Technologically and linguistically adventurous EFL teacher

This is a very simple two- or three-stage activity I’ve successfully used with small classes of young learners and teens to revise both grammar and vocabulary. They love drawing on the board!

Stage one: drawing


Drawing the past simple

Divide the board into a space for each student/team.

Say a word (e.g. car, trousers) or a sentence featuring the grammar structure you want to practise (e.g. I went to the beach. I played with my brother.)

Ask the students to draw a relevant picture. They shouldn’t worry about their artistic skills, just draw anything that they feel represents the language.

Repeat, ensuring they don’t clean the board in between.

When they have about 10 pictures, stop! :)

Stage two: hitting


Before giving students the flyswatters, I normally give them two rules:

  1. If you hit anyone with it, we stop.
  2. They’re very cheap. If you hit the board too hard, it’ll break and we’ll have to stop. (This happened once!)

Give the students flyswatters.

Call out one of the words/sentences.

The students hit the relevant picture.

Start with them hitting their own pictures, then move them around – this can be quite challenging if other students have interpreted the language in a more abstract way!

You can also ask one of the students to be the teacher. With small groups, you replace them as the player.

Stage three: cleaning (optional)

Repeat stage two, but this time, instead of flyswatters, give the students board rubbers. They clean the relevant picture each time you say the language.

When there are only two pictures left, they have to tell you the words/sentences.


You can also use paper rolled into a tube instead of flyswatters. Stage two works well with flashcards too.

Adults would also enjoy this game.

With larger groups it could be done in teams or on paper.

Simple, minimal preparation, and lots of fun! Enjoy!

This is part of a series of blogposts about my lessons with M, a very enthusiastic nine-year-old girl. She is a pleasure to speak to, and knows a lot of English. She’s also almost completely blind. Each lesson is one hour, one-to-one, at her house.


I promised M last week that I would bring English money to the lesson today. She was very excited when she took the purse out of my bag. I had three notes: £5, £10 and £20, and ten coins, including 2p, 20p, 50p, £1 and £2. We started with M feeling the different coins, talking about how they were different. I taught her to identify each of them, and she was surprised to learn that some English coins aren’t round. When she first touched them, she only felt the faces, not the sides, and it took her a while to understand what I meant when I asked her if the coins were circles. She had a lot of trouble counting how many sides there were on a 20p/50p piece, and it was easier for her to count corners. I challenged her to find coins that were the same: there were four 20p, two 2p and two £1 coins. I also asked her to calculate how much money she was holding at various points.

With the notes, M compared the sizes of the three: if you’ve never seen English money, each note is progressively bigger, so there’s a noticeable difference between the size of each. She then took out some Ukrainian money, and told me that English money is bigger.

For the last fifteen minutes of the lesson, M told me about food that she liked, including honey-flavoured chewing gum. She doesn’t use ‘You shouldn’t…’ for prohibitions, like not swallowing gum – she replaces it with ‘You don’t…’.


The director of my school had spoken to M’s (non-English-speaking) mum to tell her more about the Cambridge Flyers exam and to find out the answers to a few questions I had about M’s reading and writing, particularly about whether she could use a computer. The first few minutes of the lesson were a three-way conversation between M, her mum and I talking about what the exam normally involves and how it might be different for M – we’re still waiting to get the exact details of the format of the braille version of the exam. It turns out that M can’t really use a computer at the moment, and won’t have school lessons in this for another couple of years. I asked if it’s OK for me to do some typing work with her, and her mum said that was fine. When she was at school, she’d had a typewriter-based touch-typing exam where the students were blindfolded to make sure they were doing it properly, so she appreciates the value of touch typing!

Fingers touch typing

Photo taken from ELTpics by @acliltoclimb, used under a CC Attribution Non-Commercial license

Once her mum had left, M and I talked about being blind again. She has only ever been able to see light and dark, and has a friend who has always been completely blind, and has difficulty understanding what it means to see. She tries to explain it to him as your brain being a computer and your eyes being two screens, but she says he doesn’t understand that. Every time M tells me things like this, I appreciate how lucky I am not just to be able to see, but to understand the concept of seeing too. It’s impossible to understand how much being (almost) fully sighted has influenced my life, and it’s easy to see why videos like this, of a boy hearing his dad’s voice for the first time, can be so striking.

