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

Posts tagged ‘review’

Delta conversations: James E.

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

James studied French and Spanish at university before teaching in Spain for four years, during which time he completed the Delta. In 2016 he moved to Riga, Latvia to work at International House, where he is currently an ADOS. He blogs at

James Egerton

How did you do your Delta? How did you arrange the modules? 

I hopped around a bit: 1-3-2.

I first heard about Delta when attending an informal meeting of teachers from several different academies in May 2014 in Albacete, Spain, with the aim of training each other for the Module 1 exam in Madrid that December. We dished out several books each to look at over summer and did a couple of seminars together that September, but once the full whirlwind of term came through again it was clear our regular meetings and study sessions just weren’t going to happen, and the group somewhat evaporated.

So down to just a colleague and me, we studied with a range of resources:

  • Delta Module 1 Quizlet deck for the terminology
  • Several excellent blogs – Sandy’s [thanks!] and Lizzie Pinard’s in particular.
  • Past papers and combing through the corresponding Examination Reports for improvements.

We took the Module 1 exam in December 2014. Following the exam, we sat down with the head of teacher training at IH Madrid to get more information on how to go about taking the remaining two Modules, and I completed the Module 3 essay between January and March 2015 as a distance learner with IH Madrid. This involved regular e-mail contact, including draft edits, and only one train trip up to the capital to borrow some books I needed and speak to my supervisor face-to-face. Finally, I did Module 2 at an intensive course at IH London in July and August 2015. It was a sustained attack on the brain for 6 weeks, but that’s how it had to be (see next question)!

Why did you choose to do it that way?

In a word, practicalities.

Albacete is a small city, with the nearest Delta centre a couple of hours away in Madrid, so physically attending a course regularly just wasn’t compatible with the work schedule I had. Nor did I want to stop working full time to take the qualification, although I had to extend my summer break a little to squeeze in 6 weeks for the intensive Module 2. It was also important for me to get it done as soon as possible, as once I’ve started something I prefer to ride the wave of momentum until finishing, and 1-3-2 was the quickest route available.

What do you think you gained from doing the Delta?

Without overstating it, it was truly a fork in the road for me. Overall, the Delta marked the point that I stopped looking at being in ELT as a short-time teaching job (year to year then see how I feel each summer) and started considering it more as a career with the possibility to develop.

There was a short talk at the end of the Module 2 course in London on how we continue our professional development with a Delta certificate tucked under one arm, and I went about several of the mentioned possibilities (not all necessarily require Delta, though!):

  1. Academic management – I went back to Albacete to work as a Director of Studies for our small two-centre academy in 2015-16, then started applying for jobs in the new year with the Delta sitting on my CV, which opens a lot more doors. I got a job as Senior Teacher at International House Riga, and am just starting my second year here, this time as Assistant Director of Studies. Working at IH has in turn opened many more doors, but that’s a story for another day.
  2. Reflecting on and starting my own blog on ELT (Sandy’s blog was actually the example given)
    Post-Delta M2 advice
  3. Teacher training – This started in-house, and thanks to the Delta I got fast-tracked and have recently qualified as a IHCYLT [IH Certificate in Teaching Young Learners and Teenagers] course tutor. I’d eventually like to become a CELTA trainer when the opportunity arises.
  4. Joining IATEFL and connecting with colleagues from around the world.

What were the downsides of the method you chose?

It was hectic at times! Studying Module 1 alongside work was a relatively gentle introduction; doing Module 3 alongside work meant plenty of early mornings, late evenings and studying at weekends; Module 2 was the knockout punch just at a time of year when I needed a break.

What were the benefits of the method you chose?

It was over in a total of 10 months. This meant that I didn’t have time to forget much, and the definitions and technicalities from Module 1 came in very handy for Modules 3 and 2. I was also able to earn and learn simultaneously (except for Module 2), so although my head took a pummelling, my bank account stayed in the black.

What tips would you give other people doing the Delta?

Research all the options. There are so many ways to do it, find the one that best fits you. [Delta conversations can help you by describing lots of different ways.]

Don’t expect it to be fun. It’s useful, challenging, interesting at times, but ‘fun’ isn’t an adjective I’d ever use.

Do it with others if possible. My colleague and I really helped each other out preparing for Module 1 – good to have someone to check things over with, do study sessions and provide a bit of healthy competition (she got a Merit, I just passed!)

Climb the mountain in sections. Plan ahead, sure, but focus on your next tasks. I saw many people get overwhelmed at the enormity of the task, which either resulted in meltdowns or worse, dropping out. ‘By the end of the day I will have…’ is more than enough, especially during any intensive courses.

Be organised. The previous point just won’t work if not.

Be resilient. The Module 1 exam might not go so well first time, your teaching techniques might be pulled apart in Module 2, your essay draft might need a complete reconstruction in Module 3. There are plenty of speed humps; the key is to keep going!

If you have any further questions, feel free to get in touch at

All the best!


Delta conversations: Yuliya

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Yuliya Speroff is originally from Russia and has lived in several countries including the UK, New Zealand and, most recently, Turkey, where she spent three years teaching English and coordinating the work of the Curriculum Design and Materials Development office at an Intensive English Program at a private university in Kayseri. Yuliya has been teaching English for over 10 years, including two years as Director of Studies at a language school. Yuliya attained her CELTA in New Zealand in 2012 and her DELTA in 2017. Currently, Yuliya is working as a freelance ESL and Russian teacher and lives in Franklin, Tennessee.  Yuliya’s research interests include developing effective materials and using technology in the classroom. She has a blog with ELT ideas, resources and tips (including for the Delta) at

Yuliya Speroff

How did you do your Delta?

I did Module 1 and Module 3 (in that order) online with ITI Istanbul and Module 2 was a blended course with AVO Bell in Sofia, Bulgaria.

Why did you choose to do it that way?

I was working full-time teaching English at an intensive English program at a university and there were no Module 2 courses (or indeed, any DELTA courses other than online ones) where I was living at the time so I went with the online option for Module 1 and 3. In addition, I needed a course that I could fit around my schedule.

As far as the next step Module 2, the course that AVO Bell offered was a bit shorter than other courses out there. Due to the fact some coursework was done long-distance prior to the beginning of the face-to-face portion of the course (namely, EPA and LSA1), the course itself was only 5 weeks long. Since I was limited in how much time off work I could take, that decided it for me.

