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

My colleague Helen Rountree is in the process of completing her Trinity DipTESOL. In this guest post, she shares some of the tips she has been given while doing the course. Note: all links to books are my affiliate links to Amazon.

Language Awareness & The Exam

Tips:

  • Do some full, timed practise exams before the day – even it’s just to know what your hand feels like after scribbling non-stop for 3 hours!
  • Revision – with so many language points that could come up, know that you can’t revise everything but learn some general quotes from big names like Parrott, Scrivener, Harmer etc to drop in for different things.
  • If you’re currently teaching, make notes on language points as you teach them – the ones I remembered best in the exams were the ones I’d reflected on after presenting them in class. It also gives you clear examples of what your students found difficult and activities you used.
  • Look back at past exam papers and find the points that come up repeatedly (for example, the classification of conditionals)

Unit 2: Coursework Portfolio

I’ve not finished this unit yet so can’t really give any tips.

Unit 3: Phonology Interview

This is made up of:

  • 5 minute presentation
  • 5 minute discussion about presentation
  • 5 minute transcription
  • 15 minute chat about phonology in general

Tips:

  • The transcription is only 2 lines (max 20 words) but you must note the phonemic script, features of connected speech, intonation, word stress, and tonic symbols.
  • Learn phonemes; use apps like Macmillan’s Sounds and practise writing notes to colleagues/friends in phonemic script.
  • Practise transcribing and timing yourself. 5 minutes seems like plenty of time but under pressure it’s not long at all!
  • Remember you can ask the examiner to repeat the text as many times as you want within the 5 minutes.
  • I found it useful to practise taking random clips from Youtube, transcribe them and then check against a phonemic translator. http://lingorado.com/ipa/ is pretty accurate although it doesn’t have any additional prosodic features.
  • Choose to present on something you have experience with and which is specific to your learners (For ideas look at Swan’s Learner English)
  • When you’ve chosen something your learners have difficulty with, research the background to the problem with reference to their L1 and prepare to explain how you tackle it. This may be a specific activity, it might be a technique for error correction etc.
  • If possible test out your activity/approach with your current students
  • At Greenwich, where I did my interview, they ask for your topic in advance of the onsite practical component but in reality you were able to change your topic up until the week of the interview. They also hold a phonology session in the first week which answered a lot of my questions leading up to the interview. There was also time for us to practise our presentation with our tutor, something which proved invaluable for me.
  • Whatever you choose make sure you know it inside out- ready to field any questions during the discussion after the interview.
  • For the discussion familiarise yourself with the elements of connected speech and be sure to have examples of each one. They love examples!
  • They are likely to ask you questions about anything they think you were weak on/missed during your presentation so if you don’t want to be asked about something get it in your presentation where you are in control and you can rehearse first!
  • Don’t be afraid to “guide” the discussion at the end to something you feel confident speaking about. It’s a conversation, not an interrogation and if the examiner senses you want to talk about something they will respond to it. For example, if you’ve read about English as a Lingua Franca and feel strongly about the value of teaching connected speech it’s possible from the question “How do you help learners with the schwa?” to lead into a discussion about Jenkins et al. and the suggested lack of importance for intelligibility in accurately pronouncing the schwa sound.
  • Get a list of interview questions (in your course materials/ online) and make notes for each question using your own experience and knowledge from your reading.
  • Get a friend or family member to ask you the questions and respond without notes.
  • Read…

Unit 4: TP

Tips:

  • Teach students something they don’t know.
  • Plan for a 45-minute lesson, not a 60-minute one, and use any extra time to reflect, review and recycle.
  • Must pass criteria: x4…
    • Lesson Delivery 1: Teacher creates an environment conducive to learning and maintains levels of motivation and interest. (= rapport and an interesting topic!)
    • Lesson Delivery 2: Genuine and meaningful communication between learners takes place
    • Lesson Delivery 11: The teacher focuses on the use of language in context
    • Lesson Delivery 12: There is clear evidence of language / skills development taking place (= teach them something new)

Pre TP:

  • Familiarise yourself with B2-C1 textbooks and build up a bank of activities and lesson ideas for grammar points which are found at this level.
  • Make and test out some practise lesson plans.
  • Practise writing out your full lesson plan on the prescribed template so you are used to the detail required.
  • Make some model materials you could adapt for different levels/ grammar points.
  • Look into ways to differentiate tasks in class, as it’s something they are keen to see in lessons.
  • Talk to anyone you know who’s already completed the course – they’ll have invaluable advice and tips!

