YouTube transcript (ZAT5EABcTWE) — Transcript

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1. 0:04Hi everyone. In this section, we're
2. 0:06going to be talking about a document and
3. 0:09a process called needs analysis, which
4. 0:12is going to be a super useful tool for
5. 0:15you
6. 0:16as a teacher once you've graduated and
7. 0:18start working, but also you will be
8. 0:20using this as part of a project that
9. 0:23you'll work on as you arrive here to do
10. 0:27your TEFL course with us at the school.
11. 0:30Let's take a look exactly at what we're
12. 0:32going to
13. 0:34be talking about.
14. 0:40By the end of the session, you will
15. 0:42understand what a needs analysis is, the
16. 0:45content you should put in it, and how to
17. 0:47create your own document for use with
18. 0:51your students. So, let's take a look at
19. 0:53some useful information.
20. 0:56So, what do you think is important and
21. 0:59helpful to know about a potential or new
22. 1:03student or students before you design a
23. 1:05program of classes for them? What do you
24. 1:08think that would be?
25. 1:09Let's take a look and and see.
26. 1:12Well, we want to know what they're
27. 1:14interested in. How are we going to
28. 1:15design a program for them if we don't
29. 1:18know, first of all, what they're
30. 1:19interested in in terms of learning
31. 1:22English.
32. 1:23So, why do they want to learn it? And of
33. 1:25course, these reasons can be many. Could
34. 1:27be something for business, it could be
35. 1:29something sociable.
36. 1:31And when they're available for classes,
37. 1:33it's going to be important to understand
38. 1:36how often and when they can take those
39. 1:39classes as that could be a deal breaker
40. 1:41for you in terms of your other schedule
41. 1:44or other classes you're giving
42. 1:46at the time.
43. 1:49And we'll need to think about the fact
44. 1:51that a good analysis will gather a lot
45. 1:54of useful information like we've just
46. 1:56spoken about, and will help you put
47. 1:58together classes that will be
48. 2:00appropriate for your students.
49. 2:06So, these are the things that we would
50. 2:09expect you to take into consideration
51. 2:11when you actually prepare a document.
52. 2:13And as I said earlier, this is going to
53. 2:14be super useful for you when you are
54. 2:18out in the real world teaching, because
55. 2:20you will absolutely need to do this,
56. 2:24especially if you decide to
57. 2:26teach a private student or small group
58. 2:29privately. You will be completely
59. 2:32responsible for understanding what their
60. 2:33needs are in order to design classes.
61. 2:37It is possible that in other
62. 2:40in other ways that you're teaching
63. 2:42academy or your students will actually
64. 2:44provide
65. 2:46this information for you, but either
66. 2:48way, it was definitely going to help you
67. 2:51kick off your teaching career.
68. 2:54So, we want to make the document generic
69. 2:57enough for you to use it with any
70. 2:59potential students. So, you don't want
71. 3:01it to be too specific that every time a
72. 3:04student
73. 3:05comes to you and asks you about the the
74. 3:07classes, that you have to adapt it. So,
75. 3:10we're going to make it generic generic
76. 3:12enough for you to use anytime with
77. 3:13anyone.
78. 3:15We want it to be easy for the student to
79. 3:18follow and to fill in. This is going to
80. 3:20be the aesthetics of the document.
81. 3:23Something that's that's they have room
82. 3:25to write, they understand what you're
83. 3:27asking of them, each part of the
84. 3:29document,
85. 3:31and obviously the easier it is for them
86. 3:33to follow and fill in, the more likely
87. 3:35they are to do that and give you some
88. 3:37super useful information.
89. 3:41You'll need to give complete
90. 3:42instructions in the document. So, tell
91. 3:46them exactly what you want them to do.
92. 3:47So, if you want them to tick a box, ask
93. 3:49them to tick a box. If you want them to
94. 3:52write something, ask them to write
95. 3:53something, etc. So, don't just assume
96. 3:56they know what you're looking for. Make
97. 3:58sure that it's clear in every section,
98. 4:00um so that they know how to respond
99. 4:02accordingly.
