Time to think, time to develop.

“After playing in any match I’m usually very hard on myself and rarely feel satisfied with how I’ve performed. Even if I have done well I seem to remember the mistakes I have made, more than the things I executed well. I think this mindset helps me to be a better player, as it means I’m rarely satisfied and always looking to improve but it doesn’t always make me very good company in the days after a match.” (Evening Standard, Aug 2011)

The above quote was written by Tom Palmer, a rugby player for Stade Francais and a full England International. I instantly saw the parallels in his routine post match analysis with my own reflection on my teaching. Having lots of time on my hands this summer has allowed me to look back on the past teaching year and try to pick out areas that need improvement.  I read the above quote during a particularly long journey home on the train and it prompted me to whip out my note-book and to draw up a list of areas that I hope to improve on in the upcoming teaching year as well as including some new ideas that I would like to introduce into my teaching.

1.       Continuity – My first teaching year involved a lot of time trying to find interesting and engaging lessons for my students. This took precedent over whether the lessons were taking on any kind of natural progression from one to the next and I found myself jumping around from topic to topic and language point to language point without any real cohesion in my lesson delivery. I hope to stop this scattergun approach and concentrate more on delivering a series of lessons that have structure and clearer aims.

 2.      Self reflection – Something that I only really started to do in the last 2 months of my teaching year. Hopefully this blog will help but it needs to be more consistent and then acted upon rather than just talked/blogged about.

 3.       Board work – Something that needs to be improved more for my students more than me. I see this as the record of the lesson and therefore it needs to be clear, readable, reliable and well organized.

 4.       Video recording of Lessons – Something that I would like to start doing from the beginning of the year and to start putting it on this blog. Regardless of whether I think it’s a success or a failure it allows me scope to get feedback from a much larger audience.

 5.       Further reading – Again something that I only really started to do at the end of the year.  My reading in the summer has made me really look at the way I teach and how much I can and need to improve. Reading has provided me with lots of ideas that I want to put into practice and therefore has kept up my enthusiasm and interest throughout the summer. By continuing it through the teaching year it will hopefully maintain my attention and allow me to continuously introduce new ideas into the classroom.

6.        Recycling language – The amount of times I would introduce large amounts of vocabulary into a lesson and the next day never follow it up or even mention it still makes me cringe.  Good board work and continuity in my lessons will hopefully combine to allow me to introduce and carry this out effectively.

7.        Pronunciation in the classroom – Pronunciation only ever become a main teaching point with my YL classes when it was supported by material from the course book. My knowledge of pronunciation is woefully lacking and it is something I hope to really work hard on during the summer. My aim is to make sure some form of pronunciation work features in all of my lessons and probably more importantly to be confident in teaching pronunciation.

8.         Being positive – It seems obvious but I think this can override any lack of knowledge or lack of preparation in the classroom.

A positive attitude may not solve all your problems, but it will annoy enough people to make it worth the effort.” (Herm Albright)


Further reading:        www.teachingenglish.org.uk/articles/ways-continuing-professional-development

ELTchat Summary

Is a 4 week CELTA/Trinity Cert course enough time to prepare someone for a FT teaching position?

This is the summary of #eltchat held on 10th August 2011 at 12pm BST by Adam Beale @bealer81 (twitter)

This was only my second #eltchat and it also happened to be about the topic I suggested for this particular session. So who better to do the summary and unashamedly use it to promote my new blog.

I suggested this particular topic as it was a question I had been asking myself for some time since finishing my first year in teaching and felt that it would be an interesting subject to debate in #eltchat.

It all kicked off with the rather blunt statement from @TyKendall       

12:02    RT @TyKendall: #ELTChat Lets cut this short. NO , 4 WEEKS IS ABYSMALLY INSUFFICIENT

Thankfully nobody took him literally by leaving the discussion at that and several people chipped in tweeting that they hadn’t completed a CELTA or didn’t actually know what it involved;

Shaunwilden      12:02     I am odd position of being a (lapsed) celta tutor and not having ever done the 4 week course myself 🙂 #ELTChat

cherrymp            12:03     @Shaunwilden even i haven’t done a celta bt had heard a lot abt it #ELTChat

barbsaka              12:03     This will be a learning experience for me–not all that familiar with either certification 🙂 #eltchat

The chat moved back to the length of the course or lack of it and its value;

bealer81              12:04     Too much info crammed into too short a time. #eltchat

TyKendall            12:04     @bealer81   #ELTChat exactly, you simply can’t absord the necessary knowledge in 4 weeks

TyKendall            12:06     @theteacherjames   #ELTChat not necessarily, i cant comment on the quality of teachers it produces, but it is simply too short!

cherrymp            12:33     v recently i came across 2 celta cert Ts who still remembers their ‘rigrous’ course n felt too much is crammed in to too little #eltchat

TyKendall            12:07     #ELTChat as a teacher you’re meant TO REFLECT on teaching, how well can you reflect over a 4 week period?

