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Having just qualified to teach EFL/ESL I have absolutely no idea what age range or ESP would suit me best. Having spent the last 35 years working since I left school there are certain areas I might be able to teach ESP for adults. As to what age range of children would suit me I will have to find out only by doing it.

As a newly qualified EFL/ESL teacher the lesson planning process will be my biggest hurdle to overcome initially especially trying to reduce the amount of time it will take. Once settled I will then be looking to improve student motivation.

As to how – experience and advice from colleagues will help I’m sure.

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Of the many factors that influence learning the most the single biggest on a student’s learning would be confidence.

If you, the teacher, can instil confidence in the learners ability, whether they are beginner or advanced, quick to learn or slow and frustrated, then progress will be made. The confidence to engage in a foreign language is exciting and the ability to speak to locals in their own language, despite making the odd mistake, is very invigorating. I have experienced this both living in other countries and when on holiday. Having the confidence to engage a native in their own language is exciting too!

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What Do You Have And What Do You Like (2.1)

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What Do You Have And What Do You Like (2.1)

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I would like a projector and a white board. Using my own laptop, and with a reasonably priced set of speakers, the whiteboard can act as my screen and be a backup for any IT issues or power cuts. Wi-Fi would be ideal too but not crucial as one can always download items and videos. Access to a stationery cupboard would be good too for making flashcards and the like. Realia I would provide myself. Oh, and of course, course books!

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hi, I'm Steve from the UK. I am currently finishing an online TEFL course and hope to be qualified by the end of September and then I shall be looking for my first teaching role. Hopefully, this course will help to improve the skills that I learnt on my course.

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7 Tips For Your FutureLearn Course (1:2)

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7 Tips For Your FutureLearn Course (1:2)

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How Do You Feel About Lesson Planning (1:3)

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How Do You Feel About Lesson Planning (1:3)

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(I am new to teaching and I am finishing a TEFL course, hoping to be qualified by the end of this month)

With regards to lesson planning, it does seem quite daunting for someone new to teaching. Obviously you want to do your best for your students (and yourself too). I agree with earlier comments about being fully prepared before your lessons and time management, etc. But when you started your first teaching role did you prepare your own lesson plans or did you use pre-prepared ones?
Some jobs advertised mentioned pre-prepared lesson plans in use by that school and others mention that you will be preparing your own. The former will be easier to start with and the latter will involve a steeper learning curve initially but will it be better for you in the long run?
I would welcome any advice on this subject. Thank you!

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Fail to plan, plan to fail!
I also agree with the first teacher in the video who states that you must be prepared to not follow your lesson, i.e. to revise a point that has not been grasped by one or more pupils. The easiest way I can think of cater for this timewise is to have more than one activity that can be sacrificed if necessary. A complicated or too detailed a plan with no room for improvisation is bound to fail.
The second teacher mentioned what I would a block or outline plan for the week which would follow the syllabus presumably.

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I think a combination of both would be most useful taking the links from the previous and following lessons and add them to the second template.
The 'materials' section will act as a reminder prior to you haven't forgotten any props or aids and the 'potential problems is useful too. If you are using powerpoint lessons what do you do if your laptop doesn't work or there is a power cut! Having a hardcopy of your lesson as a back up will alleviate this problem.

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Concept questions: are they actually useful and how to form and use them effectively?

I am about to finish a TEFL course and the one thing that has me baffled is the use of concept questions and how to form and use them effectively. Most of the participants on here are working teachers as opposed to students like myself. How do you use concept questions, if at all? Is there an easy why to formulate them?

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Whether it be digital or an old fashioned book, any reflective journal or diary will be very useful, especially to new teachers, to keep a track of both your progress and the inclusion of new ideas and methods or the exclusion of poor ones. It is something I will be doing when I start in my first teaching post.

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The video looks like the pre-teaching vocabulary activity of the Pre-Reading stage of the lesson. The Pre-reading stage is followed by Gist and Detailed Reading stages. Before activity could be vocabulary to be learnt as part of previous lesson's homework. After reading activity could be a discussion activity to encourage pronunciation.

