Week 3: Level Changeover; Easier Done Than Said!

(image from: http://www.fossati.us/teaching.php)

The so-called tough week has already started; yet, it doesn't seem tough anymore. On Monday everyone was nervous as we were expecting to get two written assignments back and change levels. (For those of you that are not familiar with the CELTA process: Every trainee is required to teach two different levels of instruction. So, for my first four TPs, I was assigned to teach the intermediate+ level and, for the last four TPs, the elementary ones.)

First day of the week, we observed an experienced teacher and I was rather intimidated. Not that there was something wrong with the students. The group was great and supportive, willing to cooperate and ready to be exposed to various teaching techniques. However, that was the very first time in my career that I was in a classroom with elementary students.

I had to consider and take care of various issues: grading my language, producing activities and tasks that would be both simple and meaningful, make sure that sequencing is effective, and ensure that students would leave the classroom less confused. As expected, I was nervous - especially after the disastrous TP4.

Finally, TP5 went really well for one reason: I focused on my aims. I had prepared the lesson plan focusing on designing tasks that would gradually guide the students to the ultimate goal which was no other than the primary aim of the lesson. Following that, I reviewed the plan - I, even rehearsed instructions and CCQs. On the day of the TP, though, I left the plan aside. I was sure about the shape of the lesson and of the steps that I had to follow. The only thing that I did was to follow the students: I had them show me the way; I asked them questions to check previous knowledge, elicited the context, make them interested and from that point on, the lesson was transformed into a great walk in which students and I were walking together. I did not drug them here or there and they followed! 

Of course, there were various issues that I have to work on for next TP, such as better monitoring and less shouting. Now that I am thinking back on it, I understand that at times I shouted to ensure active participation from all students. Next time, I should do that more discretely; actually, the lesson should do it by itself!

Wow! 3 TPs to go... I am not sure that I want this experience to come to an end... I wish I could stay to this school with these students and fellow trainees for life! :-( 

Less is more was a success! What about less talking and more adapting, though?

(taken from: http://languageteachingtips.wordpress.com/2014/01/17/whats-your-attitude-towards-teaching-practices-a-k-a-tps/)

Preparation for TP2 started the minute that TP1 was over. I think that this was very helpful because I could apply most of the things that my Tutor, fellow-trainees, and myself had pointed out.

The things I focused on were:

• Less things to teach,
• Activities that serve the aims of the lesson, and
• Constant repetition of new language learnt.

Planning Stage

When preparing the lesson plan, I did the following:

1. Took a note of the basic components of my lesson.

2. Added activities under each component and checked their appropriateness.

3. Checked appropriateness by asking: If someone does this activity, will s/he achieve a part of the lesson's aim? When my answer turned to a 'yes' one for every activity included in the plan, I started imagining the entire lesson in my mind so that I could be as accurate as possible.

While preparing for my first Teaching Practice, I thought that planning would be a pain in the ...neck (!) but having received feedback, planning my second TP was rather enjoyable. Why was that? because I was very clear as to what I wanted the students (and me) to achieve.

Teaching Stage

And... Yes! Good planning leads to teaching the lesson without being stressed. However, it is this confidence that might lead the teacher to talk more than needed. Personally, I wanted to make sure that I was paying attention to the students' needs all time, which made me echo their comments a lot and ask many unnecessary questions. 

Final 10' of the lesson were not like planned, exactly: students struggled with a vocabulary exercise and I did not have time to proceed to the production stage. So, for a moment, I thought that the lesson was turning into a disaster, only it didn't because I decided to forget that I am being observed and I pushed myself to deliberately decide which of the two was more needed: the vocabulary exercise or the production activity. Students had used much of the new language taught so I opted for the vocabulary exercise and it worked! Obviously, this shows that my planning needs some work but, still, the lesson was successful.

Post-Teaching Stage

I think that this is the most difficult part. The feedback is very constructive but this makes the next TP seem even more intimidating. I need to remember - and use - all the things that helped me for my TP2 and the feedback received after TP2, as well.

Well, we'll see! Time for a drink. :)

Oh, and let me not forget: Week 1 is OVER!

Teaching Practice 1, Revisited!

(Taken from: http://bigthink.com/in-their-own-words/how-teaching-is-a-noble-calling)

24 hours after the end of my first TP and I am still thinking about it. Which activity was (un)successful? What did work well with the students? How many issues had I foreseen, etc?

Being an experienced teacher can be both a positive and a negative asset one might have while doing a CELTA training. For me it has worked both ways, today: On the one hand, I was confident, in control, and responsive. On the other hand, though, attempting to live up to the expectations, set by no other but me, transformed my lesson into a theatrical performance in which, instead of directing, I was acting.

Thinking back on it, observed teaching is one of the best things ever happened to me. Now that I am working on my second TP, I can even see myself teaching the material I have been preparing for them; thus, my planning will - hopefully! - be far more realistic.

 Things that I learned from today's TP:

1. It is NOT all about the trainee.

The fact that one is a student and a teacher at the same time can be really confusing, at first. Yet, one must remember: It is about the students! We are getting trained to deliver better lessons so that STUDENTS's language-use abilities improve. The leading act belongs to the students, we are the directors. Our aim, even during a TP, is to make them shine.

2. Less is more.

TPs might be part of our assessment criteria but they are still students' lessons. Being able to teach many different things is not the purpose of any lesson. The purpose of the lesson should be focused on serving the aims set in the lesson plan. At the end of the day the students should leave the classroom having learnt a new thing.

3. Remember: You create the lesson plan; do not restrict nor enslave yourself.

Designing a challenging lesson plan is great; yet, following the students' needs is even greater. One needs to adjust and appropriate his/her plan to the particular class. However, if one has to deviate a lot from the original plan, s/he must work on better planning a lesson.

4. Moments of pauses and silence are needed, actually.

Yes, it is ok. The teacher has to pause and make sure that s/he is still on the right page, serving the aims of the lesson, and for the students to breathe (!), digest and reflect on new information.

5. Aims, aims, aims

Imagine the lesson as a series of snapshots. Does every snapshot serve as a justification to the aim(s) set in the lesson plan?

And few final comments:

I was so anxious the night before my TP that I created a lesson plan that was not realistic (and I knew it!) Luckily, it was not very unrealistic, however, any experienced teacher could understand that 45' are not enough for such a plan.

I am planning my next TP, at the moment; The feedback I received was so beneficial that my confidence level has increased: First, I do not feel judged. Second, I want to apply all the suggestions I have received. Third, I want to teach fewer things in greater detail. Last (and most important one), I want to do it again!

Last words of advice to the ones that will go through this in the future: Go to your TP1 unprepared. Do the things you think are correct and allow your tutors and fellow trainees give you feedback! If you have not decided on a training centre, join CELT Athens! You will not regret it!