Issue 47 of the IH Journal has just come out, including articles by me on Work-life balance for new teachers. Amy Gowers has written about Taming Teens, which I’ll definitely be sharing with lots of my colleagues and taking note of myself! There’s even an article called How effectively are you using your PowerPoint, which I think a lot of teachers could do with reading 
Here is the full contents page:
I have been so homesick that it hurt three times in my life.
The first was in Germany when I was 18 and working in a factory for six weeks at the beginning of my gap year. I was staying with a family friend, but two weeks after I arrived, she went back to the UK for the summer, as she did every year, leaving me alone in her house. She’d introduced me to a few people in the tiny Bavarian village she lived in, but it was during the 2003 drought, absurdly hot and with only 30 minutes rain during the whole time I was there, so I didn’t really want to go outside once I got home from work. I stayed in the house as much as I could, and ended up being by myself all the time. The only way I got through the day doing the dullest job I’ve ever done was the thought that at about 6pm every evening I could watch Will and Grace, one of my favourite programmes at the time, plus occasionally being on the same job in the factory as someone my age, who unfortunately lived in a completely different place and was impossible to meet up with after work. On the last weekend I finally did a bit of exploring, visiting Regensburg by myself. I wish I’d discovered I could go off on adventures by myself earlier, but I’ve certainly never forgotten it!
The second time was a few months later, working at a jungle school in a (very) rural village for the second half of a four-month volunteering trip to Borneo. I was there with two other girls my age who had been in the jungle with me. Unfortunately I didn’t get on very well with one of them, and the second one became more and more like the first as our seven weeks in the village went on. They spent all of their time together. I only had 8 hours of teaching a day, and spent a long time planning, but once I did that I didn’t have much to do to fill my time. Instead I shut myself in my room with the fan on (when the electricity generator was working: during school hours and 7-10p.m. every night) and wrote pages and pages in my diary, consisting mostly of lists of things I would do when I got back home, and all of the things I missed. Sometimes I would use my book to try and learn some Bahasa Malay, but I spent very little time with the people in the village unless we were explicitly invited to their houses.
The third and final time (I hope) was in Paraguay. I worked there from July 2006 to June 2007 as part of my year abroad from university during my languages degree. I’d decided to go to South America and France, but also need to practise my German. I knew there were a lot of Mennonite and other Germans in Paraguay, so wanted to find a German family to live with. The first person I found fell through in November, and my (very) split shifts meant that I’d had huge trouble making friends beyond the three people I went with, who had all found their own friends by this stage. Skype was only just starting to grow, and I couldn’t really speak to my family much and the bandwidth wasn’t good enough for video. It was the year that facebook was opened out to the world, proving very important to me, but it didn’t really become popular until the end of my time in Paraguay. This was my longest ever period of homesickness, lasting about a month. I was very disillusioned by Paraguay, sad that I wouldn’t be able to go home for Christmas, and feeling incredibly lonely. So what did I do? I stayed at home, cried, and generally felt sorry for myself.
In both Borneo and Paraguay, I managed to turn it around, and ended up crying my eyes out at the end because I didn’t want to leave. In both cases, this was because I found ways to fill my time and crush my homesickness. In Borneo, this was by helping the kids and the other two English teachers at the school to create a snakes and ladders board:
In Paraguay it was by finally finding a German-speaking family, starting classes at the Goethe Institute, and helping to sort out the resources in the school library.
The most important thing, though, was that I had to stop wallowing in the feeling, tell people about it, and go out and do something about it. Since then I have never really felt homesick for more than a day at a time. It’s never possible to completely avoid the feeling, especially if things aren’t going well at home, and you can’t be there, but you can reduce the likelihood of it striking. Remember: you are not alone, you are not the only person who feels/has felt like this, and you are not impinging on other people if you tell them how you’re feeling. Good luck!
This post was inspired by Elly Setterfield’s post Teaching English Abroad: What if I hate it? which is full of great advice for new teachers. I highly recommend reading her blog. Thanks Elly!
Anyone following my blog will know that CELTA took over my life in August last year (2014), and will continue to dominate until the same time this year (2015). I’ve been building this list in my head for a while, and it’s finally time to get it onto the blog.
It’s arranged into categories, with subtitles and topics in bold to help you navigate. There’s a lot here, so just use the bits you need as you need them rather than trying to look at all of them – if not, you’ll end up being overwhelmed!
A quick way to find what you need it to press CTRL + F (CMD + F on a Mac) and type a key word connected to what you’re struggling with, like ‘TTT’, ‘instructions’ or ‘writing’ – this will take you straight to the relevant section.
The links on this page have been updated in March 2024 by Phil Longwell (thanks Phil!). Please let me know if any of the links are broken so I can update them, and feel free to add suggestions to the comments. I add links to the page regularly as I write/find more posts, so do keep coming back!
CELTA is a very intensive experience, and it’s important to know what you’re getting yourself into. Take a look at these to give you an idea of what to expect.
Ahmad Zaytoun has created an infographic that gives you the basics of what CELTA involves. Gabriela Froes shares 5 things she wishes she’d known about CELTA before she started, including tips for those with previous teaching experience considering whether to take the course.
ELT Concourse has a fantastic list of questions to ask CELTA centres when you’re deciding where to do your course. They also have a candidate’s guide to the course and a pre-course preparation programme. Those are just a drop in the ocean of all of their detailed CELTA resources.
CELT Athens have some tips to help you prepare for the CELTA pre-course interview.
Cambridge English has a 30-minute webinar called The Ultimate Guide to CELTA which details different types of CELTA and tells you what to expect from the course. (Thanks to Viacheslav Kushnir for telling me about this)
IH London have some helpful tips for trainees. Nicky Salmon tells you How to survive a CELTA course, with tips from trainers and past trainees.
Seth Newsome wrote about his experience on the course, reflecting on the positives and negatives, with links to other posts he wrote about the process of doing the CELTA if you’d like a bit more depth. Tesal described the challenges of the course and what he got out of it. Rachel Daw wrote a week by week diary of her course, showing you what it’s like in depth: one MTW TF, two, three, four. Vincent Sdrigotti, an experienced teacher of French origin, wrote about the ups and downs of the whole 4-week course as well as the preparation he did before it started. Here’s one quick quote from that post:
Is the CELTA worth it? As a course and as an experience I would have to give a resounding YES!!!
Although the old interviews on Adi Rajan’s blog were called ‘Life after CELTA’, they give you a great idea of what different professionals at various stages of their careers got out of the CELTA course and why it was worth doing, even if they already had a PhD in one example! My favourite quote is from Vaidehi Kenia:
What running 5 miles daily for a month will do to your physique, the CELTA will do for your mind.
