Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

CELTA Week One

Day One

Information overload, getting your head around so many different things, asking loads of questions, trying to get all the right documents, getting to know everyone…and that was just me!

This is my:

  • fifth CELTA course
  • fifth centre
  • fifth country
  • fifth MCT (main course tutor)
  • fifth set of documents
  • fifth approach to giving TP points (the guidance trainees get for their teaching practice =observed lessons)
  • fifth variation on assignments
  • fifth procedure for doing feedback
  • and probably many other fifths…

It’s a good job I’m flexible, adaptable, and settle in quickly 🙂 I’m looking forward to staying in one place for the next four CELTAs though, if all goes to plan.

IH Chiang Mai

There are worse places to spend the next four months…

15 trainees, 3 TP groups/classes, 2 levels (elementary and intermediate), with another CELTA running parallel with 10 more trainees, meaning 5 tutors in total, plus a tutor-in-training. Lots of people to learn from, and you end up sharing some of the work, which makes things easier.

The 45-minute demo lesson I did tonight went fairly well, as did my Russian lesson in input [note to self: really must learn how to say ‘stand up’ and ‘sit down’ in Russian!], although I forgot to set time limits for a few tasks that really needed them, so I dropped a task and still went five minutes over. My instructions have improved a lot since I became a CELTA tutor, but I shouldn’t repeat them so much. I also need to make sure that I anticipate problems with vocabulary a bit more carefully when doing a reading text. Timing and instructions were problems identified by my tutor when I was doing CELTA, and I still haven’t managed to sort them out completely!

Day Two

The joys of using a coursebook you don’t really like for TP (no, I’m not going to tell you which one):

  • when referring to it in an input session on receptive skills, I struggled to find a decent reading text which the trainees could use to plan a sample lesson (most of the ‘reading’ texts in the book were isolated sentences or glorified gapfills);
  • students don’t really need to understand any of the language to answer many questions in the book; they just need to be able to recognise that what they’ve read/heard is identical to what’s in the question;
  • there’s a lot of work that needs to be done, especially in the first week, to help the trainees to be able to use it.

Luckily, I don’t have to write the TP points for it, as my co-tutors have done that. Another plus side is that it’s good practice for the trainees in adapting materials.

The three trainees who taught today all survived their first lesson, and the students seemed to enjoy it. They may even have learnt something! For most trainees, the most important thing about TP1 is getting through the lesson, especially if they’ve never taught before. It’s a scary thing to stand up in front of a bunch of strangers, one of whom is assessing you, and 2-5 of whom are making notes on your every move, and try to behave like this is an everyday occurrence and you are confident and competent in every why, while at the same time a million things are going through your mind, the most important of which is “What the hell am I meant to be doing now?” Well done, guys!

Day Three

Generally on a CELTA course you share input with one other trainer. There are two input sessions a day on most days of the course, each lasting 75-90 minutes depending on the centre/timetable, meaning one each. This week, though, there’s a special arrangement here, where one trainer gets two linked inputs one day, and the other gets two linked ones on day four. Today was my ‘day off’. Why, oh why, did I therefore nearly fail to plan either of my inputs for tomorrow today, given I had all this extra free time?! I wish I knew the answer to that. I ended up managing to do one of them this evening after TP as I unexpectedly had an extra 45 minutes at school, but now I need to go in extra early tomorrow at the start of what is already a long day to put together the other one. Grrr. Must learn from this in future and get to school earlier, as it seems I can’t work well at home at the moment. Normally I’m less productive at school, but here it seems the opposite is true.

On the plus side, because we only have 5 trainees in each TP group, we have a ‘free’ teaching slot every other day, meaning we get to finish 45 minutes earlier, which is nice 🙂 The two who taught today also survived!

Typical TP1 problems I’ve seen (and ones which I’m still guilty of at times!):

  • over-explaining activities, rather than just demonstrating them;
  • echoing all the students’ answers;
  • random words all over the whiteboard.

Amazing things I’ve seen in these TP1s:

  • getting to know the students really quickly;
  • showing real interest in what they’re saying, and treating them as human beings, rather than as learning machines present only for you to teach at;
  • real teacher presence and confidence in front of the class from all five trainees;
  • dealing with materials that didn’t fill the 45-minute slot as trainees expected by filling the time effectively and usefully.

Day Four

Today was a bit of a killer.

The day started with me having to plan the session I didn’t get round to yesterday, then teaching two sessions based on somebody else’s materials because I hadn’t found the time to put together my own for the second session. I had stuff for the first one already, but no time to put together a linked lesson planning session, and there are materials at the school and ready to go for it, so I couldn’t really say no! I’m not a fan of working from other people’s materials as is, and I struggled a bit with the lesson plan in the text-based presentation because I hadn’t internalised it as much as I thought I had, but I managed to survive in the end, and I think both inputs went relatively well.

