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

Posts tagged ‘time management’

Life after CELTA (CETA Symposium)

The Cambridge English Teaching Awards (CETA) Symposium is another event which I would never have been able to attend face-to-face because of the timing and the location, but now it’s online I can go – yay! It’s aimed at trainers of Cambridge certificates: CELTA, Delta, CELT-P, CELT-S and TKT, though a lot of the content is relevant for all teacher trainers.

I talked about Life after CELTA. This was the abstract:

Even a Pass A CELTA graduate ‘will benefit from further support in post’. What might this support look like? What are the main areas that CELTA graduates continue to need help with? What can trainers do during the CELTA course to lay the groundwork? I hope to answer all of these questions in this session.

Here are my slides:

Here’s the recording:

Key areas for new teachers

When I employ an early career teacher, I know we’ll probably need to work on five key areas:

  • Time management
  • Teacher confidence/presence
  • Community membership
  • Reflective practice
  • Effective modelling

These are areas which many new teachers struggle with and need particular support in. I’ll look at each area below, with ideas for how CELTA trainers can develop these skills as much as possible during the course. Many of these things are already incorporated in courses, but it’s worth being reminded of their importance, so apologies if I’m preaching to the converted!

ELT Playbook

For each area, I’ve suggested a task from an ELT Playbook which could be used with trainees or as a trainer. These are the current Smashwords discount codes, valid until 5th October 2020 [affiliate links]:

ELT Playbook 1 (for new teachers): TB33T

ELT Playbook 1 cover and topic areas: back to basics, examining language, upgrading skills, being creative, exploring your context, teacher health and wellbeing

ELT Playbook Teacher TrainingNH97T

ELT Playbook Teacher Training cover and topic areas: what is training, planning training, observation: written feedback, observation: spoken feedback, workshops and input, other aspects

You can find out more about both books, along with how to buy them, on the ELT Playbook website.

Time management

Materials preparation time: This is probably the biggest time sink for new teachers. This might be created a huge PowerPoint presentation, cutting up loads of bits of paper, or going down a rabbit hole to find the perfect image/video/text etc. I generally recommend that trainees do materials prep last, once they have a completed plan, with all of the documentation. I also try to show them how to teach lessons without PowerPoint, and challenge them to do at least one lesson like this during a course, especially if they’re a stronger trainee. Weaker trainees can aim for one or two activities per lesson without PowerPoint.

Simplify lessons: I recommend a maximum of one or two all-singing, all-dancing activities per 60 minutes. If trainees come to me with a plan with more than this, I’ll advise them to get rid of one or two, even if they can justify why it would be a great activity and incredibly useful for their students. Once I’ve told them this a few times, they start to listen!

Time-saving tips: Encourage screenshots/taking photos rather than retyping the whole exercise, even if it might look prettier! Show trainees hacks for the paper-based classroom, like putting a coloured dot on the back of each set of handouts.

Technology: Introduce multi-functional tools like Quizlet, which can also be used for printing flashcards in a face-to-face classroom. Show trainees how to find and copy existing sets, not start from scratch every time, and encourage them to save sets with the book name, edition, unit number and page number in the title so they’re easy for other teachers to find (like this). Create templates for documents on Word/PowerPoint which are reusable and easy to complete – show trainees/new teachers how to do this too if possible.

Exploiting activities: Emphasise as much as possible how to exploit single activities in multiple ways, rather than introducing new activities all the time. Demonstrate this during input sessions. You can also use One activity, multiple tasks from ELT Playbook 1 .

Teacher confidence/presence

Lesson planning: I strongly believe that trainers should intervene as soon as possible if planning documentation is not up-to-scratch and be explicit about what will help trainees in lessons. There’s normally somebody else in the TP group who’s understood how to write a useful lesson plan, so I normally ask their permission to share the plan with the person who’s struggling. This is better than a generic lesson plan as the trainee knows how the lesson went, and can see how having a solid plan helped the lesson to be more successful. As a trainer, we should also provide clear feedback on the plan, with one or two specific areas to focus on each TP to improve the plan, not the just the lessons. Generally, a strong plan = a successful lesson = teacher confidence. There’s plenty of time for teachers to move towards less detailed planning later, once they’ve got the basics under their belt.

Rehearsal opportunities: Encourage trainees/teachers to rehearse things they’re nervous about, preferably with their TP colleagues, but with you if nobody else is available. This is particularly true for complicated instructions – make sure the lesson isn’t the first time the trainee/teacher has ever tried to say those instructions out loud.

Lesson plan as film script: Emphasise the importance of trainees/teachers knowing exactly what they want from the students during the lesson. Imagine it’s a film script, where everyone needs to know where to stand, what to hold, what to do at each point in the lesson. This can help trainees to add more depth to their lessons, though sometimes it can go too far! If it does, remind them that improvisation is an important part of great film-making too – there needs to be space for the actors/students to breathe too; it can’t all be about the director/teacher. This can help them to understand the idea of handing over to the students more too.

