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

Posts tagged ‘DoS’

On leadership and teamwork

Zhenya has just posted her answers to the 11 questions challenge (Thanks! See mine here and here) and posed some of her own, including three which I’d like to respond to here.

Have you ever tried to lead a team of people? If yes, what are your impressions and learning? If no, would you like to (one day)?

I’ve now been working as a Director of Studies for two years in two very different schools. The first was small, with only a handful of part-time teachers and one other full-time teacher (the school Director) besides me. Most of the time I was teaching full-time as well as being the DoS. The second has about 20 teachers, including me, and I only teach for a couple of hours a week. I work in close collaboration with two ADoSes and the school Director.

I had an excellent induction, but have also learnt an incredible amount on the job, not least in the last two weeks. It has not just taught me about what it takes to manage a language school, but also about working with a team of diverse personalities, and about my own personality. It has shown me how I and my team respond to a crisis (or five!), how everybody’s personalities and characters can complement each other to complete a team and also how sometimes there are things I just don’t or can’t notice which¬†I need other people to be willing to share with me.

It’s not an easy job, but it’s not impossible either, and the challenges it throws at me keep me interested and invigorated, if a little tired at times ūüėČ

When do you think someone is ready to be a leader of a team?

Not long after becoming a full-time DoS, I wrote some advice for people considering moving into management. It includes a series of questions you can use to help you decide whether you are ready to be a manager.

For me, it’s important for a leader to have experience of being part of a team or environment similar to the one they are managing in. That way they are much more likely to be able to empathise with their team. If they are ready to learn what it takes to be an effective leader, then they are probably ready to become a leader. If they think they know it all already, then I would probably steer clear!

What’s your best tip on working with people?

Communicate.

And remember that part of communicating is listening.

Listening attentively

Without¬†good channels of communication, it’s impossible to work effectively with people. There will always be rumours, backbiting and negative comments if people don’t understand what is going on and why.

You also need to be willing to listen when members of your team have something they want to tell you, whether it’s positive or negative (and let’s face it, it’s usually negative). Don’t get defensive or be accusatory – let them talk, and find out what they need from you. Sometimes it’s just to let off steam. Sometimes they don’t know what they need, and you need to help them work towards finding out.

Another part of communication is about being open to the world around you. By learning more, you will be able to connect more easily and effectively with more people, which will hopefully benefit both you and them. By being open, team members are also more likely to be willing to share those things with you which you can’t see, as I mentioned above.

How would you answer Zhenya’s questions?

My first year as a full-time DoS

Richard Branson, ‚ÄúIf someone offers you an amazing opportunity and you are not sure you can do it, say yes. Then learn how to do it later.‚ÄĚ

I saw this quote on Jane Cohen’s blog¬†a few days ago, and feel like it sums up my job at IH Bydgoszcz pretty perfectly, as well as being from one of the managers I admire most.

When¬†my predecessor, Tim, first mentioned the possibility of taking over from him as Director of Studies (DoS) managing a team of 18-20 teachers, I really wasn’t sure I could do it. After all, I’d only finished Delta a year or so earlier, and had done very little teaching since then to see if I could apply what I’d learnt. I was a fledgling CELTA tutor with only four courses under my belt, and still very much felt like I was learning how to do that job. Although I’d worked as the DoS at IH Sevastopol, it was a very different school with a much smaller team of only 3-6 teachers, and where I was still teaching 18-24 hours a week. Thankfully Tim talked me into visiting the school to see what the job really involved.

Less than a month later I spent four days in Bydgoszcz and Torun, visiting the school and the surrounding area and shadowing Tim at school for two days. I spent the first day continuing to think there was no way I could possibly do this job, and it took a couple of conversations with some of the teachers on the second day to persuade me that I would manage it. Thank you Рyou know who you are!

The result was that when the end of August 2015 rolled around, I found myself moving to Bydgoszcz, and entering a near-empty school just waking up from the summer break for the best induction I could possibly have hoped for. Tim spent nearly three weeks with me, introducing me to various procedures at the school and helping me get a handle on many of the things I’d need to do the job. He’s always been on call to help me throughout the year, and I’m immensely grateful for his help.

