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

Posts tagged ‘tips’

Tips for Dips (guest post)

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

Language Awareness & The Exam

Tips:

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

Unit 2: Coursework Portfolio

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

Unit 3: Phonology Interview

This is made up of:

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

Tips:

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

Unit 4: TP

Tips:

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

Pre TP:

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

During:

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

I hope these tips are helpful. Good luck!

Bio

Helen

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

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Delta conversations: Iza

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.

Iza has been an EFL teacher for 9 years. She has an MA in English Philology and did her CELTA in 2011 at IH Katowice where she worked as a senior teacher for 5 years. She has also been teaching EAP at the University of Birmingham. She completed her Delta between 2015 and 2017. Recently she has been juggling the jobs of a freelance teacher in Poland and a teacher trainer on Cert TESOL courses in Spain and Italy.

Iza Mania

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 Module 1 first, then Module 3 the year after and then finally Module 2. I chose this order mainly because my friend motivated me to do Module 1 as she found it quite enjoyable. I guess I was also trying to put off the most difficult one as long as possible (don’t ask me if that’s the right way to do it). I did Module 1 and 3 on my own, i.e. with no course and no tutors. For Module 3, I had two supportive colleagues – one who is an expert on EAP, which I chose as my specialism and the other one who proofread my assignment checking for what Delta examiners expect. I was very lucky to work at IH Katowice at that time as they had quite a wide selection of methodology books. I did Module 2 online, which means all the assignments were discussed and submitted via Moodle, but I had a local tutor who observed my lessons.

Why did you choose to do it that way?

I think starting with Module 1 is the best way to do it as you gain a lot of theoretical and practical knowledge that comes in useful when you complete the other two modules. Working on my own saved me both time (there was a weekend Module 1 course but it was a 3-hour drive from my home) and money. It was mainly due to my two friends (thanks Zuza and Kate) who said that with the right amount of determination and self-discipline, I could do it myself. And I did! Doing module 2 online was not my first choice but a necessity (lack of places on the course in Warsaw). However, it worked out all right in the end.

What do you think you gained from doing the Delta?

The Delta has made me much more analytical and reflective when it comes to my own teaching practice. I choose and plan the stages of my lessons more carefully now and look at the learning process more from the learners’ than the teacher’s point of view. Obviously, you have to read a lot but that means that you get to know many different approaches to language learning. Having done that, I feel more confident as a teacher trainer and pay more attention to CPD. Finally, it also gave me an opportunity to work on such aspects of TEFL as testing, course design or materials writing (which you might not always have the chance to do if you work as a teacher but which might be necessary if you want to move on to a more senior position). I personally think it is quite a door opener – I really enjoy being a teacher trainer – a job I wouldn’t be able to do if I hadn’t done my Delta.

What were the downsides of the method you chose?

Doing Module 1 and 3 on my own required a lot of determination and good time management (well, I guess Delta always requires that, doesn’t it?) I had doubts and sometimes I thought it would have been nice to have someone who could help me deal with them. I also didn’t get to take a mock for Module 1 which I believe would have been very useful, especially in terms of time management in the actual exam. As to Module 2, I was worried that not having a face-to-face contact with my tutor, getting delayed responses to my questions and having very little support from peers would be frustrating. Luckily, the online mode turned out to be a really convenient way of studying (see below).

What were the benefits of the method you chose?

I saved money and commuting time, that’s for sure. Being able to do things at my own pace from the comfort of my home made the experience a bit less stressful. For Module 3 I also started working in the summer for my December submission; that gave me extra time for reading, needs analysis, etc. My Module 2 tutors were very efficient when it came to online communication. Also I got to teach groups I already knew which made writing learner profiles and anticipating problems easier. In addition, this module was quite intensive as it was a 3-month course. Even though it might sound like a downside (especially if you work full-time), it actually means that you give up your life for 3 months only, get it done with and then forget about it!

What tips would you give other people doing the Delta?

For Module 1, do a lot of past papers. Clearly, you need to do your reading too but you also need to know exactly what the Delta examiners expect. Also pay attention to the new format – it’s not ‘write as much as you can’ anymore. There’s a certain degree of repetition in the answers you can give. Obviously, don’t copy them mindlessly but take advantage of that (e.g. you could make a list of all features of parts of speech you need to include in the language analysis task).

For Module 2, make your life easy and choose these areas of language you feel most confident about. I chose the easiest area for my first LSA, as passing this one took a lot of pressure off me. There’s not much point reading intensively before the course; focus on the specific areas you are going to cover in your LSAs. Also set yourself a realistic work plan and stick to it!