We spent the next thirty minutes or so playing with the keyboard on my computer. I taught M where the home keys (F/J on my QWERTY keyboard) are, and what the other keys in the home row are (ASDF with the left hand; JKL with the right hand – no semi-colons yet!). I did this by putting my hands into the right place and getting her to feel their position, then putting her hands in the same place, and showing her how she can find the home keys herself because of the small raised bit on them. She typed a few letters herself based on my dictations, and also by having her hands on top of mine while I typed simple words so she could feel how I move my fingers to press the right keys. We typed the words ‘sad’ and ‘lead’, as well as strings of letters. She was very excited by the whole process.

We tried to use the Mac Voiceover screen reader to get it to read what she’d written, but I discovered it doesn’t work with all of Microsoft Word, only the menus.

Finally, M wrote the order of all of the letter keys into her notebook in braille. She suggested that we put braille stickers onto the keys to help her remember the positions to start off with, which I think could be a good idea. I have an external keyboard which I don’t use very often, so I might prepare that for her.


M started the lesson by telling me a Halloween story, but I can’t remember why! It was all about a woman who liked to eat children! One of the new words which came up was ‘rug’, because she used to hide the children in a hole under the rug (I think!)

I tested M’s spellings of the months from last week, and she was much better. She got about two thirds of them right, and found remembering ‘-ember’ very easy. In fact, she tried to put it into lots of months!

j-a-n-u  (me: -uary)   j-a-n-u-a-r-y
f-e-b (me: it has a silent letter ‘r’ – f-e-b-r-u-a-r-y) f-e-b-r-u-a-r-y
m-a-c-h (me: m-a-r-c-h) m-a-r-c-h
How many letters? (4) j-u-n-e (took a lot to remember this!)
o-g (me: a-u-g-u) a-u-j-u-s-t (not j, g) a-u-g-u-s-t
o-c-t-e-m-b-e-r (me: no e-m) o-c-t-o-b-e-r

We then went on the computer again. I spent an hour on Thursday evening figuring out how to use VoiceOver, and discovered that I could write things in TextEdit (a basic text programme) and it would read them out, as well as saying what you type as you go along. I wrote a short letter for M which I got it to read out. She then wrote a lot of letters, mostly using the home row of keys, and a couple of words. I had to remind her quite a few times not to move her hands from the home keys, as she would often use different fingers or put her two hands together to write particular words. I emphasised that it’s important for your fingers to ‘remember’ the letters if you want to able to type quickly, so they always have to type the same letters. This is what we wrote:

Hello M______,

Here is a letter from Sandy. If you type in here too, it will read what you write.

Do you want to learn how?


jffjjfjfjffj ffjfjfjjff jf jkjfk llkjfggjklhffghjkl; fj jk jhjgfdslk;z;hgjkllsddaaaalallala dsaasdsddds a fd fdss d  sadsassssassa  d  ads ssad sad jsajasjas jaas a jas jjklfdss ssssdddffssfs fsdjklsdeaaaajaj kaff af d sssd a  sad jkljhsah hs hashsa hsdda has   sasaD fsa fdj sdfsaaaa d s saasd a sddsf dasmmsdfsam mmmkmmml k

  k  jmjmjmjmjmjmjmjm           jlmjmjmjmjkklkljjllllllkjj jmjmjmjmjkjjmjmjm jmjmjmjmjmjmmmmmm   m jkl  m jklm jklmjklmjklmjklm jklj j jkklnjkln mn m, mhhjjhggmmmm                       mmmm,.,m,.mmmmm jkjhnbmvfj m  mj mmmmmmmmmmmmmmmmmmmmmmmmmm mm jkfd masha dfdfsdfsdsdfsfdsfdsfddf fd m______m j m________ j mfdsfghbbv cv dsfgertym,.lkjjklmjkljjnnnbbbvvvgggffffffdddddsssssaaa nbmnkjkl, ,,     lljhll;

M____ likes studying with Sandy. [I wrote this to demonstrate touch typing, and to reinforce the fact that she shouldn't move her hands from the home keys while typing. M dictated the sentence!] ‘ljjj kjkljk jkljkljkljkljkljkljljkjlkjlkkjljkl

As we walked down the stairs after her lesson, M was chanting ‘J-K-L’, which is her favourite group of keys I think!

M’s parents asked about VoiceOver and I told them they can use it on the iPhone too. We managed to switch it on, but couldn’t switch it off again afterwards. I hope they’ve managed to do it by now (it’s Sunday as I write this!)