At the beginning of September, the senior teachers arrived and together, with Tim’s help, we planned the induction week for new and returning teachers. Throughout the year Luke, Sam and I¬†have worked well as a team (in my opinion!) to support the teachers and keep everything running smoothly. I have relied on their prior knowledge of systems at the school to help me work out what needed doing, when and how. This is also true of the admin staff, and especially of the school Director, who is amazingly supportive, and one of the best bosses I have ever had the pleasure to work with.

Together, we have:

  • placement tested new students and organised the timetable
  • done drop in and formal observations to help our teachers develop
  • provided weekly professional development workshops
  • run collaborative level planning meetings covering¬†about half of the groups at the school
  • had weekly meetings and senior meetings to keep everybody up-to-date
  • organised a teacher training day, two adult social events and two young learner socials
  • run a day of Cambridge mock exams
  • coordinated and checked reports for students
  • organised tutorials and parents’ meetings
  • recruited new staff and organised accommodation for them
  • dealt with problems that teachers, students and parents have had
  • chosen new course books for the next school year
  • and probably many other things which I’ve forgotten!

Needless to say, I had no idea how to do a lot of those things before I started the job! I was lucky to have inherited a lot of systems which I’ve been able to build on, making the whole thing a lot easier for me. A selection¬†of the skills I think I’ve learnt or developed over the past year include:

  • using many features of Excel I had no idea even existed before!
  • how to use Outlook (something I’d thankfully managed to escape before – I hate it!)
  • communication¬†skills: when to listen, what to ask, when to talk, what to say, how to say it
  • awareness of relationships around the school and how they impact on people
  • recruitment
  • balancing timetables fairly and taking into account the needs of teachers, students and the school
  • helping teachers fresh off the CELTA to build on what they’ve learnt
  • classroom management with teen classes (I had my own teen group for most of the year)
  • time management, and knowing how to manage my office door
  • balancing school work and out-of-school activities (I’d say ‘life’, but a lot of it has still been work this year – already have plans afoot to change this next year!)

Of course, there’s still a lot I need to work on, including many of the areas mentioned above. To help me with this, I’d like to get some more formal management training, as like many people I’ve been learning on the job. So far I’ve been relying on a combination of instinct, past conversations with my mum when she was managing a large organisation, Business Studies from school, management books I mostly read as a teenager, and asking for help from my ever-supportive network.

As I enter my second year at IH Bydgoszcz¬†and am now more aware of the background I’m working with, I’m starting to make deeper¬†changes, beyond the occasional rewriting of a document or update of a system. These include modifying the already very strong professional development structure, changing the way registers are set up with the aim of making them easier to fill in, and introducing some shared groups. Watch this space to find out what works and what doesn’t!

Thoughts on giving feedback to teachers

As both a CELTA trainer and a Director of Studies, a key part of my job is giving feedback to teachers after observations. I was prompted to write this post after listening to Jo Gakonga, a fellow CELTA trainer, talk about feedback on the TEFLology podcast, and looking at her new teacher feedback site. One of the things she said was that after our initial training as managers or tutors, we are normally¬†left to our own devices with feedback, something which I’ve often wondered about. It’s useful to reflect on how we’re giving feedback, and I’d really like to develop this area of my practice more. Here’s a bit about where¬†I am now…

I’ve just finished working on a CELTA at International House Milan, where I had two main development goals for myself as a tutor. I tried to revamp many of my input sessions to make them more practical and to make the handouts more useful and less overwhelming, and I also worked to improve¬†both my written and oral feedback, again to be more practical and less overwhelming.

I have previously been told that sometimes my feedback can come across as negative, and that it’s not always clear whether a lesson has been successful or not. I also catch myself taking over feedback sometimes, and not allowing trainees the time or space for their own reflection or to give each other feedback. Timing can be a problem too. On the CELTA course, you can’t really afford to spend more than 15 minutes on oral feedback for each trainee, as there are other things which need to be fitted in to the day. The positive response¬†I got from trainees at the end of the Milan course in response to changes I’ve made means I think (hope!) I’m heading in the right direction.

