Marisa Constantinides on How to Become an ELT Teacher Educator

Oh, To be a Teacher Trainer!

In the relatively recent past, Cambridge ESOL redefined their policies regarding the hiring of Course Tutors for CELTA, DELTA and other Cambridge Teaching Awards courses stating an absolute minimum qualification:

Today, it is almost impossible to be approved as a tutor on any of these courses if one does not have a Cambridge DELTA Diploma.

Although not necessary to have attended a trainer training course or to have a Masters in TEFL/TESOL or Applied Linguistics in order to be employed in one of these courses, Cambridge ESOL requires prospective CELTA and DELTA tutors to go through an extensive induction period, supervised by an Authorised Teaching Awards Centre involving:

• putting together a portfolio of trainer training tasks, documents and materials
• observing/following one or more courses at an accredited centre
• being observed by one's supervisor (usually to Course Tutor)
• being assessed for their portfolio work and trainer skills by a specially appointed external Cambridge Assessor.

I consider this is a very positive development, although it does create issues for very experienced (and often highly sought after!) teacher educators who find themselves interested in becoming approved CELTA and DELTA approved tutors at this particular juncture.

Still, although the system may have its drawbacks for a small number of exceptions, as a rule it forms a very good code of practice for the profession. And I believe that Cambridge ESOL are, in a way, attempting to declare the profession's coming of age.

A HISTORY OF THE PAST – TEACHER TRAINER OR TEACHER EDUCATOR?

I have been a teacher trainer for many years, more years, in fact than I have been a teacher educator. My career as a teacher trainer began when I was literally pulled out of the classroom by a highly perceptive Academic Director who saw some potential in me and who threw me into teacher training head first!

By that time, I had already attended a Certificate level course, obtained my Diploma in TEFLA (then known as the RSA DTEFLA, equivalent of today’s Cambridge DELTA) and had five years' classroom teaching experience with both young learners and adults.

But other than that, I had no other training on how to train TEFL teachers; later, I gained more experience when certain British publishers offered me the opportunity to do freelance teacher training for them. Through this training, I got my second major lucky break – I was offered a job as an in-house teacher trainer for a major language school in Athens (now also a major publisher as well) and started training the staff at that school through pre-sessional/start of the year courses and through continuous development workshops and seminars throughout the year.

I learnt an enormous amount through this job, a lot of it about teacher training and a lot about the administration of introducing innovation and change into a language institution.

After I had been a teacher trainer for some time, I felt I needed more background and that was the time I decided to follow an M.A. in Applied Linguistics, a course I completed at the University of Reading and which I still use to its fullest!

On that M.A., I followed a Teacher Education option, which was really the first formal training I received on syllabus design for teacher education courses, different coding systems and ways of giving feedback, analysing classroom discourse, teacher assessment schemes, and many more relevant topics.

It is at that point that I realised the difference between a teacher trainer and a teacher educator, a term which if not introduced by H.G.Widdowson, was certainly inspired by an important article published in ELTJ in 1984 , in which he says that “teachers need to be trained in practical techniques, but must also be educated to see those techniques as exemplars of certain theoretical principles..” otherwise they cannot derive expertise from experience, and later calls for teachers who “are not consumers of research, but researchers in their own right. It is this, I think, that makes teaching a professional activity, and which should, therefore, provide incentive to those who claim membership of the profession.”

My career as a teacher educator – in Widdowson’s sense then, changed and became more charged with a focus on teacher education for reasons to do with a new perception of what training and educating classroom teachers involves since I completed my MA studies.

My personal training style evolved many times over throughout the years up to now, mainly through focussed observation of experienced tutors/presenters at conferences and workshops.

Personal favourites include Rod Bolitho, Tony Wright and Ken Wilson but watching my colleagues has also given me inspiration - current CELTA co-tutor Olha Madylus is one of the most inspiring and motivating teacher educators I have ever seen; as are Tony Whooley and George Vassilakis, great CELTA & DELTA co-tutors, to name only a few.

CURRENT PRACTICES & CHOICES

These days there are numerous Trainer Training courses available to anyone interested in teacher education. To name a few, Marjon's (The University College of St Mark & St John in Plymouth) runs a very good one; Warwick University has an MA in TEFL, specializing in teacher education.

