This page includes reflections on various training courses I’ve completed.

Assessment-only Route to QTS

I gained Qualified Teacher Status through the University of Sunderland. I completed this while working at an international school in Malaysia, and specialised in EAL (English Studies). Here is my review of the assessment-only route training course, and my reflections on the 2000 word personal statement for application. Here’s a summary of how I approached the presentation for the interview stage.

I’ll update this section with more posts soon.

PGCEi

I completed my PGCEi through the University of Nottingham. Here are my reflections on the PGCEi training course, along with a few thoughts on how to get a Distinction (very subjective!).

Here’s a short overview of the content for Module 1. Here’s some advice on completing the Module 1 process work, and some further guidance on approaching the Module 1 assignment.

Here’s a short post on what Module 2 involves. Here’s my actual PGCEi assignment for Module 2, which focused on project-based learning in EFL contexts. Here are some useful links to project-based learning research and resources which I came across while completing the assignment.

I really enjoyed the key reading on the PGCEi. Here are my ‘Top 10 Reads’ from the course. This reading disruption of a textbook (Winter 2018) was worth reflecting on, as were Bottery’s Educational Codes. Wilson’s summary of types of curriculum are also interesting, as was this practical resource on learning to read the world through other eyes.

If you are not sure about whether doing a PGCEi is right for you, here is my take on things. Here is a post on which course has had more value for me: PGCEi, DipTESOL, or MA.

MA in Professional Development for Language Education

I completed my MA through NILE in 2019. My dissertation focused on evaluating pronunciation materials in our in-house syllabus at the British Council. Here is a link to my dissertation, as well as my own process work on pronunciation priorities while working through the assignment. Maria Heron at NILE asked me to summarise my experiences and the value of my training, you can find my video reflections here.

Here’s my review of the MA Module in Materials Development.

Here’s my review of the MA Module in Technology-assisted Language Learning. No doubt the content of this has changed a lot since then!

DipTESOL

I completed my DipTESOL at the end of 2014. Here is a series of video responses I created for DublinTEFL, in which I reflect on the value of the course. Here’s a reflection on how I felt the DipTESOL was perceived by colleagues and peers compared to the Delta.

Here’s my (quite loose!) advice on how to get a DipTESOL Distinction.

Here is an example lesson plan from my observed teaching practice. Here’s me rambling on about the importance of evaluation and reflection on the course. Here are some examples of the reading and listening texts I created for the teaching practice.

Here’s some advice on creating a self-development record. This task really helped me to create useful observation instruments for myself and peers later in my career.

Here’s how I approached the phonology interview. I read a lot about phonology/pronunciation for this course – here are the pronunciation-related books I recommend. Here is some advice for candidates on how to start thinking about ‘phonology and you’ as part of the course, and ways in which you could go about experimenting with phonology based activities. I also experimented a lot with teaching pronunciation in class. I didn’t blog about this much, but examples of how I used Mark Hancock’s PronPack can be found here and here.

Soon after completing the Dip, I started working in Thailand. Many of my colleagues were taking the course. Here are some pronunciation-related articles I shared with them which were relevant to our context – they may be relevant for others. Here’s an introductory INSET session on the phonemic chart that I delivered to teachers. For old-school Sporclers, here are some Sporcles I made on the phonemic chart for candidates. Those exploring phonology for the dip may want to view Laura Patsko’s webinar on ‘pronunciation for the real world’ – see my summary here.

Here’s how I approached the independent research project. The resources I created for this (a Google Guide) seem very dated now but were relevant for my peers at the time!

Here’s how I approached revision for the final exam.

CELTA

I completed a CELTA equivalent in 2008, CELTA proper in 2012, and CELTYL in 2016. Here are my tips on how to get a CELTA Pass A.

Here’s a summary of lesson frameworks we used on my CELTA at IH Budapest, and my clickbaity tips for writing CELTA lesson plans. Nicky Salmon, a once frequent guest author on this blog, shared these great tips on CELTA lesson planning. She’s written other CELTA posts, including tips on surviving the course and the importance of reflection during the course. Here’s a great book from CELTA trainer Jeanette Bardsell on lesson observation and feedback, which is a useful read for other trainers.

Here are some tips for the language analysis assignment, and also for the language skills assignment, although this might be outdated now.

I’ve written a few reflections on skills and approaches I used during the CELTA. These include guided discovery, and tips for improving your whiteboard work. Bear in mind that my tips like this were written as an early-career teacher!

If you would like any further tips or advice on any of these qualifications, feel free to get in touch.