We had¬†45-60 minutes for feedback after each TP (teaching practice). By the end of the course, we were breaking it down into 15-20 minutes of peer feedback, with trainees working in pairs for¬†five minutes at a time to give individual feedback to each of the three teachers from that day’s TP, with the person who taught reflecting on their lesson first. I then summarised the feedback and added my own for another 10-15 minutes, and answered any questions they had about the lessons. This was based on three positives and three areas to work on for each trainee, and I tried to make sure that they were given equal weight. The last section of the feedback involved taking an area I felt the trainees needed to work on and doing some mini input, either demonstrating something like how to give¬†instructions to pre-intermediate students or drawing their attention to the good work of their fellow trainees, for example by analysing a successful lesson plan to show what they might be aiming for themselves. Where possible, I¬†also referred back to handouts from input sessions to strengthen the link between input and TP. This seemed to work, and is a structure I’d like to use again.

Other feedback activities I’ve used successfully¬†are:

  • a ‘kiss’ and a ‘kick’ (thanks for teaching me this Olga!): trainees share one positive thing from the lesson, and one thing the teacher should work on. This is done as a whole group, and everybody should share different things. The person who taught should speak first.
  • board-based feedback: divide the board into +/- sections for each trainee. The group should fill the board with as many things as they noticed from the lessons as possible, which then form the basis for discussion. The teacher can’t write on their own section.

Another thing I’ve been trying to do is make the links between the skill of teaching and that of learning a foreign language as explicit as possible. Reflection on teaching should be balanced between positives and negatives, in the same way that you wouldn’t let a student continue to think that they are the best/worst student ever. During input sessions, I highlighted things that trainees could steal and take into their own lessons, like how to set up particular activities, and also made clear what areas of my own teaching I’m working on, such as giving instructions, and when they were and weren’t successful, to exemplify the nature of being a reflective teacher. Although it’s often quite natural, trainees also shouldn’t beat themselves up for not taking previous feedback or new information from input sessions on board instantly, just like it’s not possible for students to use the present perfect without any problems as soon as they’ve learnt it. One mantra during our feedback sessions was that CELTA tutors are looking for ‘progress, not perfection’.

If you’re a trainer or manager, do you have any other feedback techniques you can share? And as someone who’s being observed, what do you want the observer to do/say in feedback?

Torre Velasca, home of IH Milan, as seen from the roof of the Duomo

Torre Velasca, home of IH Milan

Alternatives to the Friday afternoon seminar

For the last few months I’ve been considering different ways of offering professional development to teachers within a school. To that end,¬†here is¬†a collection of alternatives/supplements to weekly¬†seminars in no particular order.¬†

Lesson jamming: get together with a group of people for a couple of hours, take a prompt and come up with a lesson plan or two, which you can then take away and use. Read more about it (the penultimate section of the post) and an example.

Examining principles: consider your beliefs about what happens in the classroom and the materials you use in more depth, perhaps using some of the activities shared by Jill Hadfield in her IATEFL 2015 talk (the second section of the post)

Debate: take a controversial subject in ELT, and have a debate about it, perhaps encouraging teachers to find out more about it before the time. Potential topics could be the use of course books or whether testing is useful.

Webinars: watch a webinar together, then discuss it. Find some here to start you off.

Reading methodology books:¬†but not alone! You could try something like Lizzie Pinard’s ELT Book Challenge¬†or start a reading group¬†as Gemma Lunn did. And it doesn’t have to be books, it could be blogs too.

Using ideas from one of these books about professional development

Action research projects: running workshops on how to identify areas of teaching to research and/or how to make the most of peer observation (or here), sending people off to do their projects, then bringing them back to report on their progress and share their results. Read about examples of projects.

Project-based professional development: as proposed by Mike Harrison, with the idea that teachers do a series of things related to a particular area they would like to investigate. I think it could be seen as a variant on action research.

Reflective practice group:¬†encourage teachers to share reflections on their teaching regularly. Here’s an example from Korea.

Sharing is caring: as an extension, teachers could bring along their current problems in the classroom and the group can brainstorm solutions. This could also lead into more in-depth action research.