During:

  • Needs Analysis
    • Should be made before you start teaching (normally with your teaching group/partner) in the form of a questionnaire or something similar which can be given to your students before the first diagnostic lesson. It’s also a good idea to set a writing task for homework after the first lesson to get a clearer idea of the students’ interests, language needs and motivations to learn, all of which you can include in your class profile.
    • It’s a good idea to base your needs analysis questionnaire on the ‘class and lesson profile’ document they provide you with so that you can fill all the necessary sections.
    • In your needs analysis questionnaire ask direct questions and use tick boxes.
  • The diagnostic lesson on day 1
    • Teach exactly how you normally teach (bar the nerves of course) and the advice you get from your tutor will be most applicable. I’m not sure if it’s allowed but I also typed up a full Dip-style lesson plan and asked for advice on my lesson planning too, which my tutor gladly gave.
    • Ask lots of questions after this first lesson and pay attention to your tutor’s advice.
  • Deal with each day as it comes and try not to think too far ahead.
  • But stay ahead of your workload by at least 24 hours. Planning on the day of your observation is not advised for as it can lead to unhealthy stress levels (If you have an observation at 3pm on Thursday have your lesson plan and materials done by 3pm on Wednesday.)
  • Work collaboratively with your teaching group/partner.
  • During your lessons and when observing others, write down anything you notice about the students that you can add to your class profile later. They love details!
  • And as such assess the students’ learning every time – like the mirrors in your driving test overemphasise it in all areas of your TP to show you’ve done it thoroughly.
  • Less is more – I found that, for example, for a functional language lesson 6 lexical chunks and 3 lexical items was enough to allow me to also deal with emergent language, set up a full free-ish practice and reflect at the end.
  • Trust your instinct and teach lessons in your normal teaching style with content and language points you feel comfortable teaching. Observations are not the time to try out a funky new method or controversial topic you’ve been waiting to experiment with!
  • But also try not to teach the same lesson structure repeatedly or stay too within your comfort zone – they like to see you incorporate your own knowledge of different theories and styles in lessons.
  • Plan observed lessons where you can show off your teaching – for example don’t plan a 20-minute reading. That’s half your time with you being passive.
  • Take the time to get to know your students outside of class. You want them on your side!
  • Analyse your planning so you know at every stage what you’re doing and most importantly WHY. They will ask you this in the pre-obs and post-obs interviews. It’s even better if you can back that up with your knowledge of teaching/learning theory.
  • Listen carefully to what parts of your lesson they question in the pre-obs interview; it’s often a sign of the part you’ll have issues with/ you’ve not completely thought through. If you have time between your interview and teaching your lesson think about how you can remedy any issues they’ve flagged up. Departing from your plan is not a problem if you can explain afterwards why you felt it was beneficial to do so.

I hope these tips are helpful. Good luck!

Bio

Helen

Helen has been teaching for IH Bydgoszcz for several years and is the current ADOS. This is her 5th year as an ESL teacher and she’s about to complete her DipTESOL.

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Every year in April, our sister school at International House Torun runs their Teacher Training Day, attracting local teachers and international visitors to this beautiful city:

Torun

Photo from my personal collection

My presentation this year was the most recent version of one I’ve done a few times before, now featuring ELT Playbook 1, my ebook for new teachers. If you weren’t there, you can watch a webinar version done for the British Council in 2015, or read a text version based on the presentation I did at Innovate ELT in 2016. Doing this presentation seems to be an annual spring event for me now 🙂 Here are the slides

The blogs which I recommended in this version were:

The reader I use to manage the blogs I read is Feedly, and the bookmarking tool I use is diigo.

What blogs are you reading at the moment?

I started off the IATEFL Brighton 2018 conference at the joint Pre-Conference Event (PCE) run by the Leadership and Management (LAMSIG) and Teacher Development (TDSIG) Special Interest Groups. I have already summarized what I learnt that day, but have included more detailed information from the sessions here, interspersed with ideas from the main conference, hence the combination of topics in the title of this post. This is by far the longest of my IATEFL posts this year, but I couldn’t work out how to separate the streams, so apologies in advance. I hope it’s worth it! 🙂

The #LAMTDSIG PCE was the first time I heard what became one of this year’s conference buzzwords for me: culture. Many speakers mentioned the importance of creating and maintaining a culture of CPD (continuous professional development) within their school.

