Soooo much training! In the last 10 days at work I’ve completed five modules of mandatory training on Zoom, had two webinars on using EtonX with YLs, got up to speed quickly with Microsoft Teams (which I had previously neglected a bit, and I’m still a bit naff) and done a whole load of other online webinars. Phew!
Anyhow, there seems to be a lot of training around for teachers. Once we get settled with these new modes of delivery, I’m hoping that they’ll be a bigger push towards training for parents. (more…)
Late last year I read the Jordan and Gray/Hughes exchange on ELT coursebooks, which appeared in ELT Journal. It’s an interesting discussion if you haven’t read it yet. I generally agreed more with Hughes, but that’s to be expected; I write coursebook materials for publishers, I use coursebooks and generally value them as a classroom resource. I also tend to find more radical stances against coursebooks polarising and distant from classroom practice. A bit repetitive too. I’d like to see more research into learner perceptions of coursebooks, and direct engagement with publishers to explore the theoretical and pedagogical underpinning of these resources in more detail.
Anyhow, the exchange prompted me to consider my views on the use of coursebooks, I’m keen to write a few of these down so I can see how they evolve over time. There have been a few posts I’ve revisited on this blog that I felt were a good snapshot of my thinking at one moment in my career – thoughts that have since changed, developed, etc. There is only one post I’ve come to completely refute over time, my views on multiple intelligences. So much so that I deleted it! Nooooo! Never do that, it misses the point of a learning journey!
So, some of my current (10/01/2019) views on coursebooks. (more…)
I’ve read a lot about poor pay and working conditions in ELT recently. Keith Copley’s recent article in ETPro touched upon some of the many issues that influence working conditions in the industry – institutional power, neoliberal-romantic rhetoric that promotes certain other aspirations (freedom, life experience) above renumeration, and so on. I’ve read tweets about strikes over pay at ELT centres, discrimination of NNES teachers, university lectureship roles which require advanced qualifications yet offer relatively low financial reward, to mention just a few of the issues.
Obviously I fully support the push for better, fairer pay and conditions. Now that’s said, what I don’t read often are stories of good working conditions. I get why. I mean, no one wants to be smug and come across as ‘well none of this affects me, I’m doing quite well out of TEFL thank you very much’. The fact is though, jobs in TEFL with good working conditions do exist. Keith Copley knows this as well as I do; we work in the same institution where, overall, the working conditions are great.
Here are the benefits that our employer offers us here in Thailand. I consider this to be a working conditions WAGOLL. On balance, there are very good conditions in our organisation – you’ll find a lot of teachers at our school have been here a good few years, and it’s no surprise why. (more…)
I start my PGCEi next month. I’m really looking forward to having an extra reason to reflect on my classroom practice, overall approach, etc, and delving into research about how children learn and develop.
I’m focusing on primary level learners during the course. I have experience teaching ‘upper’ primary age groups (aged 9-11), but I’d love to learn more about teaching younger primary learners. I felt a bit out of my comfort zone teaching younger learners during the CELTA YL extension course a few years ago. With this in mind, the PGCEi is a perfect opportunity to gain more experience and understanding of YL teaching and child development. (more…)