Critical incidents:¬†“A critical incident is any unplanned event that occurs during class.” (Farrell in the Jan 2008 ELT Journal) Share an example of a critical incident and discuss different ways of responding to it.

Activity swap-shop: every teacher/four or five teachers bring along activities and share them with the group. They should take about ten minutes, and probably involve a demonstration followed by reflection on which groups it might (not) work with and why.

Video observation: watch part of a lesson together and discuss it.

CPD and a cup of tea:¬†as run at IH Palermo, with¬†teachers working in small groups to discuss various questions related to teaching, with the hot drink of their choice. ūüôā

Open Space: a kind of mini conference, as seen at bigger events like IATEFL conference

Scholarship circles: as run at Sheffield University, consisting of a series of teacher-led groups focussing on different areas, as chosen by the teachers involved. You can join in with as many circles as you like.

Professional development groups: a suggestion from Josh Round where teachers take control of their own development.

Exploiting materials: brainstorming as many ideas as you can based on particular materials through the use of post-it notes.

Bite-size reflection: Anthony Gaughan and Phil Wade have put together a free e-book containing twenty 5-minute reflective ideas.

Abstract art on a classroom wall

Working through the maze of professional development (From ELTpics by Carmen Arias Blázquez, used under a CC 3.0 license)

Let me know if you try out any of these ideas or if you have any to add to the list. 

Update

Zhenya Polosotova shared five different types of reflective sessions on her blog back in December 2013.

 

IATEFL Manchester 2015: Professional Development and Management

From August I’ll be¬†the Director of Studies at IH Bydgoszcz in Poland, and in preparation for this I’ve been¬†reading and listening to blogs, books and podcasts¬†about¬†management. Observation will also be a key part of my role, as well as being relevant to my work as a CELTA tutor. I’ve therefore grouped the talks I saw at IATEFL on these topics into a single post.

Forum on peer observation

This was my first experience of an IATEFL forum, and I decided to go on the spur of the moment. I’m glad I did, as it gave me ideas for how to encourage teachers to take part in a peer observation programme, and showed me some of the potential problems with setting one up.

EFL Teachers and Peer Observation: beliefs, challenges and implications – Gihan Ismail

Gihan works at King Abdulaziz University in Saudi Arabia. She decided to research how experienced EFL teachers (5-20 years) perceive peer observation, in contrast to most research which focuses on relatively inexperienced teachers.

Experienced teachers had multiple identities as teachers which came into conflict when considering peer observation, contrasting their personal identity and the value of the observation to them as individuals with their professional identity and observations as CPD (continuing professional development). Her findings showed that there was a relatively negative attitude towards peer observation, despite experienced teachers knowing that it can be beneficial. This encompassed the following factors:

  • School culture.
  • How the outcome of observations may influence their career.
  • Psychological/emotional tensions, including a potential distrust in the peer doing the observation.
  • Feeling threatened because there’s a risk that they might lose some of their reputation if the peer doesn’t understand what they are doing.
  • A rejection of¬†changes in their habits: comfort zones are difficult to leave.
  • Doubt in the outcome of any changes they might make as a result of observations.
  • The potential stress involved in participating in peer observations, and the fact that this can be avoided by doing other forms of CPD, like going to conferences.

Their beliefs were also shaped by past experience and ‘professional coursework’ (e.g. formalised training, books read).

Most studies focus on external factors influencing whether teachers are willing to participate in peer observation schemes, but Ismail found that actually internal factors were dominant. For example, issues like fear and/or a potential loss of face in front of a less experienced colleague¬†were more likely to make teachers want to avoid peer observation than factors imposed by their employer. It wasn’t helped by the fact that in most cases there was no pre-observation meeting to set up what the observed teacher and the peer wanted to get out of the observation. Her research suggests that teacher needs should be examined more carefully in workplaces, where student needs tend to dominate and teachers’ needs are secondary.

Peer observation: introducing a system that actually works for everyone – Shirley Norton

Shirley described a successful peer observation scheme which was set up at the London School of English, where teachers have between five and thirty-five years of experience.