To anyone who asks today what they should do in order to go into the field of teacher education, I always suggest following one of these courses.

You can, of course, learn on the job, but it's the same as teaching.

You do acquire some skills through practice or by being mentored by good teacher educators, but the shortcut to faster development is by following a good course and it is well worth the effort and cost.

Without one, you may eventually get to your destination but it will take you a much longer time to achieve what you can learn in a much shorter time.

WHAT DOES IT TAKE TO BE A TEACHER TRAINER/EDUCATOR?

The Council of Europe stipulates that those involved in the training of professionals should have received a minimum of 400 hours of training themselves, which is a good point to think about, not just regarding teacher educators.

Apart from evidence of extensive training (ideally including a DELTA and an M.A. in TEFL or Applied Linguistics), here are some of the qualities I look for in anyone who wants to work as a teacher trainer/educator at my training institution.

I look for educators who...

• have extensive and varied classroom teaching experience
• are experienced and highly skilled in lesson & materials design
• are familiar with a wide range of materials available, published in print form and online
• have extensive experience of training and supporting adult learners
• have experience of having been observed by others themselves
• are able to deliver lessons using a wide range of presentation/teaching modes
• are highly polished classroom practitioners/master teachers themselves
• are confident and supportive individuals
• have an interest in their own ongoing professional development/ new technologies do not frighten them and they are keen to develop and learn
• have thorough understanding of the theoretical assumptions underpinning classroom techniques/ lessons/ materials/lesson shapes, etc.
• are highly proficient in the language of instruction (English) with outstanding language awareness
• have observed other teachers extensively and seen different ways of giving feedback to trainee teachers
• are mature, balanced, objective and have a reflective approach to teaching and teacher education
• are in full control of their teaching style and classroom persona
• are keen learners and sharers and are generous about sharing what they know with other colleagues

I could add many more qualities I look for, such as a bright and sunny disposition, a good sense of humour, tolerance and patience, sensitivity, efficiency, passion for teaching – a great ingredient!!! - professionalism, promptness, punctuality, flexibility, empathy....the list could go on and on.

But what I want to stress is that my ideal candidate will have both the high polish of a good teacher trainer as well as the depth of understanding of a good teacher educator.


CAN EVERY GOOD TEACHER BECOME A TEACHER TRAINER/EDUCATOR?

Many of you may have noticed that many of the qualities mentioned in the previous section are also highly desirable qualities in a teacher!

So, can a good teacher become a good teacher trainer/educator?

This is a key question, and I am afraid that my own personal response is “No, I do not think so”. Not all very good, or even outstanding classroom teachers are suitable for a career in teacher training.

There is one major (in my own view always) attribute which is absolutely necessary, the ability to analyse the teaching process and classroom practices for the benefit of one's trainees.

Without this very special ability, while it may not be difficult to pick up a published or unpublished set of training materials and deliver sessions to a group of trainees, it can be very difficult to support the same trainees in lesson preparation, suggest alternatives, advise them or tailor one's instruction to suit different needs, different teaching and learning contexts as well as the developing/emerging needs of one's own trainees!

To my trainees who ask me how it is possible to develop into a good teacher educator, I say the same things. This is not just the next logical step in every TEFL teacher’s career and it cannot be done well by everyone but there is no doubt that there is, indeed, a great need for more people in this profession!

Teacher training/education is a serious business requiring specialist knowledge, a passion for teaching and helping people, personal commitment, the classroom polish of a master teacher and a willingness to learn and share the learning with others.

It should be serious but also greatly motivating and great fun – when appropriate.

So to balance out my very serious post, I've included a couple of photographs from training sessions which were wonderfully inspiring and great fun for trainees and their tutor! Do you have any questions?

About the Author
Marisa Constantinides is the DOS of CELT Athens, a teacher education centre in Athens which offers TEFL, Cambridge CELTA and DELTA courses to teachers from all over the world.





You can reach her via:

• School Website
• Blog in English
• Blog in Greek
• Twitter
• Facebook

Karen Schweitzer on Deborah Healey

She-in-ELT series - 1
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An interview with Deborah Healey

Deborah Healey has been involved in English language teaching since 1976, and with computers in teaching since 1983. Although she is very fond of gadgets, she has learned to temper her enthusiasm for technology with a dose of pedagogy and no longer thinks that every lesson must incorporate as much tech as possible.