What do you think you gained from doing the Delta?


The biggest thing for me is probably both the bigger picture and the detailed understanding of SLA (second language acquisition) I gained – that is, what it takes to learn a language and how we, as teachers, can help our students do that. I definitely feel I am better equipped to help my students choose the best strategies for learning and understand why things happen in a certain way. For example, when students ask me why it’s so hard to understand native speakers, rather than give a vague answer, I can now tell them about connected speech and how it affects pronunciation and what some strategies are for coping with that. Writing longer assignments and lesson plans for Module 2 and 3 definitely helped me improve my research and academic writing skills and, as a result, get better at writing conference proposals and presentations. Teaching all those observed lessons and writing post-lesson evaluations taught me about the value of reflection and self-evaluation and that regardless of how long you`ve been teaching there’s always room for improvement.

Is there a word limit for this? Because I have more!

DELTA gave me the confidence to teach Russian (my native language) as a foreign language. As native speakers of English can attest, teaching your own native language isn’t always easy, but I realized that everything I learned about methodology, designing courses and planning lessons in ELT can be readily applied to teaching another foreign language, namely Russian. In addition, most importantly, doing DELTA helped me get into teacher training and that is something I have been interested in for a long time.

What were the downsides of the method you chose?

There weren’t really any downsides as such but doing Module 1 online was my first such experience and it took me a few weeks to get used to the layout and the features of the LMS (ITI uses Moodle). Even though there were lots of ‘what to do first’ sort of guidelines, in the beginning I still felt like I didn’t know what I was doing and that took some getting used to.

What were the benefits of the method you chose?

After reading about DELTA I thought Module 1 would be the most logical place to start since preparing for the exam requires you to read up on so many areas in ELT and it did work out that way. I feel that all that background reading and answering exam questions, especially the ones about the purpose for textbook tasks and the assumptions underlying the design of the tasks set me up really well for designing my own course in Module 3 and writing detailed lesson plans in Module 2. Doing an online course helped me do things in my own time, although having deadlines also kept me on task. One great thing about the course that ITI Istanbul offers is that when the time comes to register for the exam, should you decide that you are not quite ready yet, you can enroll in the next online course free of charge – and that is exactly what I did when I realized I needed more time to prepare.

As for Module 2, I feel like doing some of the course work and background reading before the intensive part of the course really helped me feel like I was slightly ahead of the deadlines and removed some of the time pressure.

What tips would you give other people doing the Delta?

I actually wrote a blog post on DELTA tips and on Module 1 specifically but here are a few tips:

  • Do your background reading BEFORE the course, regardless of whether you are doing Module 1, 2 or 3. There is a lot of recommended reading and I feel like it takes a few times of reading the same information in different sources before everything truly sinks in and the overall picture forms in your head. Also, the more you read, the easier it will be for you in the following modules to go back to the books you read to look for specific information.
  • Similarly, for Modules 2 and 3, start thinking of your specialty/LSA and EPA (experimental practice assignment) topics early on so that you can start gathering materials and ideas even before the course starts and start taking notes and making bookmarks!

In retrospect, what would you have done differently?

I actually did get a do-over when I enrolled for the spring Module 1 course, realized I should have started reading about the exam and doing the background reading much much earlier so I started reading and re-enrolled in the course the following autumn.

How much time per week would you estimate you needed to spend working on the Delta in the format you chose?

Online Module 1 and 3: Probably 5-6 hours. I did the majority of the more ‘productive’ work over the weekend – e.g. actually sitting down to write assignments or lesson plans or doing practice exams, and during the week I did some reading in the evenings or studied with index cards.

Blended Module 2: The online part was similar to the above, and the face-to-face part was non-stop studying. I did take some walks in the evenings and had a few outings with fellow DELTA-ers, but I didn’t get to see that much of Sofia, which I regret. A funny detail – during one of the nights out we found a Delta Blues Bar! DELTA blues! Naturally, we proceeded to take dozens of photos and tell everyone what a coincidence it was but, nobody but us was very impressed.

Delta Blues Bar

The TEFL Training Institute Podcast

I first came across this podcast when I saw one of the presenters, Tracy Yu, speak at the 2017 IATEFL conference in Glasgow. She mentioned it at the end of her talk, and as a huge podcast fan, I decided to investigate.

TEFL Training Institute Logo

Each TEFL Training Institute podcast is about 15 minutes long, with about 12-13 minutes of actual content, once you’ve taken away the introduction and contact information. They’re normally presented by Tracy and Ross Thorburn, though they often have guests too. The podcasts are structured around three questions, which helps to keep them focussed. The questions are always listed at the beginning so you know what to expect. They cover a range of topics, both inside and outside the classroom.

One of my favourite episodes was when Tracy and Ross interviewed Ross’s parents about how they’d managed to stay in teaching for so many years without getting bored or burning out. Other recent topics have included how to make role plays interesting, how to recruit the right teachers and find the right school, and how teachers move into training.

The podcast is great because it’s concise, to the point and has a very clear format. It often makes me think about how I’d answer the questions myself. It feels a bit more practical and relevant to me than some of the other TEFL podcasts I’ve listened to. I also like the fact that it’s put together outside Europe (they’re based in China) as I feel a lot of the TEFL stuff I’m exposed to is highly Euro-centric, with only some things from the Americas or Asia. It therefore broadens my perspective. The one thing I find slightly annoying is the music, but I can skip past that 😉 I’d definitely recommend listening. Which episodes did you enjoy?

Delta conversations: Sarah

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Sarah May currently works in international education. She started her career when she trained as a secondary school teacher of Modern Foreign Languages in 2011. She moved into the field of English language teaching when she decided to teach English in Spain. Sarah has also taught Spanish in an international school, and since completing the Delta she is starting a new role teaching English (Middle Years and IB) in an international school near Barcelona.

Sarah May


How did you do your Delta? How did you arrange the modules? (i.e. in what order and did you do them in different places?)

I did my Delta in order (Modules 1-2-3) and I did the whole diploma part-time from 2015 to 2017. I did Module 1 with Distance Delta, so online. The following September, I started Module 2 on a face-to-face course at Cambridge School in Granollers, Barcelona. Every Friday from September to May we attended sessions, did our LSAs and observed each other. After Module 2 I took a six-month break as I was starting a new role, and then did Module 3 with Distance Delta again.

