Classroom Management, Teaching Methodology
PROFESSIONAL DEVELOPMENT WORKSHOP FOR K-12 TEACHERS
November 8th, 2014
Olin Center, Tufts University
180 Packard Ave, Medford, MA 02155
Session 1: 1:00-2:50
"Classroom Managements, Pacing and Transition"
Presented by: Dr Yu-Lan Lin
The purpose of this workshop is to help teachers minimize the problems caused by classroom
management issues and to maximize the effect of instruction by providing pacing routines and
appropriate transition during the course of instruction. In this workshop, teachers will gain an
understanding of reasons behind student’s misbehavior, interpret the signs of student
misbehavior, and discuss preventive measures before problems occur. Additionally, teachers will
examine how proper pacing and good transition for instructional activities reduces classroom
Coffee Break: 2:50-3:10
Session 2: 3:10-5:00
"Chinese Teaching Methodology"
Presented by: Dr. Alan Aimin Li
This workshop will focus primarily on three areas: 1) a comparative approach to language
teaching, 2) differentiating ambiguities in Chinese sentences, and 3) teaching of culture in a
A certificate of five professional development points, which may be applied toward recertification in Massachusetts, will be issued upon request to participants who complete both sessions.
Registration fee: $10 for NECLTA members; $20 for non-members.
Registration limit: 32. First come, first served.
Registration deadline: November 7th, or when the maximum number is reached.
Method of registration: http://neclta.org/programs/workshops Pay online after registration.
Dr. Yu-Lan Lin
Dr. Yu-Lan Lin has been a teacher/administrator for 34 years, recently retired from the position
as the Senior Program Director of World Languages from the Boston Public School system. She
is currently the Executive Director of the Chinese Language Association of Secondary-
Elementary Schools (CLASS).
Dr. Alan Aimin Li
Alan Aimin Li, PhD in linguistics from Clark University. Senior Lecturer in Chinese at
Dartmouth College. Also an Associate in Research at Fairbank Center for Chinese Studies at
Harvard University, and a life member of Clare Hall College, Cambridge University, UK.
Currently also serving on the board of directors of New England Chinese Teachers Association.
Teaching experiences include teaching Chinese language at various levels, as well as Chinese
teaching pedagogy, at Harvard University for 15 years, and teaching Chinese language, literature,
and culture at Dartmouth College for nine years. Research interests are primarily in the areas of
Chinese pedagogical grammar, language and culture, functional and cognitive grammar, and
Chinese teaching methodology.