Imadruid              12:20     People pay a fortune for course that is outdated and based on poor pedagogical theories. This then leads to low wages & status.  #Eltchat

But it wasn’t all negative as people started to stick up for the CELTA:

Shaunwilden      12:06     As a tutor I always maintain that the 4 weeks give you the start but then you go into ‘apprenticeship’ #eltchat

nutrich  12:06     A 4 week course should enable a new teacher to be able to take control of their future development as well as teach basic skills  #eltchat

theteacherjames             12:08     I worked freelance for 2 years, then did a 4 week CELTA be4 my 1st FT job. More than adequately prepared me to begin my PD journey. #ELTChat

elchrys  12:09     CELTA doesn’t ‘produce teachers’ overnight. It’s an excellent training program for inexperienced teachers. #eltchat

nutrich  12:17     RT @theteacherjames: I should state that my CELTA was fantastic. I know that not everyone is so lucky.  #ELTChat Mine too. Great exeprience.

Shaunwilden      12:08     Isnt doing a 4 wk course better than doing nothing at all-looking back I wish I’d  rather than going to teach cos I cld speak Eng #eltchat

So there were people for and against the CELTA. From here the discussion splinters into various different threads, (1) with discussions about alternative qualifications available, (2) possible next steps after CELTA and (3) the need for teachers and their employers to continue their professional development. Below is a brief summary that captures these parts of the discussion;


pysproblem81   12:21     #ELTchat I got full-time #fe job with *just* CELTA but had to do DT(E)LLS equiv within 2yrs http://t.co/1lWWzNn

Imadruid              12:22     Either we’re teachers or not. Pgce should be entry requirement (if anything).

harrisonmike     12:22     #eltchat re apprenticeships – this is how I got started during French/Spanish degree http://www.britishcouncil.org/languageassistants.htm

Shaunwilden      12:23     @mcneilmahon though you can do PGCE in EFL these days #eltchat

harrisonmike     12:24     @mcneilmahon @Imadruid There are PGCE’s in post compulsory education AKA adults. That’s what I did, with ESOL focus #eltchat

ELTExperiences 12:54     There are CELTA extensions but are they worth it? #ELTchat


mcneilmahon    12:12     RT @pysproblem81: #ELTchat is there need for qual between Dip & Cert? Maybe follow up modules (open university style?) > You mean IHWO CAM ?

nutrich  12:24     Perhaps there should be a qualification for some sort of post-CELTA apprenticeship – a scheme run with schools cooperation #eltchat

mcneilmahon    12:28     RT @nutrich: Maybe CELTA should be 4 weeks f2f then a year of distance online?  #ELTChat > Nice idea – ensuring apprenticeship continues

pysproblem81   12:34     @mcneilmahon some training def needed… How does CELTA compare with Arg profesorado? #ELTchat

mcneilmahon    12:35     @pysproblem81  #ELTchat Completely different fish. Profesorado much more theory, CELTA gives survival skills in class, profesorado doesn’t..

pysproblem81   12:39     @Shaunwilden @mcneilmahon I like College model of req further quals within 2yrs – CELTA recognised as start, but prof.dev req #ELTchat

harrisonmike     12:39     @Shaunwilden @escocesa_madrid Does the name need to change? How many CELTA trained Ts end up with YL classes in their 1st job #eltchat

Shaunwilden      12:40     @harrisonmike No celta ia still very adult – there is celtyl  – delta kept the name as a brand #ELTChat

esolcourses        12:44     @harrisonmike  @chucksandy  for unqualified teachers, yes – agree. Maybe an intermediate qual to bridge CELTA + DELTA, too? #ELTChat


nutrich  12:07     It’s up to the schools employing recent CELTA graduates to help support their development #eltchat

gknightbkk          12:09     @Shaunwilden Yes the employer needs to be series about ongoing development post Cert #eltchat

esolcourses        12:10     @Shaunwilden in theory, I agree the CELTA provides a good foundation – not all employers provide support afterwards, though #eltchat

Shaunwilden      12:10     @gknightbkk Yes completely and we should help new teachers find schools that provide that #eltchat

nutrich  12:10     An important point to be made to all new Ts should be that learning how to teach   will never stop #eltchat

Kalpanapster     12:30     @cherrymp @theteacherjames. Experience does count. It’s really upto the teacher to keep pushing oneself hard. CELTA taught us that.#ELTChat

cherrymp            12:34     @esolcourses @Kalpanapster @Marisa_C yeah well said – continuing learning in supported environments – nurturing #ELTChat

gknightbkk          12:50     Many are suggesting CELTA is necessary but not sufficient. It’s a pre-service vocational course. It’s the in-service PD that counts #eltchat

Bee_Kids             12:51     #eltchat …The better teachers are those who cont. working to improve -those who genuinely enjoy the learning process.

Throughout the whole discussion there seemed to be a general sense of agreement that a CELTA type course is a basic but useful foundation for teachers to have but that the real work and experience is gained from being in a real working environment and this needs to be supported with ongoing professional development from both the teacher themselves and the employer. Of course this is just my interpretation.

