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

Posts tagged ‘management’

IH Academic Managers and Trainers (AMT) conference 2019

One of my two favourite conferences each year (along with IATEFL!) happened at Devonport House in Greenwich from 10th-12th January 2019. I was surprised to realise that this year’s AMT was my 6th – time flies! I’ve blogged about some of them: 2014, 2015, 2016. If you want to see photos from this year’s conference, take a look at the IH World page. You can also watch the video here:

I decided not to live tweet this time as we were given a beautiful notebook and my iPad is getting quite old and tired! Instead here’s a summary of the things from my notes which I think were most useful and/or thought-provoking.

In the classroom

Although the conference is aimed at teachers and trainers, there are always some sessions which are directly related to what happens in the classroom.

Engagement

Sarah Mercer spoke to us about the differences between motivation and engagement, and how to keep learners’ (and teachers’!) attention in a world full of distractions. She suggested looking at how video games do it, and taking some of those principles into our classrooms. We should make sure lessons are CLARA:

  • Challenging
  • Learner-centred
  • Active (what is the learner doing?)
  • Relevant/Valuable
  • Autonomy-rich

and that we incorporate GOSCH:

  • Goals (including interim goals)
  • Options
  • Surprise (through variety, promoting curiosity)
  • Challenge
  • Hooks (emotional, through storylines, and ensuring personal relevance)

Both of these acronyms incorporate the idea that in video games you can make the choices – you are the agent, not the audience – and there are easy wins at the start, with challenge building and immediate feedback throughout. Storylines in games create curiosity and there is a clear sense of progress.

I also agree with Sarah’s observation that teachers who’ve built good relationships with students have dramatically lower levels of discipline problems.

Sarah is continuing her research in the area of engagement, and I look forward to seeing more of her findings – there are certainly lots of ideas to explore here.

Assessment

Gordon Stobart has a UK state school background. He spoke to us about assessment for learning within the UK school system, and how it could be applied to language schools. A key ingredient is clear success criteria, answering the question:

What will it look like when I’ve done it?

If students don’t know that, it’s hard for them to even start working (definitely something I remember from Delta days!) Having clear success criteria means we can help students to work out which work best meets the criteria, give them guided practice to work towards achieving it, and give them clear feedback on how many of the criteria they have met and what to do to meet the others. These criteria can, of course, be negotiated with students – they don’t have to come from the teacher.

He mentioned Geoff Petty’s ideas of giving medals and missions which I like as a way of really boiling down feedback. To push higher level students, Gordon suggested missions like ‘What would you do if you only had half of this material?’ or ‘Argue the other side.’ The goal of all of this is self-regulating learners who can think for themselves.

In an aside, Gordon mentioned that he had one group who he used to jokingly start lessons with by saying ‘Previously in this course, we’ve looked at…’ in the style of a TV series. The learners said it really helped as they had often forgotten!

Autonomy

Katie Harris blogs about language learning at joy of languages. Her talk described what learning languages has taught her about teaching. I have to admit that I wasn’t sure about attending this, as I kind of felt like I’ve written about that a lot myself, but I’m glad I did. In the first half of her talk Katie covered what independent language learners like herself (and me!) do to learn, and in the second half she talked about a different way of approaching lessons that she has come up with as a result, which I definitely want to experiment with. Her suggestion is that for some or all of every class (depending on what else you have to do) you let students work on things which they are passionate about, for example TV programmes, books, or whatever else it might be. Here’s how a typical lesson might look:

  • Students share what they did and show each other the new words/grammar they found. Teacher circulates, answers questions and gives feedback.
  • Flexible productive tasks, such as mind maps, creative tasks (change the story, add a character etc), writing a diary entry from the perspective of a character, changing the language to a different register, I’m an expert on (for other learners to ask questions), etc.
  • Deal with emergent language.
  • Learner training.

The learner training is a key component, as you have to show students how to do things like access learner dictionaries and record new language. If you want to give them more structured homework, beyond just watching/reading more, you can give them questions like ‘Can you find examples of the structure XXX we studied last lesson?’ or ‘Can you find examples of new grammar which you think you’ve never seen before?’

The whole idea is that learners can follow what they are interested in, but that a qualified, professional teacher can help them get there faster than they would be able to alone. By doing this in a group with other people, they can share their interests and learn from each other.

Katie has done a webinar for Macmillan on the same topic if you want to see her talk about these ideas for yourself – I’d recommend it. I really want to experiment with this structure with one of my groups this year who I think would really benefit from it. I’ll speak to them about it in our next lesson, and will report back if I try it out!

Determination

Chloe Pakeman-Schiavone talked about the importance of helping learners to understand the reality of learning a language, while noticing the small achievements along the way. Building determination will help them to stick at it. You can do this by:

  • setting smaller, interim goals (as Sarah Mercer mentioned above)
  • making changes in support explicit – learners don’t always notice when you reduce support, for example by them doing something alone which they needed your help with before
  • helping learners spot determination in other people
  • creating a Positivitree – Chloe’s school has one in every classroom where students can add any achievements they want to, no matter how small they may seem to other.