Since March 2020, fully online CELTAs have been possible. Two trainees from the first online CELTA I tutored on shared their experience and tips of their full-time four-week course: Yawen Jin and Nadia Ghauri. Trainees from a part-time fully online course run from Cork, Ireland share their experience and tips, and there are specific testimonials from Yuhi Fujioka, and from Philip Ryan, whose course was forced to move online half-way through when lockdown arrived. Joanna (who got a Pass A on an online course) asks whether you can be a good teacher after a CELTA 100% online course.
If you’re still not sure whether to do the course or not, Chia Suan Chong, a certified CELTA trainer, describes (2016) 10 things she likes about the CELTA, all of which I agree with. If you’re a more experienced teacher, you might be interested in Jason Anderson’s research on how trainees who came to the course with experience feel like they benefitted from CELTA.
Adam Simpson recommends 10 books to read before you start your CELTA [updated link]. While you’re unlikely to get through all of them (due to the expense if nothing else!) I’d definitely recommend getting copies of either 1 or 2, plus 3, and possibly also 6. Another book that you might find useful is the Ultimate Guide to CELTA by Amanda Momeni and Emma Jones which is available as an ebook (thanks for recommending this Helen Strong).
Martin Sketchley tells you how to prepare for the CELTA in 9 easy steps, with advice about choosing a centre, things to do before the course and advice about working with your peers.
It’s particularly important to build your language awareness as much as possible before the course. Jo Gakonga at ELT-Training has a pre-CELTA grammar webinar (30 minutes), as well as a comprehensive grammar for language teachers course on her site.
If you’d like to do a course before your course, you could invest a little money in the ELT Campus Complete CELTA Preparation Bundle, online training in key ideas, teaching methods and concepts, as well as a grammar refresher. Or you might find these two free courses useful from ELT-Training: Applying for CELTA and the CELTA Toolkit (including 50+ videos and resources on CELTA terminology, classroom management, lesson planning, teaching methods, concept checking, teaching grammar, vocabulary, phonology, receptive and productive skills, and guidance with all four CELTA assignments).
Jeff Mohamed’s grammar development course is recommended by some centres (for a very light version of this, Rachel Daw talks about 10 things she learnt from it when preparing for her CELTA). If you’re not sure about parts of speech in English (e.g. verbs, nouns etc), Pass the CELTA have an introduction to them. ELT concourse has a pretty comprehensive set of guides to various aspects of English grammar.
Another area that people often find overwhelming is the amount of terminology thrown at them. ELT Concourse helps you out by introducing some of it. I’ve put together a Quizlet class with most of the terminology you might come across (though remember the same thing might have different names in different places!) If you’ve never used Quizlet, here’s an introduction to it.
If you’d like to do a course before your course, you could invest a little money in the ELT Campus Complete CELTA Preparation Bundle, online training in key ideas, teaching methods and concepts, as well as a grammar refresher.
Brushing up on your technology skills could also help you out. You’re going to spend a lot of time in front of a computer, and every timesaver you can learn will make a difference. Regardless of how confident a Word user you are, it’s worth checking out my friend Liz Broomfield’s very clear posts about making the most of Word. She uses Word for Windows. If you have a Mac and can’t work it out, Google it first, then ask me and I’ll try to help – I have Microsoft Office 2008 for Mac.
If you’re planning to make flashcards, the quickest and easiest way is with Powerpoint rather than Word. Here’s are two beginner’s guides: a 17-minute video or a more in-depth pdf. One useful trick is printing handouts with 6 slides per page.
Keyboard shortcuts save a lot of time in the long run. These are 100 for Windows and some for Mac too. If you’ve got a long time before your CELTA, working on your touch typing will help you now and later. On a side note, set up a filing system on your computer and start naming files with lots of detail in the file name so you can find things easily in the future. “Document 1.docx” won’t help you, but “Personality adjectives and definitions NEF Pre-Int SB p6 and SB p145 U1B.docx” will. I always try to include the book, chapter and page numbers so I can use the search function to find things again quickly in the future.
Since the COVID-19 pandemic started in March 2020, teachers increasingly need to know how to teach online, particularly using Zoom. I have a post with Ideas for teaching group lessons on Zoom which provides a starting point of activities (most are not Zoom-specific and would work on other platforms). If you’ve never used Zoom before, you may want to buy a (very affordable!) copy of Teaching with Zoom: A Guide for Complete Beginners by Keith Folse (Amazon/Smashwords affiliate links). ELT Campus have a set of webinars showing how to teach English online. Sara Katsonis describes her experience of being a CELTA trainee when the course had to move from face-to-face to fully online – she got a Pass A despite (or maybe because of?) the challenges.
Finally, for those of you thinking about trying to get a Pass A (the highest grade, which 3-5% of trainees get – I got a Pass B), here’s Pete Clements with what he did to get his Pass A, and a report from someone else who got one, along with the following very important advice which I completely agree with:
If you set up your goal as “I’m gonna gits me an A!” then, well, it’s a worthy goal and all, but you’ll probably give yourself an ulcer, and stress so much about whether you’re doing enough or doing well enough that your freaky-outy stress will cause you to lose focus and actually do worse. Don’t look for a magic bullet or secret formula – there is none, and trying to guess at the magical combination of factors that leads to an A will just cause you to get even more freaky-outy. Always remember that it’s not a competition, so if you see someone who seems to be doing better than you, hey, you’re in it for four weeks with that person and you are quite possibly friendly with them – you are not in a race. There is not just one gold medal. Their good work does not mean you’ll get edged out for the one top spot, because there is no “one” top spot.
By the way, when I did my CELTA, one of my fellow trainees got a Pass A with no prior teaching experience, so it is possible! However, in the courses I’ve tutored on so far, I’ve yet to see an A candidate. Update (May 2017): I’ve seen a couple of A candidates now, and they’ve been very hard-working, and followed all of these tips from Ricardo Barros, among many other things!
How to approach lesson planning: I wrote this post to help you manage your time when planning on CELTA and try to avoid the ‘But finding the materials and making them look pretty is so much more fun than filling in all those tedious forms’ trap. The Cambridge CELTA blog offers an alternative way to manage the planning process (updated link), while they have an ultimate guide (dated 2018) here, too.
Nicky Salmon, a CELTA trainer, tells you how to write CELTA lesson plans to make the documents as useful as possible for you and your trainer, so that you’re ready to give your students the best possible lesson.
The ELT Concourse guide to lesson planning covers aims, procedure, staging and a useful checklist of things to consider when planning. They also show examples of present-practice-produce and test-teach-test lessons, along with a guide to helping you decide between these two possible ways of staging a lesson (there are many more!). Pete at ELT Planning lists lots of different ways of staging your lessons (though only the names) and explains why it’s been important to him in his post-CELTA career. Later he put together a post with a breakdown of how to stage different lessons, covering most (all?) of the main types of lessons you may teach on CELTA, both language and skills. He’s also got 12 tips for writing lesson plans, not all of which apply to CELTA-level courses, but which are still useful. John Hughes suggests a before/while/after you watch approach to video lessons, most of which works for reading or listening.
