I would rather not teach at all, than use such a method. Sure, we can incorporate some of these kinds of activities in the lessons I thought I was already doing so, actually! After 4 years of developing my own voice as a teacher constantly experimenting, studying, trying to innovate , I am seriously questioning what I can offer to such students or any language courses with a similar attitude. Despite having a BEd. The rest required time, maturity and loads of teaching to finally make any sense at all. But looking back, the course certainly made a huge impact in my teaching career.
I think it gave me a sound basis from which I was able to later on to find my own teaching voice. Yet my 1st option for teacher training is always the local graduate degree in language teaching as this will hopefully set them on a path of academic and professional reflection. Hmm, not sure it would…unfortunately. Thanks so much for those recollections and recommendations, Valeria. I have this probably naive notion of starting a CELTA course by getting the more experienced trainee teachers or any trainees who volunteer to do TP with real students with all trainees observing and evaluating.
Conduct feedback sessions and go from there…. Thanks, David. It occurred to me that having the first few days of a CELTA mostly reflecting on the observed TP of any trainess who want to get up and have a go, as it were, might be a good springboard. I recall several of my fellow CELTA trainees had a goodish amount of teaching experience under their belts already and that could be exploited early on in the course — but just as good to observe and reflect on, may be the efforts of a spirited newcomer. I mean, as interesting and useful as it was to watch the CELTA teachers doing TP, I remember it being just if not more valuable to observe my peers and see what was good or not practice on display there.
And I think TP students are as real as any other in most respects. Start with models particularly peer models …. During my training, I hungered for more opportunities to just watch a good teacher in action. I mean, we did get to watch good teachers in action since our trainers were teaching US and they modeled what they taught constantly. But it was tough to focus on meaning the content of what they were instructing and form their modeling at the same time.
I longed to have access to videos so I could watch again and see how they did what they did so effectively. Actually, videos would have been helpful in critiquing ourselves too. I would like to have had an opportunity to observe an experienced teacher more often as part of my training. Videos would have been really helpful.
Videos of our own practice would have been painfully helpful too! In fact, I could mine the video for ongoing self-improvement ideas in conjunction with the written critiques I received well after I finished the program. Johnson, of Pennsylvania State University, in which video was integrated into a learning-to-teach cycle that went like this:. Maybe Ms. Johnson will post the notes from that presentation. I like the idea of practice teaching on peers, re-thinking, and then taking it to the learners.
The purpose of tutoring individual students was to ease the novice teachers into their role, as well as to start to familiarise them with the nature of interlanguage. It also meant that there would be students in the class they would already know once they started teaching the class as a whole, and since they were working in groups of 3 or 4 trainees, they could share information about each student they were tutoring. Are you familiar with these courses?
Hi Ximo, thanks for your comment. On the subject of school-based experience, Legutke and Schocker-v. One possible criticism of the CELTA model is that the practicum often takes place in a kind of vacuum, the classes not being necessarily representative of those in an institutional context. However, I do agree that the TP lessons are lacking when it comes to continuity between lessons though lessons are often linked topically and lacking in the coherence-making job of stitching together a language course that allows subsequent lessons to address areas of need seen in previous lessons.
In other words, lessons feel like one-off performances rather than steps in an process of building a course of language development for the students. The additional lack of homework-setting or exam-focus also adds to the slight sense of irreality. The differences are: — That timetable is much less than an experienced teacher — Their professional development is planned for years ahead. Hi Scott, This is such an interesting topic for me because it really speaks to the power of initial experiences in forming lasting beliefs and presuppositions.
For example, I can guess that one concern might be about what you have referred to as the tendency to teach grammar nuggets. Thanks for this list, Scott. Good food for thought. L1 use — not totally proscribed — for many of the reasons brought up in this earlier post of yours T is for Translation and in comments therein. Yes, definitely. Structural syllabuses are dying controversial statement I realise but they are.
An example of this is seen in the recent English Unlimited set of coursebooks from CUP full disclosure — I receive no commission!