How can we create a culture of CPD?

The first was Liam Tyrrell, who reminded us that the shared ideas, values and direction that make up the culture of a workplace or team are important. They are what lead to success. Organisational culture is the number one predictor of development outcomes and improved classroom effectiveness, according to Matthew A. Kraft in his 2014 paper with John Papay entitled ‘Can professional environments in schools promote teacher development?

Liam detailed four questions he asked when aiming to change the culture at his school:

  • What does it look like when the culture is changed?
    If you don’t know what you’re aiming for, how do you know the steps you need to take to get there? What is the pathway for teachers and the organisation? Small success will carry your organisation.
  • Who are the silent majority?
    Run down the list of names of people in your staffroom. The ones you come to last, or not at all (!) are the ones you probably need to shine a spotlight on. Find out about their successes and encourage them to share them. By amplifying them, other teachers can learn from them too. (Liam credits this idea to @nikkitau from TESOL France last year.)
  • What options can you give to people?
    The trick is not to have everyone doing the same thing (one size fits all), but to have everyone do SOMETHING!
  • How can you get recruitment right?
    Make sure people you recruit know what kind of culture they’re coming into, and that they’re comfortable with that. A team is a delicate balance, and every person entering or leaving it can change the balance, and with it, the culture. Is it better to recruit NQTs who see what you do as norm? Or experienced teachers who can mentor and drive change? Who will be able to create and sustain change?

(Side note: Clare Magee (see below) mentioned that during their recruitment process, they include a description of key challenges in the job, to ensure teachers know what they might be faced with. She also said that whenever possible, they try to recruit two people at the same time so that they’re going through the processes of joining the school together, and can empathise with each other.)

Finally, Liam emphasised that change takes time, and that half of the stuff you try is probably going to fail. This echoes one of my favourite ever things I’ve heard at an IATEFL conference: you have to kiss a few frogs to find the one that’s for you.

 

I am lucky that I inherited a healthy culture of CPD at the school I currently work for, and ‘all’ I have to do as Director of Studies is maintain and develop it, but if you don’t already have that a CPD culture at your school, Liam’s questions and the ideas below could help you to move towards one.

 

As part of the main conference, Oliver Beaumont and Duncan Jameson also described how to create a culture of CPD, using the metaphor of a garden. You have to create the right conditions if you want things to grow there. They centred it around three key words:

  • Engage: if teachers aren’t engaged, they won’t be interested. Show them how CPD can help them, and how it fits in with the school’s vision. Creating the right environment also helps, for example a classroom with posters from previous CPD sessions. Carve out time where CPD is a priority: if you value it, teachers will too.
  • Energise: give autonomy and ownership, and encourage collaboration.
  • Empower: ensure there is meaningful action to follow the session, so they can put what they have learnt into action immediately. If you include feedback and coaching in the sessions, a lot more of what they have learnt will stick.

Creating a welcoming culture

Patrick Huang described a transgender candidate’s experience of a CELTA course, with important points for the inclusion of all candidates who might be part of potentially vulnerable populations, and regarding culture changes which may need to take place to allow this. He noticed that there might be something different with this particular candidate due to the combination of a typically male first name and female second name – the example he gave was ‘Robin Jane’. Because of this, he asked the candidate to speak to him about their experience and to share what could have improved it. The main things Patrick learned were:

Safety should be key. Candidates should not be forced to disclose whether they are transgender/non-binary. For example, on the entry form, have an option for ‘Other’ in gender, not just male/female. Forcing candidates to select from a closed list of options could also have legal applications on a form if they have to sign something saying they did not knowingly give false information.

A pre-course meeting could include the question ‘Anything else you would like to tell me about yourself?’ rather than anything more direct, like ‘I notice that you…’ Again, this means candidates are not forced to disclose if they are not comfortable doing so.

Toilet facilities should be available for everyone. Consider converting an existing bathroom by changing the signing, for example to ‘Toilets for everyone’.

Pronouns should be used as indicated by the candidate. (If this is something you’d like to find out more about, I would highly recommend the BBC Word of Mouth episode ‘Language and gender identity’.)

For relationships and safety, consider introducing a code of conduct. Discuss these things with staff and candidates, preferably before you have transgender students on your course, so that they are aware of how they can help candidates feel safe. Make sure that this policy is adapted to the needs of individual candidates. There should be buy-in from the community, with the option to opt out if they really can’t cope with the situation.