100. 4:06Give them room to write. Uh if you're
101. 4:08asking for general information,
102. 4:10sometimes we forget this information and
103. 4:12we find that the students are scribbling
104. 4:14a few notes at the end of the page or
105. 4:16turning on the back of the document to
106. 4:19add some information. So, if you want
107. 4:21them to write something decent, give
108. 4:23them some space to do that.
109. 4:26And make sure that the information you
110. 4:28collect is useful to you and your
111. 4:30planning. And we're going to talk about
112. 4:32that in a moment in terms of what
113. 4:34information is useful to you and why
114. 4:38some things that you might think are a
115. 4:40bit unusual to ask as you could be super
116. 4:43super useful and also super fun to know
117. 4:45about your student before they start.
118. 4:48This is a great opportunity to get to
119. 4:50know them, um even before they they've
120. 4:52come through the door and and paid you
121. 4:54for your first class.
122. 4:58And we want it to look professional.
123. 5:01So, we'd like to see it typed up. Um as
124. 5:04you will take part and doing this is
125. 5:07part of your project, uh we will
126. 5:09actually ask you to provide a typed
127. 5:11version and that will be completed by a
128. 5:13student. So, we want it to look
129. 5:15professional. That means you've taken
130. 5:17the time to format it uh
131. 5:20taken into account all the points I've
132. 5:22mentioned above, and but also have a
133. 5:25soft copy available as potentially with
134. 5:28your with your students going forward,
135. 5:30uh these things can be sent uh
136. 5:32digitally. So, you want to be able to
137. 5:34have a copy that you can physically give
138. 5:38um that students might find easier to
139. 5:40fill in um with pen and paper or send it
140. 5:43to them as a document that they can fill
141. 5:45in online and send that back to you.
142. 5:51Let's have a look at some of the data
143. 5:53then that's useful to know. Well, I know
144. 5:55some of these things are going to sound
145. 5:57obvious,
146. 5:58um but we have to talk about them and
147. 6:00some of them actually are not so
148. 6:02obvious. But we'd like to know their
149. 6:03name, so think about the first thing we
150. 6:06want to do is who is your students?
151. 6:08And we're interested in knowing their
152. 6:10age range. Okay, now we know that some
153. 6:13people are sensitive about asking their
154. 6:15actual age. I know I am, so don't even
155. 6:18ask me. Um but you can put a range in
156. 6:21there so we can find out whether this
157. 6:23potential student is a child, a
158. 6:27teenager,
159. 6:28um a a university student, or an adult,
160. 6:32a professional adult maybe, etc. Maybe a
161. 6:35retired adult. And so we can do this by
162. 6:38using a range. So it can be um anything
163. 6:42from 7 to 10, 10 to 15, 15 to 25,
164. 6:4825 plus, you might even have 40 plus,
165. 6:50etc.
166. 6:52Okay, so we understand that you're not
167. 6:54going to necessarily ask them their age,
168. 6:56but it's good for you to know what type
169. 6:58of person
170. 6:59um is going to be coming to the class.
171. 7:02Now, their address. Again, maybe a bit
172. 7:05private this first point, but um if they
173. 7:09aren't keen on sharing that with you,
174. 7:11you can always just ask them to let them
175. 7:13know sorry to let you know which
176. 7:15neighborhood they're living in or which
177. 7:17is the nearest metro stop, for example,
178. 7:19just to give you an idea of where you
179. 7:22have to go or where you might go with
180. 7:24your classes. Now, it would be
181. 7:27very annoying if you didn't realize how
182. 7:30far away maybe this um address is or
183. 7:33this person lives and agree to a class
184. 7:36and then you realize that it's actually
185. 7:38the other side of the city.
186. 7:40And when you get to Madrid, you'll
187. 7:42you'll recognize that it's not a very
188. 7:44big city, but it can still
189. 7:47cause you some issues if you need to get
190. 7:49from one class or one side of the city
191. 7:52to another in time to teach. So, do be
192. 7:55aware that definitely ask them
193. 7:58at least for the neighborhood so that
194. 8:00you can get some idea of location.
195. 8:05Now, over a number could be their mobile
196. 8:07number. That's the normal these days or
197. 8:10the norm these days WhatsApp number.