Her time in Yemen from 1985-1988 taught her a great deal about the power of even minimal technology, used appropriately, as well as about running computers off truck batteries to keep them from being fried by power fluctuations. She has taught almost every class and every level and held several administrative positions at the English Language Institute at Oregon State University, from Technology Coordinator to Director, during her nearly 30 years at OSU.

She is now happily ensconced at the University of Oregon's American English Institute/Department of Linguistics, where she has been doing distance ed teacher training courses.

Her students so far have been mostly from Iraq, providing a very different look at that country from the one often in U.S. news. She has written extensively about CALL, including her early Something to do on Tuesday and current chapters in CALL Environments and A Handbook for Language Program Administrators. She presents frequently in the US and globally; recent workshops have been in Thailand, Singapore, Yemen, Vietnam, Qatar, Oman, and Egypt. Working with teachers and technology are her favorite activities.

Deborah was kind enough to share her thoughts on English language training and women in the ELT field in this exclusive interview for Kalinago English:


What made you decide to pursue a career in English language training?

I moved to Oregon in 1974 and realized that I could do just about as well going to grad school and getting food stamps as working at a minimum wage job. Since my undergraduate work was with languages, I headed over to Linguistics to see if they had any spaces still open.

They did, so I got a Master's in Linguistics. At that point, I cast about for job possibilities and found ESL and I've been in English language teaching and teacher training ever since.

Moving from a teacher to a teacher trainer was easy, especially after I became involved with technology and spent time helping my colleagues learn. CALL was a hot topic in many places, so I went from presenting at TESOL to presenting in other countries.


You currently teach in a distance education program at the University of Oregon's American English Institute. Can you tell us a little more about the class you teach?

I'm doing two fully online courses this summer. One is Shaping the Way We Teach English, a course developed largely by Leslie Opp-Beckman and colleagues at the U of O. My class is made up of English teachers in Iraq with a range of backgrounds and experience. Some are high school teachers, while others are teacher trainers themselves. That course focuses on pedagogy, with technology primarily as the medium of instruction.

I'm also teaching a course called Building Teaching Skills Through the Interactive Web. This course is designed to build skills in using technology in English teaching. Most of the participants are Iraqi teachers, though we have a few from other countries in the Middle East as well. The participants are doing reflective blogs - that's been a very interesting process!


Distance learning is becoming an increasingly popular education option among students and teachers alike. What sort of impact do you think this has had on the field?

I don't think that distance learning courses have had a very large impact on the field yet.

We're seeing a lot of material online, including many websites with a lot of information and resources for English teachers. However, the vast majority of what is online for free is also curriculum-free - meaning that the teacher would need to know how to structure the instruction him/herself in order to use it effectively. The courses that we're offering at the UofO are real courses, just delivered online. It's not cheap to do this kind of work, and we couldn't offer it for free. That said, the materials in both the Shaping course and the Building Teaching Skills course are available online.

Our idea at the UofO, like that at MIT, is that the materials are not where the real value is found - it's in the interactions among participants and with faculty members.

The great value that the Internet offers is in helping teachers create better face-to-face and hybrid (partially online) courses. The communication potential of email and now social networking sites is huge, especially for those in EFL settings. Students are no longer studying language in a vacuum; they can have online partners from around the world to use their English with in authentic ways.

Teachers are no longer constrained by the postal service in getting current material, since newspapers and magazines from around the world are available in real time online. You can be reading the same story in Tokyo, Eugene, and Doha at the same time (assuming some people like being up late). Teachers can provide an amazing collection of resources in a variety of media in their classrooms, thanks to the Internet.

Access to resources and communication tools is what is changing language teaching.


Has your teaching style changed over the years as new technologies were introduced?

I've become much more task- and project-oriented since it's been easier to provide students with resources and set them loose. Students get more of the classroom content with technology, too: I give students copies of PowerPoint shows and my notes, when I use them.

Rather than writing on the board, I write in Word and project it - that lets me archive what we've done for students, as well. I don't know how much of the change in my teaching style is due to technology and how much is due to experience - they certainly intersect.


There are some people who feel the most sponsored and influential EFL speakers and trainers are predominantly male. However, you have managed to accomplish a great deal in the field of teaching and English language training. Have you ever felt like there is a glass ceiling in the field?