In the training room

Intervening

Amy Blanchard investigated the role of the trainer during teaching practice (TP) on CELTA courses. She advocated interrupting TPs early on in the course if it could be beneficial to trainees, as long as both TP students and trainees know what is happening. The areas she particularly focussed on are the ones where we often find ourselves asking questions like ‘Should I be doing this right now?’ Examples might be:

  • Positioning
  • Instructions
  • Speed of speech
  • Boardwork
  • Concept checking

The benefits are that these interventions are often far more memorable than delayed feedback, which is generally at least a couple of hours and sometimes a couple of days after the lesson (if there’s a weekend in between), that trainees get immediate answers to internal questions, that you are training not just testing, and that information is given at the point of need. Caveats are that trainee and student expectations must be very clear, it requires you to read the situation carefully (it’s not suitable for every trainee), you should only intervene in ‘little’ things not big things that could change the course of the whole lesson, and that support should be withdrawn as the course progresses, so you definitely shouldn’t be intervening in this way in the final TP, and preferably not the last few. It’s also important that all interventions are followed up on in feedback, with action points reflecting the pre-intervention situation, as trainees still need to prove that they can do these things effectively without trainer intervention. Amy got very positive feedback from trainees who she used this technique with, and even months after the course they remembered it in a positive way. This was an interesting idea, and one I’d like to explore with trainees and fellow trainers on the next course I do.

Integrating training

Chris Farrell‘s talk was fast and full on – so many ideas that I couldn’t possibly get them all down, and I will be coming back to them again and again. He was talking about the work they have done at Embassy schools to support bottom-up teacher development. Some of the areas he covered were:

  • making sure that teacher development is an ethos throughout the organisation, not a separate activity (these talks from IATEFL 2018 are related to the kind of culture change that may be required) and that everyone is clear about what this ethos means and how it is communicated
  • evaluating teacher development (see below)
  • using nudges to drive cultural change, and knowing when a nudge is not enough
  • mentoring, particularly for teachers when they join the organisation, and the training needed for mentors to be effective. Senior teachers should not be forgotten here! (Please ask Chris if you want to find out more)
  • lesson aims, success criteria and assessment: making sure we know what the teachers are teaching and they do too, and that they know how to measure whether a learner and/or a lesson has been successful or not, as well as making it as easy and convenient as possible to see the links between these things (an area that bears a LOT more exploration!)

If you don’t know what the students are supposed to be doing, how can you know what you should be doing as a teacher or an organisation?

  • reflective enquiry, with different levels depending on how serious teachers are – these vary from notes and peer observation up to full-blown action research projects, and include professional development groups

Chris also mentioned that students can self-assess their ability to use particular language using a three-point scale:

  • I know.
  • I can use.
  • I do use.

Simple, but effective!

I suspect this is the talk I will come back to most from the whole conference!

Evaluating training

Silvana Richardson talked about an idea so simple that it’s never even occurred to me before: the importance of evaluating the impact of the continuous professional development you offer, both on the teacher and on student learner. I’ve never even asked for trainees to complete a ‘happy sheet’ as Silvana called them – an immediate post-session evaluation. That’ll be changing!

She talked about five levels of evaluation based on Guskey (2000):

1. Participants' reactions, 2. Participants' learning, 3. Institution's capacity to support change, 4. Participants' use of the new knowledge, 5. Students' learning outcomes

She covered a huge range of data collection techniques. Here are just a few.

Level 1 tends to just reveal the entertainment value, but is the easiest one to collect data on, including through using ‘happy sheets’. One way to make it richer is to ask ‘How are you going to apply what you’ve learnt today?’ or ‘What are you going to do with what you’ve learnt today?’

Level 2 could be done through exit tickets for example:

  • What I didn’t know before this session.
  • What I might need support with.
  • How I feel I have progressed as a result of this session.

Level 3 needs to be done at the level of the organisation, and may require institutional change. Silvana gave the example of an altered mobile phone usage policy following a session on mobile learning when they realised that phones were banned in the classroom.

Level 4 requires time to elapse: you can’t measure impact on practice instantly, and you may need to do it at several time intervals, though sometimes we forget! Silvana’s suggestion for this was learning walks, adapted from a system used in state schools. At Bell, they choose one area to focus on (student tutorials in the example Silvana gave), do some CPD based on that area, then drop in to lots of lessons to see how that CPD is being put into action. With the student tutorials, every teacher audio recorded tutorials with student permission, chose one to focus on, completed a feedback form they’d created as a team in a CPD session, had an ‘observer’ listen to the same recording and add comments, then all of the written feedback was anonymised and compiled into a single report. The organisation (it was done across multiple schools) learnt about what was and wasn’t working from their CPD sessions, and uncovered examples of best practice that had previously gone under the radar.

Level 5 is the hardest to assess, as so many factors could contribute to students’ learning outcomes. You can look at assessment scores, retention, changes in study habits, etc, or interview students, parents, teachers or managers to see this. However, it can be hard to assess cause and effect.