For Module 3, choose a specialism that you have already worked in and you know something about. In addition, make sure your tutor is actually an expert in this specialism. And stick to word limits (this applies to Module 2 as well) – it’s not worth losing points here.

For all of the modules, I would say be prepared for hard yet very rewarding work. Read the handbook carefully and get support from others (blogs, colleagues who have done it already, tutors, peers). Very soon, you’ll be done with it and you will be able to reflect on the whole experience and notice the benefits. And finally, do go out sometimes, assuming that you want to stay sane!

Delta conversations: Kirsten

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.

Kirsten Colquhoun qualified with a TEFL certificate in 2003. Since then she has taught in Thailand, China, Spain, England, Qatar and South Africa. She did her Delta while teaching in Cambridge in 2009. Now she is back at home in Cape Town, working as a TEFL trainer, writer, materials developer and blogger. She blogs on teaching at www.jellybeanqueen.wordpress.com and on parenting at www.birdandthebeard.com .

 Kirsten Colquhoun

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?)

To be honest, I didn’t really know much about the Delta before I started it. When I finished my Master’s degree in English and Applied Linguistics I knew that I wanted to continue studying but something more directly related to my teaching. My Master’s was amazing and gave me a great background to language learning and languages in general, but I wanted to learn more about the practical side of teaching, which led me to the Delta.

So I did Module 2 first. I was living in the UK at the time and I realized that I could do Module 2 in Europe for cheaper than in the UK – and I’d be living in Europe! I’m South African, so that’s a big plus for me! I applied to International House Barcelona and was accepted after a horrendous interview (tip: be prepared. This is not for fun and games). That was 8 weeks full-time. I did Modules 1 and 3 independently afterwards but at the same time.

Why did you choose to do it that way?

I was lucky enough to be able to afford Module 2 full-time and because the course was in Spain and my job was in Cambridge it was never really a question of doing both at the same time.

When I went back to Cambridge I had to go back to work which is why I decided to do the other 2 modules independently. I didn’t realise you could do online courses to get help but I managed ok without. If I remember correctly, I started both modules in August and they were both due in December, so I reckoned I had enough time to work and do both. I basically just wanted to get them over and done with.

What do you think you gained from doing the Delta?

So much. It’s difficult to put it into words but my whole attitude to teaching changed. Something in my teaching shifted and suddenly things started to make sense to me. It was probably a combination of all the theory I had become aware of and the recognition and acknowledgement of my teaching ability – my knowledge had increased but so had my confidence.

What were the downsides of the method you chose?

Doing Modules 1 and 3 independently was probably harder than it needed to be. I passed both (Module 1 even with Merit) but I feel I could’ve done better if I had had more guidance. I really had no idea what I was doing!

What were the benefits of the method you chose?

Doing Module 2 full-time was the best decision I could’ve made. I had the best time living in Barcelona – I mean, who wouldn’t?! – but I had the freedom of time to really sink into the reading we needed to do, think about my lessons and connect with the other students on my course. Doing it full-time also meant that the whole experience was condensed which really helped me focus.

What tips would you give other people doing the Delta?

Do as much of the reading beforehand as you can so that you are as prepared as possible before you begin. Do one module at a time so you can focus on it without worrying about the others at the same time. Find a mentor to give you guidance. This can be someone you know who has done the Delta before or someone from a course provider – you don’t need to reinvent the wheel and it’s useful to know exactly what’s expected of you.

In retrospect, what would you have done differently?

Taken more time. I felt I needed to do all three modules as quickly as possible. Working full-time became a nightmare, so there were a few weeks when I cut my hours so I could put more time into my Delta.

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

For Modules 1 and 3 I think I was doing maybe 3 to 5 hours a day, so say about 15 – 20 hours a week. It was really difficult with work because some days I would have more time than others so my weeks were never the same.

The Proficiency Plateau (guest post)

At the beginning of my career, I was lucky enough to work with a whole range of dedicated teachers at International House Brno. One of them was Lily-Anne Young, who at that point had been teaching the same proficiency-level group for a couple of years. She worked with the same group for many years, and is therefore always the person I go to when I need help with teaching very high-level students. She has now agreed to write some guest posts for me, which I hope you will find useful. Over to Lily-Anne:

What do you do with students who already have, or don’t need, CAE/CPE but want to keep working on their English? The non-native speaker teachers, translators, business & tech people and many others? The ones who have hit the proficiency plateau?