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Stating the aim of the lesson at the start of the lesson will help students to understand 'why' they doing the lesson. Young learners probably won't care about this but teenages and adults will. The goal of your lesson can only be judged by the results of your students. If the goal is reached then the aim of the lesson is successful.

Teaching without a purpose or aim is not an effective way to teach and is not conducive to learning.

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lead in = introduce topic/create interest
pre-writing = eliciting related vocabulary and syllabes (pre-teach)
writing = to check student's understanding by writing group poem (collaboration)
post writing = to hear and read other group's poems (confirmation)
homework = to write own poem (practice)

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In the post writing stage i would have allowed for the students to read out their poems as everyone likes to how theirs compares to each others (we all want to be better than the rerst, don't we?).

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AIM = practice using the Present Simple tense by asking questions
STAGE = Intro/Presentation/Practice/Production
PROCEDURE = logical and well thoughtout and well structured
INTERACTION = T-C, St-St, St-C
LEARNERS NEEDS & INTERESTS = their hobbies & interests
EXAMPLES = elicitation
GROUPINGS = classroom layout was good allowing free movement/pairs
BOARDWORK = good use of the whole of the board with large legible writing
INSTRUCTIONS = clear and concise checking the students have understood
MATERIALS = minimal
WHAT IFs = unknown but as the rest of the lesson was well structured then the Teacher would definitely have a back up plan if required

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What To Consider When Planning Courses (1:15)

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What To Consider When Planning Courses (1:15)

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The course needs to match the student’s needs and motivations for attending the course. Is it a school/exam orientated course or is it a tourism/business orientated course?
The syllabus must match the course aims and objectives as must the text book and any materials used.
The lesson content must match the exam questions.
A healthy balance of content (4 skills+grammar) must compliment the course aims and objectives.
Fun and humour, where appropriate, must be used to avoid the lessons becoming boring. If possible one or two fun events/lessons to be planned as rewards for good work (incentives).

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This is an outline plan so there is no need for any detail as that will be included in the lesson plans (timings/materials).
If this being prepared by the Teacher who will give the lessons then I would add nothing else. However if this is being prepared by the Course Planner for other Teachers then I would include additional information such as day/time & timings/classroom location/resources available/etc.

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This week has reaffirmed what I have been recently taught on my TEFL course. I’m glad to see that my TEFL course content is universally taught and used.
I was very interested in the lesson plan templates and the course plan example. I also enjoyed the videos of real lessons.
In this ever changing world the use of digital media to record thoughts and ideas hadn’t occurred to me so the discovery of Padlet is both an eye opener and something I look forward to using.

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Thank you for all of the very useful links. I'm already looking forward to next week!
Planning Lessons and Courses = http://www.teachingenglish.org.uk/teacher-development/continuing--less-more?
Successful and Time Efficient Lesson Planning = http://www.teachingenglish.org.uk/blogs/katherine-bilsborough/katherine-bilsborough-lesson-plans-%E2%80%93-less-more?utm_source=TfS3_LandT&utm_campaign=FL_MOOC_Courses&utm_medium=content_wk1
Lesson plans for primary learners = http://www.teachingenglish.org.uk/teaching-kids?utm_source=TfS3_LandT&utm_campaign=FL_MOOC_Courses&utm_medium=content_wk1
Searchable Lesson Plans For All Levels = http://www.teachingenglish.org.uk/teaching-teens/resources/lesson-plans?utm_source=TfS3_LandT&utm_campaign=FL_MOOC_Courses&utm_medium=content_wk1
Course Planning = http://www.teachingenglish.org.uk/article/course-planning?utm_source=TfS3_LandT&utm_campaign=FL_MOOC_Courses&utm_medium=content_wk1
Writing Great Lesson Plans = http://busyteacher.org/3753-how-to-write-a-lesson-plan-5-secrets.html

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Sally looks back at some interesting talking points from this week. Below are links to the things she mentions.