Evaluating your CPD programme in a range of different ways covering as many of these levels as possible is the only real way to ensure that it’s actually doing what you want it to do.

In the manager’s office

Curiosity

Monica Green encouraged us to nurture curiosity in ourselves as managers and in our teachers, inspired by this fascinating article from the Harvard Business Review. I really like this quote she finished on:

Albert Einstein on a bike: 'I have no special talents. I am only passionately curious."

Developing everybody

Olga Connolly reminded us of the importance of making sure that senior staff get professional development relevant to their role, not just teachers. For new senior staff at BKC IH Moscow, they have a shadowing programme and five training sessions based on core responsibilities like observations and how to give training sessions. For more experienced senior staff, they meet regularly to have discussions based around a table, the headings of which are:

  • skill/are to develop
  • why is it important
  • how (action points)
  • support needed
  • feedback collection
  • time frame

Senior staff complete what they can by themselves, then Olga helps them with the parts they can’t complete, and works out with them what support and guidance she/the school needs to give them. Examples of areas to work on which her senior staff have looked at include:

  • setting priorities to give more focussed feedback
  • improving body language in promotional videos made by the school
  • improving computer skills to be able to watch webinars
  • noticing strengths and weaknesses when observing lessons in languages you don’t speak
  • increasing the number and variety of warmers in teacher training courses.

This system came about because previously Olga noticed that there was no clear system, no goal and no focus for the development of her senior staff. That’s definitely something I’ve been guilty of, both in my own development and that of the senior team I work with – we’ve just kind of muddled along, though some things have become a bit more systematic as I have built up my own experience. Clearer goals would definitely be useful, though for myself endless curiosity (see above) tends to deal with a lot of things!

Change

Ania Kolbuszewska talked to us about why change does and doesn’t work. The know-feel-do model was new to me:

  • What is the one thing you want me to know?
  • Why do you want me to do this?
  • How do you want me to act as a result?

I like how this boils down change communication to the absolute essentials. She also reminded us that communication is NOT the message sent, but the message received, and that perceptions are an image or idea based on insufficient information – the more information we give to people about a change, the fuller their picture will be. This can help to reduce the amount of fear associated with changes, including fear of:

  • loss of money
  • loss of social or network traditions
  • loss of power
  • loss of control
  • loss of status
  • loss of jobs
  • not having the competences to unlearn old habits or learn new things
  • (not) being involved in the change.

My favourite quote from her talk was by C.S. Lewis:

It may be hard for an egg to turn into a bird: it would be a jolly sight harder for a bird to learn to fly while remaining an egg. We are like eggs at present. And you cannot go on indefinitely being just an ordinary, decent egg. We must be hatched or go bad.

By the way, if you’re interested in change management, I’d highly recommend reading Who Moved My Cheese? by Dr. Spencer Johnson [Amazon affiliate link]. I read it when I was in my teens, and it’s always shaped how I think about change and how to respond to it. It’ll take you all of about an hour to read and will give you a whole new vocabulary 🙂

Evaluation

Giovanni Licata and Lucie Cotterill reminded us that when evaluating courses, we shouldn’t rely on immediate post-course evaluation by students, as this often focuses on the entertainment/ performance value of the course, but try to investigate the longer-term effects on learning. We should also move away from star ratings – as they said, some of the ‘best’ restaurants in the world, and McDonalds, have very similar star ratings, and yet they’re doing very different things! One model you could use is KISS:

  • Keep (what are you doing to keep doing?)
  • Improve (what do you need to improve?)
  • Start (what are you going to start doing?)
  • Stop (what are you going to stop doing?)

In general

Communicating more effectively

Loraine Kennedy did a three-hour workshop entitled ‘The Craft of Conversations’ to kick the conference off. Among other things, she talked about developing emotional intelligence, coaching v. mentoring, and giving and receiving feedback, both positive and negative.

Here are five questions she asked us at one point which you might like to answer:

  • Why is emotional intelligence important in dealing with difficult people and situations?
  • Think about someone you think has high emotional intelligence. Why do you think this is?
  • “Know thyself.” Why is this important before judging others?
  • What can you do deepen you own self awareness?
  • What can you and your team at work do together to increase emotional intelligence?

She reminded us of our own role in any communication:

Your behaviour will influence the way the situation develops.

If you have a problem, you are both part of the problem and part of the solution.

The latter can be particularly hard to remember!

1. Description (what happened?), 2. Feelings (What were you thinking and feeling?), 3. Evaluation (What was good and bad about the experience?), 4. Analysis (What sense can you make of the situation?), 5. Conclusion (What else could you have done?), 6. Action plan (If it arose again, what would you do?)

Shared by http://www.researchgate.net under a CC 4.0 license

We practised using the Gibbs reflective cycle (shown above), as well as focusing on listening and asking questions, and not giving advice. I found this process particularly useful, as it made me realise that an unsuccessful and very negative interaction I had in my first year as a DoS probably came about because I was making statements and telling the teacher about a problem situation, rather than asking questions and helping them to describe the situation themselves.