Why did you choose to do it that way?

I felt studying part-time would let me take in more information and assimilate everything better. This proved true – I was also able to try out different techniques as I was studying ‘on the job’. It was certainly a very busy time, as I had to fit the studying around my work schedule. However, I was still able to enjoy the course and earned merits in both Modules 1 and 2. It was also a really practical and economical option – I didn’t have to stop working and I didn’t have to travel around much as Modules 1 and 3 were completely online.

What do you think you gained from doing the Delta?

Too many things to count! Meeting other teachers on the face-to-face Module 2 course was a fantastic experience. Even though we all lived in the same province, we probably would not have met otherwise. We were a mix of native and non-native English speakers and we all had diverse experiences. Everyone was really talented and we learned loads from each other. The Delta is definitely a great way to network!

Although the Delta is a very academic, Masters level qualification, all the theory is geared towards your teaching practice. I really liked how all course content is directly relevant to lesson planning and teaching.

What were the downsides of the method you chose?

I had to study a lot on weekends, although I knew it was only temporary. However, managing this depends on the intensity of your job. By the time I got to Module 3, I had a new role helping set up a new MFL department. The added responsibility meant I could not spend as much time on Module 3 as I would have liked! I could not have foreseen this when I started the Delta, but if you study part-time it’s important to choose your timings wisely.

Also, studying certain modules online requires a lot of willpower. With the Distance Delta, the content wasn’t delivered in any type of lesson, you simply had to read, read, read! They have forums and other resources too, but it’s a lot of studying on your own. It suited me, but it isn’t for everyone!

What were the benefits of the method you chose?

Doing the modules in order really helped. Completing Module 1 puts you at an advantage when starting Module 2 – it teaches you the jargon and techniques you are expected to use in your LSA’s. There is also a particular style of writing expected at Delta (clear, report-like), which you can perfect on Module 2 before you start Module 3 (the extended assignment).

Studying Module 2 face-to-face was ideal. We were able to observe all the other course participants do their lessons (LSAs), and we all gave feedback. Everyone agreed that the post-LSA sessions were where the ‘real’ learning took place, as we compared our own views with the course tutors and with each other. We gained valuable insight as to how Delta lessons are graded (e.g. what a ‘merit’ lesson looks like compared to a ‘pass’) and this was really helpful for going forward.

Our tutors at Cambridge School were also a great mix of people, very encouraging and really experienced assessing Module 2. You hear stories about some centres who want to ‘de-construct’ and ‘put back together’ their Delta trainees, but here the course didn’t have that feel; it felt more like a learning journey which built on your experience.

As I said above, studying part-time allows you to process all the information at your own rate, in a way that is productive for your current teaching.

What tips would you give other people doing the Delta?

  • Don’t be afraid to consult your course tutor before you plan your LSAs. Course tutors are also there to advise you on your planning, as well as to give you feedback on the end result!
  • Get someone to proof-read your assignments – not necessarily a teacher. If they can’t find it easy to follow, then it probably isn’t clear enough. Ask them to highlight the bits they don’t understand. It’s easy to assume everyone knows where your essay is going, but even Delta assessors aren’t mind-readers!
  • Don’t compare yourself. Some people might seem to do everything perfectly, but just focus on your own goals. Just think – the more progress you make, the more you’ll get for your money! Everyone comes at the Delta from a different angle, and thank goodness – otherwise the course would be really boring!
If you have any further questions about how and where I trained, feel free to get in touch at
Best of luck and enjoy the course!

The CELTA Teaching Compendium by Rachael Roberts (a review)

As a CELTA tutor, I’m always searching for materials which will make life easier for my trainees, so when I saw Rachael Robert’s book The CELTA Teaching Compendium appear on the round, I knew I had to take a look. I wasn’t disappointed.

CELTA Compendium cover

Rachael’s e-book is arranged as a series of short entries based around key CELTA concepts such as ‘rapport’ and ‘setting up pairs and groups’. Each entry starts with a definition of the concept, telling trainees why it is an important area to know about and offering tips to deal with key pitfalls, like finishing a lesson early or realising you’re going to run over. There are often examples too, such as of stage aims or what and how to elicit. There was even a new idea for me in the pre-teaching vocabulary section, that of getting students to write a sentence connecting two or more of the items you plan to introduce. As Rachael acknowledges though, that idea only works if the vocabulary items are already half-known. The entries end with a summary of three bullet points pulling together the most important things to be aware of. In the pdf version, these are in a blue box, making them stand out clearly when you are skimming through. There’s also a bibliography of further reading at the end of the book, which I was pleasantly surprised to find my own Useful Links for CELTA page in 🙂

It took me ninety minutes to read the epub version from cover to cover, or whatever the ebook equivalent of that is, while I was at the airport on the way to my current CELTA course. I found it easy to access and highly practical. I also liked the way it addressed trainees directly, as if Rachael was in the room chatting to them instead of her words being on the page. Rachael’s sense of humour is also evident, and I laughed more than once while reading the Compendium, particularly when talking about how to use variety to manage pace when teaching young learners and adults. The sections are easy to navigate, with the concepts listed in alphabetical order, main concepts hyper-linked to each other within the text, and a contents page at the start. I also really like the cover design.

There are only two minor faults I can find with the book. The first is that there is no separate entry for context, an area which trainees often have problems with, though it is referenced various times in the book. The other is that Rachael’s suggestion that it’s a good idea to write the exact start time of lesson stages on your plan, which I believe can be quite confusing if you end up starting late.

The book is aimed at those currently doing a CELTA, and to those working within private language schools, with a reference to ‘what they’re paying for’ in the error correction entry. However, I believe it’s useful to anyone wanting to build up an understanding of basic concepts in language teaching, as it is so clear and practical. It’s also affordable, at just under $5. If you’d like to get yourself a copy, you can find more details at the round, and buy it in various formats from Smashwords and for Kindle from Amazon [the latter two are affiliate links]. Thank you very much to Rachael for putting this together, and for those involved in publishing it at the round – it’s definitely a valuable addition to our profession.

Future Learn Italian course – week 3

This is a continuation of my reflection notes made while doing the Future Learn Beginner’s Italian course. You can also read about weeks 1 and 2.