I have tried to put the discussion into some sort of cohesive order but it’s not always that easy. If I missed anything important I apologize. Feel free to look at the whole transcript and make your own conclusions to what was said. Below are links that maybe useful for additional reading to this discussion;

Transcript of the chat – http://bit.ly/qmVZXq

My blog with a post about my CELTA experience – https://fiveagainstone.wordpress.com/

CELTA details – http://bit.ly/oTTUST

Trinity CertTESOL – http://bit.ly/4Fzu3B

ELTNews has been trying to get information about CELTA efficacy – http://bit.ly/nNCAQf

Link to a book about the potential shortcomings of pre service teacher training courses such as CELTA – http://bit.ly/nSQodE

A link to a poll on facebook showing what CELTA holders think of CELTA – http://on.fb.me/fx3QgC

ELTchat address – http://eltchat.com/

#eltchat takes place every Wednesday, via twitter, at 12pm and 9pm BST.

4 weeks just doesn’t cut it.

Now that my first year of teaching is finally over and I have had time to wind down and reflect back on what was an epic 9 months, I find myself continually asking myself the same questions. Firstly, was I really ready for a full-time teaching job with my lack of experience? Secondly, and for me the most important question, had my CELTA course prepared me for a life/career in the EFL/TEFL teaching world?

I’m not setting out to criticize the people who run, design, plan and ultimately teach CELTA courses. I enjoyed my course, the tutors were great, informative and willing to help and give support. It’s just that, if I was a tutor on that course, I probably wouldn’t have passed me. I would have given myself an A+ for effort but in reality failed simply due to a lack of knowledge of the English language. Surely if I don’t know enough about the language I’m not in the position to go out and get paid to teach it to someone else. Or so I thought!

Let me take you back to the beginning. I signed up for my course and a week later some papers arrived that consisted of application forms and also some pre-reading with a general grammar question paper thrown in for good measure. Being unemployed I had lots of time to spare, so set about reading some grammar books and preparing. The start date arrived and I turned up feeling excited, nervous and more importantly willing to learn. Which looking back was a good thing, as my learning curve went through the roof and my eyes were opened to just how expansive the English language was and therefore how much I didn’t actually know.

The phonetic chart was a new one to everyone on the course, which was somewhat of a relief to me, and we had some input sessions introducing us to the different sounds, how they were produced and so on. We were then told we had to learn the whole chart as this was likely to come up on the end of course test and we swiftly moved on to something else. With the course being so intense, no one really thought to stop and ask if that was actually possible in 2 weeks while trying to cram in tons of other information, so heads down, we pressed on. We had three chances to observe other teachers in the school, all the time slots being 30 minutes or so. Surely, I thought, this is something we should be doing everyday and for a whole lesson, with perhaps the chance to sit down with other teachers and get the low down and give feedback. But no, we ploughed on headlong into the next input session, the next observed lesson and so on. By the end of the 4 weeks I just wanted to crawl into my bed, switch off and disconnect. The end of course exams came and went, final observations were planned, executed and slowly taken apart in the feedback sessions and all the paperwork was handed in. 4 weeks seemed like 4 days. I wasn’t quite sure if I had actually retained anything, and I was sure that I had only just scraped through the last exam and was extremely grateful not to be one of the those called back to re-sit. I had passed, I was excited about my future, excited about teaching but despite this I still didn’t feel ready to be a teacher, surely 4 weeks isn’t enough to cut it in the teaching world.

Everything just seemed so rushed and frantic. It was as if we were on some sort of teacher production line, built up, filled in, packed up and shipped out just in time for another course to come in the front door as we went out the back. How is it possible to retain so much information in such a short space of time, while being stressed and sleep deprived? What we needed was time. Time with other teachers, observing, giving feedback. Time to do background reading of our own. Time to put into practice everything that we were being taught. Teachers in other professions spend a year learning how to teach on the job! It just doesn’t compute. And I think this leads into my final point. The standard of teacher that a 4 week course produces. At times, looking back at my first 3 or 4 months of teaching, I felt like a bit of a fraud. I was under prepared and at times out of my depth. I was working all hours to plan and to do my own background reading. When I walked into some lessons I could sense that the students didn’t have confidence in me and this took months of hard work to turn around.

Now maybe this is a one-off. Maybe I’m just feeling sorry for myself and I should have worked harder, before and after my CELTA. But I do believe that 4 weeks could perhaps become 6 weeks, with an emphasis on being within a teaching environment, interacting and learning through doing and observing, instead of being taught at with the minimum amount of time to actually practise teaching. A variety of teaching methods (Dogme, TBL, the Lexical approach) should be demonstrated and analyzed. The use of technology should be a must in all CELTA courses. I believe that the initial entrance requirements should be tougher and more rigorous. A solid knowledge of the English language is a must and should be demonstrated, before and after the course. I know I wouldn’t have made it through if this was the case. All in all the standard must be higher.

This must all seem very self-deprecating, but it’s generally how I feel. I feel passionate about my job, about not letting down my students and about making a career from teaching. I wanted more from my 4 weeks and not just enough to pass the final exam.