And this is of course very welcome. Teacher talk of the IRF kind is limited to certain presentation stages if the teacher chooses a teacher-fronted style or in reporting performance after a very closed task — otherwise, teachers on a CELTA course are naturally encouraged to interact in a genuine manner with real questions when in open-class mode, and in any case, most talk in a lesson happens between students or so goes the aspiration — not without its own controversy.
I agree somewhat here — texts are treated in a too shallow manner and are vastly-underexploited. If by that is meant a string of short activities lasting 5 mins each loosely linked to each other, then that, we know, a satisfying lesson does not make. Here I think is where trainees can make up most for the deficits in materials by doing exactly that — linking topics and discussions to the local context. Hi Scott! The value of the CELTA to me was to obtain some sort of framework to start with and the idea of self evaluation.
So the training has to be cheap and cheerful. It also helps us to make whatever we decide to do more effective by suggesting ways to ensure that there is an underlying foundation of teaching methodology in the less constrained approaches that are becoming more popular. The course involves modules in language awareness, collaborative lesson planning, peer teaching, SLA theory, post!
The importance of making language learning as student centred as possible is, of course, a central tenet of the course. More and more international students are studying at HE institutions in the UK creating a need for language training at both pre-sessional and in-sessional levels which has resulted in circumstances that are pretty helpful to those interested in looking at language teacher education. We know that our model of teacher training is still far from perfect, and it does throw up new challenges each year, but it has provided the lecturers all initially CELTA trained with an opportunity to experiment with the processes and content of initial ELT education.
Sounds great, apart from I doubt the value of studying the topic for years without having worked in the job, however much observed teaching practice the course includes. But I would also agree with Alex that 4 years does seem to overextend the process — I strongly feel that one of the positive aspects of a short course is that it leads to more joined-up thinking since input sessions are so closely scheduled; as a result, trainees can start to join-the-dots on various teaching principles and techniques simply because they are fresh in their minds. Who invests in a 4 year course to qualify for work that, when you consider the pre- and post-contact work, pays rather less than the national minimum wage?
Am I missing the point here? For most people is suppose that this is a real issue. Many thanks for offering some thoughts on this. Alex — perhaps the points below may go some way towards assuaging your doubts about the value of the course. In addition, those wishing to enter mainstream teaching through the PGCE route have found that having a TESOL specialism is a valuable bonus in our ever more globalised world.
Finally, while the second year looks at theoretical and practical aspects of language teaching in combination with jointly planned peer teaching and reflection , the final year allows students six months to undertake live teaching practice. During this time we try to get the student teachers to work through how their beliefs about effective language learning and teaching chime or otherwise with their developing knowledge and experience.
The aim, of course, is to hopefully facilitate deeper learning through enhancing the quality of their reflection. However, it does offer us the chance to consider initial TESOL teacher education from a model that differs to a four-week course, even if most of the aims are the same. I do love this talk about language awareness. How about having some awareness of International English here?
I started to realize this a while back and now hopefully I am much more conscious of not just prescribing my own British? English as the rule. I am just one user, after all. Take for instance, my bigoted cringing when I hear a strong Liverpool accent. I always tell my learner s that this is my way but then try to explore other ways that the thought maybe expressed.
Do you think you could make those things happen if you walked into a class today? Go and see a real class run by an experienced teacher! Explore the link s over leaf to find out more about teaching methods and lesson plans. I was traveling through Laos last summer as part of an around the world trip. When I arrived in central Laos to work at an organic farm, I was told about a building that was constructed to teach the local villagers. They had no transportation to the school in the nearby town and the children from the four villages received schooling only when someone was available.
The farmer asked if I would be interested and I started that evening. Before coming to France I worked as a Health Visitor a sort of community nurse for more than twenty years and really wanted a change of career. Many students study General English at lower levels and then specialise later. EAP is a pre-university course that takes students to the level they need for their degree.
It often involves study skills as well as language. Some schools offer specialised streams e. English for business students or businesspeople. Test Preparation A course to help students pass or attain the score they need in an English test. The most English spoken every day is between b non-native speakers and non-native speakers.