Check out this week’s Q&A video
Never stop learning and listening
Lessons must be like a river
Teacher talking time
Carol Read’s workshop – The Magic of Storytime
Reflections on teaching

You might also find these articles interesting
Reflecting on teaching
Advice for new teachers

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Poll

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Reflective Practice And Identifying Your Needs (4.2)

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Reflective Practice And Identifying Your Needs (4.2)

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I have been observed by a mentor or colleagues in the past as an instructor. Initially this can be painful and embarrassing but if the mentor or colleague are good then they can alleviate this and soon put you at your ease and give you helpful advice. Bad habits require correcting as soon as possible.

Reflecting on your own lessons and your interaction is fairly easy to do but student feedback could be quite daunting especially if they aren’t too subtle, then again the truth does hurt! Observation by a mentor or colleague will be far better than having student feedback as the feedback will be more accurate. The one method that I have yet to use is video or audio recording but this could be uncomfortable as there is no hiding the mistakes.

I have been keeping a journal of sorts during this course by keeping a private Padlet of my online comments during this course. Not sure if I want to share them though.

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I am not employed as a teacher yet so I cannot upload anything.

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Yes! Technology is the result of invention and innovation so the most important technological tool at your disposal is your imagination.

However, technology will make teaching not only easier but will allow you to introduce variety in to your lesson giving you more tools for your toolbox and aiding the students especially in listening and speaking lessons.

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Yes, I agree with both teachers.

Teachers have to take on a parental role especially for younger children. As the children become teenagers and then adults they need parenting less but require guidance and advice as they make their way in life. So the teacher must do the same guiding and advising them as they progress.

With different age groups becoming an actor to teach, guide, advise and mentor is possibly the best way to motivate and encourage students.

To inspire your students to become successful passion must be ignited. The catalyst for that spark must be the teacher.

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Ask me in a year’s time once I have secured my first teaching post. However I shall be looking to develop a network as mentioned here.

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A very useful list indeed. Always a good idea to have a back-up plan but how often do you practice using Plan B?

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I will look forward to any follow up on this.

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Thank you for the links.

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Looking forward to it, enjoying the course so far.

Sorry I missed the live session, thank you for uploading the video. I particularly enjoyed the tips on motivation and homework checking.

With regard to not being able to answer a student’s question – if the question is relevant to the lesson then thank the student and promise to find the answer and get back to them at a later date. I did this once to a recruit although I didn’t see that recruit for 3 months! They were astonished that I actually bothered to find the answer and find them to give the answer. Always fulfil your promises otherwise your students will think you are just lazy.

If the question is not relevant to the lesson then politely decline to answer and swiftly move on with the lesson.

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Using L1 - the Learners Perspective (3.5)

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Using L1 - the Learners Perspective (3.5)

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I agree with what Phillip Kerr says. I particularly I like the idea of the translating the text several times. The use of L1 must be kept to a minimum.

I believe that the first lesson, or maybe two, the students L1 should be used to introduce and then reinforce the teacher’s instructions. As the course progresses all instructions should be given in L2. This will encourage the students initially and then allow them to gain confidence in that they understanding the teacher’s instructions in the new language.

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I have been observed when instructing in a previous profession. It can be both informative and soul destroying depending upon what and how (and sometimes by whom) any criticism is delivered. Usually any criticism is constructive, not destructive, and therefore is welcome and helps you to improve.

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The purpose of the 1st activity was to practice leisure activity vocabulary. The purpose of the 2nd activity was to practice word sentence order. The purpose of the 3rd activity was to practice number vocabulary.

Flashcards were used to elicit answers by testing the student’s skill at reading by finding the correct word, missing word or number.

“A picture paints a thousand words” so of course flashcards can be used with adults provided the subject matter is not too childish as this would be demeaning to them.

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L1 ought to be used to give initial instructions at the beginning of the course and then all instructions in L2.

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Peer Observation - your Experiences (4.6)

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Peer Observation - your Experiences (4.6)

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I am looking forward to being observed when I get my first teaching post as the helpful advice from my peers will only benefit me.

