When a Twitter account called What they don’t teach you on CELTA started to pop up on my stream I was intrigued. Looking at their tweets, it seemed they were trying to fill the gap in post-CELTA development that I’m hoping ELT Playbook 1 also helps with. This is one of my main areas of interest for all the reasons Chris Russell describes below, so I was very pleased when he agreed to share the story behind the site and the Twitter account with us. Thanks Chris!
As for many of us, lockdown has been a strange time for me. Along with some colleagues, I’ve spent most of it furloughed and with a desire to do something productive with all that time on my hands. Fortunately, my colleague Stephen, an experienced teacher, teacher trainer and examiner, identified a problem waiting to be solved.
He got a few of us together on Zoom and asked us to think back to our early days of teaching, and all those moments we cringe at: the overly-ambitious lesson plan; the activities that fell flat; the grammar explanations that confused more than helped. CELTA and equivalents are great courses, but there’s only so much that’s possible within the confines of a month-long course. They should be one of the first steps on a journey in learning to teach, but for many it seems that their professional development doesn’t progress much after it.
As we thought of those moments, we wondered if there was a way of others finding a kind of shortcut. Especially those not lucky enough to work in a school with a supportive manager and opportunities for professional development. For teachers who have some experience, but aren’t ready to be thinking about doing a Delta or Master’s yet. We toyed with a couple of names, but ultimately settled on What they don’t teach you on the CELTA.
The name is a little tongue-in-cheek, and not intended as a criticism of CELTA per se, but an acknowledgment of its limitations. It can’t teach you everything. Cambridge are quite open about this: it falls under the ‘foundation to developing’ stage of their teaching framework, rather than ‘proficient’ or ‘expert’. We also noted the number of job opportunities that simply require a CELTA-qualified candidate, without asking for relevant experience or offering sufficient support to newly-qualified teachers, perpetuating the myth that CELTA is the final destination, rather than a first step, in ELT.
So, with our combined experience as teachers, teacher trainers, DoSes and language learners, we got writing, trying to help others benefit from our experience. We thought about what we wish someone had told us in our first years in the classroom, from the websites we now can’t imagine living without to knowing how to deal with classroom cliques. We’ve also thought about the things we do in class now, almost as second nature, like correcting students effectively and dealing with being observed. We don’t intend to imply that none of what we discuss is actually covered on any CELTA courses! However, expecting trainees to retain all that knowledge from such an intensive course doesn’t seem realistic, and so we hope some reinforcement will prove useful.
We know there are lots of other resources out there, but we don’t feel there are enough aimed at this audience – likely time-poor (planning and teaching 25 hours is a very tough ask at first!) and in need of a bit of guidance. The industry churns out lots of CELTA graduates, but how many really last in ELT? I’ve seen some have an initial unfulfilling year and never return – could some more support and development have helped them have a better time and retained them? Those staffroom tears and breakdowns that I’m sure many of us have seen really shouldn’t be the norm. I’ve also seen plenty of teachers with many years of experience, but whose teaching ability seems to have stagnated early, doing a disservice to their students and perhaps limiting their job satisfaction.
A blog certainly won’t solve all those issues but we hope to provide some help as well as to start a conversation around this issue within the industry. If nothing else, writing it has helped us reflect on our journeys within ELT and been a mixture of interesting and cathartic, emphasising the good that can come out of blogging and reflection – another important tool in professional development!
Chris Russell is a CELTA- and Delta-qualified English language teacher who has been working in ELT for 8 years in the UK, Spain and Poland. He recently took on the role of school director at Alba English in Edinburgh. He blogs with some colleagues at https://notoncelta.com and tweets at @ChrisRussellELT.