198. 8:12Here we we use WhatsApp incredibly
199. 8:15often, so it could be ideal for you to
200. 8:20get the WhatsApp number. But if they're
201. 8:23perhaps
202. 8:24an elderly person, much older, they may
203. 8:27not be used to to that technology. So,
204. 8:31they may want to give you a home or an
205. 8:33office number that work.
206. 8:35Any of these
207. 8:37are good for you to
208. 8:39to try.
209. 8:42Email Oh.
210. 8:46Email, so
211. 8:49obviously, this could be the preferred
212. 8:51form of contact. No more explanation
213. 8:53needed on that. And then why would we
214. 8:55ask them about children or animals?
215. 9:00Well, you never know. This is an adult.
216. 9:02They might actually have some children.
217. 9:04If they have some children, maybe you
218. 9:06would like to teach them.
219. 9:08So, that could be super you good to
220. 9:10know. And maybe if you're going to be
221. 9:13teaching them at home, their home,
222. 9:16you'll need to know you might like to
223. 9:18know that there'll be children around
224. 9:20and they'll have a busy life aside from
225. 9:23English class.
226. 9:25And
227. 9:26also, you might it might help you to
228. 9:29understand that these or your adult
229. 9:31students may not be able to have classes
230. 9:33at the time uh, at certain times because
231. 9:36of their children and the, um,
232. 9:39hobbies or activities that they have
233. 9:41outside of school.
234. 9:43Animals is simply is about understanding
235. 9:45maybe if you are allergic to animals or
236. 9:48not, if that that's going to be a
237. 9:49problem for you.
238. 9:51Um,
239. 9:51if not,
240. 9:52maybe something you don't actually have
241. 9:54to put on to the, um, onto the document.
242. 9:59And medical conditions, again, this is
243. 10:02private information. We're not asking
244. 10:04them for their doctor's records, um, but
245. 10:06do make a note and ask them to make
246. 10:08notes if there's anything that you they
247. 10:10think, um,
248. 10:12could, uh, impede their learning, make
249. 10:15it to more difficult for them, or
250. 10:17something that you should take into
251. 10:18account, um, when it comes to actually
252. 10:22learning, um, or teaching them. Well,
253. 10:25now let's move on to availability. So,
254. 10:28what are we talking about here? Well, I
255. 10:29I'm sure you can guess. We're talking
256. 10:31about the availability for your students
257. 10:34have English classes. There also needs
258. 10:37to be the your availability as well.
259. 10:39There's no point, um, letting the
260. 10:41student pick any time and any day if you
261. 10:45are not available any time and any day.
262. 10:47So, this is something where you can
263. 10:49produce a chart, um, a table, some
264. 10:53columns, etc., showing different date
265. 10:56ranges, different days, different times
266. 10:58that you're available.
267. 11:00Now, it's quite common in Spain for
268. 11:03classes, um, to run in pairs. So, for
269. 11:07example, if you have, um, a student who
270. 11:11is interested in a class on Tuesday, um,
271. 11:15between 7:00 and 8:30 p.m., they will
272. 11:19most likely want to have that class
273. 11:20again on Thursday from 7:00 until 8:30
274. 11:24p.m. And equally, you could have another
275. 11:26student who's interested from 10:00 till
276. 11:2811:00 in the morning on Monday and
277. 11:30Wednesdays. This is very typical, and so
278. 11:34I think it's really important to keep
279. 11:35that in mind that you make yourself
280. 11:37available in equal shares of those two
281. 11:40pairs of days where possible. So, if you
282. 11:43have the opportunity, make that very
283. 11:45clear. So, there's no point blocking out
284. 11:47your availability from 10:00 to 11:00 on
285. 11:50Monday but being available the same time
286. 11:53Wednesday because you will probably lose
287. 11:55that matching
288. 11:57um
289. 11:58students to to match those days.
290. 12:00Fridays is a different day whereby then
291. 12:03you'll be able to fill those with um
292. 12:05private classes or extra classes, um
293. 12:07those who only want one class a week,
294. 12:09etc.
295. 12:12So,
296. 12:13other things that we need to think about
297. 12:15are
298. 12:17um typical kind of hours for teaching
299. 12:20that you will be teaching. So,
300. 12:22it's not generally a 9:00 to 5:00 job
301. 12:25here in Spain where you teach in one
302. 12:28place. Um it is much more typical for a
303. 12:32teacher to work in a a number of
304. 12:35different places uh across a number of
305. 12:37different hours.
