in collaboration.

    Francesca Gino identified six training techniques that managers and workers can use to work well together, i.e. learn from each other, and overcome barriers. They tell employees that there is a time to listen and explore, a time to express, a time to critique and and a time to decide.

1. Teach people to listen attentively

    The corporate workplace values good self-expression. Employees think a lot about how to make a good impression: how to formulate their arguments in discussions, communicate their points in meetings, or try to make their reports more persuasive. This is understandable given the competitiveness of jobs. Yet it comes at a cost.

Gino’s research suggests that when other people speak, we often prepare to speak rather than listen. This trend worsens as we move up the corporate ladder. This definitely diminishes the efficiency.

    A behavior that Pixar Animation Studio encourages. Those in leadership positions are required to take a 90-minute course on the art of listening, among other things, held in a conference room adorned with posters of movie characters to remind us of those who need to "stay curious". and "communicate the ideas of others."

     In sessions, students discuss the qualities of active listeners they know (for example, maintaining a positive attitude by leveling the importance of others' points). This means abstaining from interrupting or dominating the conversation. This means solving the problems of the people you are talking to by concentrating on the implications of their words. In one exercise, participants practice asking their partners open-ended "what" and "how" questions that encourage people to give more info, reflect on their part of situation, and feel for what to listen for, answering questions using only yes or no. 

      Sometimes people use the language of the deaf. Instead of listening they keep themselves busy thinking about what to say next regardless of what the speaker says. In another exercise, two coaches act out a scene demonstrating the situation, where no listening takes place. For example, one coach starts the conversation by saying: “I’ve had a lot of work to do during the week, and I have to prepare for the next week's presentations but I would like to have some time with the family during the weekend.” And the other responds: “So you visited China, you said?”

    The two coaches act out the scene again, and this time the listener demonstrates what active listening might look like, “You seem to be burnt out and feel culpable if you don’t spend time with the family.”

Abdelaziz Adnani, Oversight Officer (Now Retired) , January 2023.      

Our story is not different from yours, but we may have a say, that you may be willing to.. 

You may be in the profession or about to be: This is cyberspace for the flow of ideas & tips for your English language-teaching operation, be it physical or cyber space. 

Quality, not quantity

Our story is not different from yours, but you may be willing to try.

Quality, not quantity

Quality, what do I chase...

We have made quality our habit. It’s not something that we just strive for – we live by this principle every day.

Quality, not quantity

Quality, not quantity

NURSE COMMUNITY, DOCTORS, whose first language was Spanish, did a Target, English. Foundational Phase 2. 

Quality, not quantity

NURSE COMMUNITY, DOCTORS, whose first language was Spanish, did a Target English course, the Foundational Phase.