It's been much easier to move forward since I got my Ph.D. That seems to be more of a leveler than gender, though gender is still an issue at the university. Far too few English language teachers with Master's degrees take the next step and get a doctorate.

Since most of the rank-and-file language teachers are female in the U.S. (and elsewhere in the world, it seems), it's easy to be held back by lack of credentials. The other plus that I've had is being an early presenter in a new area of language teaching with CALL. When there aren't very many people out there doing teacher training, then there's much less of a glass ceiling.


Do you have any other thoughts regarding the issue of being a successful female in the industry?

Women in the field need to do two things: one is to work together to ensure equity, and the other is to get advanced degrees.

Doors open through networking and with credentials. The great thing for me is that I've been able to have fun doing what I'm doing and get some share of respect at the same time.


Do you have any advice or tips for teachers or other individuals who are interested in pursuing a career in the English language training field?

The first step is to be observant during any training sessions that you attend and note what works and what doesn't. I've learned a great deal over the years at workshops and conference presentations, both what got people engaged and what would drive me out of the room from annoyance or boredom.

Part of doing that also is to be a learner yourself, on the receiving end of training. In order to get work, you need to network - do presentations at conferences, respond to email requests for help, put information out on the web for others to use, and meet people who are in a position to offer you work.

Once you've got work, use each session to learn something more about what works and what doesn't. English teachers are normally respectful of others, so I'll just make a note in passing that having respect also includes learning from those you're training and thanking them for what they're teaching you. If you enjoy learning from others, then you're more likely to be successful in the long run.


This interview was conducted by education writer Karen Schweitzer.

Karen writes the Business School Guide for About.com and has been serving as an advisor to business school students for more than three years. She also writes about colleges online for OnlineColleges.net.



To submit your own article for the She in ELT series, please visit this page.

Tech Tips for ELT Trainers-2: Be Brave

While browsing around the net, following one link after and another, I landed up in a Ning group called Classroom 2.0 which I promptly joined as the members there clearly know a lot about the various teaching practices using technology.

One of the pages I visited was a blogger called David Truss who writes a blog called A Pair of Dimes. He has created a beautiful video called the brave new world.

So after my personal-story-rant on why EFL teachers should really start using technology (here) in their classrooms, I thought it’d be fitting to use this as part of the Monday tech-tips series.

He’s agreed to let me post it up here and I really hope you enjoy it as much as I have!

Find more videos like this on Classroom 2.0

Wasn’t that just great?

Now come on and join those of us producing dynamic lessons, interesting, pedagogically sound materials –there is a shift in education happening today and I do hope you want to be a part of it.

There are a lot of tools and a lot to learn (see article here) so every Monday I’ll add one more tip and we’ll get you there, bit by bit.

Where’s the love, y’all?

Part 2 of the Art of Teaching Conversation To Language Learners. To read part 1 first come here.

Last night, after a tough day presenting a educational proposal to a rather tough crowd, I met up with some mates and had a brilliant night listening to a rock band in an off-the-beaten-track club in Marienplatz.

The rockers were Germans, all between the ages of 50 and 60, singing in English and they were shockingly good. In no time at all, we were thrown back in time, belting out the Eye of the Tiger at the top of our voices and all cares and worries were instantly gone.

The passion of these white-haired geezers rubbed off on us and we had the time of our lives.

Enough about me,

are your students comfortable speaking English?

In part one of this series, I mentioned that to effectively teach speaking, you need to know who your students are and how they learn, however, you also need to know what it is that makes them tick as human beings. You need to know what their passions are.

There are several factors which prevent communication and fluency from occurring in your classroom.

One of these is motivation.

What are your students in to?

What makes them wake up in the morning, what do they look forward to, who have they been, what hard stuff have they had to live through?

What makes them mad or frustrated, what do they hope will happen before the end of the year?

What knowledge do they have that they just can’t wait to tell you?

Don’t know?

Find out!

ASK because it is this emotional stuff that drives most of us human beings to be humans.

No one cares to talk about things they don’t care about.

Am I telling it to simply?

Seriously, are you in the mood to discuss HTML and blog design with me?

Okay, maybe if you’re a fellow blogger who landed on this page you and I could have a good old chinwag.

