I had to induct a new teacher at school once. They were fairly new to teaching and unfamiliar with our in-house product at the time (called myClass). I thought that listening to me ramble on for half an hour about how to approach the planning would be boring. So, I decided a one-page ‘try it like this’ would be better. And a tad less condescending*. Here was that one page.
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Barak Rosenshine’s Principles of Instruction (POI) is a list of research-based strategies which teachers can apply in their practice. The list of 10 principles (whittled-down over time) could be considered ‘core skills’ for teachers. They’ll no doubt be familiar to CELTA/Dip grads, although Rosenshine’s POI itself might be new for you. Here are the principles (actually the longer list of 17, from Rosenshine 2010):
I’ve just read a book by @teacherhead (Tom Sherrington) on Rosenshine’s ‘Principles in Action’ (John Catt Publications). It’s a pretty good resource, the first half is Sherrington’s take on Rosenshine’s principles and how to apply them. The second part is the original pamphlet that outlines those principles. (more…)
The NILE Membership area is a new section on the Norwich Institute of Language Education site. It includes various resources created for language educators by the NILE trainers. There’s new content added each month and (best of all) it is completely FREE to become a NILE member. So, with that in mind, sign up!
Let’s take a look at what’s on offer…
The platform is very easy to navigate. There are nine sections on the site which are all displayed on the member’s area homepage. These are: (more…)
I got offered free access to this course on Udemy. I’ve been meaning to do it for a while. Finally got around to it and… wow! It’s very impressive.
Course overview
Spoken Grammar is a teacher training course. It provides teachers with techniques and materials for teaching conversational grammar – typically to learners at intermediate level or above. There are about three hours of lectures on the course which highlight a wide range of spoken grammar, and give an insight into how these features could be taught in the classroom.
There are 6 sections on the course:
| Section 1 | Introduction. |
| Section 2 | Word order and ellipsis: heads and tails; declarative questions; ellipsis. |
| Section 3 | Emphasis: hyperbole; interjections; cleft structure and binominals. |
| Section 4 | Vague language: vague categories; vague placeholders; lexical bundles. |
| Section 5 | Marking spoken discourse: adverbials; discourse markers; using direct speech. |
| Section 6 | Response language: tokens and questions; so and do; synonymous language; dependent clauses. |
I’m trying to persuade our DipTESOL students to engage with some pronunciation-related research. I’ve hand-picked these five articles for their relevance to our context (well, the last one is more general), and I’ll be sharing them with our candidates this week. Thought I’d chuck them on the blog as well, as others might be interested in them. I’ve left in the reasons why I’ve chosen them for the candidates here – you might find they connect similarly to your own context. (more…)
Lesson observations – where to start?! Jeanette Barsdell, the author of ELT Lesson Observation and Feedback Handbook, was thrown in at the deep end and expected to observe a teacher on her first day as a DOS. Despite being terrified, she got some great advice, hit the ground running and developed into a competent observer. She’s written a guidance book for anyone who observes or intends to observe ELT teachers, and overall is a great resource. (more…)
I’ve written a training session about whiteboard work designed for our CELTA level teachers. After the last round of teacher observations we established that boarding new/emergent vocabulary was an area for development. This session includes some tips to help teachers develop their technique. It’s primarily aimed a less-experienced teachers – I remember this topic being covered on the CELTA but it’s something that’s easy to let slip (in my opinion!). (more…)
This is an introductory session on the phonemic chart for trainees taking the DipTESOL. I’ve designed this to supplement input given via distance learning courses, to be run in-house. It’s meant to help trainees give a basic explanation of the phonemic chart – something I was asked to do during my DipTESOL phonology interview.
The first question I was asked in my DipTESOL phonology interview was (along the lines of…): (more…)
(This is a follow-up to my post on phonology-based activities. I’m sharing it now because some of our teachers are about to begin training for the Trinity DipTESOL. Phonology/pronunciation features quite a bit on that course, so I want to offer our teachers an ideas bank to help them explore this area in class)
Here are a load of random pronunciation activities to try out in class. These activities have pretty worked well for me with students aged 9-16. This is a work in progress! I’ll add more to this list when I get more time or try new things. (more…)
In her second guest post, Nicky Salmon offers some useful tips for surviving an intensive 4-week CELTA training course.
The title might sound a bit dramatic, but a typical course is very intensive, especially if you have chosen the 4-week option.
Here are a few pieces of advice from past trainees and trainers. We ask trainees to write advice in the back of their portfolios for the next group. Below are some of their suggestions.
Advice from past trainees:
1. Eat and drink regularly. Don’t drink too much coffee or those energy drinks. It just makes you more nervous. Make time for lunch.
2.Make sure you have part of one day off at the weekend. You need to relax and do something else, even if it’s only for a few hours.
3.Spend 15-20 mins each day organising your file and all the paper you get.
4.Swap phone numbers and email addresses with your Teaching Practice (TP) team on the first day. They are your new family.
5.Read the feedback you get on a teaching practice lesson before you teach the next one.
6.Save everything on Dropbox and email lesson plans and materials to yourself. If there is a computer problem at your centre, the stress is enormous if you have to rewrite things just before you have to teach them.
7.Don’t be afraid of feedback to and from trainee colleagues after TP. It’s meant to be constructive.
8.Make sure you have a good night’s sleep on Sundays.
