Sunday, 18 March 2018

#ELTchat Summary 14 March Professional Development for Teacher Trainers

 Who was around?

Moderators: @angelos_bollas @Marisa_C @SueAnnan @tesolmatthew
Participants: @fionaljp @KateLloyd05 @whatisit @Patrick_M_Huang @este_moscow @aydanacaryavuz  @SproulBreana @ddeubel @adi_rajan  @scottroydouglas

What we talked about

The chat included ideas and information about teacher trainer professional development in the following areas:
  • Online resources
  • Journals
  • Conferences
  • Sharing ideas
  • Training courses and Qualifications
  • Books 
  • Blogs

Online resources

We all agreed that CPD was out there online. However, as @angelos_bollas pointed out, there is far more focus on teaching and learning than on teacher training.

He also made a very valid point that a trainer's workload on full-time courses, sometimes even doing back-to-back courses, can restrict opportunities for PD.
Then #CELTAchat got a mention - a monthly online chat inspired by #ELTchat and specifically for CELTA and Trinity CertTESOL teacher trainers -  as a source of online CPD.

@fionaljp added that @JoGakonga has created a site for trainers - TeacherFeedback.ORG

There is also and @SueAnnan told us that there is a portal for Trinity CertTESOL trainers to share ideas and queries too.

@SueAnnan suggested watching Gabriel Diaz Maggioli on YouTube for his training ideas.

@fionaljp provided a link to her topic: Teacher Training, Reflection & Development


@angelos_bollas mentioned that The Teacher Trainer Journal had published an article about #CELTAchat this month. The Teacher Trainer Journal is specifically for teacher trainers and a great source of practical ideas for professional development.

@tesolmatthew mentioned elted journal as a go-to journal. However, @scottroydouglas noted that the last issue seems to have been December 2016. 

@scottroydouglas then shared links to three, free, open-access Canadian journals:

@Marisa_C told us about the Cambridge English Teaching Awards Symposium, which took place in Sheffield last year. This conference has a specific focus on the trainer and training.

@SueAnnan highlighted IATEFL, which is being held in Brighton this year, and the fact that there are lots of sessions aimed at trainers and teacher training.

Sharing ideas

Despite the increase in online chats, it was felt there seemed to be a general lack of sharing training activities and that any sharing was generally restricted to between colleagues and within the confines of individual centres. 

@fionaljp suggested making sharing input session training ideas a topic suggestion for the next #CELTAchat in April and, if voted for, creating a platform for this to happen.

@tesolmatthew said that in his experience trainers don't share unless prompted. He said that when he's asked, he has found a sometimes enthusiastic willingness to share and compare input sessions and assignments.
Matthew wondered what the reasons were for this and felt maybe it was a question worthy of research.

@fionaljp referred to @JoGakonga again as she has recently set up a new page at CELTATrainers to share resources . 

@tesolmatthew mentioned that there is a share element set up on but it was pretty much cobwebs.

Training Courses and Qualifications 

@angelos_bollas told us about a new course in Athens called Train the Trainer Course and asked what we would have liked to know about on such a course. Responses included experiencing being observed and observing with practice acting as a trainer and giving feedback. Angelos also asked what we could do for our own CPD and comments included teaching - getting back into the classroom, experimenting with new ideas and keeping up with research.

@SueAnnan shared a link to training courses from the British Council.

@fionaljp put forward the option of becoming an online teacher trainer and doing an online training course.

@este_moscow talked about how she was getting on with doing her DELTA and her plan to do an MA and become a trainer.

@Marisa_C and @angelos_bollas discussed their experience of doing an MA in pursuit of professional development. Angelos told us how his MA lacked a focus on teacher education. @Kate said that was one of the great aspects of the DipTESOL as it includes a whole section on it.
This was followed by an interesting discussion about doing trainer development modules: 
The chat included an interesting discussion about lesser known (in my opinion) books for trainers:

... and for teachers in training: 

@tesolmatthew told us about John F. Fanselow's new book

@ddeubel shared a link to his blog that has lots of wonderful resources for teacher training:

Another great blog with a focus on teacher training was mentioned:

And finally, not mentioned in the chat but will include now, the CELTAchat blog.

Here is a Padlet with all the links above mentioned under the various headings:
Made with Padlet

If you'd like the link to this Padlet, click on the icon in the top-right corner to open in a new window and save. 

Does anyone know where the next CETA symposium will be?  If so, and/or if you can think of any other sources of teacher training development, please add to the Padlet... 