At every AMT conference, there’s at least one idea which I’ve been struggling with in my own head for a while, and then somebody gives you the answer. In this case, it was Loraine’s guidelines for a complaint conversation:

  1. Prepare, prepare, prepare! Get as much information as possible, including more feedback from the complainant. Write a list of relevant questions.
  2. Explain the reason for the meeting, e.g. student feedback.
  3. Meet in the right place, and make it as comfortable as possible. Do not rush the meeting.
  4. State your position ‘on side with the teacher’, and remind them about confidentiality (yours and theirs). Remind them of the need to agree a way forward together.
  5. Ask the teacher to talk about the class and the students. Any issues?
  6. Outline the feedback received.
  7. Invite comment and discussion. Expect anger, embarrassment, denial.
  8. Listen and use exploratory questions.
  9. Support the teacher. Empathise.
  10. Reaffirm that a way forward needs to be found. Stay focused on this.
  11. It is better if the teacher finds the way forward, but be prepared to offer suggestions. (‘Way forward’ suggests that it is negotiable, it may have various steps, and the person the complaint is about is involved in working it out. ‘Solution’ suggests that there is one answer, and you may go into the conversation thinking that you know what it is.)
  12. Agree on action, and a time to follow-up.

The most important thing to remember is that a complaint must always be responded to, including if the response is that you do not believe that the complaint requires anything to be changed. Loraine also reminded us that if we have more teacher to student feedback, we may avoid complaints in the first place! If you want Loraine to help you out with management training, coaching, and teacher development, you can find out more information on her consultancy work on her website.

In a related talk, Lisa Phillips also talked about the importance of emotional and social intelligence, and making sure we:

  • Pay attention
  • Anticipate situations (both positive and negative)
  • Explain, don’t blame
  • Accept criticism
  • Remember about how contagious emotions are
  • Are human!

Questions I want to keep asking myself

What does success look like in this situation? How will I know when I’ve achieved it? How will my learners/teachers know when they’ve achieved it?

Are we doing enough teacher-student feedback? Are we doing it in the right way?

How can we promote curiosity, not just in learners, but in teachers, trainers and managers too?

How much am I taking what I know about what works as a language learner into the classroom? Do I really give them what I know works for me and a lot of other people?

How can we make our mentoring scheme as effective as possible?

What questions am I asking? Am I asking enough of them or jumping in with advice instead? Are they clear enough?

Am I really listening?

What am I doing to make sure I reduce how much of the problem I am in any given situation?

How can we evaluate what we’re doing more effectively?

2018 Self-reflection challenge

Happy New Year!

I like a bit of reflection to end one year and start the next. This year’s is brought to you courtesy of the This is Evil blog, via Emma Johnston who did it first. Here are the questions:

As I only spend a few hours a week in the classroom I’ll change some of them to other areas of my teaching-related career.

Day 1: your favourite activity from 2018

Teaching people how to use Quizlet Live. It’s quick and easy to set up, and students and teachers get really engaged.

I taught a group of elementary men from Yemen in the summer – normally at the end of the lesson they were out of the room like a shot. On the day when I showed them Quizlet Live ten minutes before the end of the lesson, they were still there ten minutes after the lesson finished and hadn’t noticed it was time to go because they were so engaged in the game.

Day 2: most memorable story from 2018

Lots of great memories, but this one was particularly fun…

Presenting at the IATEFL online conference for early career teachers, working with Ruth to talk about how to approach lesson planning. We spent 10 minutes describing our own lesson planning, then 50 answering questions from all over the world. It was an adrenaline rush and I loved it – we could have continued for much longer, except I had to teach and my students were knocking on the door! 🙂 If you’re an IATEFL member, you can watch the recording in the webinars section of the members’ area. If you’re not, why not join?

Sandy and Ruth IATEFL web conference screenshot

Day 3: the best piece of advice you were given in 2018

When you self-publish, create a paperback as well as an ebook. Thanks Dorothy Zemach!

Day 4: the moment in 2018 you felt proud as a trainer

When two teachers who I’d worked with on a technology course at York Associates in the summer took what they’d learnt from me and turned it into their own presentation for their colleagues in Serbia.

Day 5: your favourite memory as a student

Performing in our flamenco concert in June. It was third time lucky, as I missed the first year due to having a sprained ankle, and the second year due to illness on the day. It was so much fun and I’m really hoping I make it to this year’s one!

Day 6: the funniest story from 2018

Erm…not sure.

Day 7: your favourite coursebook in 2018

I don’t really use coursebooks that much, but I really like how useful the Outcomes teacher’s books are, especially if the teacher who’s using them doesn’t have much training.

Day 8: a new idea you implemented in 2018

We introduced mentoring at our school this year. Every teacher has been assigned a mentor who they meet for 30 minutes a week. The system was worked out with the help of the senior team at my school, and we have some second year teachers who are also volunteering as mentors. I’m really pleased with how it’s going so far and we’ve had some great feedback. We’ve also got quite a few ideas for how to improve it next year.