Teacher-centred CPD

Another buzzword I noticed was bottom-up, with many of the speakers I saw talking about the need to move away from CPD which is imposed on teachers by management from above, and instead to create the structures for teachers to be able to work more independently on areas which they want to prioritise. As a couple of people said, ‘one size fits all’ fits noone.

As part of the #LAMTDSIG PCE, Clare Magee and Fiona Wiebusch from Australia talked about a very successful initiative which some of their teachers started, without prompting from management. They set up a Google Plus space to share 2-minute videos of ideas which make their jobs faster, better, or easier. Other people can comment on the videos too, and it often starts face-to-face discussions too. If teachers still have access after they leave the school, I think this could serve as a kind of institutional memory, and an alumni-type space, which they could still participate in if they choose too. This is probably my favourite idea from the whole conference. Once it was started, the institution ran some CPD sessions on how to create videos and how to interact politely on the platform, both in response to teacher requests.

Other ideas that Fiona and Clare described were:

  • #pdfest, one-day events organised by teachers for teachers to share their practice
  • #meetelt, Pecha Kucha events in pubs
  • #auselt, a Twitter hashtag for discussions (similar to #eltchat)
  • Pineapple charts to organise peer observation
  • A regular newsletter emailed to teachers across their organisations’ various sites
  • The Raise Your Voice choir

They suggested that it might be time to move away from the concept of change, and towards that of evolution and revolution. Hamel and Zanini (2014) say anyone can initiate change, recruit confederates, get involved and launch experiments. It’s not the leader’s job to do the process, but to build the platform. Fiona and Clare also said that in order to get all of these things working, managers should:

Give teachers time and money, and get out of the way!

 

I agree with this sentiment up to a point, but I believe that quite a lot of new teachers probably need a base level of knowledge about the teaching profession and about CPD opportunities before they can organise and run this kind of thing themselves. Most of the teachers at our school are in their first or second year of teaching. I have tried to provide the second-years with more space to direct their own development, but it has been challenging to work out and provide the amount of support that they really need to do this. It’s all well and good saying that they can develop however they want to, but if they aren’t aware of the possibilities and opportunities, it can become very directionless. This is where I think they next idea might help.

 

Josh Round and Andy Gaskins talked about Personalised Development Groups (PDGs), an idea Josh introduced in his school 3 years ago, and in Andy’s a year ago, and which has now gone through several successful cycles. Research which backs up their approach includes the Sutton Trust 2014 report on what makes great teaching. That and other reports show that effective CPD leads to great teaching, so it’s important to get the programme you offer right.

Teachers chose a first-choice or second-choice pathway, which enables them to be put into groups of 6-8 people. These pathways enable classroom-based, collaborative professional development, based on the choices of the participants, rather than the more top-down programmes traditionally offered by schools. They were based on areas that teachers had requested, or where they often needed more support. The school wanted a balance between structure and support, and autonomy.

Of course, PDGs aren’t perfect! Initially, they underestimated how long it might take teachers to come up with research questions, so they started to suggest examples within each pathway. It took time to put the scheme into place: change always takes time to be effective. There can also be problems with some members of groups not fully contributing, absence or sickness, and lack of structure – these are all problems I’ve found with a similar scheme I’ve tried to set up at my school.

Josh and Andy encourage teachers to be transparent with their students about what they’re doing – students seem to really engage with the teachers’ research. At the end of the cycle, there are feedback presentations which have become inspirational to other teachers at the school.

 

At the #LAMTDSIG event, Ed Russell described using the idea of PDGs at his school, once he’d got over the idea that he needed to ‘do some managing’, a feeling I’ve had occasionally too! As part of this, he created a new screensaver for staffroom computers to remind teachers about the stages of the PDGs. Generally, Ed wanted to make what happened in the classroom as visible as possible so that his teachers could share their practice and learn as much as possible from each other. He said it has led to greater discussion in the staffroom, and more of a feeling of cooperation between teachers. I was pleased that he mentioned using my post of ideas for alternatives to the Friday afternoon seminar as inspiration – always good to know! Ed’s school also used ‘cooperative development’, with one teacher talking for 15 minutes while another actively listened to them, then switching roles. Another change they made was in their use of language, talking about ‘my puzzle’ rather than ‘my problem’. Ed has shared some of the resources he uses on Google Drive.