306. 12:38So, you may work, for example, for one
307. 12:41academy
308. 12:43um that may be teaching adults um
309. 12:46in the morning
310. 12:47uh for a few hours at one place in
311. 12:49Madrid, and then in the afternoon you
312. 12:51may go to another site and teach kids
313. 12:54after school for another few hours. That
314. 12:57is quite typical. Um and it may even be
315. 13:00more spread out than that. So, you may
316. 13:02have two or three different places in a
317. 13:03day with a range of hours, anything from
318. 13:07teaching students before they go to
319. 13:09work, teaching students at lunchtime,
320. 13:11and teaching students after work. So, um
321. 13:15you'll need to think about what is your
322. 13:16preferred availability to be able to do
323. 13:19that.
324. 13:20I know some teachers who, for example,
325. 13:23are not morning people, and so they
326. 13:26block out their mornings and they don't
327. 13:27make that available, and then they have
328. 13:29all of their classes that go through
329. 13:31middle of afternoon
330. 13:33until 8:00 maybe even 9:00 in the
331. 13:35evening, and they'd like to stack their
332. 13:38their class time in that way, and vice
333. 13:41versa. I know other teachers who really
334. 13:44don't want to teach in the afternoons,
335. 13:46and so that they'll make their
336. 13:47availability in the mornings. But,
337. 13:49what's really important to think about
338. 13:51is unless you have a real strong
339. 13:53preference, try to be flexible with your
340. 13:56availability, especially when you first
341. 13:58come,
342. 13:59so that you can
343. 14:01you you know, take on work, and and and
344. 14:05find your feet, and really think about
345. 14:07what you want to do in terms of the
346. 14:09hours.
347. 14:10And then after you've been here some
348. 14:12time, well, you can afford to be a bit
349. 14:13more fussy if you want to,
350. 14:16and think more more so suitably for what
351. 14:19you would like to do.
352. 14:20Um
353. 14:21So, this is what we would mean about
354. 14:23availability. So, we'd like you to put
355. 14:26some sort of chart on your document that
356. 14:29shows Monday to Friday, for example,
357. 14:32different block hours, maybe a range
358. 14:34from 8:00 to 10:00 right through until
359. 14:376:00 to 8:00 p.m., for example, and you
360. 14:40will put another shade of color, for
361. 14:43example, and in your instructions say,
362. 14:46"The hours blocked out are when I'm not
363. 14:48available, and please mark with a cross
364. 14:50or a tick the days that you are
365. 14:53available."
366. 14:57Okay.
367. 15:00Let's talk about what we want to know
368. 15:02about our student's profession. Now,
369. 15:04clearly obviously, this is not
370. 15:06suitable if it's a child, so that's
371. 15:08fine. We can pass
372. 15:10They can pass this box. But, we were
373. 15:12interested in to knowing about what this
374. 15:15adult does,
375. 15:17either at the time or maybe in a
376. 15:19previous job, Um, you will find that
377. 15:21some students
378. 15:23may not be working, and that's one of
379. 15:25the reasons why they're taking classes
380. 15:26with you.
381. 15:27Um, so, why do you think we're
382. 15:30interested in knowing their profession?
383. 15:33Well, obviously, the more information,
384. 15:35um, that we get, the better. Um, if they
385. 15:38are particularly interested, or sorry,
386. 15:40have been working as an engineer, for
387. 15:41example, then they might be particularly
388. 15:44interested in English that is suitable
389. 15:46for their their jobs.
390. 15:48Um, this is what we refer to as business
391. 15:51English, which you'll learn much more
392. 15:52about, um, as we go through the course.
393. 15:55But, teaching people, professionals,
394. 15:58certain English that helps them do their
395. 16:00job, um, is is really great benefit to
396. 16:03them,
397. 16:04uh, and also makes classes really
398. 16:05interesting for you as a teacher. So,
399. 16:07highly recommended. Um, so, finding out
400. 16:10about their job, what their position is,
401. 16:12what their responsibilities are, where
402. 16:14their company is, et cetera,
403. 16:16um, could give you so much information
404. 16:19about maybe what what their needs are,
405. 16:20or what their interests are, um, for for
406. 16:23work. It could be that they're traveling
407. 16:25a lot,
408. 16:26um, and also that could mean that your
409. 16:29class is online, as opposed to being in
410. 16:31person.