One of the benefits of doing the Future Learn course in the correct weeks is that you benefit from the moderators being online. It’s possible to sign up for a course and complete it whenever you like, but during the set period of the course (in this case six weeks), various moderators are available to respond to questions in the discussion thread, normally within 24 hours. Last week I posted a comment to ask about online dictionaries, and was referred to a list by one of the moderators which included both translation and monolingual online dictionaries. I was impressed at how quickly I got a response. This was useful, though in future it might be more beneficial to have a page on the course where you can go to for extra resources like this, as I would never had found it without the moderator. Moderators would then be able to refer participants to it if they can’t find it themselves.

Another advantage of studying the course in the specified time is the ability to use the tips sent out in the summary email at the end of each week. These are pulled together based on comments and questions from the discussion threads. At the end of week 2, this included a response to user requests which I was very pleased to see:

To help you to practise listening comprehension, a downloadable audio version the dialogues will available from next week.

Perhaps the dictionary links could also have been included here?

Week 3

The video story is working well for me. I’m enjoying learning more about the characters, and am quite pleased that they don’t seem to be going down the line I’ve seen before in this kind of video of boy meets girl, lots of slightly strained sexual tension, then they fall in love at the end of the story. Instead, Mike and Anna both have partners (Sarah and Leonardo) who they tell each other about in the first video for this week, introducing descriptive language. As mentioned previously, I also like the fact that the videos are at normal speed, but you have lots of options to help you: no, English or Italian subtitles; watching at half speed, downloading the transcript, and from this week, downloading the audio.

Generally, the videos are very well produced, both for the story and the language introductions.

As in previous weeks, the ‘Try it yourself communication’ activity again relies on you being able to use the four or five phrases they’ve introduced so far, or going off and finding your own phrases/using what you know already. These are examples of what has been introduced: If they don’t have long, black hair or aren’t tall or thin, there aren’t many people you can describe 🙂 I know they’re trying to separate the functional language and the vocabulary sections, but I don’t really feel like commenting because I don’t know what to say. I feel like a more specific prompt would be useful. This is the task at the moment:

Do you have any questions about how to describe people and things? Are you unsure about something? Share your comments and questions in the discussion below. Don’t hesitate to help other learners if you know the answer, or to share links to helpful resources.

I clicked ‘mark as complete’ without adding anything.

The vocabulary introduction is the next stage. To me, it would make sense to flip these two steps in the course. There is an extra practice activity though you have to do a bit of guesswork – are her eyes green or light? Is her hair short and black, curly and black, short and curly?

Noun and adjective agreement video: refers back to previous grammar units very clearly, so it’d be easy to find them again if you wanted to. Slight confused by this random question at the end of the grammar quiz, which doesn’t appear to practise noun and adjective agreement, and must have slipped past whoever was checking the course!

Mike e Leonardo sono _____. gentile/studenti

The ‘Exploring Italian’ section throws out a whole load of new language again, and does nothing with it apart from showing us a couple of example sentences. The phrases include: “stare insieme con (to date someone)” and “essere fidanzat-o/a/i con (to be engaged to)” Questions in the comments section reflect this: can we have the audio or hear the pronunciation? Speculation on the grammatical forms… On the plus side, the examples mostly use the characters from the video, so at least the context is maintained. [In the end of week email, the moderators said that audio files will be available for these sections from next week. Great to see how they respond to the comments.]

Italian sounds: vowels. Aha, it turns out they can easily put in sound files, as there is one to accompany each of the words used to introduce the vowel sounds. I feel like this would be a more useful way of introducing the vocabulary, or at least they could have a vocabulary list with the audio to accompany the videos so you can listen repeatedly to particular words you want to practise with ease. Lots of comments in this case to show that the differences between /e/, /ε/ and /o/, /ɔ/ haven’t been made clear. It’s OK for me because I understand the phonetics, have lots of practise differentiating sounds, and the example words they’re using to equate the sounds are from English, my mother tongue, but a lot of the course participants will have trouble distinguishing these pairs as they are so similar. A little more explanation would be useful, or indeed, a video showing you the physical differences between the sounds, rather than just an audio file!

The directions video goes nicely with where I’m up to on the Memrise Learn Basic Italian course: level 5 is called ‘Here, there and everywhere‘ and covers directions too (and, randomly, numbers and times!) The first question in the comprehension quiz asks you where Mike wants directions to. The answer was given in the introduction to this video, when the phrase ‘post office’ is pre-taught. This is an example of the importance of choosing which language to pre-teach carefully and/or ensuring that comprehension questions actually require you to comprehend the materials! The use of a map in the video with Mike and a stranger is also reflective of my experience as a tourist. I’m enjoying seeing clips of Sienna, and like the fact that it’s not just in the sunshine! Mike feels like a real person in a real city with (fairly) real reasons for needing to speak Italian.

I like the fact that the ‘focus on communication’ video begins by the teacher acknowledging that although we often use GPS nowadays, it’s still useful to be able to ask for directions. The communication quizzes generally test passive recognition of collocations, which I think is fairly useful. There was another quiz on Learning Apps to help us, this time matching the two halves of sentences. It’s good to explore this app, which I learnt about last week. Lots of people have been motivated to post in the comments, mostly writing short conversations with directions in them. These add extra reading practice. There is also peer support when people have questions about the language, for example what ‘vicino’ means, which was mentioned in the video, but never explicitly taught. I learnt it from memrise yesterday! (They teach it in the next video)

More vocab for directions in a video (the previous video was focussed on communication, or what I would class as functional language). It’s noticeable that the previous three or four stages have had about 200-300 comments, but this stage has nearly 1000. This is the difference when there is a clear task to complete. I’m not sure if this would be possible, but perhaps the interface could be adapted so that you can post your comment, then read the others. At the moment, you have to view all of the comments to see the box to post your own, so often it’s difficult not to look at other people’s answers before you write yours. There are so many different ways that people have chosen to give directions to Mike to help him find Anna – a genuinely engaging and motivating productive task, probably the first one on the course so far!