For example, Korean and Japanese businesspeople and Russian pilots and Chinese air traffic controllers use English to communicate with each other. Most learners of English want to a use English for a practical purpose.
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Since English is just a tool, the ideal of sounding like a native speaker is irrelevant to most learners. Teaching business is more serious so there will be less interaction. Teaching young learners is tiring. Do you agree or disagree with these statements? You have to be an engineer to teach engineering English. Our aim is to help students develop specific language for their real-life goals.
They want you to help with language they need for work. So choose topics, types of written texts, dialogues etc. Ask your students to show you examples of what they need to read and write, and to tell you the words they need to pronounce however it helps if you have an interest in the subject matter e. It depends. If you organise lots of small-group work, it really makes no difference whether you have a class of 10 or Just choose interaction patterns that are relevant to their work — e. It depends! Young learners need a lot of different short activities or they get bored.
Go to a specialist TEFL bookseller. Look at the resources you can buy to teach specialised areas of English. What areas of English could you teach? Choose three that appeal to you. Qualifications Demystified Compare the different courses and qualifications available and find out which one is right for you. Do You Need A Qualification? Gain a better understanding about qualification requirements to teach English as a foreign language.
What are your initial thoughts about getting a TEFL qualification? Tick the statements with which you agree. Face-to-face TEFL training usually gives you the opportunity to practise teaching and receive helpful feedback — increasing your confidence in the classroom. Finding Quality Job Opportunities l Having a qualification puts you in a stronger position to get the best jobs possible l.
Here are the typical options available for an entry-level TEFL qualification. Make sure you consider your current budget and time constraints when answering. What would increase your potential in the TEFL world? I worked mainly in a private school in Hanoi. Here are the general qualification requirements worldwide. Different teaching experience or qualifications may be seen as equivalent to a TEFL qualification.
There is variation within each region, of course - we look in detail at individual countries in Section 7. There are not many requirements for volunteering usually , so the decision to do a course is solely about your desire to develop your classroom skills before you start teaching. However Englishspeaking countries are strict about the qualifications they require. For better or worse, the field is market-driven.
Wherever demand for English is high, there are teachers working without the required qualifications and work visa and being paid cash-in-hand. This is a dangerous thing to do — teachers risk being exploited and getting caught. We know a certificate can make finding work easier. But there are of course professional benefits from studying a TEFL course. Which of these experiences would make a course seem worthwhile to you?
I became more confident about my grammar. The next part will tell you what individual courses will bring you and which courses will fulfill your needs. Think back to your dream destination in Section 1. Do you think you have the required qualifications for that country? If not, will you: l. Perhaps consider a TEFL course along the way. A course will give you a feel for the TEFL industry, help develop your classroom skills, and give you the chance to make some valuable contacts.
There are hundreds of face-to-face and online certificate courses, but only a few are well-recognised. I took the TEFL class on line just for fun and because our church offered an English class to Hispanic people who had moved to the area. I thought that by taking the class, I could improve my own English and be better able to assist with the class. Because I had a part time job and was pretty tied down, any thing long term was out, so I saw this as a perfect opportunity to practise what I had just learned!
I spent two weeks as one of two Americans on a team of twenty native Taiwanese who were planning an English camp to a remote fishing village in southwestern Taiwan. I had a blast and found the Taiwanese extremely friendly, helpful, and very motivated to learn English. Some providers are not wellrecognised — choose carefully No personal contact with TEFL teachers or other students No teaching practice. Some short courses are top quality training and recognised worldwide Get a feel for the industry — meet TEFL teachers and other students Can be a fun learning experience May include peer-teaching practice A quick way to get qualified.
Content can be superficial Not much attention to language analysis No teaching practice with real students. I had several interviews with schools around Seoul. I began to teach kindergarten and elementary kids. It was very daunting at first, but I remembered what I had learned in my TEFL course and after a few weeks it became so much fun that I hardly felt like I was working at all; I felt as though I was getting paid to have a great time. Competition is stiff, and all of the well-known courses, whether online or face-to-face, provide useful content.