Wait time: Give trainees/teachers tricks to increase the amount of time they wait after asking questions, for example counting ‘1000, 2000, 3000’ or putting a post-it on their computer saying ‘Wait!’ The pauses add natural breaks into the lesson, allow everyone to think a little, and can reduce anxiety. They also mean students are more likely to give answers of some kind, and maybe even successful ones 😉 All of this can increase teacher confidence, and help them feel more in control of the lesson with better teacher presence.

Provide necessary support: Don’t leave trainees/teachers to flounder or spend hours trying to figure things out themselves. This is particularly true of teaching grammar: show trainees/teachers how to do this the first time out. This will add to their toolbox, and give both teachers and students a better experience. A lot of our in-house training at IH Bydgoszcz connected to lessons is about supporting teachers to feel confident in grammar lessons. One useful tip is for teachers/trainees to do the exercises themselves as part of their lesson planning, and make sure they know WHY the answers are correct, not just what. Modelling this kind of scaffolding is useful for teachers to see how to help students too.

Self-talk: There’s a free bonus activity connected to ELT Playbook 1  looking at self-talk and teacher confidence. Download it here.

Community membership

Give guidance: Show trainees how to participate in communities within their course, for example by creating Whatsapp groups for everyone on the course, their TP group, and their 3 TP colleagues. Point out chances to use these communities e.g. it’s a good idea to discuss this part of the lesson…you could vent about this…

You are not alone: Remind them that there’s always somebody they can call on, both during and after the course. Emphasise how to work together during TP prep, and tell them never to spend more than 10 minutes trying to figure something out – after that they should ask for help. ‘The people around us’ in ELT Playbook 1  can help teachers/trainees to realise who can help them with what.

Wider communities: Show trainees communities they can join during or after their course e.g. the facebook CELTA or Teaching English British Council pages, #ELTchat on Twitter, or alumni communities for your organisation.

Reflective practice

Use metaphors: This can help with managing expectations and stress. My favourite metaphor for this is about learning to play the piano/tennis.

Exemplify reflection: As a trainer, be human! Own your mistakes and tell trainees how you have learnt/will learn from them. Show them that it’s not the end of the world if something goes wrong. Also highlight areas you’re particularly proud of, especially if you were experimenting with something new. Be excited 🙂

Strength spotting: I learnt about this from Sarah Mercer, and there’s a specific task connected to it in ELT Playbook 1.  Encourage trainees/teachers to learn from the strengths of others. Really emphasise this by making TP peer feedback focussed on strengths as much as possible and then telling them how other trainees can do the same thing. In your spoken feedback, highlight one thing each trainee did that you want the others to do in future TPs.

Specific feedback: Give specific feedback, including comments were possible, not just generic comments. For example: ‘Good drilling’ becomes ‘You used a consistent model with a natural stress pattern.’ This shows trainees/teachers what behaviour to repeat, in the same way that our (normally much more specific!) negative feedback shows them what behaviour to avoid/modify in future. Model this, but also encourage trainees to avoid the word ‘good’ in their own feedback to each other. Thanks to Kate Protsenko for highlighting this to me, and inspiring the task ‘What is ‘good’?’ in ELT Playbook Teacher Training.

Effective model

Practise what you preach: Teachers should model effective language learning behaviour to their students, trainers should model effective teaching to their trainees. 😉 I think most of us do this already, but it’s still worth reflecting on what you do and don’t model to your trainees. Follow through on your advice in your own demo lessons and input sessions: vary activities, give concise instructions, don’t use too many ICQs, start/finish on time…sometimes easier said than done! The task ‘Practising what you preach’ in ELT Playbook Teacher Training could help with this.

Be human: Model compassion towards yourself, model taking care of yourself during courses, highlight when you need help or when you’ve found support somewhere (in a book, on a site, from another person). I’ve already mentioned owning your mistakes. Don’t try to be a computer, or to be perfect. We need to model this so that new teachers don’t feel that they need to be perfect either. Perfectionism is boring.

What’s not here?

The surface things:

  • TTT
  • ICQs
  • CCQs
  • pairwork
  • feedback techniques, etc.

These are generally considered to be the stuff of CELTA, but I think they’re less important than any of the five deeper areas above. Those deeper areas are universal: any teacher needs them, in any context, online or offline, wherever they are in the world. The surface things are all useful techniques to be aware of, but they’re context-dependent. A confident, reflective, practitioner who can learn from their community, manage their time well, and understand the power of modelling will learn how to do all of these bitty things sooner or later. Remove any of those five areas and the chances are much slimmer.

Do you agree? Are these areas you work on? What would you do to support new teachers with these or other areas during an initial teacher training course?

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

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