The language of CPD

Ania Kolbuszewska extended the idea of the importance of language, a particular problem in her large school in Switzerland, a country where people are only prepared to take a risk if they are 100% sure of the outcome! She described her attempts to be more aware of the intercultural aspects of her job, something she had never been trained in. As she said, there is a lot of intercultural training available for students and businesspeople, but nothing specifically for managers in language schools, where we are very often working with people from other cultures who may have different expectations to our own.

In Ania’s experience, her teachers generally felt that institutions benefit from professional development, but teachers don’t really, especially if they’re not being paid for it. For some Swiss people, the status of teachers is like that of actors working as waiters until something better comes along. For others, CPD is a checklist for managers, and not something personal.

Cultural diversity in her school provides an additional problem: not everyone in her team speaks English and not everyone speaks German. She described the problems created by the fact that the term ‘CPD’ in English doesn’t have a direct equivalent in German or French, the two other languages she works with. The translations do not cover the same range of concepts, and are much more connected to training than development. Sending out emails in three languages meant that teachers who spoke more than one might compare the different versions and read into them meanings which weren’t intended. Ania therefore decided to use ‘CPD’ across all languages at the school, as well as replacing ‘workshops’ with ‘labs’, a more universal term which encompasses the idea of experimentation, not just learning. She also renamed all of the types of observation she wanted to use to make them as widely and easily understood as a possible.

The language you teach dictates the way that you teach it.

By making sure that the key terms being used were clearly defined and understood in the same way across the organisation, it has started to contribute to culture change. While Ania acknowledges that this process is top-down, she emphasises that this is to minimise problems with understanding the key concepts, in order to create the conditions for more bottom-up development further down the line.

Another change in their organisation is to have cross-language teams. Previously there were separate heads of French, German and English, but now teams are mixed. Echoing what Liam Tyrrell said (see above), these changes are a slow process, but they are gradually moving towards the CPD culture her school wants to have.

Action research

The cooperative development at Ed Russell’s school mirrors the first talk I went to in the main conference, which looked at how to help teachers come up with appropriate questions for their own action research. Paula Rebolledo and Richard Smith demonstrated a dialogue approach with a mentor to help teacher researchers come up with specific questions. When you’re listening to the potential researcher, you can guide them towards questions by noticing when they say ‘I think…’, ‘I guess…’, ‘I assume…’ For example, if they say ‘I think they enjoy it.’ ask questions like ‘What evidence do you have of that?’ If they have none, that could be one of their questions. It’s important that the listener doesn’t come up with answers, but pushes towards questions.

Potential researchers who don’t have a dialogue partner could use question frames like these:

When checking if the questions researchers come up with are suitable, you can use the slightly rephrased version of SMART:

  • Study-oriented (oriented towards the study of the situation rather than action on it)
  • Measurable
  • Accurate
  • Realistic
  • Topic-focused

If action research is something you’d like to explore further, there is a free publication written by Paula and Richard available on the British Council website: A Handbook for Exploratory Action Research. It includes everything (as far as I know!) that was covered in the talk, along with a lot more. You might also be interested in ELT Research in Action, a free ebook edited by Jessica Mackay, Marilisa Birello and Daniel Xerri, published by IATEFL in April 2018.

Supporting new teachers

A cooperative practice of a different kind is mentoring, which Alistair Roy covered in his presentation. After 12 roles in 12 years at private language schools, Alistair has had one mentor. He’s had 26 ‘mentees’, including 7 at one time (as he said, how can you mentor people properly like that?!) When asked whether they’d ever had a mentor, I think less than a quarter of the 100+ people in the room put their hand up to say yes, not including me.

When Alistair asked colleagues for help with how to mentor, he was just given checklists, so he started to talk to teachers about what they want from mentoring. He pointed out the amount of questions that we have on the first day of a new job, and how this is multiplied on your first ever day as a teacher, when you’re on your own in the classroom for the first time. He described the story of one new teacher who was given a checklist of things they should know soon after joining the school, and returned it with more than half of the items marked ‘I don’t know’, even though he knew they’d been given that information. This is something I’ve also wondered about in our intensive induction week model (anyone got any other ideas?!)

The whole situation was very different in his first year as a teacher at a UK state school, where he was given a mentor and an effective and useful process:

Alastair found that a lot of teachers seemed to want mentors in a similar position to them, rather than people with a lot more experience. They wanted people who could empathise with them and remember what it was like to be in their position. Josh Round also mentioned something similar at his school, where they have a buddy system for new teachers, with each being assigned a buddy who has been at the school for a little longer than them.