Day 9: your favourite teaching aid in 2018

Quizlet – games, printable flashcards, self-study at home, Quizlet Live…

Day 10: the best joke you’ve heard in 2018

Not a joke, but something else that makes me laugh. I love the ‘Role call’ videos featuring on James Corden’s show. Here’s a recent one of him doing musicals with Emily Blunt and Lin-Manuel Miranda:

Day 11: the moment in 2018 when you felt proud of your student

When Emma got the results she wanted in her Delta 🙂

Day 12: your favourite teaching website in 2018

Probably Hana Ticha’s blog – so many ideas and things to think about!

Day 13: the person who inspired you in 2018

Phil Longwell. Read his blog to find out why. Inspired by Phil, and other educators who are talking about mental health, we have started to make changes to how we provide support at our school, and we are already seeing the results. Some examples include the mentoring mentioned above, a specific session focussed on wellbeing in our induction week, and a generally open atmosphere where we make it clear that mental health is just as important as physical health.

Day 14: the moment in 2018 you realised WHY you’re doing your job

Seeing teachers from our school feeling confident enough to share what they’ve learnt with the wider teaching community, through online conferences (IH  – Emma, Ruth; IATEFL – Ruth and me), the IH Journal (Helen, Amy), and their own blogs (Emma, Ruth).

Day 15: your greatest challenge in 2018

My health, as always.

Day 16: your strongest point as a teacher

Networking. Drawing on the knowledge of the amazing teaching community that I’m part of, both online and off.

Day 17: most motivational idea/quotation/picture in 2018

I curated the IATEFL blog until August 2018. Reading all of the stories of how IATEFL has helped teachers from around the world is truly motivational.

Day 18: 3 reasons why you became a teacher

  • To help other people.
  • To explore.
  • To learn.

Day 19: your favourite teaching application in 2018

The new ‘word’ function on the BYU corpus pages.

BYU corpus word feature screenshot

Day 20: a piece of advice you would give to a rookie teacher

Ask for help!

(and buy my book) 🙂

Day 21: the best CPD book you read in 2018

I’m re-reading The English Verb by Michael Lewis [affiliate link – but it’s super expensive 😦 ], which is probably the book that has most influenced the way I think about English. I’m trying to work out how to convey the way he describes language to students and teachers in a succinct and accessible way (watch this space).

Day 22: your greatest frustration in 2018

That people don’t read adverts properly when they apply for jobs, or do and ignore the requirements stated. You’re wasting your time and mine.

Day 23: one thing you want non-teachers to understand

Just because you grow up speaking a language, doesn’t mean you can automatically teach it. You still need to learn how to be a teacher, work hard at it, and continually develop. Pay for good quality, trained, professional teachers, not just the cheapest person who happens to have the ‘right’ passport – all of us will benefit, and you’ll get your money’s worth.

Day 24: your most memorable teaching experiment in 2018

Teaching Polish to our teachers. Although I started with a few lessons in 2017, 2018 is when I’ve realised that I can do it, even as an intermediate learner myself. It’s so much fun, and I can sneak in some teacher training by modelling activities too 🙂

Day 25: your personal success in 2018

Launching ELT Playbook 1, my self-published ebook aimed at helping new teachers. I’m really pleased with the reception it’s got, and am looking forward to finishing the next one in the series.

ELT Playbook 1 cover

Day 26: one thing you plan to change in 2019

An ongoing project: my ability to completely switch off – much improved, but not there yet.

Day 27: your greatest discovery in 2018

That I should stop saying ‘I don’t have time’ and instead say ‘I have prioritised my time differently.’ We probably have time to do everything we might want to, but we don’t always make time for it. Life is about choices, and sometimes we choose (not) to do something at a particular time – how we prioritise the things we do is our responsibility, not some abstract thing from outside us.

Also, how much better I feel when I have proper time off, prioritising it over other things. I did know this before, but had forgotten. By the way, thanks to Neil for making sure the CELTA course I did in the summer had lots of space in it for time off and reflection, and for reminding me how much I enjoy riding a bike!

Day 28: which superpower would make you a Super-DoS

Staying calm all the time in all situations. I’m better at it than I used to be, but it still needs work!

Day 29: one area to improve in your teaching in 2019

Reusing language that has come up in class, not just recording it. The recording part has improved massively over the last couple of years, but I need to follow through better.

Day 30: how do you plan to start your first lesson in 2019

By teaching our teachers vocabulary to name places in a town in Polish. And the second lesson will be introducing a Proficiency group to the joys of pantomimes.

Day 31: the most important thing you want to remember tomorrow

To go to my physio appointment at the right time – changes in routine are confusing!

Time travelling

Here are different challenges I’ve completed in previous years if you fancy writing something similar but this one doesn’t appeal:

  • 2013 – WordPress automatic stats
  • 2014 – the ups and downs of the year
  • 2015 – 30 questions to ask yourself
  • 2016 – things I’ve enjoyed this year
  • 2017 – 17 things I’ve learnt in 2017

It’s been fascinating reading back through them and remembering the bad times and the good.