I’m very proud to be one of the TeachingEnglish associates, a group of wonderful English teachers from around the world. Each month a series of topics is posted on the ‘blogs‘ section of the British Council TeachingEnglish site, which everyone is invited to write about, including you! Here are the topics for July 2014. If you haven’t tried blogging before, why not give it a go? To inspire you, the associates offer their takes on the topics.

My contribution for July is an introduction to micro-dictations, one of the activities I use to help students improve their listening skills. Adam Simpson has written a balanced argument for and against homework and Larry Ferlazzo suggests a range of sites students can use to practise their English over the summer.

If you do choose to join in, why not share the link here so that others can read your posts?

Summer's here

Summer’s here

Sandy Millin:

Mike Harrison has started a new blog focussing on Experimental Practice, where teachers try out new ideas in their classrooms in the spirit of research. As part of it, he plans to interview teachers who have carried out Experimental Practice as part of their Delta. Interviewee number one is yours truly, and you can find the full post by following the link below.

Originally posted on Experimental Practice Academy:

#epinterviewsThis is part of a series of interviews with fellow English language teaching professions to be published on this blog.

The interviewees are drawn from a variety of teaching contexts, in different countries and working with different kinds of learners. What they have in common is having experimented in some way with their teaching practice.

The reason why I asked these people to answer my questions (apart from being nosy!) is that I am a firm believer in the potential of experimental practice in helping you develop as a teacher, but I don’t know whether other people think the same. I’d like to get an anecdotal picture of my peers, to find out what they’ve done, why and what they’ve learnt from the experience.

I also believe that there is so much that we can learn from sharing our stories and these experiences. I invite you to read these brief…

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This is part of a series of blogposts about my lessons with M, a very enthusiastic nine-year-old girl. She is a pleasure to speak to, and knows a lot of English. She’s also almost completely blind. Each lesson is one hour, one-to-one, at her house.

On Monday M’s mum phoned the school and asked if I could push M a bit more in the lessons. M wants to have longer texts to try and memorise, for example. I’d been trying to focus on writing, as this is the skill she has the most trouble with at the moment, but I think M didn’t feel that this was pushing her enough. She’s used to doing a lot of memorisation, and is very good at it, but I think it’s important to try and balance her skills. At the moment her speaking and listening are excellent. She told me that she can read in English, although she’s a bit slow sometimes – I don’t have any materials to test this, apart from what she’s written herself. Her main problem is spelling – she’s not confident when spelling words, partly (I think) because she hasn’t had enough exposure to spelling patterns, in the way that a sighted learner would see words again and again, and learn them partly by their shape. She also only seems vaguely aware of sound-spelling relationships, particularly with respect to vowels.

I spoke to the director of my school, and we decided to find out whether it would be possible for M to do a Cambridge Flyers exam, the highest of the three Young Learner Exams. According to the Cambridge website, it is possible to organise a braille version of all Cambridge exams except for Starters (the lowest YL exam), provided enough notice is given. We asked her mum if M would like to prepare for the exam and take it in summer 2015. She was very excited about this idea and agreed straight away. This has given us a new-found focus in the lessons, but has also added a lot of things for myself and my school (we’re the only Cambridge exam centre in Crimea) to prepare. Luckily the director and the Centre Exam Manager are both very supportive, and I’m sure we’ll be able to manage!

The Young Learner Exams are mostly picture-based, which means that the braille version will be quite different to the standard version. However, I don’t know yet exactly how different. On the special circumstances page, Cambridge describe options like having a written description of a picture instead of the picture itself. The candidate can also have a lot of extra time, although exactly how much needs to be agreed before the exam. M will need training in how to take the exam, but will also need to be very confident in her reading and writing abilities, which is another reason to set the exam date for summer 2015 – it will give her lots of time to prepare. I need to find out whether she can use a computer or not, because if she can, the spelling activity on Quizlet might be an accessible and fun way for her to practise spellings too.


M heard me take my pot of objects out of my bag, and asked to touch them again. She remembered most of the words. In the process, she joined two paperclips into a mini chain, then got very frustrated because she couldn’t take them apart again. She ended up bending one of them out of shape to separate them, then trying to make it usable again. This took up quite a few minutes of the lesson, but she wanted to solve this problem before moving on. I was talking to her throughout, trying to explain/show her (by touch) how to break apart the chain, so I don’t feel like this was a waste of time, but it’s this kind of process which I think might make M feel I’m not pushing her enough – I’m not sure if she sees it as part of the lesson, or if she only feels that explicit memorisation etc activities are part of the teaching. For the other part of the revision stage of the lesson M remembered the chants I’ve taught her.