But the rest of you (I know because I can see the snores in my friends’ eyes or hear them down the phone) are not going to sit through a discussion like this, right? This is pretty much what handing over a textbook to your students and then following through from page 1 to page 112 sequentially does.

It’s also what happens when you make photocopies of Spotlight on topics not relevant to their lives or download news articles from the net that are based on your interests, not theirs.

Er, BORING!

Your students have their own

• 
  
  hobbies
• 
  
  families
• 
  
  interests
• 
  
  concerns
• 
  
  ambitions
• 
  
  responsibilities
• 
  
  stories
• 
  
  lives!

Of course, sometimes it can be all about you and your interests. Sometimes that’s interesting as it’s motivating to them to learn about who you are and how you tick because you’re the teacher and they’re curious.

But not all the time.

When you’re working with a textbook or other learning material, personalize it, make it about them, turn each topic around so that it has something to do with their lives and interests.

If you’re lucky enough not to be in a situation which requires a set course book then you can make your entire curriculum entirely about your students needs and interests.

Ask them what these are.

I couldn’t answer or participate in class because although I wanted to speak in English, I wasn’t interested. I didn’t know what to say, I had no relationship to the topic presented.
Beatrix W., Mercedes Bank, 2007 discussing why she didn’t participate in previous English lessons.

For students whose affective filter (the emotional reason a person doesn’t learn) is based on fear or low self-esteem, your very paying attention to their needs will break this down.

Be a little patient with them, consistently show that you care: enjoy their triumphs, compliment their successes and show that you are interested in their lives.

In Scott Thornbury’s excellent book, How To Teach Speaking, he suggests that

‘the conditions in which speaking occurs play a crucial role in determining the degree of fluency achievable.’

He goes on to lay these out as:

Cognitive – familiarity with the topic, the genre, the other people you are talking to, shared knowledge and processing demands.

Affective – feelings towards the topics and participants and self-consciousness.

Performance – being able to monitor your fellow speakers’ responses, opportunities to use gesture and eye-contact, degree of collaboration, planning and rehearsal time, time pressure and environmental conditions.

Find out what your students are in to.

To do this, here’s the link to grab a simple brainstorming sheet from my website.

And here’s a video of me (How embarrassing –a very bad hair day but decided to show it to y’all anyway).

In it, I’m in the final steps of a brainstorming session with my students – I do these every 8 to 10 weeks and it gets easier and more interesting each time.

I hope it helps you out with your own elicitation of topics.

Do let me know how it goes, plus of course, don’t hesitate to ask if you’ve got any questions.


Best,
Karenne
Read part one here or a related article here.


Watch the video we did when we were discussing the Sundance Film Festival, here.

Tech Tips for ELT trainers–1: Computer Hardware

Every Monday, I’ll kick off the week by posting up a training video or a slideshare on technology and the English Language Classroom.

To start us off we’ll be looking at this video from the Commoncraft show on hardware.

Knowing how the computer works will help you understand all the other stuff you’re doing on it!

Don’t hesitate to let me know if you like(d) the video or if there is anything else in particular you would like to see. Simply click on the comments to communicate with me.

Your style, my style - our ways of speaking

Part one: the art of teaching conversation to language learners

Starting off with the basics is probably a very good place to kick off this series (of at least 7 parts).

Do you know who your students are?

Do you know what they like? Do you know their learning styles and how they learn?

Knowing a little bit about the way people learn anything at all is one part of being a really great conversation teacher.

In general, it's one of those essential life skills, however, when used for teaching English it can help you to unlock your students' great gabbing skills.

Because let's face it, despite the fact that when they are sitting in your classroom they may appear to be all quiet and shy, nervous and uncommunicative, when they're out there with their friends, families, across the boardroom table or with their lovers they probably aren't so very quiet.

In their own language.

And this is probably true, more or less, across cultures.

Okay, okay, maybe some of them are always quiet. But here are some reasons they might not be talking a lot in their English lessons:

* the subject you brought to class isn't interesting.
* they don't like you.
* you aren't teaching them in the way they want you to.

There are many more reasons than the above - hence this is only part 1 - more in the next postings.


For now let's have a look at:

“you aren't teaching them in the way they want you to.”

Don’t switch off the computer just yet, it’s not an attack of your teaching habits. We’ve all been there. The thing is, we teachers, sorry - we humans, often think that the way we do something is the way it is always done, and if not, it should be!