Because TP finishes so late (20:15), we have delayed feedback the following day. Trainees can sleep on their self evaluation, instead of having to write it immediately after their lesson when it’s difficult to be objective, and the trainer has a bit more time to finish off their feedback too, which is useful for me while I figure out how the documents work here. My favourite comment today was when one trainee described how pleased she was they’d all survived TP1, and that they felt like a family already 🙂 We’ll see if they still think that in three weeks’ time!

TP rounds off the day, and after two inputs in the morning, I was really flagging. At some points I was having trouble keeping my eyes open, but a biscuit between watching the second and third trainees helped me to stay focussed.

When I got home I realised my unusual tiredness today, despite a good night’s sleep, wasn’t just because of the long day. Instead, it was because I’d only had five (small) meals on day three, rather than my usual six, because of the times I ate at. Due to the vagaries of my diet, I have to eat 300g every three hours, and I should avoid snacking as much as possible. I try very hard to look after my health now, and I don’t normally miss a meal. The last time I did it was quite a while ago, and I’d forgotten the effect it has on me. I won’t be doing it again any time soon!

Day Five

As with most of my work, my favourite thing about CELTA is the mix of people I meet. Before the course starts, we put together a document with basic information about the trainees, mostly limited to their prior experience, any languages they speak (for the foreign language lesson) and their age, so we can have a fairly even spread of age/gender/experience between the TP groups. I like to look at it again at the end of week one to see whether the dynamics I expected before the course have played out, and whether there is any other information I can draw on now that I’ve spent a week with the trainees.

There are a lot of people on this course with prior teaching experience. That means that sometimes they know more about things than I do, particularly if they’ve specialised in certain areas. Today I did an input session on phonology to introduce the phonemic chart, and one of the trainees was very helpful when it came to coming up with examples for certain kinds of sound which I had forgotten to prepare, like a glottal stop to show the epiglottis at work.

CELTA is designed for people with no experience whatsoever, so if you do have some, it can both help and hinder you. Sometimes there are bad habits that you need to break, like spending too much time at the board, or treating your adult students like children. That’s not to say that complete newbies don’t do the same too! Sometimes trainees have already done a lot of professional development and self-reflection before the course, and they are aware of the areas they need to work on. They are also already comfortable in front of a class, which can’t be underestimated.

For completely fresh teachers, there are also two types: those who panic when all those staring eyes look at them for the first time; and those who are complete naturals and seem like they were born to teach. Luckily, we don’t seem to have any of the former type on this course.

Regardless of the level of experience, the most common complaint on CELTA is about the workload, and this is compounded in week one by a few other feelings:

  • Information overload;
  • Why does planning take so long? Will I ever get faster at it?
  • How many things do I have to think about?!
  • When can I sleep? No, no sleep. Can’t sleep. Must work.

To anyone considering CELTA, I would always recommend making sure you have at least half a day off a week and that you get a semi-decent night’s sleep every night. Your lesson plan may be perfect, but if you can’t stay awake to teach the lesson, there’s a problem, and you won’t take anything in in input either!

To the trainers, especially if you’re in your first few courses, leave the work at work! If you have to take it home, keep at least one day a week for yourself. For the first time, I’ve managed to not really do any work at home on this course, as I’ve been able to prep my input sessions at school. I’ll also be taking the whole weekend off.

I’ve just sent this to my trainees to round off the week (always my first port of call when wanting to cheer people up or give them a 5-minute break):

Well done for surviving week one!

(The other posts are here: week two, week three, week four)

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Comments on: "CELTA Week One" (13)

  1. Really interesting, Sandy. Thanks!

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  2. A great post, Sandy. As usual 🙂 But really interesting and topical for me now 🙂

    Like

  3. Anna Hasper said:

    Lovely to read Sandy! Where are you based now as it looks really lovely!

    Like

  4. soundtowords said:

    Hi Sandy, this is a long shot of a request, but International House Doha is looking for MCT for 4-week intensive CELTA. If your schedule is free, please email us at ttc@ihdoha.com

    Like

    • Hi,
      I’m afraid I’m not free. I’m also still only an ACT – I haven’t trained up as an MCT yet. I hope you manage to find somebody.
      Sandy

      Like

  5. Hi Sandy,
    I’ve found your blog really informative.I’ll be doing my Celta from Bangkok in Jan’16.
    I’d appreciate it if you help me in choosing the material and providing any links for my lesson plans such as listening activity.

    Like

    • Hi Muneeba,
      I’m glad that you’ve found my blog useful, but I’m afraid that I can’t help you with choosing materials or providing links for lesson plans. You will be given help with materials by your tutors when you do your CELTA. Good luck,
      Sandy

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  6. […] If you are interested in reading more first Celta impressions (albeit these are from last year), check out Sandy Millin’s post. […]

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  7. Rachel T said:

    Just found your blog, as I return from a month as a trainer in Chiang Mai, my fitst CELTA away from home and my resources here. I am also a Durham graduate, so lots of chiming points.

    Like

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