We then talked about the exam. I wanted to make sure Flyers was the right level for her, so I did the only exam task that doesn’t rely on pictures (as far as I can tell). For the first part of the reading and writing paper for both Movers (the middle of the 3 exams) and Flyers the students have to match definitions to words. In Movers there are six definitions, with eight words accompanied by pictures. In Flyers, there are 10 definitions, 15 words, and no pictures. There is an example for each task. I used the sample papers from the Cambridge website (the Movers task is on page 37-38, and the Flyers one is on page 68).

  • I read the definitions from the Movers task, including the example, and M got every word quickly and easily without needing the word list.
  • I read the Flyers definitions, including the example. Without knowing the list of words, M got questions 1, 3, 6 and 9 right.
  • I read the list of words twice, slowly, including all of the words that she’d already matched to definitions.
  • I read the definitions again, and M could ask me to repeat the full list of words if she needed it. After this, she only had trouble with questions 2 and 10. She was also a bit confused about question 4, ‘cupboard’, because she knows ‘wardrobe’ but isn’t confident with the difference between that and a ‘cupboard’. I told her that wardrobes are for clothes, and that ‘Every wardrobe is a cupboard, but not every cupboard is a wardrobe.’
  • The main problem with question 2 was that the original definition ‘This is white and we put it on food. Children often like it on chips.’ can apply equally to ‘sour cream’, which is very popular in Russia, and was M’s original answer. Once she realised it was ‘salt’, she joked that about thinking of sour cream before salt.
  • The only real problem word in the whole exercise was ‘meals’, the answer to questions 10, which she said she had never heard before.

This activity proved that Flyers is the right level for her in terms of vocabulary knowledge. However, in the exam she would need to be able to read all of the definitions herself, as far as I understand, and write the answers, meaning that her spelling needs to be confident – the words will be there for her to copy, but already knowing how to spell them will make a big difference.


M had a purse full of Ukrainian coins on her desk. They are her ‘treasures’, and she likes swapping them with her friends. When she tried to clear them up, a couple dropped on the floor. I told her where they had fallen, using ‘right’ and ‘left’ among other phrases. She mixes up the two a lot, and came up with her own method of remembering them – she got a hairband and put it on her right arm as an aide-memoire. I need to test her again next week to find out if she really can remember it.

She then asked if I could teach her how to play heads or tails. Again, I appreciated how much I learn from being able to watch other people. Apart from the fact that catching is difficult when you can’t see, there are the little things I’ve learnt from watching others – to hold my hand away from my body, to cup my hand slightly when throwing the coin (we did that rather than flicking it), how much force I need to throw it enough to flip it, to put it on the back of my other hand when I catch it… Again, all of this took about 10-15 minutes, but it was full of explanation, so there was a lot of listening and speaking practice. I promised to bring English coins on Friday, which I did, but only as far as school where I promptly left them on my desk!

Tossing a coin

I gave a copy of the Flyers word list to M and asked her to count how many sheets there are. Multiplying that six by 120, the approximate number of words on each page, we got 720 words – I know the last page is mostly empty, but once you include the words from  lower levels and the numbers, it’s probably about right. I told M that for the Flyers exam she would need to know all of the words, as well as being able to spell them. I think there are some that won’t be a problem, for example bitexam and ring, but not many. We started off with the months, including the capital letter, which I dictated for M to write in her notebook.


M told me about a trip to a children’s park she’d been on that morning. She went on a ride with her 3-year-old sister, D, and the attendant told her to “Wave if D will cry.” She then told me about Treasure Island and a poisonous drink: “If he will drink it, he will die.” I’d already decided to practise first conditional structures with her, and these two sentences added to the list of examples. In Russian you use a future form in both clauses of a conditional sentence, and students normally transfer this to English.

I tested M on the spellings of the months. She read them first, spelling as she went. When I tried to test her on random months, she had trouble with all of them except May. She added a note underneath her list, saying ‘i’ – the letter she had trouble with in ‘April’, and ‘ember’, the ending for three of the months. She also showed me how she rubs out mistakes when she writes braille.

She asked if we could listen to chapter 6 of Alice in Wonderland next, as we hadn’t done it all week.