411. 16:34And so, this joins nicely to that point
412. 16:37here about what type of English are they
413. 16:40using in the workplace? So, if they are
414. 16:42working, or have been working in the
415. 16:44past, um, where have they used their
416. 16:46English? Now, typically, this is is not
417. 16:49necessarily a big area that lots of
418. 16:51people are doing, but it'd be really
419. 16:53interesting for you to know whether they
420. 16:55are able to practice,
421. 16:57um, and even need to improve their
422. 16:59English specifically in the workplace.
423. 17:02So, we've listed some typical, um,
424. 17:05areas here. Uh, telephone, email,
425. 17:07meetings, presentations, reports, Skype,
426. 17:10let's even say Zoom, Teams, any of
427. 17:13these, uh, other platforms that people
428. 17:16are using now. And let's just think
429. 17:19about like how super useful that would
430. 17:21be to get you to prepare a class where
431. 17:24they can actually learn something that
432. 17:28that they're going to use at work.
433. 17:30Um and if you do that, they're
434. 17:31definitely going to ask you back as a
435. 17:32teacher next time.
436. 17:35Okay, highest level of education.
437. 17:38Um so again, just good to know.
438. 17:42Um are they if they're
439. 17:44a teenager, then perhaps they haven't
440. 17:45got to this stage yet. Maybe they're at
441. 17:47university studying something now. That
442. 17:49could be really nice to know. And what
443. 17:51are they studying? Are they
444. 17:53are they learning anything in English?
445. 17:54Are they studying any or doing any of
446. 17:57their um
447. 17:58assignments in English
448. 18:00at the universities? All all good
449. 18:02information to find out. Um and you just
450. 18:05get to know your students. Maybe you
451. 18:06study the same thing. That's always a
452. 18:08nice rapport-building activity.
453. 18:11And English education, what we're
454. 18:14talking about here is what have they
455. 18:16been doing in the past to study English?
456. 18:18Is it an activity um that they're just
457. 18:21starting?
458. 18:23Is it something that they've been doing
459. 18:24since they went to school?
460. 18:27Um
461. 18:27etc. So
462. 18:29it's quite common for students here to
463. 18:32study official language certificates,
464. 18:37um which are mostly done by Cambridge.
465. 18:39And again, you're going to get to
466. 18:41experience all of this at some other
467. 18:43points in the course.
468. 18:44Um but if you know that, then also that
469. 18:46can help you place their level. So if
470. 18:48they say that they've already got a
471. 18:51certificate, an official certificate at
472. 18:54a B2 level, which is an
473. 18:56upper-intermediate level, then already
474. 18:58you're you're you know where they are
475. 19:01and what they need to do to improve.
476. 19:05So finding out a bit about that um is
477. 19:07great for you.
478. 19:10Okay, other languages.
479. 19:14Why would this be useful? What do you
480. 19:16think? Why we're any probably going to
481. 19:18be teaching them English. Well, maybe
482. 19:20not. Maybe you're going to teach them
483. 19:21some Spanish one day
484. 19:23or another student Italian or or
485. 19:26whatever. You don't know who your
486. 19:27students are going to be. But
487. 19:30if they've learned something like
488. 19:32French or Italian or another language
489. 19:35that is um based on Latin, then you'll
490. 19:38know that they've obviously been able to
491. 19:42um
492. 19:44learn other languages similar to Spanish
493. 19:45has been quite easy for them. But maybe
494. 19:47they're going to find English much more
495. 19:49challenging.
496. 19:50Um it might even just be really cool to
497. 19:52know that they've learned Chinese along
498. 19:54the way. Um
499. 19:56which they've maybe done by living in
500. 19:57another country.
501. 20:00And over to the reasons for learning
502. 20:02English. Um
503. 20:04again, it this will help you plan for
504. 20:06your classes. Is it important for them
505. 20:08to learn English for work or is it more
506. 20:12that they just want to get traveling
507. 20:13around the world? We all know that
508. 20:15English is the common language here
509. 20:18um when we're traveling. So maybe they
510. 20:20just want to do that and that's the
511. 20:22limitations that that's as as far as
512. 20:25they're interested in.