They are just about the only certificate courses that will allow you to teach in an English-speaking country, primarily because they are over hours, and they include six hours of observed and assessed teaching. However, they are quite expensive and stressful, so be certain about your TEFL plans before committing your time and money to this course. Google the reviews of the courses you are interested in.
See what people who have done the courses think. There is a wide range of certificate courses, online and face-to-face, ranging from 20 to hours. With hundreds of TEFL job sites on the internet, find out exactly where to start with your job search and how to identify the better opportunities available to you. Conditions How do you know if a job is good?
What should you look for in a job advert or contract? What should you ask? Find out all the answers to these key questions. The only challenge with TEFL work is that the jobs are in another country! This section will suggest some ways of becoming an effective international job seeker. By the end of this section you should feel excited by the incredible range of opportunities, and have developed the skills to proceed wisely. The principles for finding any sort of work are the same. So in order to find your TEFL job, you can:.
I took the TEFL course My wife and I decided to move to Hong Kong. I searched for a job online. I struck some luck and within that same week I had landed myself a teaching post in a center teaching ages from I managed to strike a perfect schedule working seven days a week, I think the TEFL certificate played a large part in landing myself with a job as a teacher, because it is highly regarded by schools and centers.
There are thousands of jobs advertised on the internet on any given day There are five main types of positions advertised Adverts are usually upfront about conditions. Examples e. Private Chain Schools have branches in many cities and countries.
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Go back to the three websites you looked at. Find examples of these different types of positions. In developing countries, they are usually not able to offer high salaries but may offer free accommodation. Private schools, especially the chain schools, may offer considerably higher pay than government schools. Contract periods vary but they tend to want you to stay as long as possible and may offer incentives, such as an end-of-contract bonus. Volunteering, of course, takes commitment. While you may, in fact, need to pay to be a volunteer, the rewards in terms of learning, achievement and contribution can be huge.
You would have noticed that there are hundreds of job websites. Here are the top three sites recommended by TEFL teachers as the perfect starting point. Use the three websites recommended and find five jobs that you would love to have. Bookmark them — we will be looking at them later in this section. Recommended job sites: www. The staff made the whole experience so easy, advising me on everything from vaccines to visas, and knowing there was always someone available at the end of the phone.
How to Teach English and Live in Spain
There are job placement services and agents who will offer to help with contacting schools, organising paperwork, and supporting you in-country. Do you believe that a person or organisation, acting on commission, is going to look after you? Always be suspicious of agencies that charge advance fees and operate exclusively by email. Before you sign up, ask yourself whether job placement services or agents meet the following criteria:.
There are clear benefits in using their service — e. There are many critical stories about agents on teacher forums e. Consider carefully — is there a need to go through one when you can contact schools directly? What value do they add? This will often mean the jobs they arrange have lower rates of pay. What benefits do these jobs offer you? Thailand is a great place to begin because everybody is so friendly and helpful! The kids are very lively but fun loving and are generally interested in learning! Working for a Thai government school also provides you with generous holiday entitlements so if you have itchy feet you can see to your wanderlust!
I would recommend teaching and living in Thailand to anyone. Most TEFL jobs are not advertised; many people find their jobs through word of mouth or networking. It is highly likely that some of their jobs were through someone they knew rather than an advert. I found it a great experience and I was really glad that I plucked up the courage to do it. I feel that I adopted qualities which were expected in that culture and which have improved me generally as a person. I also met a lot of people I might not have met otherwise - not just locals, but those who had gone there to teach from a whole range of other countries.
In the TEFL world, developing networks is the best way to discover what good work is available and teachers are particularly willing to help you out. Networking also offers you flexible choices — e. Draw a mind map. Start with any five people you know. Who might they know? You might find someone who has valuable advice or contacts abroad for you! TEFL teachers would always suggest that personal contacts work best. Meeting other teachers socially is a good place to start. TEFL has brought me work experience in Shanghai. Before getting a permanent full time teaching job, I taught part time in various schools kindergartens, adult classes, teaching centres I now work full time in an international school in Shanghai and have just signed my 3rd year contract with the school.