It’s now two days into week 4 and I haven’t finished week 3 yet, and didn’t have time to do any over the last three days since the last things I wrote…

Because I know I won’t have time to catch up next weekend either, and want to finish the whole thing before I get to Milan, I’m tempted to rush (though not enough to stop writing this!) Instead of watching the full video for the conjugations of ‘andare’ and ‘venire’ I listened to enough to hear the pronunciation of the verb forms, then looked at the transcript. This was probably more useful than watching the video more times as I spent time thinking about and trying to memorise the verb forms, instead of just listening to the next thing the teacher said. I’d like to be able to see the forms and listen to them individually, as I’ve said before about the vocab. Managed to get most of the quiz right, but have trouble with tu/lui/lei endings because of Spanish – I feel like there should be an -s for tu!

Introduction to consonants – good that there are Italian example words which you can listen to as many times as you like. However, I don’t really like the fact that there are English example words because these can be misleading. For example /p/is aspirated in the British English ‘pit’, but not in the Italian ‘papà’, at least that I can hear.

Discussion point task at this point:

Write a description of you or someone that you know in the comments. You may include:

  • Hair colour
  • Eye colour
  • Height
  • Etc.

For example: Mia moglie è bionda, ha gli occhi marroni, non è molto alta, ma è molto carina e simpatica!

I have no idea! I can’t really remember any of these words and initially thought we hadn’t even studied them, then looked back up this post and realised they were at the beginning of this section. Directions in the middle confused me – seems like a very random order! Having looked back, this was my contribution, which required quite a lot of effort to produce:

Mia mama ha capelli longhi. Non ha capelli neri. Lei non è alta, non è piccola.

The final section for the week promises to introduce these things:

You will learn to ask for the time and the related vocabulary. Moreover you’ll also learn the names of public places and the present tense of the verbs ending in –ere and –ire.

This feels like a lot, though it may be the fact that it’s 21:30 as I write this. Not sure I’m mentally in the right place to manage all of this, but I want to try and finish the week!

The video has a few lines of dialogue, then some text messages. I think that’s the first real reading practice we’ve had so far on the course, and it’s an interesting and different way to introduce it, again well-produced too. The subtitles have the times in numbers and in words, which is great. In the comprehension quiz, I have no idea what some of the words in the final question mean ‘Anna incontra Mike oggi pomeriggio:’ but have managed to guess the answer. ‘incontra’ is like ‘encontra’ in Spanish, so I know that means ‘meet’, but I have no idea about the last two words.

How to tell the time: “You have already learned the numbers.” Hmm…not really. I’d recognise them at a push, but I wouldn’t say I’ve learnt them yet. Just started doing them on memrise, which will probably be what helps me to remember them.

There’s a Quizlet quiz to help you practise some of the questions. This is good for recognition, especially the scatter mode, which is the only one I can be bothered to play at this time of night. One of my bugbears in general (not just on this course, but in many online materials) is the disregard for punctuation, especially capital letters. Learners need to see how and where capitals are used correctly, as rules for capitalisation vary and some languages don’t have them at all. There are no capital letters at all in the set at the moment 😦

The second video about time has lots of examples of times, in sentences too. Very clear. It was also good that they clarified that in informal spoken Italian you normal use 1/2/3, but when talking about official things e.g. opening hours or train times, you use the 24-hour clock. The ‘try it yourself’ quiz tests whether you recognise if times are formal or informal, rather than your understanding of the numbers themselves.

The extra practice quiz involves writing out a time in words, but only accepts one possible answer in each case, which is a bit frustrating when you have something like 20.45 and there were three possible ways to say it in the video. I couldn’t be bothered with this after one question (again, time of day/tiredness).

The next grammar video introduces new conjugations for verbs ending in -ere and -ire, comparing them to -are. It’s all in a clear table on the slide, so you can see that many of the forms are the same across all three conjugations, reducing the processing load needed to retain the information. “Don’t worry if it seems difficult. It will become familiar very quickly.” – I like these supportive messages 🙂

The grammar test always puts the options in the ‘correct’ order (I, you, he/she/it etc), so if you can understand the question, you don’t necessarily need to remember the verb form very confidently, just the order. Having said that, it’s helping me to remember that -i is a second person ending, not third person (Spanish again), because I keep seeing it in the same position in the list.

The last set of consonants are introduced to round of the unit. These ones are different to English, or have no equivalent. If they have no equivalent, there is an example from Spanish, though I’m not sure these match up, at least to my South American experience. I guess many people may know those sounds, but otherwise it seems odd. I’ve just noticed that all of the phonetic symbols are there too – my eyes had completely skipped over that column with the consonants! Two new symbols in my IPA arsenal now: /ɲ/ for ‘gn’ in ‘gnocchi’, /λ/ for ‘gl+i’ in ‘figli’ and ‘gli+a/e/o/u’ in ‘familia’ etc. The latter sound is equated to ‘ll’ in Spanish ‘llave’ or ‘llamar’ which I don’t think is the same sound.

OK, it’s 22:11 now, and I’m not sure how much of this I’ll actually retain, but I’ve at least seen it. Numbers continue to be a challenge, and I clearly can’t remember the description vocabulary, so should probably revise both of them. I know it’s not going to happen though, because I’m busy and unless it comes up on the course I won’t make the time to do it.

I haven’t downloaded any of the slides or extra resources yet, and just go back to the page I need using the ‘to do’ list if I’m not sure about something. Still feel like I’m learning, but pretty passively. This is mostly my own fault, but I also don’t feel like the course is making me be particularly active at points when I should be able to produce target language. It tests you at various points, but normally before rather than after the fact.

Roll on week four…

FutureLearn Italian course – weeks 1 and 2

I’m in the process of completing the FutureLearn beginner’s Italian course, which is free to participate in, although you need to pay if you want to get a certificate of completion.

While I’m doing the course, I’m hoping to write notes on my responses to the activities from a teaching perspective. Week 1’s are a few general thoughts on the course, and from week 2 onwards they’re quite in-depth reflections on how each activity is set up, my responses to them and what I feel I have learnt/could learn from them. Not sure how useful they are to anyone other than the course creators (or even to them?!) but since I’ve written it, I thought I’d share… 🙂

Very happy that due to a couple of weekends with no other plans and a national holiday, I’m on track with the course (it’s halfway through week 2 on the timeline at the moment). I’m mostly watching the videos in between doing other things, like my physio in the morning or the washing up in the evening, so it fits nicely around life. Not sure if that will continue, but I hope so, since week six is timed perfectly to end on the day that I fly to Milan for my first ever trip to Italy 🙂

Week 1

Videos at normal speed – options for half-speed, subtitles in English/Italian, can watch as much as you like. Pre-teaching some vocab and set up context beforehand – all positive points and help the learner get supported exposure to ‘normal’ Italian. Comprehension task is more of a memory test – can you remember which city she said?