Timing your elementary classes is a post I wrote in response to questions from my trainees about how to allocate timing when planning – it actually works for any level really, not just elementary. Jonny Ingham also has a guide to timing your lessons, as does CELTA Train.
Jo Gakonka at ELT-Training has an introductory webinar and free sample (7 minutes) of her course lesson planning made easy covering aims, procedure, language analysis, lesson frameworks, planning from a course book and more.
When writing aims, it can be useful to consider how SMART they are, as this will help you to know when and if you’ve achieved them – Andriy Ruzhynskiy shows you how to do this in a 10-minute webinar.
It’s important to provide a clear context for any lesson, whether it’s language or skills. Barbara Sakamoto explains why. ELT Concourse gives an example of context in action.
If you decide to create your own materials for your lesson, here are a few tips from the Oxford University Press blog.
The generally very useful CELTA Train blog has tips on considering anticipated problems and coming up with appropriate solutions [updated link], including examples for the most common areas.
For more depth, Mike Cattlin, an experienced CELTA and Delta trainer has written an e-book called The Art of Lesson Planning.
Finally, if you’re getting stressed before your lesson, the Cambridge CELTA blog has some great tips on overcoming observation anxiety.
Standing at the front of a classroom can be a scary prospect. If teacher presence is a problem for you, the Times Educational Supplement can help you get the students’ attention. I’ve written a post with tips on getting and maintaining student attention. These tips from Fernando Guarany could also help improve your confidence as a teacher (if signed into the British Council site), as will Emma Johnston’s 15-minute webinar on confidence building for teachers.
Other people have the opposite problem and talk way too much. Jo Gakonga has a webinar on teacher talk and language grading (12 minutes). Edward Evans has a 10-minute webinar about giving efficient instructions, including how to check them, as does Jo: giving clear instructions (13 minutes). She also has one on setting up and running activities (12 minutes), part of a series of videos on classroom management in the free CELTA toolkit from ELT-Training. Joe O’Hagen has a 10-minute webinar offering suggestions for providing feedback, particularly on speaking and writing activities, and Jo also has an 8 minute webinar Giving feedback on activities.
Elly Setterfield tells you how, when and how not to grade your language. Here are some ways to become aware of excessive TTT (teacher talking time) in an ELTchat transcript and summary from June 2018, including ways of making your lessons more student-centred. Here are other tips on getting the TTT/STT (student talking time) balance right. Finally, this is what the students hear when you speak too much/unnecessarily in class.
Both of these will affect your ability to build rapport with students. Chris Ożóg offers more tips on how to increase your rapport in a 10-minute webinar. Cecilia Nobre offers useful tips on how to build rapport when you’re not John Keating from Dead Poet’s Society (though he does many of those things too!)
Jonny Ingham‘s Back to Basics series includes a guide to getting instructions right. You might want to follow them up with instruction checking questions (ICQs) if there’s a potential for confusion, or one of these alternatives from Ben Naismith. If you’re not sure when to ask ICQs or which ones to use, CELTA Train can help you. Edward Evans has a 10-minute webinar about giving efficient instructions, including how to check them. Marc Helgesen has lots of tips for setting up activities effectively and Chia Suan Chong has 10 questions you can ask yourself to improve your activity set-up. I have a post about how to break an activity down into smaller stages. Here is a 3-minute video of instructions for making a mini book by Jane-Maria Harding da Rosa – it’s designed for young learners, but the way she does it would demonstrates clear instructions that would work with adults too with only minor modifications. ELT Notebook summarises the whole instruction-giving process in a set of simple tips.
It’s important to remember the students’ names as quickly as possible. Adam Simpson has some advice for CELTA in some updated links on the Teacher Development SIG site here. Celeste Lalonde has some creative ways of putting them into new pairs and groups (though don’t spend hours planning this!). Pete at ELT Planning reflects on the relative merits of different ways of organising the classroom.
Laura Patsko offers some general tips for a clear and useful whiteboard in the final section of her Whiteboard Wizardry blogpost. Peter at ELT Planning has a comprehensive guide to using the whiteboard with some very clear illustrations, including for classroom management.
Rachael Roberts explains how and why to monitor and provide feedback, and here are my tips on the same topic. Pass the CELTA shows how to monitor each kind of activity (reading, speaking etc) and some common problems trainees have. Karen McIntyre describes the many purposes of monitoring in a 10-minute webinar. Amanda Gamble offers many alternatives to the teacher eliciting the answers in open class at the feedback stages of lessons. ELT Concourse encourages you to consider how you’d give feedback in 6 different situations. Joe O’Hagen has a 10-minute webinar offering suggestions for providing feedback, particularly on speaking and writing activities.
Fergus Fadden has a webinar on teaching reading skills (7 minutes). You can also watch Fergus in action teaching reading to an elementary class (22 minutes). Jo Gakonga at ELT-Training has a webinar on exploiting reading texts. (35 minutes). She also has a YouTube video showing how to set up a jigsaw reading activity and avoid the pitfalls (8 minutes).
Fergus Fadden also has a webinar on teaching listening skills (9 minutes). Marek Kiczkowiak’ has 15 tips for planning a listening lesson. Number 13 is particularly important! Martin Sketchley, a.k.a. ‘Seoul Foreigner’ on YouTube has many videos for engaging students, including listening.
Jo Gakonga has webinars on:
Zarina Subhan tells you why sometimes students don’t say much and what you can do about it, helping you to increase STT. CELTA train have created an infographic to help you decide how to respond to errors during speaking activities.
I have a step-by-step guide to setting up an information gap, a speaking activity in which each student only has part of what they need to complete the task and they need to speak to others to complete the information.
Peter Viney wrote a 2009 post about maximising student talk time, while EFL Cafe has a recent post about doing this.
Jo Gakonga has a video webinar on Giving feedback on writing (34 minutes).
Jo Gakonga has a webinar on analysing language and anticipating problems (21 minutes). She also has a webinar introducing you to PPP, TTT and TBL – three different ways of presenting language, whether grammar, vocabulary or functions (35 minutes). It will tell you what the abbreviations mean!
Fergus Fadden has a 7-minute one on language analysis. Pete at ELT Planning shows an in-depth example of analysis of a grammar item and a vocabulary one, plus general tips on how to analyse language. Alexandre Makarios explains why language analysis is important, gives an example of a poor one with tutor comments and offers tips to help you with yours.
CELTA train describes ‘Presentation via a situation‘ a.k.a. situational presentations, and includes an example of one designed to introduce ‘used to’.