That left us with only a few minutes to start work on the first conditional. I read her three examples with mistakes, the two above, plus ‘If I’ll eat this, I’ll be bigger’, and asked her to spot the mistake. She couldn’t, and I explained that ‘will’ is not with if’. Unfortunately, I didn’t realise until we listened together that the jazz chant I’d found would actually compound the problem of repeating ‘will’ instead of solving it – I’d missed the key word despite having read it multiple times and listened to it twice! I’d climb the highest mountain, etc, if you will come with me. We ended up with no time to consolidate this point. I need to look at Young Learner coursebooks to find out how they introduce this grammar normally. I’ve got a few games/activities to practise it, but I’m not sure how to show the rule clearly.

This is the final part of a series of posts by one of my university friends, Graham Moore. He is currently teaching English in Japan, and has agreed to write about the experience for my blog. All of the posts are available under the ‘EFL in Osaka‘ category.


Graham’s magic!

Phase 7: Journey’s End

Eikawa: GABA

And now we come to the grand finale. Sort of. Gaba was actually one of the very first places I applied to upon returning to Japan, literally within a week of landing. Gaba is a nation-wide conversation school that specialises in tutoring (usually) adults one-to-one English with customised lessons, making them uniquely suited to the style of teaching I was looking for…. with a few provisos that I will explain later.

Gaba hires instructors from many walks of life to create a diverse selection of teachers for their clients. You don’t need even to be a native English speaker, just a fluent speaker, but with at least a Bachelor’s degree and like all EFL positions, a history of teaching will play in your favour. With no former teaching experience and no teaching qualification, I emphasised my educational background, my varied interests and my travel experience in my resume. This tactic worked and I was accepted for an interview.

The interview was the most formal I have had so far; strictly dark suit, smart shoes and tie. The applicants were given a company talk and asked to take a short English/teaching quiz* just to prove we could at least think like teachers, even if we had no experience. We were given separate interviews, in which I blagged confidence harder than I have ever done before. My interviewer told me my resume was impressive and that, were I to be hired, I would likely be popular with clients with science-based jobs, wanting to learn English to aid their research/understanding of scientific literature.

*Research helps. I found at least two blogs describing the Gaba interviews in detail. One common question was “Is _____ a gerund?” Though proficient in English, I am not as knowledgable in its terminology. A gerund is a word that is both a noun and a verb, e.g. painting, building. In my interview, the word in question was ‘boring’. I answered no, with the reasoning that I knew ‘boring’ as a verb and an adjective. It turns out that a hole made by boring can also be called a ‘boring’, hence it can be a noun and therefore is a gerund. I would personally call this a bore-hole; I do not know if this was counted against me or not. [Note from Sandy: I didn’t know this either. I feel there may be a flaw in this logic.]

Two days later I was called back for a second interview and trial lesson with a staff member acting as a client, just to see how I performed. I did the best I could and I think I performed admirably. But two days later, I received an email I had been dreading…. I had not been accepted for the April recruitments. They did ask my permission to keep my details in case they wished to contact me in the future. Something I was genuinely not expecting them to do. But after two months of job hunting and working at conversation cafes, I received an unexpected phone call at the end of May, asking me if I was still interested and willing to start training next week for April recruitment. I gleefully accepted.

Before I had even applied to Gaba, I had done extensive background research on the company and doing so revealed many mixed opinions, the bulk of which centre around their scheduling system. Gaba instructors are not employees, but contractors and hence are not entitled to many standards that most workers are, including compensation for training days and travel costs. They also do not provide set working hours, meaning one’s attendance may be required without guarantee of salary. But it is also this system that gives Gaba its greatest perk: flexibility.

Allow me to explain further. Instructors choose their own working hours, divided into 40 minute lessons throughout the day, from 7:00-22:00 on weekdays and 8:45-21:15 on weekends. You can choose to teach anything from one lesson per week to fifty (or more if you have the energy!). Taking holidays are easy; if you want a day, week or even a month off, you simply don’t book any slots for those days. However, these time slots have to be booked by students (or allocated to students by the counsellors) for it to count as a lesson. If you make yourself available for ten slots on a particular day, but only seven get booked, you are only paid for seven lessons.

Depending on your lifestyle, this can be somewhat disorderly. Imagine you have designated slots for three lessons, a break and then another two lessons. Now imagine only the first three are booked. This is not too much of a problem – you can easily ask the staff to cancel the last two and go home early. But imagine that only the first and last lessons are booked. This will mean about two and a half hours of doing (almost) nothing and not getting paid. Likewise, last minute bookings are not uncommon, and you may have prepared for three lessons, only to discover you have a fourth minutes before it starts.