After 5 years, 91% of teachers who have a good mentor stay in the profession. Only 71% without a mentor do. (Institute for Educational Science) So what can managers do to support mentors? Invest money and time, support mentor and mentee, and understand what it’s like to be in their positions.

CPD for teacher trainers

Of course, it’s not just teachers who need to develop their practice: trainers do too. This was another theme that I noticed: the desire for more systematic training for trainers.

 

Teti Dragas talked about interviews she had done with teacher trainers to find out their stories, covering how they got into training in the first place and how they have subsequently developed. Her main findings were that trainers developed through building up experience, reflecting on critical incidents, working with and talking to colleagues, and attending events like IATEFL. There was little, if any, formal training for them. Another key way that trainers improved was by listening to their trainees, especially when there was resistance to their ideas. This prompted them to think about why that resistance existed, and how to counter it. Mentoring new trainers also helped. What are important qualities of trainers according to Teti’s interviewees? Knowledge, experience, empathy, reflection and open-mindedness. You also need to give trainees time to change their practice. We also need to keep up-to-date with changes in our field, so that we can give trainees the best possible information during their courses.

If you’d like to contribute to Teti’s research, here are her questions.

 

Jo Gakonga’s presentation was based around the idea that trainers need feedback on their feedback, but that most of us never get it. To get around this, we can audio record ourselves, transcribe a minute or two of the feedback, and reflect on what we hear ourselves say and do. The presentation is available as a mini-course on her ELT Training website, and it’s something you can use for professional development within your organisations. We used the course during Jo’s talk, and I would definitely recommend it. I’m hoping to record myself giving feedback at some point before the end of this school year, having just missed our final round of observations. Jo also mentioned the article ‘RP or ‘RIP’: A critical perspective on reflective practice’, written by Steve Mann and Steve Walsh, which I plan to read at some point.

Trinity and Cambridge

Finally, here are two representatives of the main pre-service training certificates for the private language school market.

 

Ben Beaumont’s talk about the effect of washback on teacher training doesn’t really lend itself to being summarised in a paragraph. However, he did share these Trinity materials designed to help teachers improve their assessment literacy. Each video comes with a worksheet, so they could be used as part of a wider professional development programme.

 

Clare Harrison described extensive research Cambridge has done to find out what changes people want to see in the CELTA course, and what changes have already happened. You can watch the full talk here.

They noticed that the percentage of L1 and L2 speakers of English taking the course is now roughly 50/50, compared to 75/25 in 2005. There are also more and more teachers with experience taking this course, which was designed for pre-service teachers. The ICELT, which was designed for experienced teachers, has a much lower take-up. The young learner extension course and CELTYL both had such low take-up that they have ceased to exist, but there is a huge demand for YL to be added to the course, as well as other types of teaching such as 121 or ESP. As Clare said, these are probably beyond the boundaries of a course designed to last for only four weeks and to train inexperienced people to teach adults, but CELTA seems to dominate the market so much that other courses can’t get a foot in the door. Other requests were connected to the syllabus, such as having a greater focus on digital, but as Clare pointed out, this is entirely dependent on the centre, and she reminded trainers to go back to the criteria regularly to check that their course is fulfilling the needs of trainees. Fiona Price has screenshots of some of the changes in criteria on her blog. There are changes in how CELTA is being delivered too: quite a few courses now embed CELTA in an undergraduate or postgraduate programme, for example. After the talk, Clare asked people for any other ideas they may have. Audience members suggested ideas like a post-CELTA module that could provide an extra qualification (Jason Anderson said this), or post-CELTA or –Delta mentors, perhaps with the option of uploading videos of your lessons to be commented on. There was also the suggestion of recertification requirements. I feel like my ELT Playbook series could address some of these needs, so please do take a look at it if you’re interested!

Find out more

Katherine Martinkevich has short summaries of quite a few of these sessions, plus a few others which I didn’t attend. Gerhard Erasmus summarised the #LAMTDSIG day for the TDSIG blog.

If you’re interested in Teacher Development, you might want to investigate some of the other things TDSIG does. They have an e-bulletin (members only), a podcast and run facebook Live sessions, all of which you can find information about on their website. For managers, you can find out more about the Leadership and Management SIG here. If you’d like to join IATEFL, find out how here.