Having taught a C2 class for 10 consecutive years, with many returning students, this is an area I have dealt with, struggled with and love. It’s demanding, challenging and potentially soul destroying, yet I, and some other people, thrive on this.

Expectations are incredibly high. It’s up to us and the learners to meet those expectations. To do this, it has to be a mutual experience: negotiated content, constant communication, reciprocal feedback, respect and the teacher as a facilitator.

In this introductory post I’m going to share some of the observations I have made over time and consider the implications for both teachers and learners.  In future posts I will share some activities which have proved successful with my students, and make further salient observations.

Who are these amazing people?

O’Maley (Advanced Learners, OUP) [affiliate link] points out that learners at this level are usually:

  • Highly educated
  • Teachers, educators, translators, academics
  • Middle or senior management

Based on my own students, past and present, they:

  • may be suffering from the Proficiency Plateau;
  • are highly motivated;
  • but may be wondering just how they can, usefully, improve their skills;
  • cannot be pigeonholed (as if we would ever consider such a thing);
  • love to challenge the teacher and to show off a bit;
  • all have different areas of language expertise, obsessions and gaps.

The Proficiency Plateau

I am coining this phrase as my own (I hope nobody else has used it). Teachers often talk about the Intermediate Plateau, yet the same situation can be hit at all stages of learning a language and once learners have achieved C1/C2 level it can seem almost impossible to measure progress and achievement.

What does it mean?

It means that you are going to work with students who, as with most learners, have a wide range of interests, from the mundane to the bizarre, but who also have much of the language needed to express complex ideas. This gives us a much wider range of available topics and scope to play with language than we have with lower levels and coursebooks.

It means that they are going to ask you questions you may not know the answer to off the top off your head or can answer but can’t explain. Hence, you need to be able to think on your feet and be willing to admit that you are not an encyclopedia, dictionary or Google.

It means that you have to adapt coursebooks, resource books, find suitable authentic materials and create lessons from them which meet the diverse needs of the learner(s). Which takes us on to:

Materials

There is a dearth of ready-made materials for advanced learners who don’t want to do CAE/CPE/IELTS  (or have it). This is mainly due to a lack of market demand and I believe/hope, based on the fact that my C1 students are getting younger every year, that this may change. (Yes, I am older but the C1 students are still in secondary school – that’s a big change from 10 years ago when my students were 30+).

In the meantime there are published resources which you can use and adapt – after all, we teachers are very skilled at that – and the CAE/CPE books can give you an idea of which language areas you may wish to target in the development of your course.

However the main resource for us has to be authentic materials.  Everybody has their favourites and I have mine, which I will reveal at a later date 🙂

Going beyond language

Push the boat out; above and beyond; the call of duty; hit the nail on the head. These are all wonderful phrases to know but you have to encourage your learners  to use them in appropriate situations, not just parrot them to show off knowledge. Likewise we have to motivate the learners to use their language effectively.  

To do this I work with authentic materials, some of which are provided by them and some by me, then use those materials to create classroom situations in which they can practise both language and skills.

So here is a, not exhaustive, list of some of the skills my learners and I work on together:

  • Humour
  • Sarcasm & irony
  • Criticism & compliments
  • Swearing (be careful with this)
  • Different accents
  • Different Englishes
  • Poetry, nursery rhymes, literature
  • Reading between the lines
  • Presentation skills
  • Marketing/negotiation/persuasive skills
  • Making appropriate choices between synonyms depending on contexts

Thus, I prefer to take the emphasis away from measuring progress and focus on encouraging my students to explore not only language, but also how English has so many variations and to develop skills which they may or may not have when using their own language.

I hope you have enjoyed this post and I have whetted your appetite for more.

Lily-Anne Young

Lily-Anne is a DipTesol qualified teacher with over 15 years experience in teaching in various locations and covering the whole gamut of teaching situations. Working as a freelance teacher trainer and senior teacher, based in Brno, CZ, she has recently decided to try to share some of her knowledge with other professionals via conferences and other peoples’ blogs.

In particular she has an interest on how to work with and help very advanced learners as this is an area she has been working in for a long time and many people find daunting.

In her spare time she plays in an amateur badminton league and tries to understand her Czech speaking boyfriend.

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  https://jamesegerton.wordpress.com/.

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 james.egerton@tiscali.co.uk.

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 https://yuliyasperoffblog.wordpress.com/

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?

SO MUCH!

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

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 sarita.ja.may@gmail.com.
Best of luck and enjoy the course!

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