Jonny Ingham‘s Back to Basics series includes a guide to concept checking both grammar and vocabulary, as well as examples of clines. Marek Kiczkowiak offers seven ways of checking understanding without asking ‘Do you understand?’ and gives you 10 situations to test whether you can chose the most appropriate way to do this. ELT Concourse also looks at questioning in the classroom, and gives more ways to avoid questions like ‘OK?’ and ‘Is that clear?’ Concept Check Questions (CCQs) are the bane of many CELTees lives. Teaching English (British Council) has a similar post on CCQs and checking understanding. Fergus Fadden has a webinar explaining how to create and use them (13 minutes). I’ve written a guide to creating CCQs, as has Stephen Tarbuck in the IH Journal.
Another common problem is how to elicit language from the students and Damian Williams has some answers. Pass the CELTA has a step-by-step guide to eliciting including lots of examples of what you can elicit and tips on what not to do. Jonny Ingham shows you to how to elicit vocabulary when pre-teaching in a reading/listening lesson.
Anthony Gaughan has an 8-minute audio podcast for CELTA trainees on what makes good controlled practice and how to make sure students really understand. CELTA train talks about how to make sure practice activities have a real communicative purpose, and includes a few examples that could help you.
Jonny Ingham‘s Back to Basics series includes an introduction to timelines, including some beautiful examples which I’m very jealous of. Joanna Malefaki also has examples of timelines and CCQs. Marek Kiczkowiak offers tips for producing effective timelines. Gareth Rees shows some of the possible conventions of timelines (i.e. what the symbols mean). Anthony Gaughan demonstrates how to teach form without terminology.
Again, Jo Gakonga has webinars on:
Also don’t forget the chapter on grammar in Jo’s free CELTA toolkit at ELT-Training as well as the comprehensive grammar for language teachers course on her site.
Adam Simpson can help on lots of aspects of CELTA, including vocabulary and lexis. There are a series of posts here on the Teacher Development SIG website. Marek Kiczkowiak suggests ways to clarify the meaning of new vocabulary.
Jo Gakonga has a series of videos on teaching vocabulary in the free CELTA toolkit at ELT-Training (Anatomy of a word, Ideas for teaching vocabulary, Exploiting text for lexis, Digital tools for teaching vocabulary, Concept checking for vocabulary).
ELT Concourse have a step-by-step guide to understanding and teaching functions, complete with lots of examples. If you’re still not sure what a functions lesson looks like or is for, this 5-minute example from a real classroom based on students renting an apartment should give you a better idea, as will this full step-by-step lesson from Pete Clements. Languages International have a pdf document you can work through to find out what functions are and how to teach them (go to unit 4i).
Adrian Underhill explains how the phonemic chart (which he put together) works in this one-hour introduction on YouTube, full of great techniques for introducing the sounds to your students. He also has a very useful blog breaking down the sounds and showing you how to find them in your mouth, and how to teach them to your students. For a shorter introduction to the same chart, try Jo Gakonga‘s webinar: introducing the phonemic chart (37 minutes). Rachel Daw recommends books to help you familiarise yourself with the phonetic alphabet (best used before the course). ELT Concourse has a series of activities to help you feel more comfortable with transcribing pronunciation.
Use learner dictionaries to get the phonetics for individual words in American English and British English. Rachel’s English has individual videos for each sound in American English. For British English, try this old post from the BBC.
Pronunciation Bites has a collection of links to online transcription tools, along with reviews for each. It also tells you how to download IPA (International Phonetic Alphabet) scripts onto your computer, and how to use them. Don’t forget to put the phonetics into Lucida Sans Unicode font to make sure they’ll print on any computer (I hope!)
ELTchat was a weekly hour-long Twitter conversation which happens every Wednesday. In February 2012 there was a discussion, several years ago, about the IPA, including reflection on its usefulness and suggestions for how to exploit it.
Nicky Salmon has put together a beginner’s guide to drilling. Julie Tice has tips on making drilling more fun and varied. Lee Shutler has some ideas too, and also talks about the benefits of drilling. ELT Concourse looks at the arguments for and against drilling, then provides examples of different types of drill. CELTA train does something similar, and throws in a video as a bonus at the end. Marc Helgesen’s tips about pronunciation, drilling and task repetition are in the second half of this post about classroom management.
Drilling is not a very fashionable technique in language teaching these days, but it’s still really useful. Jo Gakonga has a 2022 webinar on drilling when teaching beginners (15 minutes) and this older one on the same topic. She several videos on connected speech in the Phonology chapter of her CELTA toolkit. (Weak forms, Word stress, Sentence stress, Intonation).
Jo Gakonga has webinars on
Jo also has a number of videos on the use of different resources in the CELTA toolkit (Using stories for language learning, Using songs, Using dictation, Warmers and Fillers ).
Cuisenaire rods are a useful tool for a whole range of activities. John Hughes has a video showing how they can be used, and Ceri Jones and I wrote a blogpost with lots more ideas.
Rachel Daw summarised all of the things she learnt while observing her peers and receiving feedback on TP in the first two weeks of her CELTA course in CELTA Teaching Practice: some tips (an incredibly useful post!).
Martin Sketchley offers advice on planning a lesson ahead of an observation.
Nicky Salmon offers tips on how to reflect on your teaching during CELTA courses, including examples of language you can use. As she says, reflection is a skill which takes time to learn, but is one of the most important things you can do to develop professionally.
After the course, observing lessons is a great way to continue developing. Here’s a collection of online observations to help you.
If you’re teaching young learners, try these links to start you off:
I have dedicated blogposts with links for business English teaching and doing the FCE (Cambridge First) exam (this one is for students, but should still be useful) – just one example of the many EFL exams out there. Teaching academic English is another possible avenue. Jo Gakonga has a webinar on teaching beginners, which includes tips on drilling (22 minutes).
There are four assignments on the CELTA course. I’ve divided the links by assignment. Jo Gakonga has a general library of freely-available reputable resources for all four assignments.
Jo has a webinar introducing this assignment in the CELTA toolkit at ELT-Training. (18 minutes) Remember that the rubric might be slightly different at your centre. Her tips are still useful though.
Jo has a webinar introducing this assignment in the CELTA toolkit at ELT-Training. (16 minutes) Remember that the rubric might be slightly different at your centre. Her tips are still useful though. She also has one on using authentic materials. (38 minutes)
Jo has a webinar introducing this assignment in the CELTA toolkit at ELT-Training. (12 minutes) Remember that the rubric might be slightly different at your centre. Her tips are still useful though.
See links in the Teaching language section of this post.
Jo has a webinar introducing this assignment. (12 minutes) Remember that the rubric might be slightly different at your centre. Her tips are still useful though.
The links from the After the course section of this page will also help you here.
