What happens when a CELTA tutor is away?
There’s not much leeway, because you almost always have exactly the number of tutors you need, no more, no less. There’s no time to be sick, and any other absence is a very bad idea, particularly on days when you’re observing teaching practice (TP), when it’s vital to have one tutor per group of trainees.
We were lucky that we have a little bit of slack on the courses in Chiang Mai because of the number of trainers. Today we had demo lessons with no TP because of the level change half-way through the course, so if you have to be down a tutor, it was the best day for it. One was off sick, and another had to go to Bangkok to renew their visa.
Luckily, the one who was ill doesn’t do input, only TP, and we’d already arranged cover for the input sessions for the one in Bangkok. We shared guided lesson planning between the rest of us, and because there were no classes on Friday, we didn’t have feedback, which meant there was time to do this. The major change was having just two demo lessons in the evening, with larger than normal classes: 16 students and 10 trainees in the elementary one, and 11 students and 15 trainees in intermediate with me. We’re very lucky that we have rooms big enough to hold that many people! The lessons were useful for both the trainees and the students, and it was good to demonstrate techniques that can be applied to larger classes.
In the end we coped today, but hopefully we’ll be back to full strength tomorrow! Another reason to look after yourself…
On CELTA courses, I find the most often skipped part of language-related TPs is phonology/pronunciation. Trainees check the meaning of the language, spend ages checking the form (especially if they’ve been let loose on a whiteboard), then skip merrily along to controlled practice, without teaching students how to actually say this beautiful new piece of language they’ve taught them.
Trainees get more guidance in early TPs, and this reduces as they progress through the four weeks. At the start I can remind them repeatedly that they need to cover meaning AND form AND pronunciation, but there comes a time when they have to remember it for themselves. For two of my trainees today, that’ll be after tomorrow’s feedback.
Why do they skip it?
Often, it’s not mentioned in the plan at all, and if it’s not there, then it won’t be in the lesson unless they have a last-minute brainwave and remember it. I therefore encourage trainees to have three separate rows in their plan: one each for ‘focus on meaning’, ‘focus on form’ and ‘focus on pronunciation’, to make sure they remember to cover all three areas.
Sometimes it’s in the plan, but they blank and forget to do it in the lesson.
Still other times, it’s there, but they’ve spent hours on the warmer, the focus on form or something else earlier in the lesson, they notice they’re running out of time, and as pronunciation is clearly the least important part of introducing new language (!), they decide to drop it. Since to hit the Cambridge criteria it’s important for the students to get at least a bit of practice with the new language, this can be a sensible decision mid-TP, but I’d rather they tried to get to the point faster and gave pronunciation it’s due: what’s the point of knowing what a structure looks like if you can’t say it yourself?
No solutions here, just a general complaint…
And while we’re here, I’ll reiterate a point I made in my week two post: why, oh why, aren’t the way that meaning, form and phonology are covered in the lesson three separate criteria rather than being lumped together as one? Assessing the trainees on it as a single area frustrates me, but opinion is divided as to whether you can/should separate them out.
Does anybody know when the criteria were last updated? And when are Cambridge likely to update them again?!
Easing off in guided lesson planning isn’t easy – the temptation is always there to help too much. Trainees need the opportunity to make their own mistakes, but they also need the chance to shine without you too.
I find TP6 to be the hardest one to do guided lesson planning for, assuming a total of 8 TPs. In the first four, trainees need support to help them focus when planning, not get carried away with materials or too stressed about introducing new language, including logical stages and not dominating the classroom too much, thereby leaving little room for students to experiment with the language themselves.
In TP5, they’ve normally just moved to a new level, so guidance is about how this will affect their teaching, and how to work with the higher/lower students.
In TP7 and TP8, trainees should be showing us how independent they can be, since they’ll be going out into the real world soon, where they’ll have to work alone. They can still ask us key questions and we’re there in emergencies, but generally they should be seeking the support of their peers rather than us.
But what do you do in TP6? Mostly I just have to try and restrain myself, making sure I’m only asking questions, and encouraging the trainees to think for themselves. Definitely an area I still need to work on…
a.k.a. Assessor Day
The assessor’s visit looms around the end of week 3/beginning of week 4 on any CELTA course, and is dreaded by the trainees because they’re petrified about having another person watching their TPs. I have to say that since you already have up to 6 people watching, I’m not sure what difference a 7th one makes, but there you go.
Far from being there to judge the trainees, the assessor’s role is actually to standardise the course and make sure that the CELTA ticks all the correct boxes and everything is running as it should. They check some of the portfolios, particularly (but not exclusively) for borderline candidates where another opinion would be welcomed. They also observe some of the TPs that day and can observe/participate in feedback if it’s on the same day.
Before their visit they get lots of documents to look over, including an overview of the performance, strengths and weaknesses of each trainee. These are the basis for a grading meeting, where the assessor and tutors discuss what candidates need to do to pass/fulfil their potential/avoid failing. Earlier in the day, the assessor meets with the trainees to collect anonymous feedback about how the course is working, and they pass this on to the tutors after the grading meeting. Finally, they make recommendations about what the centre needs to do to maintain standards.
If there’s a tutor in training on the course and the centre is not a training centre, the assessor may stay for an extra day to observe the TinT doing an input session, taking notes in TP and giving feedback, as well as checking their portfolio and offering advice.
All in all, assessment day is long for the tutors, but it’s an important way of making sure that all is as it should be.
The joys of CELTA are many.
Watching people who’ve never taught before learn the buzz of being a teacher, knowing that their students have learnt something from them.
Knowing that the more experienced teachers appreciate the opportunity to develop and reflect that the course offers.
Seeing the lightbulb moment when a trainee finally cottons on to something that they haven’t really understood the point of before.
Watching the trainees’ development over the course.
When you see something used successfully in a lesson that you suggested in feedback to another trainee less than two hours before.
Terminology slips in assignments and lesson plans producing new and interesting terms that will never again feature in any ELT literature.
When a new input session you’ve never done before works.
Finally figuring out how to do something you’ve never been quite sure how to do in your own teaching because one of the trainees has just asked you how to do it, and you’ve got to answer them.
Teaching people to reflect.
Having a TP group who work together like clockwork, so you don’t really need to be in the room because the support network and bond they’ve built up between them does your work for you.
Working with inspiring people and learning their stories.
Sharing my love of teaching.
Playing: with the room, the space, feedback sessions, interaction patterns, normal sized classes (not just 2 or 3 students!), teaching style, new activities, ideas, thoughts…
Knowing that you’ll be working with a great trainee, and have the chance to help them build on the initial course.