Occasionally, you get No Shows, meaning the lesson is booked, but the student does not turn up. In such cases, the Instructor is still paid but must remain his/her booth in case the student does appear, even if it’s only for the last five minutes. If the student cancels before 6 pm the previous day, the lesson slot becomes unbooked again. If the student cancels after 6 pm the previous day, the lesson slot becomes rebookable, meaning the instructor will be present and get paid, but will either have to teach a late booking or do related activities such as marking homework.

The likelihood of being booked is, on average, is 60% for a new instructor. Gaba encourage you to book early mornings, evenings and weekends where possible as these are peak hours. Should you become promoted (‘belted up’ in their terminology), you will also earn more money per lesson during these hours. Your likelihood of being booked also increases with time spent in the company and for veterans, it is about 90-100%.


Timetable of my first week. UME and CHA refer to the teaching locations.

Monday: I was being certified, so no lessons

Tuesday: Allocated five lessons, none were booked. Not surprising given it was only online for 24 hours. Spent the first three slots planning for tomorrow’s lessons, cancelled the last two and went home.

Wednesday: First proper day and all five slots were booked, including two of the desirable client-requested blue bookings!

Thursday: Four allocated slots, only the first and last were booked. Had a very long lunch break.

Friday: Day off!

Saturday: Five allocated slots, four were booked. The 16:00 slot was booked less than an hour before the lesson started, so speedy preparation was required.

Sunday: Five slots, first three were booked. Luckily, I was able to cancel the unbooked slots and meet up with a friend.

I was fully aware of (and okay with) all of this information before I even had my interview. Regardless of what you may think of Gaba’s system, I believe they very open about the pros and pitfalls of it. The booking system is explained in detail during the company talk, on their website and even on Wikipedia. I have a feeling that many of the complaints of Gaba that I had read about were from instructors who had not researched the company – as late as the contract signing, there was an individual in our group who appeared to be unaware of the payment system. To counter, I have spoken to many staff members who are more than happy with working for Gaba, even after many years.

The training was a breakdown of the company and their teaching method. Gaba uses communicative language teaching as their ideology and emphasises learning functions of a language (e.g. describing people, scheduling, complaining) over the more traditional methods like learning grammar and sentence structure. They produce many text books to cover many functions, and some are specialised to business clients, some to travellers, some to those needing it for every day activities. Gaba also prides itself on customisation; altering the text and teaching additional words and phrases relevant to the client’s needs – something harder to do outside of one-to-one teaching.

A typical lesson consists of 5 minutes chatting, 10 minutes reading the target language (a sample conversation) and answering any of the client’s questions about words and phrases they may be unfamiliar with, 10-15 minutes of practising additional words and phrases, and inventing examples that may be useful to the client, 5-10 minutes of role play and 5 minutes of feedback. However, clients may request anything that helps them with their skills, whether it be reading a newspaper, scientific journal, practising a presentation or even just having a conversation. As I am a new instructor, many just want to spend the lesson chatting and get to know me. Even in such cases, we are still expected to take notes and suggest improvements for the client’s English.

The trainees practised trial sessions with one another, and we discovered the importance of planning a lesson in only a few minutes, keeping track of time during the lesson, altering your language to suit the client’s level and coming up with ideas on the fly. After three days of training we were…. almost… ready to start teaching. Experience will be the practice from here on.

At the time of writing, I’ve had about 25 lessons and already I’ve seen great variety in the client base in terms of background, hobbies, jobs and needs. I am still treading unfamiliar ground right now but I hope I will become more confident and enjoy it. And I hope Gaba’s scheduling system stays a blessing rather than a curse – I’ve come a long way and I don’t want it to all be for naught.

But either way, it’s a start.

That’s the last of Graham’s posts about how he made it to Japan and found work. If it’s something that will be interesting to others, I’d like to ask him to write more about his experiences as an unqualified teacher in Japan. I hope you’ll agree that it’s been a fascinating insight into how he made the leap from dream to reality, and that it inspires you to follow your dreams too!

This week we’re running a series of 90-minute teacher training seminars at IH Sevastopol. The first is about online professional development.

This is a topic I’ve covered many times before, but since I change the slides a little each time, I’ve uploaded the latest version below. To hear the most similar recorded version, go to my October 2013 Online CPD post. July 2014′s version is slightly different from slide 12 onwards.

The only other difference, not included in the slides, is that the Teaching English British Council facebook page now has over 2.5 million likes! What a great community to be part of!

I look forward to connecting to you online!

Yay! Teaching!

Photo taken from ELTpics by Ana Maria Menezes, used under a CC Attribution Non-Commercial license

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