Some comments on your points and questions:
1) You say “I do not know how to train other teachers” : remember that a teacher training session is just a lesson. All the normal principles of lesson planning apply : you need to decide your specific objectives and work out a series of staged activities which will lead to the achievement of those objectives, thinking along the way about aspects such as participant involvement (you’re right that it shouldn’t just be you lecturing), variety, pace and timing, the possibility of overload etc.
2) One possible objective would be to bring Ts to a higher level of awareness of the pros and cons of speaking Korean in class. Don’t presume this is automatically counterproductive. It may be – but at other times can be useful. You need to get the teachers to a point where they can define the objectives behind their own use of Korean, and evaluate whether it promotes or hinders the students’ learning. For some of the pros and cons see
here .
In the training session you could :
a) ask the Ts in groups to discuss if they use Korean in the class, and why/why not. Get them to brainstorm 2 lists – one of why using the L1 might increase the students’ learning and another of all the reasons why it might prevent or impede it.
b) follow up with a full class discussion, eliciting their points. You can then comments on them and add anything they’ve not come up with. Or you could then ask them to read an article on the topic and to compare it with their ideas.(Maybe two or three different articles – one or two people from each group read each article, then they report what they read about to the group.) Their aim is to say : we made this point /we didn’t think of this/ this contrasts with what we said and to add the new ideas to their lists. (They can of course discuss if they agree/disagree with the new ideas) The lists can be expanded into poster presentations if you have time.
Notice that both these options are alternatives to you just “lecturing” the teachers on what you think about using Korean. The option of using the article actually means you don’t necessarily have to provide any input at all! It is also a step towards promoting the “problem-solving” mindset which you want to develop. At the end of the activity it is the teachers themselves who have come up with the ideas – whether based on their own experience or researched from the reading.
3) You made a good start by asking the teachers what they wanted. Now you need to give it to them!
Re the demos : could you get a volunteer student (or maybe a few) to attend for part of the session so that you can do a demo/get other Ts to do a demo without resorting to roleplay. It’s much more effective. Decide what techniques and activities you want to demonstrate. (You probably already have your own, but look
here and
here for others that might be useful. If you try anything new, always try it out in one of your own classes first, before demonstrating it) and then try one of the following sequences:
a) Show the teachers the materials and explain the activity (or activities) in the preceding “non-demo” session. Then, when your demo student arrives, demonstrate it with him/her. I would split the hour as twenty mins introduction, twenty mins demo, twenty mins follow-up discussion. In which the Ts discuss how the activity went, if anything in the way you did it surprised them, etc. They then take away a copy of the materials, try it out with one of their own students, and report back the following week on how it went.
b) Introduce the materials/activities as above, then send the teachers away to try them out during the following week. In a following session, they discuss how the activity went, and then one of the teacher’s demonstrates it with the volunteer student. They then discuss whether s/he set it up it in exactly the same way as they had, how it went, improvements etc. Note that it’s important that any post-demo feedback is kept positive and that there is a positive, non-defensive atmosphere amongst the group. If they feel threatened they’ll just “block off” and reject everything you have to say.
4) Following up after training – I think you need a couple more sessions – one in April, one in May. A couple of ideas :
a) Get each teacher to do an action research (Google this for more info) project on one aspect of what you’ve covered, and to come to the session ready to report on what they did, what happened, and what conclusions they’ve come to.
b) Give a list of reading resources – books, web articles etc - and ask each teacher to find one activity which they like, to try it out with students and then to come to the session ready to explain it to the others.
Hope that helps.
Sue