So be honest:

Are you teaching in a way that is

like how they learn,

or like how you learn?

Read through this list of learner styles and have a think, not only about your learners and where they fall into this list, but also yourself and the way that you teach. There is a doorway into getting your students actively conversing, this is one of the approaches that just might work for you:

Visual learners

learn most from things they see.

They love making pictures of new words & phrases and are happy organizing their new vocabulary into little card boxes (color-coded, of course) with little drawings or diagrams to help remember what the words mean.

They enjoy photography and art. Usually they have a good sense of direction and can read maps. When they explain something to someone else, they use a piece of paper so that they can show you what they are trying to say.

Auditory/Aural learners

learn best from the things they hear.

They love music and often can sing well.

They listen to what other people have to say, enjoy audio books and when they are learning a language, they often hear the subtle differences in accents and pronunciation.

They use i-tunes to help them study, especially all the great podcasts.

Kinesthetic/ physical learners

learn most effectively when they use their hands and body, when they touch something.

Usually this type of learner also really enjoys sports and exercise and is very active.

They often talk with their hands - are physically very expressive people and learn from doing.

Activity and movement are what gets these students fired up and interested.

Verbal people

enjoy words.

They like writing things down, increasing and using their vocabulary. They like stories and storytelling.

And boy, do they ever love talking!





They enjoy making speeches and listening to other people's ideas, expressing opinions.

They like words that rhyme, idioms and puns and usually they make an effort to really know the meaning of words they’re using.

Logical people

really need life to make sense. They feel comfortable with security, with rules and systems and actually enjoy learning grammar – it helps them to understand the language and put it into a format.

They think about the placement of words.

They like knowing what’s coming next and being able to prepare –they need to know that what they’re learning is something they can use again in the future.

It goes without saying, right, that you can have visual learners who are verbal and visual learners who are logical.

The logical audio guys love Beethoven, the verbal audio guys like rap.

The next thing we'll have a look at is interpersonal and intrapersonal skills or attitudes. Here we’ll call them social learners and solitary learners:

Solitary learners prefer to study at home and feel good when they achieve something by themselves. They don't mind doing homework, actually like self-study books, think independently, enjoy quiet.

They are pretty good at self-analysis (if they used this blog posting as an activity it would be pretty easy for them, they know their learning styles already).

It’s always a good idea to let them know in advance what you want from them and allow them time to prepare an answer.

Usually, if you hang on for a bit after asking a question, they will surprise you with very well-thought out answers.

Social learners love hanging out in groups and learning together, being a part of a class or community where they can share what they know.

They pay attention to other people's feelings, enjoy making others laugh and learn. They love playing games and activities, doing projects where several people have to create something new, together.

More in the next postings:

Knowing about your students' styles can help you prepare dynamic and interesting lessons. You can get them chatting about the things they care about simply by paying attention to where the key fits and how to turn it.

I’ll be writing about activities to do with each style, discussing motivation in speaking, giving you a list of phrases inherent, making questions and having in-depth conversations, talking a little about cultural norms and how to provide good, measurable feedback to your language learners.

In the meantime don’t hesitate to give me your own feedback and help steer the direction of these postings by asking questions.

Best,
Karenne

p.s Would you like your students to have a look at this and think about some of the issues presented?
Student version: here


Part 2 on the art of teaching conversation to language learners, here.

More information:

See article that prompted this posting (by Jason West of Languages out there), here

Websites on learning styles:

Vark, a guide to learning styles
Learning styles online
Kolb’s learning styles on business balls.com

Books on learning styles:

Knowing Me, Knowing You: An Integrated Sociopsychology Guide to Personal Fulfilment & Better Relationships: An Integrated Socio-psychology Guide to Personal Fulfilment and Better Relationships



Knowing Me, Knowing You: Exploring Personality Type and Temperament

Helping Learners Learn: Exploring Strategy Instruction in Language Classrooms Across Europe (Language Learning (Ecml, Graz))

The Differentiated Classroom: Responding to the Needs of All Learners (Merrill Education/ASCD College Textbooks)

Learner-Centered Classroom Practices and Assessments: Maximizing Student Motivation, Learning, and Achievement

Happy Holidays!

Dear English Teachers




Just a little note to wish you all the very best for the holidays - see you next year!


Best,
Karenne

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