teacher training

New ebook! 100+ Professional Development Tips for Post-CELTA Teachers

So, here it is, my first self-published ebook! Here’s the blurb:

This book is aimed at new teachers such as those who have recently completed a CELTA or Cert TESOL course. It offers a range of development tips and ideas to help teachers gain confidence in various areas of their practice. These areas include lesson planning, reviewing vocabulary, teaching pronunciation, classroom organization, and getting teens to talk.

This book is a result of my participation in Self-Publishing for ELT Professionals – a course run by iTDi.pro and hosted by Dorothy Zemach. I’ve just posted a bit about the course here.

Why did I write this book?

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Course review: PGCEi

This review is for the PGCEi from the University of Nottingham. It’s a bit general – see links for more details.

Overview of modules

There are 3 modules on this course.

Module 1 focuses on educational aims and values in international contexts. More details in this post.
Module 2 focused on learning and teaching in international contexts. More details in this post.
Module 3 focused on inquiring into educational practice. It was research-based, we had to do a qualitative study related to our teaching context. I replicated a study by Fitch et al (2020). I summarized that study (not mine) recently for Nexus Education.

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New teacher induction

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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Review: Rosenshine’s Principles in Action

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…)

Review: NILE Membership

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…)

Spoken Grammar: a Guide for English Language Teachers

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.

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Pronunciation articles for DipTESOL students

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…)

Review: ELT Lesson Observation & Feedback

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…)

Training: Improve your whiteboard work

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…)

DipTESOL: introduction to the phonemic chart

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…)