Multiple-choice questions can sometimes be guessed without having looked at the content, but better on this course than on the dyslexia one, where you really didn’t need to read the content to answer them! (By the way, I’m half-way through the dyslexia course and will write about that when I’ve finished it…currently looking like that will be at some point in August)

Jobs – spelling test. Useful! Interesting activity design.

Spelling Italian vocabulary

Scaffolded nicely through the week. Could be useful to have the vocabulary in some kind of clickable form so you can just listen to the words you want to, not all of them (they’ve done this a little with some Quizlet grammar quizzes, but not with the vocab) All slides are downloadable for review, but would be more useful with the sound too

Grammar videos, e.g. intro to regular -are verbs and fare is clear, and he says that it’s normal to make mistakes at the beginning – supportive message. Would be useful to have more time to repeat the phrases after each one, and perhaps a ‘can you remember’ type activity within the video to aid memorisation, though I know it makes videos longer than current 4 minutes.

Week 2

Clear task before you watch video: “Watch the conversation between Mike, Anna and Lisa. Who is oldest? Who is youngest?” Advice to switch off subtitles, or use Italian only – little bits of learner training are useful.

Focus on communcation (ages) – one brief question and answer, then a little test – good way to introduce functional language.

Numbers and age (vocab) – all of the numbers, plus six phrases connected to stages of life (e.g. baby, teen, middle aged) in about 5 minutes. Woah! First time I’ve struggled to keep up (thanks to French/Spanish) – information overload. Receptively (the numbers he asked at the end and the multiple choice – can guess from three options), not too difficult because of other languages. Productively, no time to repeat, though you can watch the video again as many times as you want to and download the slides – lack of opportunity to drill yourself repeatedly on one word. Perhaps better to break into separate videos (0-10, 11-20, 21-100, ages), with some practice between each. A Quizlet set would also be very useful at this point (there have been a few scattered through the course so far, mostly for conjugations)

Grammar – conjugation of ‘avere’ (to have) – practise it alone, then combining it with ‘essere’ (to be) – good to see some revision. Comments on the quiz remind you of which forms you’re using once you’ve answered, though that only helps if you know grammar terms like ‘second person singular’ All quizzes have short sentences – good that it’s not just matching person to conjugation, but giving you a tiny bit of context.

Exploring Italian gives you some useful extra phrases for conversations from the original dialogues, e.g. ‘Veramente?’ ‘Really?’ – not accompanied by audio or any practice at all though. For example, maybe you could watch the original video again at this point to hear them being used in context. Or a little gapfill? Feels like this is extremely useful language that isn’t really being taught

Personal details comprehension questions are pretty impossible – the address one is OK, but you need to memorise an entire phone number, then answer a question using the word ‘indirizzo’, which hasn’t been introduced previously. ‘Mike ha un indirizzo di posta elettronica.’ – I interpreted this as ‘Mike doesn’t like email.’ (!), not Mike has an email address. Again, comprehension questions should be at same time as video, not a memory test.

Introducing formal/informal in a clear, easy way – the clips from the videos are great because they put all of the functional language into clear contexts and add a bit more language around them.

Culturally the difference between via/viale/strada is interesting, and sets you up for the quiz afterwards where you have to decide whether a word is connected to an address, email or telephone number, but that’s a minute that would perhaps be better spent elsewhere.

Lots of grammar terminology being thrown at you in the grammar videos at this point, without necessarily checking/glossing e.g. singular/plural, definite article. Should become clear as you work through the video, but a brief definition/comparison to English the first time it’s introduced might help e.g. ‘singular, when you have one, or plural, when you have many’ (see later…)

Discussion point 2/3 of the way through week two asks you to describe your family. There’s an example, but it’s before you’ve been introduced to any of the family vocab (which is the last third of this week’s course), so it relies on you understanding the example, making guesses, and using what other people have written. I guess it’s test-teach-test, but could be off-putting. Why not get us to do this after we’ve been introduced to the vocab? On the plus side – lots of reading practice in the comments. 859 things for me to read if I so choose 🙂 Comments demonstrate that a lot of the people doing the course have some level of Italian already, as they’re adding lots of things which haven’t been introduced. Fairly normal for a beginner’s course in any of the big languages, but could be off-putting for someone who is genuinely a complete beginner.

Good to see a Quizlet set after the communication video to help you practise some of the family vocab (family, sister, father, mother), along with some of the other things which have come up – extra jobs, one or two numbers. Would be good to have other key family words in there (brother, child, son, daughter, husband, wife) rather than using ‘sister’ so many times, though all sentences seem to be taken from the video – good for context. There’s one English mistake in there ‘How is your family?’ rather than ‘What is your family like?’

Family vocabulary video is good because finally the words are introduced twice over with time for you to repeat them, once in the context of Marco’s family tree, then repeated again. At the end, they ask you to find some words yourself (cousin, grandchild, uncle) ‘using the family tree and a dictionary’. It would be useful if they recommended an online dictionary to use, as for learners with no experience, they will probably just go to Google Translate. Actually, that’s what I did too. From that, I don’t know if ‘cugino’ is the same for masculine and feminine – there’s no information to support the learner as there might be in a learner’s dictionary.

For practice, there’s a link to a crossword. Would be useful to see more of this kind of thing throughout the course as an option to go further. This really tested whether I’d taken it in, and made me go back and look at the words again, something I haven’t really been motivated to do at any other point in the course so far. The only other repetition I’ve done is to watch each video in Italian twice, and to watch the numbers one twice. I didn’t bother to do any more practice with them, as I know I can recognise them, but I’m also very aware that I can’t produce many of them at all. I learnt about a new app in the process which looks brilliant – lots of options for creating interactive activities.

Definite article video is much more scaffolded than previous grammar videos, with an explanation of what that terminology means and when you use the definite article. Grammar quizzes separate the singular and plural articles, and as with all the grammar quizzes, if you get it wrong, there’s a comment underneath to help you self-correct. Might be useful to add one more quiz pulling them together and making you choose between singular or plural. I know that adds time to the week, but the two 10-question quizzes could be reduced slightly to balance it.