And if you made it all the way through the nearly 4000 words of this post, well done! 🙂

IATEFL were kind enough to ask Mike Harrison and I to give one of the sessions in the How To track this year, explaining How to use social media at IATEFL and beyond. Here are the slides from the sessions. You need to sign in to SlideShare if you want to download them. Feel free to comment if you have any questions.

How to use social media effectively – at IATEFL and beyond

Here’s a quick summary from the IATEFL Brighton 2018 pre-conference event I attended today, co-organised by the Teacher Development and Leadership and Management Special Interest Groups. Please note: it’s my interpretation of the ideas and themes from the day, so I’m happy for anybody who would like to add to or edit my impressions of it.

Who’s responsible for CPD? We all are: teachers, managers, trainers. We’re all learners, and we need to model the fact that we’re learning to create that culture and demonstrate it to others. We’re all in the same boat.

Culture is key: if you create enough of a learning culture, those who weren’t motivated before may get interested and come along with the rest of you. And if not, is it worth wasting energy on them? Though we should try to find out more about what’s stopping them. We should also try to recruit for the culture we want to create or maintain, asking ourselves where we want to be, and what changes we need to make to get there if necessary.

CPD needs to be organised, though it doesn’t have to be top-down. We need to create a space for teachers to be able to develop and co-build it with them. Teachers can create those spaces themselves, and sometimes managers just need to get out of the way.

A key thing is really listening to people and working on cooperative development. We can also think about changing some of the language we use: puzzles, not problems; labs, not workshops. This is particularly important if language or intercultural hurdles are present: naming can both help and hinder.

My favourite idea from the day: a closed Google space set up by teachers where anybody within the organisation can post a 2-minute video about something that makes their job easier, better or faster. Something that builds up into an organisational archive, starts online conversations, and offline ones too.

Thank you to both SIGs for organising an interesting and thought-provoking day.

And thanks for the ice cream too 🙂

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IATEFL 2018 talks

I’m currently on the train to IATEFL Brighton 2018, finishing off my preparations for my talk(s) this year.

For those of you who will be at the conference, I’ll be presenting twice.

My first talk is on Tuesday 10th April, 11:55-12:25. The room is called ‘Cambridge’ and has a 250 capacity, so there’s plenty of space for all of you!

Here’s the abstract:

Introducing ELT Playbook 1: independent professional development for new teachers

New teachers are often thrown in at the deep end. If they’re lucky, they are surrounded by supportive colleagues who can help them out. If they’re not, they need ELT Playbook 1. It consists of 30 tasks new teachers can use to learn to reflect on their teaching. I’ll also describe how trainers can base development programmes on the tasks.

If you won’t be at the conference, you can find out all about ELT Playbook 1 on the ELT Playbook blog. There is also a conference discount if you buy the ebook via Smashwords before 15th April 2018. You can also watch a 10-minute version of the same talk which I did for EFLtalks last month.

ELT Playbook 1 postcards

The second talk is a joint one with Mike Harrison as part of the How To stream of events that happen before the plenaries each morning. On Wednesday morning, 8:15-8:45, you can join us in ‘Buckingham’ (150 capacity) as we tell you:

How to use social media effectively – at IATEFL and beyond

Social networking affords great opportunities to connect with ELT professionals around the world, but it can be difficult to know where to start. We will look at how to use social media – focusing on Facebook, Twitter and blogs – for your personal ELT development at IATEFL and beyond.

We’re hoping to share some of that presentation with you later in the week…watch this space!

If you’d like to find out what’s going on during the conference, take a look at the #IATEFL2018 hashtag on Twitter to see live coverage from the sessions (wifi permitting), as well as following blogs and other sources listed on the IATEFL online coverage page.

Enjoy your week, whether or not you’re at the conference!

Looking through the programme.

Highlighting all the sessions I’m interested in, knowing there are far too many.

Relishing the variety of what’s on offer.

Getting messages from people who I’ll be meeting for the first time.

Looking forward to seeing people I haven’t seen for ages.

Preparing two sessions (yes, two) 😉

Travelling.

Seeing the postcards I got printed to advertise my e-book. (Thanks for the idea Rob!)

ELT Playbook 1 postcards

Trying to finish everything at work and home ready to go.

Knowing I’ll be exhausted and exhilarated in equal measure.

Anticipating all the great ideas I’ll come back with.

Can’t wait.

Excitement about the best week of my year.

#IATEFL2018

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