Here’s to a peaceful and prosperous 2019!

IATEFL 2018: Management, teacher training and development

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.

Lizzie Pinard summarised the talk in more detail here.

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.

Lizzie Pinard summarised the talk in more detail here.

 

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.

Lizzie Pinard summarised the talk in more detail here.

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! 🙂

Taking back time: How to do everything you want to (IATEFL Birmingham 2016)

Title slide

At the IATEFL Birmingham 2016 conference my presentation was designed to answer a question I’m asked all the time:

How do you find the time to do everything you do?

At the risk of bragging, here are some of the reasons why I’m asked that question. I’m:

Richer Speaking cover

You’ll probably notice that some things aren’t on that list. I don’t have a partner or a family, which obviously frees up a lot of time for other things. I often joke that the reason I can manage to do so many things is that I have no life, but that’s not strictly true. While a lot of my life does revolve around this career which I love, I also recognise the importance of a work-life balance and endeavour to maintain this. I’ve therefore adopted many strategies to organise my time, which I shared in my presentation at IATEFL. Here is a recording of it which was made by Hanna Zieba for me (thanks Hanna!):

This handout summarises all of the strategies and you can download it via Slideshare.

Alternatively, read on for a fuller account of the strategies and why I use them.

Time turner from Harry Potter

The device in the picture is a Time Turner, used by Hermione Grainger in the Harry Potter films to give herself five extra hours a day. It may feel like we need something similar!

Pictures of wall planner, weekly planner and diaries

Tip number one: Outsource your memory. What I mean by this is that you should write down everything you need to remember as soon as possible. I do this in a variety of places. At work we have an annual year-to-view wall planner with post-it notes which can be moved around if things change. Just before the school year starts we copy over the main events from the previous year. It’s on the wall in my office for teachers to see at any time. Also at work I have a weekly planner, which I will describe in more detail later.

The most organised I have ever been at home was last year. I was given two diaries for Christmas, and decided to use one as a normal dates/appointments diary, for example with flight times, and the other as a to-do list diary. Whenever I thought of something I needed to do I would put it in my diary on or just before the appropriate date, meaning I could then forget about things until I needed to do them. I used to use scraps of paper and discovered this system was much more efficient, so much so that I bought a to-do list diary for work too!

Photo of weekly planner

Tip number two: Refresh every week. I have a weekly planner at work which I write out every Friday before I leave, or on a Monday as soon as I get in. I find it much more motivating than having a single ever-expanding list.

Another benefit is that you can see the shape of your whole week in one place at a glance. If you use a diary or annual planner too, don’t forget to copy things over each week, as well as transferring anything you didn’t finish the previous week. If you copy something more than three times, you either need to stop procrastinating and prioritise it, or drop it from your list because it’s probably not that important. If you drop it, you could put it in your diary for a quieter period of the year, if that’s ever likely to happen for you!

I have just finished this notebook and now have an A4 sheet I print off which already has recurring events and tasks typed onto it.

Weekly planner showing gaps, plus a quote from a teacher using the weekly system: "It's proven invaluable in helping me organise my hours a bit more effectively, and reduces the stress of 'I have so much to do!'"

Tip number three: Leave Gaps. If you have any kind of daily to-do list, whether it be in a weekly planner like the one above or a diary, make sure you leave gaps to add extra things as they come up. They always will.

Another tip is to use small boxes on your planner as it is then harder to overfill them. It helps you to be more realistic about what you can achieve in a given time. I divide my planner into morning and afternoon, highlighting appointments and classes in blue, and highlighting anything which needs to be done urgently in yellow. This makes it faster for me to see when I’m available when people ask “Can you…?”

It took me a while to work out what I can realistically achieve in a morning or afternoon. This has improved with practice, but I still get it very wrong sometimes!

One of the teachers at IH Bydgoszcz started to use this system a few weeks ago and said:

It’s proven invaluable in helping me organise my hours a bit more effectively, and reduces the stress of ‘I have too much to do!’

Despite us both being quite techy people, we prefer to do all of this the old-fashioned way. There’s nothing quite like crossing things off a big piece of paper!

Achievements - showing a weekly planner at the end of a week, and notes made on my calendar

Tip number four: Notice your Achievements. By noticing what you’ve achieved each week, you will hopefully feel less like you’re drowning under the weight of things you ‘need’ to do. I always take a second to admire my weekly planner at the end of the week, and to notice how little needs to be transferred to next week’s plan, even though I know that in seven days my ‘new’ one will look pretty similar!