513. 20:26However, for their jobs, for social
514. 20:29media, um going out, meeting new people,
515. 20:32um getting the promotion at work
516. 20:35um is often a reason that people want to
517. 20:38study English as well. So um
518. 20:42this criteria is going to give you some
519. 20:45depth to understanding them as a person,
520. 20:47but also what are they really interested
521. 20:50in when it comes to sitting down in the
522. 20:52classroom with you and learning.
523. 20:58And then you might wonder why we want to
524. 21:00know these things. So these are probably
525. 21:01a bit more of the unusual aspects of the
526. 21:04needs analysis.
527. 21:06Um hobbies.
528. 21:08Well,
529. 21:09as we talked about before, if it's a
530. 21:11student who's interested in traveling,
531. 21:14um, then maybe their hobbies is to
532. 21:15travel, then you already know that
533. 21:17probably it's going to be good for them
534. 21:19to um, to learn some sort of English,
535. 21:23help them with that. But if their
536. 21:24hobbies are cooking,
537. 21:27um, let's some sort of sports, for
538. 21:29example, then
539. 21:31also every now and again you might want
540. 21:33to give them a class that's more
541. 21:34suitable for their personal interest.
542. 21:37This is the kind of thing that motivates
543. 21:39your students.
544. 21:40Um, they feel connected to the topic,
545. 21:42they feel connected to you,
546. 21:44and and that makes students want to come
547. 21:46back, uh, repeat classes with a teacher.
548. 21:49So, finding out a little bit about that
549. 21:50as well. And goals for the future.
550. 21:53Um, similarly, if we know that, uh, one
551. 21:57goal for the future is that your person
552. 21:59wants to run their own business,
553. 22:02um, internationally, then then clearly
554. 22:04they're going to want to learn a lot of
555. 22:06business English. If they want to, um,
556. 22:10for example, just go and live abroad,
557. 22:12they want to have a year out, um, of
558. 22:14their studies and go and live abroad,
559. 22:15then they're going to be wanting more
560. 22:17social English, etc.
561. 22:20And let's find out about their favorite
562. 22:23teacher and why. So,
563. 22:27the kind of information this is going to
564. 22:28give you is what did they like about
565. 22:31their their favorite teacher? What was
566. 22:33the good characteristics? What was the
567. 22:35style in which their teacher taught
568. 22:38them? So, for example, if your personal
569. 22:40style is to be quite, uh, theoretical,
570. 22:44use a book, and this might not suit
571. 22:47somebody whose favorite teacher was
572. 22:49completely dynamic, out there, taking
573. 22:52them out to museums, etc. So, you want
574. 22:55to think about the style that you're
575. 22:57going to teach them,
576. 22:58um, and to see whether that's, uh,
577. 23:00something that that fits with you in
578. 23:03terms of um, your own teaching style.
579. 23:06So, maybe it's partly your decision as
580. 23:08well as theirs, but it's a nice way to
581. 23:12be able to
582. 23:14to find out what what kind of classes
583. 23:16they like, what what their style of
584. 23:17learning
585. 23:19is like as well.
586. 23:24So, that's all the information that
587. 23:27we would expect to see in the needs
588. 23:29analysis document. As I said earlier,
589. 23:32you're going to be participating
590. 23:35in a project. We'll tell you more about
591. 23:37it when you get here. Um, and in which
592. 23:40case you're going to have to complete
593. 23:43design completely design one of these
594. 23:45needs analysis documents and ask your
595. 23:47students to fill them in.
596. 23:49And that will be part of your
597. 23:52assignment grade, etc. So, this is a
598. 23:55really key one for you to
599. 23:58to go back to when you get here or
600. 24:00anytime before that. Um, and do make
601. 24:03sure that, as always, complete the task
602. 24:05that we set you, which will be getting
603. 24:07you to think about the design of that
604. 24:09document ahead of time so that when
605. 24:11you're here, you're able to
606. 24:15just get on with it. So, save yourself
607. 24:17some time
608. 24:18and and look at the task that is coming
609. 24:20next.