Here’s a list of do’s and don’ts to help you survive the CELTA from Alexandra Koukoumialou and 5 secrets to success on your CELTA course from Tasha Hacker.
The main problem most people have with the CELTA is the workload. It’s not unusual for some trainees to stay up for most of the night and forget to sleep, and there are always some people who don’t hand in lesson planning documents because they ran out of time. In a 10-minute webinar, Lisa Phillips offers some tips for time management for teachers in general, but many of them apply to the CELTA course too. Remember to ask for help if you need it – you’re not bothering people, and you might find they’re in a similar situation. As for your trainers, that support is what you’re paying for!
I know I included it in the lesson planning section, but these suggestions for approaching planning are designed to make your life easier, so I think they’re worth repeating.
Don’t forget to take some time for yourself during the course. You’ll benefit from it more than you will by just pushing on through, and no matter how important the CELTA is, your health and well-being should take priority. Get enough sleep, look after yourself and take regular breaks. If you need inspiration this might help:
Here are a few of videos I send out to encourage my trainees to take a brief break – I won’t tell you what they are so it’s a lucky dip! One, Two, Three – each one is 3-4 minutes, clean, and should make you laugh!
And just in case you think you’re entering a serious profession involving a lot of work, take a look at the cynical world of EnglishDroid – he’ll burst your bubble quickly – or rather he did, because the site was deleted with no warning. This TEFLtastic post reflects upon it.
You’ve survived! Well done! Now what?
Once you’ve finished your CELTA, you’ve got all this to look forward to. But first, you need a job. Here are a few places you can look (but there are many, many more!):
To help you Jonny Ingham tells you how to write a TEFL CV, as does Chris from What they don’t teach you on the CELTA (How to write a great ESL CV), and Karenne Sylvester explains how to avoid overseas EFL teaching job scams. Gordon Scruton gives you questions for a potential employer, plus all important social questions about life outside the school. Rachel Daw talks about her experiences getting work as a newly-qualified freelance teacher and shares examples of questions she’s been asked in job interviews, as well as comparing the relative merits of working for a language school and being a freelancer. Lorraine Kennedy gives you 10 tips for ELT teacher job interviews. Adam Simpson gives you general advice about what to say and do in job interviews. You can find out about different countries and potential up- and downsides of working there using the country guides at ESL Base, though do try to get in touch with teachers yourself too – it’s worth asking any school you apply for if you can speak to one of their teachers. Once you’ve got the job, Elly Setterfield has a very useful series of posts specifically designed for new teachers, answers questions such as’What should I pack?’, ‘What if I hate it?’, and with Teaching Kids and Teaching Teens 101s. She’s also written about how non-native teachers can improve their confidence.
Isabela Villas Boas offers tips for a great beginning in a new teaching job. Richard Whiteside has 3 things to help new teachers. Lewis Waitt tells you about how to survive your first year as a teacher. Michael Walker has 5 tips for new teachers. Rebecca Cope describes what it’s really like, from the perspective of being six months into her own first year as a teacher. Elly Setterfield offers tips for planning on a daily basis, as it’ll be hard to keep up the amount of detail you had to produce during the course. Jennifer Gonzalez offers tips for starting a job mid-year. Although they’re aimed at mainstream teachers, many of the tips are relevant for those of you who have completed CELTA.
To continue the reflective cycle you started on CELTA, you could keep a reflective journal, as recommended by Dale Coulter. Another option is to write your own blog, which I’ve found really useful. However you choose to do it, Jason Renshaw explains why reflection should be a vital part of any teacher’s development (and offers another suggestion for how to keep a reflective journal). Oh, and if you want to send a few pennies my way, you could investigate ELT Playbook 1, an ebook of 30 reflective tasks designed for new teachers, written by me and only costing around 5GBP/5.50€ 🙂 If you complete all five tasks from a single section, you can earn yourself a badge to put on your CV or social media, showing potential employers and/or students that you are continuing your development after the course.
Blogs are a useful tool post-CELTA, and this post by me will tell you how to make the most of them. One of the things I enjoy about blogs is periodic challenges which bloggers start and anyone can join in with. The #youngerteacherself posts kick-started by Joanna Malefaki are a great source of advice for beginner teachers, as experienced teachers look back and offer advice to their younger selves. A couple of years before this challenge Chris Wilson wrote 10 things he wished he’d known before he started CELTA. ELTchat also had a chat called I wish I had known that when I started teaching! If you’re thrown into a classroom with a horde of children or teens, you should find these posts by Elly Setterfield very useful: Teaching Kids 101 / Teaching Teens 101.
Adam Simpson has a series of blogposts aimed at helping you develop post-CELTA:
There are lots of other online resources for professional development. Jo Gakonga has a webinars on continuing professional development on the web (37 minutes) and using Twitter for professional development (25 minutes). I’ve put together various guides to help you get into online professional development, including Twitter, webinars and facebook for professional development and a webinar called 10 blogs in 10 minutes. All of the names linked to in this blogpost will take you to Twitter pages if you’d like a few people to follow to start you off, as well as me of course! 🙂
The best resource on Twitter is ELTchat, a weekly one-hour chat on topics chosen by participants. Summaries of chats going back to 2010 can be found in the Summaries index on the website and cover pretty much every topic you could possibly imagine related to ELT teaching – if it’s not there, you can suggest it for a future chat.
International House offer a range of paid courses to extend your knowledge in a variety of areas, including language awareness (IH LAC), business English teaching (IH BET), teaching young learners and teens (IHCYLT) and teaching online (IH COLT). They are offered online, face-to-face at some schools, and in the case of the IHCYLT, blended. You get a discount if you work for IH, and some schools will pay for your course completely if you work for them for a particular period of time. Adi Rajan has also put together a list of post-CELTA qualifications; although aimed at teachers in India, it’s relevant worldwide. ELT Campus also runs courses online, such as this one for teaching English to Young Learners.
You can join a teaching association to get support. Ask around and you might find one in the city or country you’re working in, like ELTABB in Berlin. You could also join IATEFL (UK-based) or TESOL (US-based), international organisations which also have lists on their sites of country-based affiliates, like BELTA in Belgium or TESOL France (both of these websites also have lots of other resources). Here are some of the benefits of joining a teaching association.
Cambridge English Teacher and the International Teacher Development Institute are online communities with forums, webinars and courses you can follow. CET is paid, but you can get benefits like cheaper subscriptions to journals with your membership. iTDi contains lots of free content, and a couple of more extended paid courses.
Conferences are a great source of ideas. Both IATEFL and TESOL hold multi-day conferences each year, and although the IATEFL conference is the highlight of my year (!), they can be quite expensive. IATEFL streams some sessions from the conference, and these are available to watch after the event (for example Harrogate 2014). One- or two-day local conferences can provide lots of inspiration. There are also online conferences and webinars provided for free. David Harbinson has a long list of sources for webinars to start you off.