Before the scheme was set up, peer observation was:

  • officially encouraged, but rarely happened unless there was an inspection.
  • management-led, with teachers being told who they should see.
  • contrasted with the atmosphere of collaboration in the staffroom: you can’t come into my classroom!
  • mostly focussed on quality control, rather than developmental aims.

To¬†be able to implement a peer observation scheme which would work, they started with a questionnaire to collect opinions about peer observation, and discovered many points which echoed Gihan’s findings in the previous presentation. Everyone agreed¬†peer observation was a good thing, but nobody actually wanted to do it!

All the research Shirley did said that teachers need to be involved from the beginning when setting up schemes like this, so that’s what she did. They had a focus group discussing the possible benefits of peer observations and potential obstacles. All ideas were accepted, and they came up with over 100 obstacles! Previously, this is where they had stopped when thinking of such schemes, but this time they went through each obstacle and came up with potential solutions. This led to the creation of clear guidelines for the scheme, including the role of the observer and¬†the teacher, how to give feedback, and how to focus on development rather than judgement. Throughout her talk Shirley emphasised the importance of these guidelines, and the fact that a peer observation scheme is¬†unlikely to be effective without them. Guidelines on feedback are particularly important, as this is where observation systems often fall down. Here are some examples:

  • Problem:¬†Increased workload for teachers.
    Solution:¬†No formal paperwork required for management. Peer observation is supposed to be development, and there doesn’t need to be proof of this. It’s between the teachers involved.
  • Problem:¬†Lack of management buy-in.
    Solution: Make it a sacred part of the timetable and find a way to ensure it is never dropped.
  • Problem:¬†There’s no chair for the observer.
    Solution: The teacher doing the observation provides the chair.

Spending time on these ‘what ifs’ makes teachers more relaxed and more likely to want to participate. No matter how minor they may seem, these are genuine fears which may scupper your programme, so you need to take them seriously.

The scheme has gone through various incarnations, with Shirley trying to match teachers up with their observation wishlists (logistical nightmare), then telling them who to observe (teachers were unhappy), before finally settling on teachers deciding for themselves (success!)

Now each teacher has an allocated week in the school year which is their opportunity to peer observe. Within that week they are allowed to choose anybody to observe and they will be covered if necessary to enable them to do so. This happens regardless of anything else going on in the school (illness, inspections etc) as otherwise the programme would fall apart. Up to two teachers may have the same week allocated – more than that makes it difficult to cover everyone. Even generally disengaged teachers did peer observations willingly with this system. As for those being observed, you can only say no to somebody coming into your classroom if you’ve been observed within the previous four weeks. Observations are included on the school’s weekly planner and¬†email reminder is sent out to those being observed. Management doesn’t tell them who or what to observe: that is entirely up to the teachers involved.¬†The only requirements from management are that each observation has three steps: pre-observation meeting, observation, post-observation meeting (these can be as long or as short as the participants like). Everything above is codified in the guidelines for the scheme.

Overall, the aim of the scheme is to share best practice, with everyone learning from each other.

Peer observation: making it work for lasting CPD – Carole Robinson and Marie Heron

Maria and Carole work at NILE, where there is a relatively high turnover of teachers. These are the benefits of peer observation as they see them:

  • New ideas.
  • Learning ways of dealing with critical incidents in the classroom.
  • Building peer-peer trust.
  • Observing learners from a different perspective (when observing a class you also teach).
  • Extended professional development.
  • Enjoyment!

They have tried a variety of different peer observation systems. An open-door policy was seen as being too radical, so they decided to have a sign-up sheet instead. Teachers have been issued with red cards which they can put outside their door if they feel it would be a bad time for an observer to come into their lesson. Although they have never been used, it makes them feel safer and more willing to accept observers.

Because of the problem of cover, many observations are only 10-minutes. These are particularly useful at the beginning of a class as teachers are more likely to be willing to relinquish their students to another teacher at this point while they go and observe. Once every two weeks, they also run workshop sessions for the students which require fewer teachers than traditional classes do, leaving teachers free to observe other classes.