Wednesday, 29 November 2017

Live 'Chatting' in TP Observation

After reading Jo Gakonga's blog post  Making the most of TP observation, which is based on an idea by Marie Therese Swabey for using chatrooms in TP observation, I was so looking forward to trying it out. 

That was in October and here we are in November and I'm ACT on a CELTA course in Barcelona.  When I mentioned the idea to the MCT here, he too had read Jo Gakonga's blog and was very much up for giving live 'chatting' in TP observation a go.

I first tried it out when the trainees were observing me teach the Pre-Intermediate class in TP on Day 2.  It seemed to be an ideal opportunity to see what the they thought of the idea.  I decided to use Padlet as I thought the anonymity factor would give them some freedom. It is also so easy to use and share with no signing up / registering, no sharing of personal information so no issues around privacy and it is versatile and fun with many useful features.  I asked them to get QR code reader apps and gave them the QR code to share the link.  

They all appeared to participate and they posted some really perceptive comments, clearly picking up on classroom management issues mentioned in the input session earlier that morning.  I was really encouraged by this.

Made with Padlet

Then I realised that the new 'shelf' feature in Padlet would be perfect for TP with six trainees in a group.  I tried it out the next day in TP2 explaining to the trainees that it was an experiment and that, of course, if they didn't like it, we wouldn't continue.  However, I was thrilled to see that they really did. 

I am so excited by this as it's already such a radical change to TP observation in terms of engagement. It's trainee generated now and they really seem to be getting a lot out of it.

Made with Padlet
                                                  There are only observations for 1-5 because trainee 6 was absent for TP that day.

Well, we've finished Week 3 now and motivation has been sustained. Feedback from the trainees after TP is based on what they have posted on the Padlet for that TP session. The observers identify and expand on what they've posted on Padlet in TP feedback.

I think this is also going to provide a very useful resource for the Lessons from the Classroom assignment because peer observation is all there written down for them to refer back to and reflect on. 

SAMR framework

Using the SAMR framework to evaluate the impact of technology, I hope that I have progressed from merely substituting tech for paper and pen because I think the use of technology has provided functional improvement in that feedback is live, collaborative and engaging.  I feel we have arrived at the augmentation stage. However, I'm looking forward to progressing further.  

As suggested in Jo Gakonga's blog, I'd like to encourage the sharing of lesson plans and handouts. It is easy to see the rational in providing trainees with the tools they need to promote more efficient feedback in observation so trainees can assess how effectively the plan supports delivery and see what the students are expected to do in the lesson. I absolutely love the idea of taking and uploading photos of boardwork (this is actually happening now as examples of good boardwork are beginning to emerge). 

I would also really like to join in the live chat to direct and guide the trainees' feedback during observation rather than post-observation as this would be far more effective but this would necessitate changes to TP tutor feedback paperwork.  I think a freelance CELTA tutor would definitely need the support of co-workers to fully implement live 'chatting' in TP observation in order for it to be truly transformational.  As a freelance CELTA tutor, I do hope I am fortunate enough to be in that position in the very near future.

Many thanks to Jo Gakonga for sharing on her blog and to Marie Therese Swabey for having such an inspired idea.  

Tuesday, 24 October 2017

Monday, 19 June 2017

#ELTchat summary: Times are changing. Are teachers? How?

This topic suggestion for #ELTchat on Wednesday 14 June came from a tweet I saw by @MrCopil.

@TeresaBestwick introduced the topic with a song:

This Wordle attempts to capture the wide range of topics mentioned in the chat in reference to changes and I've used this as a way of organising the summary:


@TeresaBestwick said she thought most teachers use more tech in classes now whereas @SueAnnan said she had colleagues who do and some who don't. @seburn said that change may be individual a lot of times and some teachers make changes at different times depending on their context and needs not globally. @AdeleRaemer told us that she had discovered some great AR (Augmented Reality) tools and provided a link to her blog post Find the Hidden Treasure! @seburnt asked "how exactly are times changing?" and @Marisa_C responded by saying technology was an obvious answer.


