| Describing Teachers | | | | Successful candidates are awarded with an |
| In this section, we will briefly describe broad | | | | endorsement certificate confirming the additional |
| categories of teachers. It is difficult however to | | | | award of the Young Learner extension. The CELTYL |
| strictly categorise teachers under certain headings as | | | | qualification may be taken as a separate course if a |
| teachers will find various aspects of each category | | | | teacher does not possess the CELTA qualification. |
| true for them and their own particular personality | | | | These courses may be taken full-time (typically 4 to |
| types. These categories therefore have very vague | | | | 5 weeks) or part-time (over a few months). |
| lines of separation as teachers often flitter between | | | | For a teacher who has substantial experience of |
| categories. It is important to be able to categorise | | | | teaching English to speakers of other languages and |
| your teaching style in the broader sense as this will | | | | wishes to undergo further training, the DELTA |
| help you to determine how you see yourself now | | | | (Diploma in English Language Teaching to Adults) may |
| and what kind of teacher you envisage yourself | | | | be the next step. The DELTA will deepen one's |
| becoming. The basic premise of this book is to equip | | | | understanding of the principles and practice of |
| you with the working tools to achieve your future | | | | teaching. It will also examine a teacher's current |
| goals. | | | | practices and beliefs and assist in applying the results |
| | | | of learning and reflection to one's current teaching |
| This category of teacher presents information to | | | | position and more senior roles. This course is offered |
| students as a 'lecturer' would. They, more than often, | | | | full-time, part-time or via distance learning. Although |
| have an in depth knowledge of their particular | | | | the Cambridge ESOL qualifications (CELTA, CELTYL |
| subject area, yet may lack a wider understanding of | | | | and DELTA), may be considered as basic entry level |
| teaching methodology. Presenters often convey | | | | qualifications for the ESL teacher in a School, one |
| information in an extremely interesting and often | | | | must consider one's motivation for enrolling in further |
| entertaining manner. Students, however, often do | | | | educational courses. Apart from the obvious |
| not find themselves interacting on a personal level | | | | educational value, does enrolling in a course offer the |
| and may feel uninvolved and unchallenged. | | | | individual further career prospects, promotion or the |
| II. The Facilitator: | | | | promise of a pay rise? If a teacher wants to pursue |
| This teacher, like the Presenter, has a sound | | | | a course to further their practical teaching skills within |
| knowledge of a particular subject area. This teacher | | | | the classroom and acquire more confidence in their |
| also has a firm grounding in teaching methodology, | | | | teaching capabilities, then taking one of the |
| and may still therefore convey information as a | | | | Cambridge ESOL courses is a good idea. If a teacher |
| lecturer would, but they also draw on a number of | | | | in a school is seeking promotion or a pay rise by |
| interesting options and activities to help facilitate | | | | pursuing a course of further education, then a |
| student learning in the subject area. The Facilitator | | | | different approach is necessary. Although promotion |
| attempts to promote a student-centred, interactive | | | | within a school is given to individuals who display |
| environment. | | | | exceptional leadership qualities, a Masters Degree is |
| III. The Communicator: | | | | definitely a 'feather in one's hat.' Masters Degrees |
| Again, like the Facilitator, this teacher has an acute | | | | take various forms; MA in Education (MA.Ed), Masters |
| awareness of both subject matter and teaching | | | | in Education (M.Ed), or Masters in TESOL (M. TESOL). |
| methodology. This teacher also has an understanding | | | | Many Universities offer these postgraduate degrees |
| of the student as a person and relates to their | | | | on a part-time basis or via distance learning. They |
| individual personalities and backgrounds that they | | | | may be awarded by completing coursework, a thesis |
| bring to the learning environment. This teacher | | | | or a mixture of the two. Some of these Masters |
| responds to these issues and factors when planning | | | | Degrees may be completed totally via distance |
| their lessons in order to create a good rapport and | | | | learning or by a mixture of distance learning and |
| atmosphere. The Communicator may be seen as | | | | on-campus lectures. |
| someone who creates the conditions which are seen | | | | Conferences or Seminars |
| as necessary for an effective learning environment. | | | | Attending seminars is a great way to keep abreast |
| 2. Further Teacher Learning | | | | of the most recent developments in ESL teaching |
| The truth about teaching is that the more established | | | | methodologies. It is also a good opportunity to meet |
| one becomes in one's job, the less willing one is to | | | | teachers from other schools and to share ideas and |
| take risks and try something completely different. | | | | experiences. Seminars are plentiful and notices are |
| Teachers have a lot to learn from each other and | | | | usually sent to school managers outlining the seminar's |