Other possible observation systems are:

  • Blind observations: The lesson is discussed before and after it happens, but there is no observer in the room during the class.
  • Video observations: The lesson is discussed before, videoed on a mobile phone, then specific sections of the lesson are watched with the observer. This removed the fear of having another person in the room.

The pre-observation chat is very important, regardless of the manner of observation. This is when the focus of the observation is decided on as well as how feedback will be conducted.

To reduce paperwork, teachers only complete an observation log showing the time, date and focus of observations. No other paperwork is required by management. To maximise their potential, observations take place throughout the year, rather than only once or twice, and they vary in length to help teachers fit them in. Teachers are encouraged to keep a reflective journal of what they have learnt from the observations, both as observed and observer. They don’t have to show it to anyone, but can if they want to: What have I learnt? What questions does it pose?

Peer observations are also the subject of workshops the school holds, including discussion about how to develop the scheme further. These workshops take the form of debates and happen every 2-3 months, covering a whole variety of topics (not just peer observations). They sound like an interesting idea, and one I’d like to experiment with.

Better together: peer coaching for continuing professional development – Dita Phillips and Ela Wassell

Ela has been telling me about the peer coaching project she has been running with Dita over the past year since it started, so I had to go to this talk to find out how it all panned out in the end ūüôā

Dita and Ela met at IATEFL Harrogate last year, and quickly realised that they had quite similar teaching profiles in terms of their experience and length of time in the classroom. They were also both based in Oxford.

Ela returned to the classroom at around the same time, having taught 121 for a long time. She asked Dita to observe her to check some of her classroom management techniques. Dita asked Ela to observe in return because she didn’t want to get stuck in a rut. They found the experience so useful that they decided they wanted to turn it into something more formal, and their peer coaching project was born.

Peer coaching is:

A confidential process through which two or more professional colleagues work together to reflect on current practices; expand, refine and build new skills; share ideas; teach one another; conduct classroom research; or solve problems in the workplace.

Robbins, P (1991) How to plan and implement a peer coaching programme Alexandria, VA; Association for Supervision Curriculum Development (may be a slight mistake in the reference Рtweet not clear)

Or, as they said:

Reflecting together, learning from each other.

Their project involved:

  • Listing their individual and professional goals before the project started.
  • Meeting regularly to discuss their lessons, things they had read/watched and teaching in general, working together to solve problems and build their knowledge. Because they were working with an experienced peer, the discussions could go into a lot of depth. They supported each other as critical friends.
  • Observing each other’s lessons for specific details. They originally taught at different schools, but Ela later moved to Dita’s school. They told their managers what they were doing, and received support with timetabling (among other things) to make their project possible.
  • Audio and video recording lessons.
  • Giving feedback to each other on lessons and suggesting small tweaks they could make to change them.
  • Keeping a teaching diary, which formed the basis for future meetings and ideas for observations. Ela colour-coded hers: change, improve, important.
  • Teaching each other’s classes: they could focus on their learners while the other teacher led¬†the class. When students asked why this was happening, it evolved into a discussion about the nature of teaching and learning, and students were interested in how they were developing their teaching. As a result, Dita became more comfortable with asking her students for feedback on lessons.
  • For Dita, the project encouraged her to leave her comfort zone, and she decided to work on a CELTA at a different centre, giving her more material for development and reflection.

These are the benefits of peer coaching according to Dita and Ela:

  • Easy to incorporate into your work schedule (especially with the support of managers).
  • Inexpensive.
  • Two heads are better than one!
  • You build a closer relationship with a colleague.
  • Hands on.
  • In depth.
  • Mutual motivation because you don’t want to let your peer down.
  • Can see continuity and progress throughout the year.
  • Fun!

Here are their tips if you’d like to set up a similar project:

  • Choose the right person.
  • Set up ground rules, including confidentiality and how you will give feedback.
  • Decide what forms of coaching you will include (see ideas above for inspiration).
  • Set goals before you start and review them regularly.
  • Create a schedule and stick to it.
  • Decide what you hope to achieve with the project as a whole.
  • Inform management and gain school support if possible.
  • Be open and honest about what you are doing.
  • Evaluate the project when you have finished.
  • Share the results.