There are various journals and magazines dedicated to ELT, full of articles from around the world with lots of great ideas and issues to think about. The IH Journal is available free online. Most teaching associations have their own newsletter or journal. Other magazines include English Teaching Professional and Modern English Teacher, both of which are subscription only – you can choose whether to get them online or as a hard copy.
If this list isn’t enough for you:
(Just so you don’t feel left out!)
I wrote a weekly diary of a CELTA course I tutored on in Chiang Mai, with reflections on the day-to-day experience of being a tutor: week one, week two, week three, week four. I’ve also talked about integrating technology into CELTA.
Jo Gakonga has a webinar on ‘flipping’ CELTA input sessions. (22 minutes) She also has a wide range of resources for trainers on the ELT-training website, including lots of ideas for feedback.
Matt Noble regularly posts reflections on being a trainer on his Newbie CELTA Trainer blog, as does Ricardo Barros on his. Anthony Gaughan talks about a completely different way of doing CELTA on his Teacher Training Unplugged blog. He has also written an incredibly useful step-by-step guide explaining the process of becoming a CELTA trainer: part 1, part 2, part 3, part 4.
John Hughes offers various ways of approaching lesson feedback. Felicity Pyatt joins the TEFL Training Institute podcast for an episode to discuss what to do when a trainee fails, which also includes tips for trainees on how to deal with the fact that they have failed an element of a training course.
If you’d like to work on your own skills as a trainer, you might want to get yourself a copy of ELT Playbook Teacher Training, my book of 30 reflective tasks in 6 categories, as you can see below (Amazon/Smashwords affiliate links).
In March 2020, the COVID-19 pandemic meant lots of things changed, including the sudden need for provision of fully online CELTAs. Brendan O Sé from University College Cork, Ireland, blogged about running their first fully online CELTA. James Egerton talks about how IH Rome Manzoni took their CELTA course online and offers tips for other centres doing the same. Angelos Bollas has a demo lesson with upper intermediate students on Zoom which you might want to use to show trainees how it works from a teacher’s perspective:
Ruth Lavina shares 10 things she learnt on her CELTA, covering a whole range of categories above. I particularly like number 7, because trainees often forget it!
As I said at the start, please let me know if any of the links are broken so I can update them, and feel free to add suggestions to the comments. I hope these links are useful!
What happens when a CELTA tutor is away?
There’s not much leeway, because you almost always have exactly the number of tutors you need, no more, no less. There’s no time to be sick, and any other absence is a very bad idea, particularly on days when you’re observing teaching practice (TP), when it’s vital to have one tutor per group of trainees.
We were lucky that we have a little bit of slack on the courses in Chiang Mai because of the number of trainers. Today we had demo lessons with no TP because of the level change half-way through the course, so if you have to be down a tutor, it was the best day for it. One was off sick, and another had to go to Bangkok to renew their visa.
Luckily, the one who was ill doesn’t do input, only TP, and we’d already arranged cover for the input sessions for the one in Bangkok. We shared guided lesson planning between the rest of us, and because there were no classes on Friday, we didn’t have feedback, which meant there was time to do this. The major change was having just two demo lessons in the evening, with larger than normal classes: 16 students and 10 trainees in the elementary one, and 11 students and 15 trainees in intermediate with me. We’re very lucky that we have rooms big enough to hold that many people! The lessons were useful for both the trainees and the students, and it was good to demonstrate techniques that can be applied to larger classes.
In the end we coped today, but hopefully we’ll be back to full strength tomorrow! Another reason to look after yourself…
On CELTA courses, I find the most often skipped part of language-related TPs is phonology/pronunciation. Trainees check the meaning of the language, spend ages checking the form (especially if they’ve been let loose on a whiteboard), then skip merrily along to controlled practice, without teaching students how to actually say this beautiful new piece of language they’ve taught them.
Trainees get more guidance in early TPs, and this reduces as they progress through the four weeks. At the start I can remind them repeatedly that they need to cover meaning AND form AND pronunciation, but there comes a time when they have to remember it for themselves. For two of my trainees today, that’ll be after tomorrow’s feedback.
Why do they skip it?
Often, it’s not mentioned in the plan at all, and if it’s not there, then it won’t be in the lesson unless they have a last-minute brainwave and remember it. I therefore encourage trainees to have three separate rows in their plan: one each for ‘focus on meaning’, ‘focus on form’ and ‘focus on pronunciation’, to make sure they remember to cover all three areas.
Sometimes it’s in the plan, but they blank and forget to do it in the lesson.
Still other times, it’s there, but they’ve spent hours on the warmer, the focus on form or something else earlier in the lesson, they notice they’re running out of time, and as pronunciation is clearly the least important part of introducing new language (!), they decide to drop it. Since to hit the Cambridge criteria it’s important for the students to get at least a bit of practice with the new language, this can be a sensible decision mid-TP, but I’d rather they tried to get to the point faster and gave pronunciation it’s due: what’s the point of knowing what a structure looks like if you can’t say it yourself?
No solutions here, just a general complaint…
And while we’re here, I’ll reiterate a point I made in my week two post: why, oh why, aren’t the way that meaning, form and phonology are covered in the lesson three separate criteria rather than being lumped together as one? Assessing the trainees on it as a single area frustrates me, but opinion is divided as to whether you can/should separate them out.
Does anybody know when the criteria were last updated? And when are Cambridge likely to update them again?!
Easing off in guided lesson planning isn’t easy – the temptation is always there to help too much. Trainees need the opportunity to make their own mistakes, but they also need the chance to shine without you too.
I find TP6 to be the hardest one to do guided lesson planning for, assuming a total of 8 TPs. In the first four, trainees need support to help them focus when planning, not get carried away with materials or too stressed about introducing new language, including logical stages and not dominating the classroom too much, thereby leaving little room for students to experiment with the language themselves.
In TP5, they’ve normally just moved to a new level, so guidance is about how this will affect their teaching, and how to work with the higher/lower students.
In TP7 and TP8, trainees should be showing us how independent they can be, since they’ll be going out into the real world soon, where they’ll have to work alone. They can still ask us key questions and we’re there in emergencies, but generally they should be seeking the support of their peers rather than us.
But what do you do in TP6? Mostly I just have to try and restrain myself, making sure I’m only asking questions, and encouraging the trainees to think for themselves. Definitely an area I still need to work on…
a.k.a. Assessor Day
The assessor’s visit looms around the end of week 3/beginning of week 4 on any CELTA course, and is dreaded by the trainees because they’re petrified about having another person watching their TPs. I have to say that since you already have up to 6 people watching, I’m not sure what difference a 7th one makes, but there you go.