At home, I make a note of what I’ve done each day on my calendar. I hate seeing crosses on there, and since the beginning of February I’ve put a tick if I’ve managed to do everything – more on exactly what those things are later. I’ve noticed that I’ve completed all six things I want to do much more often since using ticks. This makes me feel a real sense of achievement. 🙂

Two large tasks you might want to break down: observing 19 teachers are your school and marking 30 300-word essays

Tip number five: Not a huge thing. If a task is huge, you’re much more likely to find reasons to procrastinate and avoid starting it. By breaking them down, you can work out how to fit it into your busy timetable, and you will probably find it more manageable. Here are examples of two huge tasks with possible ways that they could be broken down or the workload could be spread. Consider delegating if you’re a manager, but make sure you don’t overload your staff too much. By breaking large tasks into smaller chunks, it’s also easier to find ways to fit them into the gaps mentioned before.

I am important too: flamenco dancer images and '50 ways to take a break' poster

Tip number six: I am important too. Don’t forget to take time for yourself. If you can choose your working hours, aim to keep them as regular as possible (for me it’s 09:30 to about 18:30) and make sure that there are times when you are not available, with your phone switched off if possible. For example, Thursday evenings are my flamenco classes, so I try to avoid scheduling things for that time and staff know that. Make these times sacred so you have time to recharge your batteries.

I have a programme called TimeOut (Mac – I don’t know the Windows equivalent) to remind me to take little breaks to stand up and stretch from the computer. I try to go outside as much as possible, for example, by taking my laptop outside if I really need to complete a project and it’s warm enough, walking to work and paying conscious attention to the parks and people I see. Having the ’50 ways to take a break’ poster on my desktop helps me to think of different things to do, or I can just do a bit of housework, like the washing up. I can also work towards the personal goals I have each day, as described below.

I also try to factor in time for spending time with family and friends, having times in my diary with nothing specific scheduled so I can do what I feel like that day (though these are rare!) and having a holiday to look forward to whenever I can.

Pictures representing the six personal goals I have

Tip number seven: Start small. Don’t try and add every new habit you want to do at the same time, especially in your personal life. Add one new thing, make it a habit, then add the next thing if you can manage it. Too many things at once will probably overwhelm you, and you’ll end up not doing anything.

I started by using a pedometer to aim for 10,000 steps a day because I realised I wasn’t doing enough exercise – at one point during Delta I was doing as little as 1,500 steps a day. When this worked, I realised I was more likely to do my physio exercises if I wrote it down every day. When I was frustrated with my language learning, I started to add Russian practice, and saw a massive increase in my progress. I follow a lot of blogs and started to feel overwhelmed by the amount of blogposts in my reader, so I broke it down and aimed to read three to five posts each day. Now I rarely feel overwhelmed, and blitz it whenever I can. Despite being an ELTpics curator, I wasn’t uploading many ELTpics, so I added that. The final thing I put on there was cross stitch when I had projects to complete. Uploading just one ELTpic or doing just one strand a day of cross stitch is enough to get me my tick, and more is a bonus. I’d really like to learn to play the recorder that’s been sitting on my shelf for about two years now, but I think that’s one habit too many so I haven’t added that. I’m aiming for a sense of achievement, not depression!

A frog kneeling down and holding a bunch of flowers

Tip number eight: Experiment. These are my techniques, but they might not work for you. Keep trying different things until you find something which does. As Nick Tims said at the IATEFL MaWSIG pre-conference event last year, you may have to kiss a few frogs. These techniques have taken me at least five years of development. I started with scraps of paper with to-do lists on them, and these tips are the evolution of that.

ORGANISE stands for Outsource your memory, Refresh every week, Gaps, Achievements, Not a big thing, I am important too, Start small, Experiment

In summary, if you ORGANISE your time using some or all of the eight techniques listed above, you will hopefully be much less likely to need a time turner! I hope you find these techniques useful, and if you have any others, why not share them in the comments below?

Finally, thank you to LAM SIG (Leadership and Management Special Interest Group), who chose to feature my presentation as part of their day.

Sandy doing her time management presentation

Photo by Monika Izbaner/Hanna Zieba

IATEFL Manchester 2015: The ones I missed

For various reasons, not least the sheer size of the conference, there were various talks I missed during IATEFL. Thanks to the power of the internet, I’ve managed to catch up with some of them through tweets, videos and/or blogposts. Here’s a selection of them:

The ear of the beholder: helping learners understand different accents – Laura Patsko

Laura’s talk was on at the same time as mine so I wasn’t able to watch it. I know it started with her ‘having a cold’ to demonstrate how we can make meaning evefn when the sounds we hear don’t correspond with our expectations, and I’m intrigued to hear more about her suggestions. She’s shared her presentation, and hopefully there will be a video of at least some of it soon!

Here’s one of her tweets from another point in the conference:

Fostering autonomy: harnassing the outside world from within the classroom – Lizzie Pinard

Lizzie‘s talk was also in the same slot as mine and Laura’s – so many possible times and they put us all on in the same one! Lizzie has written a lot about autonomy on her blog, and demonstrated it with her own Italian learning. The aspect of learner training is key when trying to encourage autonomy, and is one I’m sure Lizzie’s presentation would have helped me with. Thankfully, she’s blogged about it as has Olga Sergeeva, but it’s not quite the same as hearing it first-hand. I’m hoping the gods of IATEFL shine on all three of us next year and put us on at separate times!