Because there was no requirement to grade or assess the lessons, they both found it very liberating and learnt a lot.

I’m here to improve and to learn.

Their students also benefitted. They both gained confidence in their own practice and abilities as teachers, as well as the courage to experiment more with their teaching.

Here’s Olga Sergeeva’s summary of the talk.

Dita and Ela also spoke to IATEFL Online about their project. You can watch the interview here:

Lesson jamming: planning lessons in groups – Tom Heaven

I was interested in this session because IH Bydgoszcz has a system of lesson planning in groups, and I wanted to see how someone else uses the same technique.

Tom is a member of a group called Berlin Language Worker Grassroots Association (or Berlin LW GAS for short), which was set up for a whole range of reasons, one of which was to help reduce the feeling of isolation among the many freelance teachers working in Berlin.

Lesson jams were designed as a fun way to get together for a few hours with other teachers and be inspired by each other and a random prompt (you might find some inspiration on my other blog!) to come up with a lesson plan. There is a step-by-step process for this, culminating in each group sharing their plan with everyone there. The aim of the jam is to be creative and to learn from each other.¬†They also share the final plans on their website, and they’re currently looking for more ideas on how to work with the finished products after the lesson jam. So far, they’ve had two very successful jams and will continue to hold them in the future.

If you’d like to set up your own lesson jam, there is a downloadable guide¬†including all of the stages on the Berlin LW GAS site.

Aspiring to inspire: how to become a great LTO* manager – Fiona Thomas

(*Language Teaching Organisation)

What is the difference between an inspiring manager and a mediocre one? How does an inspiring manager make you feel?

How an inspiring manager makes you feel

Why is it so hard to be inspiring?¬†It requires time to connect with people at an emotional level, and if there’s one thing managers are short of, it’s time. Our stress levels build up¬†because we’re constantly ‘on’ and this leads to us ignoring the warning signs of stress until it’s too late, much like¬†boiling a frog. This leads to us becoming uninspirational micro managers.

To combat this we need to stake a step back and analyse what we are doing with our time. Fiona suggested creating a pie chart and using this to decide whether you are spending appropriate amounts of time on each area. These are the categories she suggested:

  • Operations management;
  • Strategic management;
  • Being an academic expert/mentor;
  • Emotional intelligence.

Fiona decided she was spending too much time on operations management and looked for ways to delegate¬†some of the more administrative parts of her job. Technology could also help you to make some of these areas more efficient. This frees time to focus on developing ‘distinguishing competencies’, thus making managers more inspirational. These differ from ‘threshold competencies’, which are the minimum skills required to do your job. For a DoS, this would be areas like timetabling and conducting observations. ‘Distinguishing competencies’ include:

  • Social intelligence: understanding relationships.
  • Emotional intelligence: being aware of your own emotions.
  • Cognitive intelligence: interpreting what is happening in the world around you.

Research shows that outstanding managers create resonant relationships with the people they manage. This reminds me of the idea of one on ones from the Manager Tools podcast I have been listening to, which seems like a very effective way of building up these relationships. So what is a resonant relationship? It’s one which:

  • Communicates hope: the belief that the future will be good and things are possible;
  • Reminds people of the purpose of the organisation and encourages a shared vision (If you have a mission statement, refer to it!);
  • Demonstrates compassion (showing that you care and that people feel you care) – following the recipient’s agenda: what motivates them?
  • Shows mindfulness (you are ‘with’ the people you manage, not thinking about other things) and attention. Be fully aware of where you are and what you’re doing. If you know it’s not a good time and you can’t give your full attention, act accordingly: postpone the meeting, ask to speak to them at a specified later time, etc.
  • Has¬†participants who appear to be authentic, genuine and transparent and act with integrity;
  • Includes quality time spent with the people you¬†manage, in which you learn about their aspirations and motivation – it’s easy to make assumptions about people if you don’t get to know them properly;
  • Spreads positive emotions: the more powerful your position is, the more likely your emotions are to affect other people.

Fiona was put this talk together as a result of a free 8-week Coursera course she followed called Inspiring Leadership through Emotional Intelligence, which she highly recommends. Her blog contains many more insights into managing LTOs.