| from a wide array of courses and workshops on | | | | content, venue, host and dates. |
| offer throughout the world. | | | | 3. Observation as a Learning Tool |
| Ways for you as a teacher to further improve and | | | | One should be continuously teaching and learning. An |
| develop could include: | | | | effective way of learning is for a teacher to observe |
| Reading articles, magazines and books highlighting | | | | a colleagues lesson and let them do an exchange |
| ESL Teaching Techniques and ideas. Try them out in | | | | observation. This should not be done to judge each |
| your class! | | | | other, but to learn from each other. Observation of |
| Exchanging useful ideas and lesson plans with | | | | other teachers is certainly an excellent method of |
| other teachers | | | | making oneself aware of all the options and |
| Attending a Professional Training Course | | | | possibilities. Observations may provide useful insights |
| Attending Conferences and Seminars | | | | for personal reflection and post lesson discussion with |
| Observing other teachers in the classroom | | | | the ESL teacher. In the correct environment where |
| In Service Education and Training (INSET) | | | | there is mutual respect and where teachers are |
| One should be continuously teaching and learning. A | | | | supportive of one another, a post-lesson discussion |
| great way of learning is for a teacher to observe a | | | | may be an invaluable way of moving forward and |
| colleague's lesson and then do an exchange | | | | improving. Observations could include: |
| observation. This should not be done to judge each | | | | Observing a more experienced teacher's lesson |
| other, but to learn from each other. Another equally | | | | Observing a colleague's lesson |
| successful way of learning within a school is to | | | | Asking someone to observe your lesson |
| exchange lesson plans and activity ideas that have | | | | Observing a trainee teacher's lesson |
| worked well within the classroom. You should share | | | | You should fill in an observation form or keep some |
| your knowledge, especially in those areas where you | | | | record of your observation. This should be discussed |
| display a particular strength or interest. This sharing | | | | with the teacher observed. |
| of ideas may be in the form of in- service-training | | | | Criteria for Lesson Observation |
| (INSET), whereby you or another teacher prepares a | | | | The criteria for effective lesson observation could |
| short presentation to the English teaching staff | | | | include the following aspects: |
| outlining ways of teaching certain skills or systems. | | | | Classroom |
| This may include the sharing of successful lesson | | | | Here, the observer could consider whether the |
| plans and activities with those in the school. INSET | | | | environment is organised and whether it is in fact |
| programmes such as these are also instrumental in | | | | conducive to effective learning. |
| creating improved relationships and greater sense of | | | | Planning |
| cohesion. | | | | The observer may wish to consider whether the |
| Professional Training Courses | | | | teacher's planning has displayed clear learning |
| It is highly recommended that teachers without a | | | | objectives and suitable teaching strategies. The |
| 'TEFL' qualification should complete a relevant | | | | planning should, amongst other things, include |
| certification course. Such a qualification will provide | | | | evidence that the aims of the lesson have been |
| the teacher with the necessary skills needed to | | | | addressed. |
| teach English to children, teenagers and adults in a | | | | Teaching |
| School environment. Furthermore, a relevant | | | | The observer may wish to consider whether the |
| qualification will provide a solid basis in the | | | | pace and timing of the lesson was appropriate. |
| fundamentals of language teaching practice and the | | | | Furthermore, the observer should take note of |
| confidence to take control of young ESL learners in | | | | whether the students were challenged and |
| the classroom. There are a number of good 'TEFL' | | | | motivated. In addition, was the teaching clear and did |
| qualifications available such as those offered by | | | | the students have the opportunity to interact in a |
| Trinity College and the University of Cambridge | | | | meaningful way? Does the teacher display good |
| (Cambridge ESOL). The Cambridge teaching awards | | | | subject knowledge and enthusiasm? |
| are the best known and most widely taken TESOL | | | | Student's Learning and Progress |
| TEFL qualifications in the world. The Cambridge | | | | The observer may wish to consider whether the |
| CELTA (Certificate in English Language Teaching to | | | | students have established a good rapport with the |
| Adults) is possibly the most well known initial TESOL | | | | teacher and are comfortable with taking risks. Are |
| TEFL qualification. The CELTA can be extended to | | | | the students willing to engage in productive |
| the young learner. This extension course is the | | | | conversation and interaction? Are the students |
| CELTYL (Certificate in Language Teaching to Young | | | | productive in the classroom, do they work at an |
| Learners). This extension course enables the teacher | | | | acceptable pace and enjoy the lesson? Do the |
| to develop the skills and knowledge gained from the | | | | students demonstrate what could be considered as |
| CELTA course and transfers them to the young | | | | acceptable behaviour? |
| learner teaching environment. | | | | |