Far from being there to judge the trainees, the assessor’s role is actually to standardise the course and make sure that the CELTA ticks all the correct boxes and everything is running as it should. They check some of the portfolios, particularly (but not exclusively) for borderline candidates where another opinion would be welcomed. They also observe some of the TPs that day and can observe/participate in feedback if it’s on the same day.
Before their visit they get lots of documents to look over, including an overview of the performance, strengths and weaknesses of each trainee. These are the basis for a grading meeting, where the assessor and tutors discuss what candidates need to do to pass/fulfil their potential/avoid failing. Earlier in the day, the assessor meets with the trainees to collect anonymous feedback about how the course is working, and they pass this on to the tutors after the grading meeting. Finally, they make recommendations about what the centre needs to do to maintain standards.
If there’s a tutor in training on the course and the centre is not a training centre, the assessor may stay for an extra day to observe the TinT doing an input session, taking notes in TP and giving feedback, as well as checking their portfolio and offering advice.
All in all, assessment day is long for the tutors, but it’s an important way of making sure that all is as it should be.
The joys of CELTA are many.
Watching people who’ve never taught before learn the buzz of being a teacher, knowing that their students have learnt something from them.
Knowing that the more experienced teachers appreciate the opportunity to develop and reflect that the course offers.
Seeing the lightbulb moment when a trainee finally cottons on to something that they haven’t really understood the point of before.
Watching the trainees’ development over the course.
When you see something used successfully in a lesson that you suggested in feedback to another trainee less than two hours before.
Terminology slips in assignments and lesson plans producing new and interesting terms that will never again feature in any ELT literature.
When a new input session you’ve never done before works.
Finally figuring out how to do something you’ve never been quite sure how to do in your own teaching because one of the trainees has just asked you how to do it, and you’ve got to answer them.
Teaching people to reflect.
Having a TP group who work together like clockwork, so you don’t really need to be in the room because the support network and bond they’ve built up between them does your work for you.
Working with inspiring people and learning their stories.
Sharing my love of teaching.
Playing: with the room, the space, feedback sessions, interaction patterns, normal sized classes (not just 2 or 3 students!), teaching style, new activities, ideas, thoughts…
Hearing that somebody you’ve trained has got a job and is excited about starting their new life.
Knowing that you’ll be working with a great trainee, and have the chance to help them build on the initial course.
I could have sworn I’d done an input session on functions before, but I can’t find it anywhere on my computer, so it must have been a figment of my imagination. The system I’ve developed for creating a new input session is:
I’ve got much better at timing my inputs now too, working on the basis that if I think it’ll take 5 minutes, it’ll probably take 10; if 10 minutes, 15; and so on. By adding 5 minutes to everything, I seem to get it roughly right, although I still need to drop an activity every now and again, or just give things as reading rather than dealing with them in the session.
The whole process took about 3 hours, plus printing off yesterday’s feedback and eating, which took me up to 2 minutes before the session was due to start. It’s true that tasks expand to fill the time allotted to them!
I was watching a different TP group and a different set of students (still elementary) tonight, and there were some timing issues. Two of the three trainees went 7/8 minutes over their 45 minute slot, making the whole lesson 15 minutes longer than it should have been. That prompted me to finally get round to blogging about timing, something I’ve been meaning to do for ages. Thanks guys, but please don’t do it again!
Two days into week two, and illness has struck. Three trainees had to go home today for various reasons and lots of others looked pretty tired all day.
In general, the trainees haven’t had enough sleep, and they’re feeling stressed out and under pressure, no matter how much we try to reassure them and calm them down. This is not unusual for a CELTA course, due to its intensive nature. I’ve reminded a few of them individually about looking after themselves, but today decided to give the whole group a bit of a pep talk. It went something like this:
I know that some of you are tired and feeling a bit sick, and that the stress and pressure of the course don’t help, but you need to look after yourselves. The CELTA might seem very important right now, but your health is more important. Make sure you’re getting enough sleep, and that you take at least a few hours for yourself at the weekend, preferably half or even a full day. It might seem like you’re wasting time, but it’s a false economy to work all the time because you’ll regret it later. You’ll exhaust yourself and/or make yourself ill, and nobody is at their best when that happens. I’d rather see an adequately-planned lesson and you’re still alive, than a perfectly-planned lesson but you’re half dead.
I didn’t do CELTA full-time; I did it part-time, but when I did Delta, also part-time, I was working for about 20 hours every weekend on top of my full-time job. I started in September and took the whole of December off sick from work, then triggered a condition I’ll have the rest of my life, which is the reason you see me eating all the time. I don’t want any of you to make yourselves ill, because it’s not worth it.
Remember that work expands to fill the time you have available. If you say you’re going to go to bed at 11pm, stick to it, because you’ll be much more productive for it, rather than saying that you’ll work until you’re done. That way you’ll end up being up until three in the morning. The same is true at the weekend. Give yourself a specific amount of time to do each thing, and be strict. You’ll get a lot more done that way, rather than just starting blankly at a computer screen waiting for inspiration to strike.
Take breaks while you’re working too. Stand up, stretch, give your eyes a bit of a rest. You can download apps to help you. If you have a Mac, TimeOut blocks out your screen every 30 minutes, and I’m sure there are similar things for Windows.
Sometimes the mum just comes out in me. 😉
It was nice that one of the trainees noticed that my input was much smoother today – she asked me whether I’d done it before. It’s the fourth outing for that one, and you can really tell!
‘Not to standard’ lessons are never easy to give. On my part, at least, there is a lot of soul-searching and questioning, but ultimately you have to follow the criteria. So far I’ve never given this grade without discussing the lesson and checking carefully with other tutors on my course to make sure I’ve made the right decision and have justified it clearly and accurately. Every lesson is graded against a set of criteria from Cambridge, and I have to use it objectively, no matter how difficult that may be at times. I know how much work goes into every lesson, and I know how much of a disappointment it is when it doesn’t turn out the way you planned. (Two of my four Delta lessons were below standard due to weak planning, and I put a lot of hours into each!)
Giving feedback on these lessons is also not easy, but thanks to my co-tutor in Vancouver, I’ve found one way to do it which seems to work. Divide the board into as many columns as there were trainees teaching that day (2? 3?). Then create the following rows: name, main aim, (secondary aim – optional), stages. Give the group time to complete the table. The teacher whose column it is can’t contribute to that one, but can to any of the others, e.g. if A was teaching, they can’t write in column A, but can (and should!) in B and C. (By the way, this isn’t the only time I use this method of feedback, but it’s particularly effective for these lessons.)
