I sometimes hear from DipTESOL trainees who are finding it hard to get to grips with phonology. Common problems include: (more…)
You might not need to encourage your students to take control of their learning. I do. My teens aren’t used to working independently or undertaking tasks without the teacher directing proceedings.
Our current topic is health and fitness. I found this great information booklet online entitled ‘Take charge of your health’, which was aimed specifically at teens. It looks like this, and you can access it here.
Booklet produced NIDDK
My teens had studied this type of stuff in their mainstream schools. I knew there would be a lot of transferable language, so I felt they were ready to try a different approach to the lesson… (more…)
Some teachers have clear direction when it comes to development. Others, like me, have always been a little bit lost. I found that once I finished my initial teacher training there wasn’t much support or guidance when it came to improving my skills, subject knowledge or knowledge of the industry. There was the odd teacher training session or peer observation, plus the occasional chat with a colleague, but for the most part I just had to get on with things. So, I did.
Taking control of your own development is the best thing you can do. Moreover, it’s easier than you think – it just takes a bit of interest and a bit of drive. Here’s a list of ideas to get you started. They’re mostly aimed at teachers fresh off a CELTA looking for inspiration, but some will be useful whatever your experience.
Documenting your progress
It’s said that for development to be successful it needs to be documented. Try these things to help:
- Keep a teaching journal
Record your thoughts and reflections on lessons – things that went well, things that didn’t, things to improve on, useful things you’ve read, self-evaluation tasks you’ve tried, etc. It will be a good thing to look back on, and might help you gather your thoughts.
- Start a blog
A ‘web log’ – it can be like a journal/diary anyway. The difference is that other people can see it. You can get feedback from others, useful tips and ideas. I started this one on wordpress.com. It only took me 10 minutes to set up and it’s free. I’ve motivated my colleague to do the same so you can see one that’s just starting out here. Please comment and keep him reflecting 🙂
- Add teacher development aims to your plans
This is a practical tip for lesson evaluation. At the end of a lesson, write down two things that went well, and two you could have improved on. Our CELTA YLX tutor called these ‘Glows and Grows’. Try and work on the points to improve in the next lesson. Writing these down somewhere is a great way to evaluate your progress. If you’re me, it’s also a great way to notice how many times you’ve had to focus on GIVING BETTER INSTRUCTIONS! AAARGH! (note: had a formal obs yesterday – guess what came up?!).
A framework of reference
- British Council Continuing Professional Development Framework
It’s useful to have a bit of guidance when it comes to professional development. Download this free document from the British Council. It’s a CPD framework highlighting various stages of development and key professional practices. It might help you recognise the areas you need to focus on. (more…)
At my current school we have interactive whiteboards (IWBs) in every classroom. These are a luxury, but I do think they have their drawbacks.
In ‘400 Ideas for Interactive Whiteboards’, Sharma et al (2011:10-11) list these benefits of using an IWB:
- Teachers and students can use a wide range of multimedia in the classroom
- They can make lesson lead-ins memorable (using videos, photos, etc)
- ‘Reviewing language has never been easier’, especially as you can save the flipcharts you create
- They help with creating personalised content
- It encourages ‘heads-up’ learning. Teachers can keep learners working at a similar pace, and focused by controlling what’s on the whiteboard. Feedback can be instant too.
- Audio transcripts can be displayed easily.
This is a fairly loose list of benefits – there are plenty more. However, they don’t mention many problems with using IWBs. They highlight that…
- technology is never 100% reliable
- there’s a temptation to use the IWB merely as a presentation tool (teacher-centred)
- there’s a tendency to overuse IWBs at first
Perhaps most importantly, they stress that IWBs are just another classroom tool – they should enrich the learning experience, but not take over.
Their book is a useful resource for IWB users, but it lacks discussion. Here are a few more pros and cons with IWBs that I’ve been thinking about recently. (more…)
I’ve been a materials writer for 2 months now. It’s about time I started reflecting on it. I haven’t had time to do so as it’s a very busy role – hence the lack of blog activity.
I’m currently writing lessons for a functional, task-led syllabus. There’s a strong focus on speaking, listening and pronunciation. Each lesson has a listening text (well, bout 90% of them do) which is a model for the main task that students complete during a lesson. Target language and target pronunciation features (normally suprasegmental) all appear in the listening text. The text itself is commercially produced, by which I mean I write it, it’s kind of semi-authentic.
I’ve been thinking quite a bit about the nature of these listening materials since starting the job (and even since teaching the product). I’m trying to decide whether I’m pro- or anti- when it comes to these semi-authentic materials, or whether I need to have either stance. Here are a few of my thoughts. (more…)
In her latest guest post, Nicky Salmon talks about the importance of reflecting on your teaching practice.
A very important part of any pre- or in-service teacher training course, is REFLECTION.
On a CELTA or Trinity TESOL course this will mostly be reflecting ON your practice, which means you will look back at the lesson you have just taught to reflect on
-what went well or not so well,
-reasons for these,
-what you can use again or change for next time.
Your ability to reflect on your planning and teaching is an assessed part of the course but many people find the whole process very difficult.
It might be because you have never reflected formally before.
It might be because you just don’t know what to prioritise in your reflection.
It might be because you just don’t know what language to use as you reflect. (more…)