Leelawati Khalil from Singapore. Can you make the most money? Turkey b. Saudi Arabia Is the typical hourly rate higher? Russia b. Vietnam You can find the answers at the bottom of the page. In this part we look at some general principals regarding what to look for in a contract and your rights and responsibilities as an employee. In Section 7 we look in more detail at conditions country by country — and, of course, where to find information yourself, since conditions change.
Job adverts typically spell out conditions clearly There are some snags you should learn to avoid. I did have a lot of fun, and got to meet all kinds of people. I had to do whatever I could get workwise over there, and money was tight, but my teaching jobs were the ones that kept the smile on my face. The Facts Go back to Part 1 of this section Remind yourself of the different types of positions available — at a government school, chain school etc. What kind of position looks most attractive to you? Schools need you more than you need them. Ask direct questions about your contract.
Be courteous. You can break a contract. Schools do need you. You can always negotiate — but be polite. Always be courteous. In view of this, many schools offer a bonus at the end of a contract. Look at the forums listed in the Key Resources section on page 52 See the types of feedback teachers have given about different schools. What are typical features of good schools and bad schools?
You probably will have found that teachers do not define good schools based only on money or physical conditions. Teachers value: l l l. Respect from management Someone on staff you can talk to about problems A culture of teaching and learning - not just profit.
The most reliable ways to tell if a school is good is if there are positive testimonials from other teachers. Use contacts or online forums. The first sign of a bad school is when they evade questions or are willing to behave questionably for example, offering to employ you illegally. Schools are usually upfront about rates of pay.
What might not be clear are your working hours — which in turn can affect how much money you receive. What details would you want to know about teaching hours in reference to the below? As a rule, new teachers would not want to teach more than 25 hours a week, unless all the teaching materials are provided. An hourly rate: ask about minimum hours. Split shifts: find out if there are any, and what the possible configurations are. Different sites: ascertain whether you are expected to go to different branches or, for example, work with corporate clients at their workplace. Consider travel time and how you will travel.
Extracurricular activities: ask what they are and how many hours they involve. Remember: They need you more than you need them! If a school evades your questions, simply move along. Also, always be prepared! Try to determine what will happen if you decide to break your contract e. I was in Qingdao, China! I taught classes at all three schools, working with kindergarten-2nd grade. I taught a total of 22 classes between minutes long.
Creating A Teaching Resume Top tips on how to create a teaching resume that resonates with the needs of employers. Personal Contact Understand how beneficial it is to deal directly with a person, rather than anonymously, when applying for a job. What has your success rate been when applying for work? Think about: l. Most recruiters look at a covering letter for about five to ten seconds! First impressions are powerful.
How can you make your application stand out and be impressive? This section will help you write a powerful covering letter and a resume that will get past the tensecond selection stage, so you can secure the job you want. Have you ever recruited people, or do you know someone who has? If a recruiter has a pile of job applications, how much time do they usually spend on each? Write the time here:. Personal Contact I taught at an underprivileged school and also nuns at a private school.
I managed to get in contact with the nuns through some people I met at my accommodation. It was one of the most rewarding things I have ever undertaken. The children where so receptive and eager to learn. The nuns could speak English however, needed someone to practice their pronunciation and conversation skills with. If you send a job application to a general business, rather than a person, you most likely will not hear back from the employer. Names are particularly important in international communication — when, obviously, there is no faceto-face contact.
Email is inherently anonymous. All of the above are equally important. The TEFL industry is different because the applicant and the employer are distant. Do anything you can to make professional but personal contacts. If a job advert does not name a contact person, find out. Look at one of the job websites you discovered in Section 3. See if you can figure out the name of the person with whom you should get in touch. What will make your application stand out?
I am still in Milan, Italy, teaching Business English. There is a huge market for GOOD teachers here. I had been teaching other things before English, so I was able to cross train my teaching skills to fit. I work full time for one school though most teachers start out working part time for 2 schools and there is no lack of hours.