Summary of the week video seems a bit pointless to me (but then I’ve never been a fan of that kind of thing!) I just clicked on the transcript as it’s faster to skim. To me it would make much more sense to have the discussion task where you share family info at this point in the week, after you’ve studied it, so you can actually put it into practice.

General feelings about week 2: useful language has been introduced, but there’s a lot of it, and not much opportunity to practise. Receptively, I feel like I know more; productively, I’m not so sure, especially the numbers, and the family words which are more different to English.

Working with Images by Ben Goldstein (a review)

I was given Working with Images [affiliate link] when I was doing a CELTA at IH Palma, as they had a couple of extra copies left over after a conference. As one of the curators of the amazing resource that is ELTpics, I am very interested in how images can be used in the classroom, although I have to say that in the past I have tended to stick to tasks involving describing the story behind an image or using modals of deduction (because they’re easy, not because I don’t know about many other ways to use images!)

Working with Images by Ben Goldstein (cover)

This is a useful resource book full of ideas for different types of images, not restricted only to photos as is often the case. It includes ideas for analysing adverts, icons, and works of art. There are activities for every level and age group, and it is accompanied by a CD-ROM with all of the relevant images. Every activity is explained step-by-step, and often includes many variations to adapt it to other age groups or images, or to extend the core activity.

A lot of the activities could also be used in conjunction with ELTpics sets:

Having read all of the activities, I certainly have a much better idea of how versatile images are and the range of different ways that you could exploit them in the classroom, moving beyond storytelling and grammar activities.

There are activities that will prompt critical thinking and visual literacy, particularly those in the section about advertising, such as 6.6 Adverts everywhere, which encourages students to consider how the positioning of an advert can effect their response to it. 2.19 Coursebook Images challenges students to say what kind of images should appear in a coursebook, and think about how representative the images in their coursebook are.

For those of you who want to incorporate PARSNIPs (a variety of potentially taboo subjects, covering politics, alcohol, religion, sex, narcotics, -isms, pork) into their lessons, activities like 6.8 Subvertising look at how advertising messages we are familiar with can be subverted to make us think about a company or an issue in a different way. 5.7 Culture Shock uses signs to prompt students to consider differences in attitude and exposure to different situations in different cultures, such as the sign ‘no ice cream or guns’.

Working with Images [affiliate link] would be useful to have in a school library as a reference for teachers who would like to push themselves, although I suspect that as with many resource books like this, teachers would also need to be prompted to use it or it will just sit on the shelf gathering dust. That’s not to say that it isn’t full of great activities, just that it can sometimes be difficult to know where to incorporate them if you are working from a syllabus.

My challenge now is to start trying out some of the activities I keep reading about in resource books more actively in the classroom, slightly hindered by the fact that I now only teach for three hours a week! I’ll take it into school for our teachers to use, and hopefully it will be just one of the books which I use next year as I try and make our professional development for second years at the school more research driven. Watch this space to find out if I manage it…

Delta conversations: Emma

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Emma Gore-Lloyd started teaching four years ago after doing her CELTA at IH Wroclaw in June 2011. She worked at IH Huelva in Spain, where she enjoyed presenting at the IH Andalucia and ACEIA conferences, and started the DELTA in 2014 before moving to work at the British Council in Madrid. She blogs at

Emma Gore-Lloyd

How did you do your Delta? How did you arrange the modules? (i.e. in what order and did you do them in different places?)

I did an intensive Delta 3-2-1 course at IH Seville (CLIC). This intensive course starts with an introductory course for Module 3 [the extended assignment], which served to prepare us well for the other two modules and also, as it was the least demanding week, gave us a chance to settle in and get to know one another a bit.  Module 2 [the observed teaching] came next, and that lasted for 6 weeks. Last came Module 1, the exam preparation course. Because we had covered most of the input we were able to focus on exam practice in this time. Then in the new year when I started work in a new job, I got going on Module 3. IH Seville set us deadlines for each part and offered feedback on each part and a final draft before we submitted the final thing.

Why did you choose to do it that way?

I chose to do as much as possible of the Delta face-to-face because I’m not a fan of online learning or of studying at the same time as working. My choice of intensive course was limited by the fact that I wanted to keep the summer free and start in September (most intensive courses seem to be in the summer), but luckily for me, IH Seville was close to where I’d been living, and I later heard that it has one of the best pass rates for the Delta.

What do you think you gained from doing the Delta?

It was a great opportunity to fine tune my teaching skills and to read more of the literature – I feel much more knowledgeable about English language teaching now. This can also make you more critical and/or cynical, which could either be an advantage or a disadvantage! I really enjoyed doing the experimental practice as it was an opportunity to learn about something new and try it out in the classroom without the pressure of being observed. I’m definitely more confident about how to tailor a course to my students’ needs now. I made some good pals on the course too.

How much time per week would you estimate you needed to spend working on the Delta in the format you chose?

Ha ha! All of it during Module 2! I would get up around 8 and try to do some yoga and then some reading over brekkie, before heading to school for the first input session at 10. The best part of the day was the breakfast break at 11.30. Then there was teaching practice, lunch, and often another input session. There may have been more input than that on some days or less – I can’t quite remember now! I’d get home around five and then work until about 11pm. Weekends were a bit more intense. It sounds awful, and perhaps it was a bit too much because I was ready for it to be over by the end of the fourth week – not great when the teaching practice that counts is in the sixth week! Module 1 was less full-on, which was great because we all had Delta fatigue by then. Module 3 was a bit different – I chose not to do much during the week when I was working and then spend the weekend focusing on it, but you could do it in other ways. I didn’t have much of a social life anyway, so it suited me to do it that way. If you’re organised and make a good headstart, it shouldn’t be too much of a headache.

What were the downsides of the method you chose?

Well, obviously I had to give up working while I did the intensive course (and I had to pay for it myself), but I was prepared for this and saved up. By the end of Module 2 I think we were all quite tired and it was hard to stay motivated during the module 1 prep course. At this point I was also concerned with finding work starting in January. If you find yourself in the same situation, don’t panic – job vacancies appear at the beginning of January too.

What were the benefits of the method you chose?

