Last week, we looked at the first part of the second CELTA written assignment. This week, we look at the second component of this assignment and what to consider.
A few weeks ago, I uploaded a video about the first CELTA assignment. In this post, I look at how to pass the second CELTA assignment. As this is quite a big task, I have split this video up into 2 parts. The first part (below), details what to consider when writing your essay, how best to complete the task as well as what to do if you have to resubmit your assignment.
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See you next week, at 1pm every Monday with a teaching related video.
I have been looking for my original CELTA documents, and good news! I found my documents. I was looking around the house for them for ages. So, I am now able to share my experiences of the first CELTA Written Assignment. In the video above, I look at what I covered during the CELTA written assignment, what I did when I failed the first written assignment initially and what I did to correct it before resubmitting as well as what books to consider getting to help you complete the assignments..
In my previous post, I recommended one book for online teachers which really helped me gain the confidence for online English teaching. In this post, I look at another book which will provide an opportunity for students to interact online via a platform which has been developed to coincide with either their digital online or face-to-face lessons. This book has been co-authored by Lindsay Clandfield and Jill Hadfield and is published with the support of Cambridge University Press, under the series of the Cambridge Handbook for Language Teachers.
Teaching online is becoming more and more popular, with many English adult and young learner students from around the world taking lessons from their laptop, tablet or smartphone. In this post/video post, I look at the best book for online English teachers.
One thing that can trouble teachers is how to teach reading skills in an engaging and interesting way. When I was learning French or German at school, my teachers would give us a block of text – not all that I could understand – some comprehension questions and let us get on with it. Fast forward 25 years, and I have created some techniques to ensure that reading is dynamic and exciting.
Observing teachers can be quite a challenge, especially if you have limited observation experience. However, it shouldn’t be too stressful and you can also help teachers with the whole process. There are of course different observations which are considered: pop-in observations (where a senior member of staff pops their head through the door to get a general idea of the class), formal observation (which is arranged by the Director of Studies or a senior teacher) and a peer-observation. Each have different objectives and this will be looked at in a future article. In this article, we shall look at ten tips for observing teachers and things to consider.
Those dreaded first lessons do not have to be stressful. Watch the video below for some ideas on five icebreakers in the EFL classroom.
What activities or techniques do you incorporate in your first lessons? Have you tried any ideas in the video?
It can always be difficult in prompting learners to talk or respond to questions, particularly if they are not used to it. Teachers can try a number of things: games, rewarding behaviour or input, reminding learners of class rules, offering some form of carrot (a movie at the end of the week) or the threat of homework. For English teachers, it can become quite challenging particularly should one have the same students throughout the year.
There are some reasons why learners can be naturally quiet in the classroom, but encouraging them to interact can improve their progress However, the more the teacher talks, the less the students talk. What is more, you do not want your students to come to class just to listen to you. So Annabelle Fee offers some suggestions: five ways for English teachers to talk less and students to talk more.
A few months ago, I decided to invest in some Story Cubes and have been trying them out with some of my classes. If you are unfamiliar with Story Cubes, they are a collection of nine dice with images printed on each side of the dice. They are stored in a convenient box which is super portable, with them being small enough to just place in your pocket. Anyhow, when using the Story Cubes in class, the students responded positively and created some very engaging and funny stories. If you want to find out a bit more information about these Story Cubes, you can check Rory’s website.
In this article, we look at ten teaching ideas for using Story Cubes in the classroom.