Where are the women in ELT? – Russell Mayne and Nicola Prentis

As with last year, the talk which Russ was involved in is one of the ones which seems to have taken on a life of its own after the conference. Nicola and Russ picked a subject which is another very important discussion point, after Russ tackled the myths of EFL in 2014. [Original text (see comments for why I’ve kept this) As with last year, Russ’s talk is the one of the ones which seems to have taken on a life of its own after the conference. He has a way of picking subjects which are very good discussion points, and this year he was ably assisted by Nicola Prentis.] Their talk immediately followed my own and was in a tiny room, so I knew it was wishful thinking to believe I might get in, but I tried anyway. A whole group of us were waiting outside, disappointed. Last year Russ’s talk was officially recorded (content is currently being updated on the IATEFL 2014 site), and Russ and Nicola have recorded their own version this year – thank you! This area is one of particular interest to me, being a woman and in ELT as I am. 🙂 Through the Fair List, I’d become aware of the fact that plenary speakers at conferences are often men speaking to a room full of women, which seems odd. As I understand it, Russ and Nicola were questioning the fact that men feature dispropotionately at the ‘top’ of the ELT profession, despite it being a female-dominated one in general.

They did an interview about it which you can watch as a taster:

Here are two of the blog posts which were triggered by their talk, both of which have fascinating discussions in the comments which are well worth reading:

  • He’s not the Messiah, he’s a very naughty boy! Steve Brown highlights the amount of time that the ‘big’ names highlighted in Russ and Nicola’s talk have been at the top (something which they mentioned in their interview too)
  • P is for Power: Scott Thornbury questions the balance of power in the ELT profession, not just in terms of gender, but also covering native/non-native speakers and the socio-economic circumstances that teaching takes place in.

Russ and Nicola have also set up their own website to examine gender equality in ELT, with a lot more information about their research. At other points in the conference there were tweets about increasing the number of non-native speakers visible at conferences and in the global community.

Walk before you run: reading strategies for Arabic learners – Emina Tuzovic

I saw Emina speaking about helping Arabic students with spelling at IATEFL last year, and she subsequently very kindly wrote a guest post summarising her talk for this blog. I’m hoping to encourage her to do the same again this year, as her ideas are very practical and deal with areas which there isn’t much coverage of in the literature I’ve read.

People, pronunciation and play – Luke Meddings

Luke shared a couple of his ideas in an interview:

I really like Luke’s focus on playing with language, which is something I’ve become more and more interested in.

Olga Sergeeva went to Luke’s talk and wrote a summary of the whole thing, although she admitted it was difficult because they were laughing too much!

Tools, tips and tasks for developing materials writing skills – John Hughes

John has shared his slides, which gives me a taster of the tips he has for developing these skills. I think the most important idea is to ‘develop a materials radar’, which echoes what Ben Goldstein and Ceri Jones talked about in their presentation on using images at the MAWSIG PCE.

Technology

Mike Harrison talked about using Vine to make short videos, and Shaun Wilden and Nikki Fortova looked at apps on the iPad to do the same.
Here’s an idea from Nicky Hockley to use a mobile phone to practise past continuous:

If you’re considering whether to use technology in your class or not, this handout could be useful:

Random tweets

These are things which I retweeted because they made me think. I’m sharing them here to make sure I don’t forget those thoughts and to see what you think. They’re loosely grouped into topics where possible.

Student abilities
Memory and engagement

These link back to Joy Egbert’s plenary.

Materials design and the importance of editors

An opportunity for anyone wanting to get into materials design?

This looks amazing!

…and on Twitter!

And if you decide to self-publish:

Research

Patsy’s accompanying blogpost is available on the OUP blog.

Empowering teachers

Yes, yes, yes to all of these!

Training and professional development
Management

(Hoping the rate of sickness at IH Bydgoszcz doesn’t go up when I take over as DoS!) 😉

About language
Pronunciation
Dyslexia
Miscellaneous

Other people’s blogging

Lots of people were blogging throughout the conference. You can find a full list of all of the IATEFL Manchester registered bloggers on the ManchesterOnline site.

IATEFL Manchester Online 2015 registered blogger

As always, Lizzie Pinard was very prolific, and has helpfully indexed all of her posts. Apart from the plenaries, I only went to one of the same talks, so there’s a lot to catch up on! Olya Sergeeva also has an index of the posts she wrote about the sessions she went to, including some which I’ve linked to above. Tyson Seburn wrote about his bite-sized takeaways from the conference. Jen McDonald summarised the talks she saw in short paragraphs. The British Council had a number of roving reporters at the conference, one of whom was David Dodgson.

IATEFL online

Apart from the many sources I’ve mentioned above, there is, of course, the wonderful resources that is IATEFL online, full of interviews and recorded sessions, at least some of which I hope to find the time to watch at some point in the future. Are there any you would particularly recommend?

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 🙂

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 – tweet 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 🙂

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