In summary

These talks have given me many ideas for how to implement observations when I become a DoS, the most important of which is to make sure that any¬†peer observation scheme comes primarily from the teachers themselves. I am also more and more sure that I want to include one on ones in my timetable for next year to get to know the people that I am working with as quickly as possible. Lots to think about ūüôā

Be the DoS you want to be – Josh Round (IATEFL Harrogate 2014)

Josh’s session was part of the Leadership and Management Special Interest Group day.

He has a blog: www.bethedos.wordpress.com.

Josh became a DoS because the previous one left, and that DoS was his only reference point. He started by copying that style, and it took him a few years to develop his own style.

Josh is the chair of LonDoSA, the London DoS association, and that’s also part of what has helped him to develop as a DoS. Part of the session is about meeting other DoSes too, because that can be difficult to do.

Josh Round presenting at IATEFL Harrogate 2014

Manage Yourself

He starts by asking:

  1. What kind of manager are you?
  2. What kind of manager do you aspire to be?
  3. What prevents you?
  4. What gets in the way?

Time management

Time management is all about conscious control of our time. Having an awareness of what we’re doing, when, and how effectively.

Prioritisation is key. You need to decide what is urgent/not urgent and what is important/not important. You can make a quadrant:

Quadrant of urgent/non-urgent etc

We want to be in ‘The Zone’, and according to Stephen Covey, the best-performing managers operate mostly in this place, but it can be very difficult to do that. Tips on how to be in ‘The Zone’:

  • Don’t open your emails until at least 10a.m. You often do your best work first thing in the day.
  • Block off times when you’re available. Everybody needs to know this for it to work.
  • Divide up to do lists. Laura Patsko suggested dividing it by length of task: 15 minutes, 60 minutes, 2 hours plus.
  • Work in different places: go to a different room if there’s too much noise.
  • Give yourself motivational rewards. We all get some form of satisfaction from crossing things off lists.

Delegation

What stops us from delegating?

  • I can do it better. Maybe we’re control freaks!
  • I can do it faster. Training will take too long. But maybe this will be a long-term investment.
  • I like doing it. I’ll keep it.
  • What if they do it better?

Why delegate?

  • To build expertise in your team.
  • It gives you time.

How to delegate

  • Look actively for tasks you can hand over.
  • Identify the right person.
  • Define the task clearly.
  • Monitor but get out of the way.
  • Let them do it their way. Your way might not be the only way.
  • Encourage and give praise.
  • Don’t just delegate tasks you don’t like doing.

Managing your team

Josh shows us a video called ‘Harry and Paul’ about football management. Brilliant video ūüôā Football managers are not always friends with everyone in their team.

Managing teachers

Best practice points

  • Treat everyone as I wish to be treated.
  • Be consistent.
  • Set compelling goals and objectives. Provide challenges.
  • Keep your promises.
  • Be visible and approachable. MBWA: Manage By Walking About.
  • Choose to communicate.
  • Hold regular one-to-ones with staff.
  • Be self aware: know what’s expected of you, and remember what you expected of your DoS when you were a teacher.
  • Inject fun. Being enthuasiastic and positive are contagious.
  • Be a role model. Make your goals transparent.

Really like this suggestion from Kevin Spiteri at their school in Malta: a ‘good news corner’ where everything positive goes: positive feedback, babies born, birthdays, great things that are happening at the school.

That’s the ideal, but sometimes that doesn’t happen. People are messy: they respond in different ways. It helps if you have a clear idea of your aims as a manager.

Grow a positive school culture

Josh refers us to Hertzberg: hygiene factors (things which demotivate) and motivators.
Hygiene factors include pay, lack of team morale, admin, work conditions, job security and lack of autonomy.
Motivators include job variety, team morale, freedom to be creative, recognition, challenge and opportunities for growth.
As a DoS, we can help with these factors. For example, change the classes they teach to give them variety.

Be a Developing DoS

What development opportunities exist for ELT managers? You can look for local associations like LonDoSA, or the LAMSIG through IATEFL. These allow us to connect with other DoSes and share best practice.

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