Using this method today made it very clear that the ‘not to standard’ lesson was that way because teacher A wasn’t clear about the aims of their lesson and lacked the necessary level of detail in their planning to successfully introduce the grammar point they were trying to teach, partly since they didn’t really understand the grammar themselves. It also affected the pace of the lesson as there were long pauses while the teacher tried to work out what should happen next. Their peers didn’t identify language as one of the aims at all, and struggled to come up with the stages of the lesson. It also boosted the confidence of teacher B, as they believed that their lesson was ‘a disaster’, but their peers could reconstruct it very easily, were clear about the aims and could see how the students had benefitted from it.
Teacher A took this feedback very well, and asked lots of questions about how to improve, especially since this was their second ‘not to standard’ on the course, out of three lessons so far. Today their first tutor and I have given them a series of steps to take to help them use their time and plan more effectively, since they tend to spend a very long time on creating excellent materials, at the expense of really knowing how to use them in class. The audio recording produced for this lesson was a case in point – it was written by the trainee, recorded by them and a friend, and even had a phone ringing at the beginning to make it sound more authentic!
The way teacher A took their feedback is in stark contrast to a trainee I had on a previous course, possibly due to the way I gave feedback. I think this was before I learnt about the stages/aims method, although I’m not 100% sure – my memory is a bit hazy on this. I tried to introduce it as gently as possible, since the trainee had been struggling with the course in general as it was very different to the ‘chalk and talk’ style they were experienced in delivering in their home country. On being told that it was ‘below standard’ for that stage of the course, the trainee asked if the grade could be changed. I said it couldn’t, and started to explain why with reference to the Cambridge criteria (although I thought the points had already been made clear during the preceding few minutes of feedback). The trainee stormed out of the room and slammed the door at this point. This was a shock to me and the rest of their TP group, and I wasn’t really sure how to react. In the end, I did the only thing I could, which was to apologise and move on to the final trainee’s feedback.
It’s a little ironic that the same trainee has chosen today to post two comments on my blog, which I don’t plan to approve due to the lack of context, but will share here for the sake of completeness and to avoid being accused of censorship. I hope doing it this way will also protect the identity of the trainee in question:
Sandy is extremely rude to her students. She enjoys student’s failure. She hates to see students performing well. How could such a vicious one be a teacher?
She tortured me spiritually in 28 days.
And about 5 hours later on a different post:
Sandy Millin wants her students to worship her. If you don’t, then she steps on you. She is too proud of her being born in the UK. She feels superior than any student. It’s her personality that she treats her students with the attitude of being unfair. If you lick her ass, she will give you an A, otherwise, a C.
These blogs help others to teach, it’s useful. But can Sandy learn a lesson that teaching is to promote students, not to kill us. I got a very subjective judgement from her. Why does she work so hard? She wants to be worshiped only for she can speak some English, which everyone can.You can’t render your rude judgement on me. I will appeal and appeal till I get the justice.
I’m very sorry that this is how I came across to this student. My aim during the course, and I think that of any self-respecting tutor, is to build on the trainees’ strengths and to support them to become the best teachers they can be within the confines of a four-week course, and hopefully instil in them the desire to keep reflecting and developing once they’ve finished the course. In case you were wondering, this trainee did pass the course, although it was a weak pass, as they continued to struggle through the course. If they’d failed, I might understand the feeling behind these comments a little more.
Does anybody have any other suggestions on how to give feedback on ‘not to standard’ lessons, so that I can try to avoid a repeat of the situation with the latter trainee?
There are four assignments on any CELTA course. Although each centre has slightly different variations on them, they are all designed to cover the following areas:
Candidates are allowed to resubmit each assignment once if it doesn’t meet the criteria the first time, and they receive clear feedback on what they need to work on.
Today we were looking at the language awareness assignment, which tends to be the one with the highest rates of resubmission because so many people find it hard to break language down sufficiently to be able to teach it. In my experience, those who have learnt English as a second language are normally OK with this area, but may still have trouble with detailing how to check the language, whether it be with CCQs or otherwise.
Language awareness is a particular problem for native speakers, and is one of the reasons why I don’t think CELTA should necessarily be seen as the benchmark for employment that it can be in some countries/schools, since it needs to be backed up with a knowledge of how the language works. That’s not to say that people with CELTA shouldn’t get a job, just that if you’re teacher (often a non-native) with a good command of the language and no CELTA, you shouldn’t automatically lose out just because somebody else has a CELTA.
The areas trainees really ought to find out about before the course are:
Of course, that’s only a tiny slice of the English language, but it’s a good grounding to start off with. It’ll be a bit of a confidence booster once the course has started.
Here are a couple of useful books [both affiliate links, so I’ll make a few pennies if you buy them through here]:
by Martin Parrott – designed with teachers in mind, it includes possible problems students might have, and tasks for you to do to help you understand the language better;
by Jim Scrivener – very easy to find your way around, including possible timelines, ways of checking the concepts, and contexts to introduce each language point in.There are more links to help you build your language awareness in the ‘Before the Course‘ section of Useful Links for CELTA.
Assignments are one of the places where being a CELTA tutor can feel pretty stressful, since there’s normally a very quick turn-around, and you mark them in any spare moment you have. That’s been at home on all of my previous courses, but this time I decided that work will be at work, even if it means going in early, and home will be for me, including getting some of the posts written which I’ve been meaning to do for ages! As a result, I’m feeling a lot more relaxed on this course. I hope it continues!
We’re half-way through the course, so today the trainees planned their lesson focuses (foci?) for the next two weeks, aiming for two skills and two language lessons each to cover the remaining four TPs.
The tutors also had a relatively light day, doing feedback on yesterday’s classes and preparing for and administering Stage 2 tutorials, a 15-minute or so individual meeting with each trainee updating them on their progress on the course so far, dealing with any questions the trainee raises, and telling them what they need to do to meet their potential. It’s based on a list of criteria which the trainees mark themselves against, then the tutor assesses them too, a comment by the trainee and a comment by the tutor, making sure everyone is on the same page and that there won’t be any nasty surprises later in the course (at least, that’s the plan!)
Other progress reports done during the course are a brief one at the end of Stage 1/week 1 and a Stage 3 tutorial at the end of week 3 if the trainee is not performing as expected. They can also request informal tutorials.
I have to say that I find some of the criteria a bit odd/unnecessary, the main one being 2f: The candidate shows an awareness of register. I’m not really sure why this is given it’s own criteria when analysing form, meaning and phonology is a single criterion, as is teaching those three things – many trainees are really good in one or two of those areas, but not necessarily in all three. Another odd Cambridge thing is that the first group of criteria on the list (connected to planning) are all numbered 4, followed by 1, 2, 3, 5. A strange way of counting!
There was no TP tonight, so I took advantage of the early finish to have a peaceful evening bike ride. Here are a three of the beautiful views I saw:
(The other posts are here: week one, week three, week four)
Sandy Millin 