Look at the job advert below. What two things do they want? Established school in Osaka seeks motivated and energetic English teacher to teach teenagers. You will need to work with Japanese teachers to provide conversational English lessons, and run activity programs sports and games in English. TEFL qualification desired but not essential — energy and enthusiasm a must!
Please send application and resume to:. Clearly, you always need to work out what they want before you can highlight it in your application. Look at the application below from Janet Baldwin for the position. Why are the words in bold? They are the most sought-after skills in the TEFL industry b. They are what the advertisement asks for What is the purpose of the sentences after the bolded words?
To give examples which support her statement b. I am a qualified and experienced English teacher. In addition, I have designed and organised sports and activity programs. While at university I worked for the Student Activities Committee, coordinating a number of sports clubs for students. Answers: l The words in bold b are what the advert asks for. I would be very grateful for the opportunity to discuss my application further. Please find my resume attached. Keep the language simple and clear and you, as an English teacher, will be judged on the clarity of your writing. Be courteous but direct — there is no need to grovel.
Leave a line space between paragraphs and do not indent the first line. The text is left-justified. There is no right or wrong answer regarding formatting application letters — but the style above works very well in the TEFL industry. Most importantly, get someone else to check what you write! Errors in a letter look very bad for an English teacher.
Go to one of your bookmarked jobs and type up an application letter. Model it based on the example we have given you. Highlight the selection criteria so they can see straight away you are the right person for the specific job. We suggest the answers for all three of these questions can be yes for you. If you speak English fluently you probably do! After more than a year of retired life, I became bored and learned of native English speakers teaching in Korean English language schools in Subic Bay and within other select cities in the Philippines. I submitted my resume at Sky Language School in November of and was given a quick interview by the Korean supervisor.
I was hired and began teaching on December 26, and have been teaching there for well over a year now. It is both intrinsically satisfying and helps with finances. Prior to the Philippines, my experience only included six months of teaching English in Quito, Ecuador in exchange for Spanish classes. I teach in a cheerful air conditioned private room within a well kept building with a brilliant staff.
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All resume experts say different things. In some cultures this seems strange and egotistic. Make sure everything on your resume is relevant. Keep it succinct and punchy. Use the same font as your application. Make sure you are consistent with word forms and punctuation. Use full stops after all or no items in a list — not just some of them. Care and consistency is especially important for an English teacher. If your resume is sloppy, an employer will think your work in class will be sloppy. Some people suggest a professional-looking photo helps to personalise an application — it makes it more than an anonymous piece of paper.
Think of photos you have of yourself. Which would you choose for teaching at a Japanese kindergarten and which would you choose for teaching German businesspeople? Why did Janet Baldwin include the interests she has? Imagine she also likes electronic music. Should she include that? These could be, for example, anything involving responsibility, dealing with the public, or language and writing. If you have considerable experience but no degree, consider putting your experience first.
Apply anyway and apologise for not having what they want Apply anyway and not mention the issue Not apply. Apply anyway and not mention the issue. For better or worse, the TEFL field is demand-driven. If you can sell yourself as the perfect candidate, the school may ignore the stated requirements. However, sell your experience as being relevant to the classroom. Having said that, when it comes to legal requirements e. There are plenty of others to choose from. Include any experience you have from your former jobs which might be valuable to the school.
Think about the following: l. Write your teaching resume to support your application from Part 2. Make sure the verb tenses are consistent e. Online Resources Understand how online computer activities can help you prepare lessons and get your students practising. Print Resources Learn the benefits of different teaching materials and which ones are the best to take with you when teaching abroad. Why do you think authentic materials - reading and listening materials not designed for language students, such as menus, newspapers, brochures, timetables, songs, adverts from the radio — might be some of the best resources you can use?