I got most of it over and done with quickly!  I was reminded that my choice was the right one when I was doing Module 3 at the same time as working. It dragged on forever! (It is possible to hand in Module 3 on the same day as the Module 1 exam in December, but that’s a bit full on and our tutors didn’t really recommend it). Doing Module 2 before Module 1 definitely made sense for me because we had already applied the knowledge we needed for the exam meaningfully and it was therefore more memorable. I imagine learning a list of terminology without having applied it would be a lot harder.

The face-to-face factor was definitely a benefit for me: studying with actual, physical tutors and peers (rather than virtual ones) can mean the difference between something seeming a bit dull and something being totally inspiring – for me, anyway. It can also be eye-opening to meet teachers who have worked in totally different environments, and it’s nice to be able to support each other as you go through the course.

What tips would you give other people doing the Delta?

  • Read Sandy’s and Lizzie’s posts on doing the Delta for excellent tips.
  • Start reading before the course and make notes on things that you think are interesting or that you disagree with.
  • Be organised! I found Evernote really helped me keep everything sorted.
  • Don’t expect to feel great when Module 2 finishes. It’s more of a weird anti-climax.
  • Take Sandy’s advice and have a holiday before and after Module 2 – you’ll need it.
  • Take the advice you give your students and plan your essays really well because there’s no room for waffle in those word counts.
  • Do as many past papers as you can for Module 1.
  • Keep to the deadlines your tutors give you for Module 3 so you can benefit from reading their comments.

In retrospect, what would you have done differently?

It’s hard to say, but because we had so much useful input in Modules 3 and 2, I might have been able to study by myself for the exam. However, the school gave us access to lots of past papers and examiners’ reports, and they are the best resource for learning what Cambridge want (providing an excellent test example to analyse for reliability) – and it was good to be with my study buddies.

Delta conversations: Joanna

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Joanna Malefaki has been teaching English for approximately 18 years. In the mornings, she is an online Business English tutor and in the afternoons, she teaches mostly exam classes as a freelance teacher. She has been teaching pre-sessional EAP for five summers now, and will be working at Sheffield University this summer. She holds a M.Ed in TESOL and the Cambridge Delta. She blogs regularly at You can also find her on Twitter: @joannacre

Joanna Malefaki

How did you do your Delta? How did you arrange the modules?

Well, I did the Delta slow and steady. I took lots of breaks. I did module one on my own. I didn’t do a course. I already had an M. Ed in TESOL, so when I looked at the reading list, I saw that a lot of the material overlapped. Also, some of my friends who had already done the Delta suggested I try to prepare for it by myself. That’s what I did. I read whatever I could get my hands on. I did lots of Module One past papers and read examiner reports very carefully. I then found a center willing to take me on as an external candidate (CELT Athens). I took the exam and passed. After that I took a little break. I then did a blended course at CELT Athens with Marisa Constantinides and George Vassilakis. I had weekend sessions (online) and I had to go to Athens for my observed lessons (I live on a Greek island, so I needed to travel quite a bit for Module 2). I passed Module 2 and then took another break. I then did Module 3 online with Bell. My tutor there was Chris Scriberras. I passed Module 3 last December.

Why did you choose to do it that way?

I work full time. I did not take any time off in order to do the Delta. I was working about 40 hours a week and then there was also the extra-curricular teaching related stuff. That means I was really busy. I couldn’t commit to an intensive Delta nor go somewhere and do the course. This was the only option. The breaks were a way to help me avoid burnout. I don’t think that I would have finished if I had done the Delta full time and have a full-time job at the same time. I probably would have dropped out.

How much time per week would you estimate you needed to spend working on the Delta in the format you chose?

I studied whenever I had time. I studied late at night and on Sundays. I cannot put it in numbers though. I feel I studied a lot, but not enough. I should have cut down on my working hours.

What do you think you gained from doing the Delta?

Where do I begin? On a personal level, I learnt that if you set your mind to something, you can probably do it! I learnt that I complain a lot when I feel overwhelmed and that I really like comfort food! ‘Have a break, have a Kit Kat’ was my motto those days!

I also met lots of lovely people who were doing the course with me. I met people from around the world and I now consider them my friends, my study buddies. I learnt that I love writing and particularly, blogging. I actually started blogging because of the Delta. My tutor, Marisa, said it will help me reflect. I wrote a post about what the Delta means to me for her Delta blog. After that, I started my own blog. Getting more connected and growing my PLN was another result of the Delta, and another recommendation of Marisa’s. I learnt so much while I was doing the course, and I am still learning as a result of the course.

On a professional level, I became more aware of some of my teaching ‘weaknesses’, moved away from bad habits and experimented a lot. I started paying more attention to the links between lessons and tasks. I looked more carefully at my students’ needs. I moved a bit further away from course books. I became better at lesson planning and learnt more about aims and objectives. I also tried out new tasks, approaches and techniques I had never tried before. I learnt a lot from the feedback I got regarding my teaching. I think I liked feedback sessions the most. They are really helpful and informative.

Finally, during the Delta I became once more, a learner. The assignment writing was an eye opener for me. You see, I had been teaching EAP, for a few months. I had been going on about academic writing, integrating sources, paraphrasing and plagiarism. I spoke to my learners a lot about supporting their arguments and so on. Only when I did the Delta, did I realise that all I had been preaching was actually very hard!! I walked in my learners’ shoes. Now, I know better. I also have more study tips to share with my students!

What were the downsides of the method you chose?

Doing the Delta slowly is like a knife with two blades. You have time to breathe but you may lose the momentum. Getting in and out of Delta mode is quite hard.

What were the benefits of the method you chose?

I did not have to take time off work and I did the Delta at my own pace. Doing the Delta online allows you to be at home and save money and time.

What tips would you give other people doing the Delta?

I would say that it’s a good idea to do the Delta when you have extra time. Don’t do it if you are too busy. The workload is very heavy and demanding, and if you really want to enjoy it, you need to have time. Take some time off. It is very hard to do the Delta if you are teaching 24/7.

I also think it is necessary to stay focused and be selective. When you are doing the Delta, you want to know/ learn everything. You have a plethora of information coming your way. This can be overwhelming, so you need to be able to identify what you need and what needs to go (information-wise). Trust me. If you do not ‘filter’ the information, you will end with loads of photocopies scattered around your study space.

Finally, allow yourself some time for everything to sink in, again because there is a lot of information. You teaching changes gradually and what you learn takes time to become part of your teaching.

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