@TeresaBestwick tweeted that teachers are becoming more comfortable talking about taboo topics and there was more awareness-raising at conferences. @MarjorieRosenbe agreed saying this was even evident  in the interviews at Glasgow online.  She also said projects such as the NO Project deal with human slavery and there were more presentations at IATEFL on LGBTQ issues. @seburnt wondered whether these have played a role in teaching practice - more so in the last couple of years. @MarjorieRosenbe thought it was a good question but said she only knew they were coming up at conferences and people were working to make them more visible now. @TeresaBestwick said She thought LGBTQ issues were happening in other areas so it was having a positive effect on education too. @SueAnnan said topics and books are a bit more real, true to life, for example Keynote with Ted Talks. @MarjorieRosenbe told us about @Wayzgoose_Press who have a book with photocopiable activities on social issues. @fionaljp posted a link to New Internationalist - a resource for global justice issues in easier English @tesolmatthew asked whether we were post-PARSNIP.

wellness mindfulness


@vbenevolofranca told us that one of the things that is changing in Brazil is the market, from language course to English in schools - this affects teachers. @Marisa_C agreed that this was the same in Greece but thought this related to bad economic situation and parents' cutbacks @TeresaBestwick also said this was true in Spain with many bilingual Primary and Secondary courses in Spain and that there is a definite exam focus, which was less prevalent before. @David_Broughton said in Mexico, he was starting to notice students being more disappointed in language centres - more aware of what good teaching programs are. @MarjorieRosenbe mentioned the trend in recognising the multilingual classroom to which @Marisa_C said "Very true - much more so also in Greece where monolingual classes were the norm.''  @MarjorieRosenbe remarked that another change was that we also accept that using the first language of the learners was OK. @SueAnnan highlighted the fact that online courses are booming.

top-down bottom-up

@SueAnnan said she though a lot of change that  eminates from management is not respected by staff and is difficult to keep up. 


@Marisa_C said that another change was the shift to teacher reflection and teachers thinking more about research, though sadly research is an expensive sport.


There was a lot of discussion around different types of research. 

@fionaljp posted a link to ELT Research Bites @ResearchBites in response to @David_Broughton's question and @SueAnnan recommended IATEFL ReSig


@fionaljp posted a link to a forum on approaches to developing reading skills that suggest alternatives to the presumed norm.


@seburnt tweeted about changes he likes:
He explained the second point as cross-discipline collaboration, isolating language classes in his context to skills across disciplines, with collaboration with other types of content- saying it works well in EAP contexts.


@fionaljp responded by sharing her experimentation with Edmodo - learning on an online pilot course for teachers.


@AdeleRaemer asked whether Higher Order Thinking skills were big in #ELTchat circles and @SueAnnan responded by saying, 'Books are concentrating more on this now and critical thinking too.' @Marisa_C noted that thinking about education (including Bloom) is more evident now, not in ELT syllabuses, but covered nevertheless.


CPD / tech

@SueAnnan asked:

@Marisa_C said that having this daily contact on Twitter across the globe was a change and @fionaljp agreed saying 'Yes, this is the huge change - availability / opportunity of personalised CPD.'  @SueAnnan asked, "How do teachers stay abreast of changes?' and @fionaljp responded, 'by not staying where they are - by avoiding doing the same thing all the time.' However, this didn't really answer the question as @SueAnnan replied that some teachers rely on top-down CPD.  @Marisa_C asked if this instant information gratification produced better teachers? @fionaljp replied that teachers can be more informed and aware - great way to update skills and knowledge. @NikkiFortova responded by saying, 'information and knowledge are different things - so I'd say no, it doesn't mean better teachers.' @Marisa_C said that connecting with other teachers has made reflective  teaching or the pursuit of excellence more visible.  This resulted in a discussion about passion from @SueAnnan and @AdeleRaemer:

I think @MarjorieRosenbe's question below and some of the replies would be a good way to conclude the summary:

It was a very interesting, very lively #ELTchat and I hope I haven't missed out anything major or mis-quoted anyone - here's a link to the transcript for reference.

Sunday, 23 April 2017

#IATEFL2017 #IATEFLOnline Developing Teacher Talk

Jamie Keddie’s 3 suggestions 

      1. Let’s stop calling it Teacher Talk Time
       Let’s call it Teacher Talk
      2. Let’s embrace storytelling
      3. Give out the TT(T) mantra [if you’re 
          going to use it] with a post script:

Teacher talk is an essential skill for any   teacher. It is about speaking less and using your voice sparingly but that doesn’t mean teacher talk is inherently bad.  After the CELTA course, you’ll have to constantly work on classroom communicative skills. You’ll have to hone the effectiveness of your teacher talk.

A joy to watch and a serious issue to consider:  Not to stifle trainee teachers’ development by saying (or by implying) TT(T ) is bad but to develop teacher talk instead. One way Jamie suggests doing this is by embracing teacher-led storytelling.