Finish the sentence below. Students often talk about the gulf between the classroom and the real world. They say the course book is irrelevant to their real lives, and they worry that that they understand their teacher but not people on the street. Authentic materials are motivating because they bridge the gap. I love your motivational message…. Thank God I found this blog before the 28th Sept!!!! I will definitely be printing all your tips and ideas.
No doubt it is a wonderful article and being English language teacher, I found it very informative and encouraging for those who recently joined teaching profession. This truely is an eye-opener. I have been searching for this kind of training in my country to no avail. Hi I want to know celta courses and I asking you please send more information about celta. Thank you, Tasha. I love your motivational message. I will definitely read all your tips and ideas.
Thank you for the useful tips. Cooperation and good relationship with your peers is essential. I had the best group ever, and I have learnt a lot from them. My advice is to enjoy every day of it because it is a challenging but enriching experience! I have read everything word by word. I am extremely thankful to you for such excellent tips. I will bear them in mind. Hi Tasha, You mention in one of your replies above that no preparation is needed for CELTA and that the course itself teaches you from the very basics everything you need to know.
I am a native english speaker and my initial CELTA interview and application tasks were completed well, so all this prep work she advised was NOT because she felt my command of english was particularly poor. Yes each center has slightly different pre-course tasks to complete to better help you prepare. The important thing to remember is that the course is for pre-service teachers with little or no teaching experience. Good luck! Thank you very much for your powerful advice.
Can you please give me some general tips on how I should approach the the pre-course task that need to be submitted before the course. Hello Ebrahim, The pre-interview task is generally an open book task, meaning you can research online to check your understanding. Remember that the quality of English used is important so proof-ready carefully.
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Also note that you are not expected to have fully formed teaching ideas and methodology before the course, nor is it expected that you are a grammar or linguistics expert. The CELTA is for pre-service teachers with little to no experience and the interview is pitched accordingly. I am aware that I have to take this big step toward my goal but my fear holds me back, which is depressive!! Good luck Soumia! Thank you Tasha for this exciting article!
But I have some trouble finding a good page where I can compare different locations for taking the course. I would like to take the part-time course in a beautiful and calm environment. Or do you have some places you would recommend me? Really all CELTA centers are moderated and inspected every course by Cambridge, so you do get the same high quality training no matter where you do the course.
I am sure that the insights shared by you would be quite helpful for anybody who chooses to take up this course. To tell you the truth , I have been considering it for the past one year however i am quite paranoid as i have been told that it is going to be pretty exhausting both physically and mentally. Though i have been teaching English for the past ten years , i wonder whether i would be able to pull it off or not.
I think with 10 years experience you have nothing to be overly concerned about. The Celta is very similar no matter where you take it; some companies like Teaching House provide more career support during and after the course, however, because the course is administered and moderated by Cambridge University, generally the academic standard is very high at all centers. I am an English Teacher with more than 18 yeras of teaching experience at University. I need to clarify one matter. Then I went on to France and began to improve my French knowledge I had from school.
I had a job there as waitress and learned so much from my customers and as I live in a shared flat, I also learned from my roommates :. So once again about 1 and half year later I went on and came to Germany. So about a few weeks ago I finally managed to pass my telc exams and therefor have the first official prove that I indeed am fluent in written and spoken German. And guess what?
Hi Emilia, Thanks for writing in. What a fantastic language learning journey you have had so far! The good news is that the CELTA methodology works very well for teachers of other languages as well, many of our graduates with multiple languages go on to be teachers teaching languages other than English, in a communicative, engaging and effective way. I also want to thank you for this. Your words of advice really help in this unknowing time. Hey there! Sweet article, thanks for putting that together for us. Obviously the first is only on Mondays for around 5 months in the case of some cities but in a general sense, which would you recommend?
Hi Aaron, Teaching House part-time courses face to face is the same price as the intensive course, and is 10 weeks, two nights a week and all day Saturday. It really depends on where you want to do the course, but you must complete the face-to-face component. Some candidates do decide to do the part-time because they think it will help them with the intensity of the course. Feel free to email us to find out what might be best for you, we also have blended courses available in some locations.
I am afraid if this is true or not.