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As I am a student I have not used any flashcards as yet. But I can see the value of them to elicit answers from the students and to help them recognise words through pictorial prompts. If the use of flashcards makes learning more enjoyable then flashcards are a must-have teaching aid.

The age and the language level of the students would dictate which flashcard activity I would use. Mid-teen and adults may not feel comfortable playing ‘Slap It’ or other childish (in their eyes) games.

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Giving Clear Instruction In English (3.7)

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Giving Clear Instruction In English (3.7)

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The teacher speaks clearly and concisely in L2 reinforcing points through elicitation where necessary and does not move on until she is satisfied that the students understand her instructions. She uses the EDIP principle – Explain, Demonstrate, Imitate and Practice – which was something I was taught years ago.

The teacher uses handouts, the board and numbers in a bowl.

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I have used none but they all look like excellent methods to use.

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That looks very useful (the video). Thank you to all of those who have put up links for other websites, I will enjoy looking through them.

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Different Ways Of Grouping Learners (3.8)

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Different Ways Of Grouping Learners (3.8)

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The teacher chose to do this as a group activity as it involves the maximum number of students in the shortest amount of time as opposed to one student at a time. To assign the groups she used a combination of simple letters and numbers that the students would already know and understand. I would do very similar but with slight variation every time in order to keep the student’s interested and engaged.

The teacher is clearly working on the K.I.S.S. principle – Keep It Simple (Stupid)!

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The teacher uses role-playing masks for the children, a whiteboard and pen, paper squares and bags of imagination!

The reason for using food items as realia is that they are simple everyday items and are easily understood and recognised by the students.

I don’t use realia as I’m not teaching yet but if I were teaching then I would use items readily available and easily recognisable.

Getting the students to produce their own flashcards can both engage the more shy students in the activity as well as act as a time filler. The flashcards may be useful in a follow on lesson. Alternatively it may be better to bring in those realia as real objects and have them in the classroom.

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At school, regretfully I rebelled and didn’t want to learn. The French classes were mandatory but I wasn’t interested. I later took German as I knew I was going to join the Army (where they were mostly based). Unfortunately I had left it too late to try to grasp the intricate nature of grammar rules. I don’t recall any pairs or smaller group work in either class. But something must have stuck in my brain as when I later served in Germany it was merely my vocab that was limited and not my understanding of sentence structure and basic grammar.

Over the last few years I have been using various apps and software to learn Italian. Individual working at my own pace is fine but there is no one to correct my pronunciation. To progress I would definitely need to participate in some sort of class activity.

Group classes are good because shy students can be encouraged by their less shy friends. Whilst group classes are better for drilling, pairs and small group working allow the student’s to practice amongst themselves and if more advanced students are grouped with less able students they will benefit. Group working means less teacher talk time which allows for plenty of opportunity to monitor.

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The teacher realised that his time appreciation wasn’t correct for the lesson which impacted on the student participation of the lesson.

Time appreciation is one of the key elements to a successful lesson. If possible I would have used the flashcards to elicit hobbies in a previous lesson along with any vocabulary specific for this lesson.

I would ask him “did the filming impact on your lesson?” Was that the reason for his having to rush the lesson. Other than that it looked good.

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The objects below could be used utilised for a host of things from simple vocabulary teaching (nouns/adjectives/verbs, etc) to role playing to familiarise the objects with their use in simple situations and to encourage student participation.

Soft Toy: different animals, where they live and what they do.

Menu: eating/working in a restaurant, different food and drink types.

Money: shopping and travel/tourism.

For younger students I would use the objects in practicing their speaking skills whereas with older students they can practice both their speaking and writing skills.

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Sorry, I am not working as a teacher yet so I have nothing to show :(

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Lessons taught well are a combination of planning and knowing your subject. If you fail to plan you plan to fail. If become a subject matter expert (SME) then you can confidently teach your subject. Lessons that have gone well or badly 9/10 are because of either lack of planning or not knowing my subject properly. The other 1/10 is from unexpected problems (power cut) or due to outside interference (fire drill, etc).

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If using an interactive board or a powerpoint lesson a whiteboard could be used to supplement the teaching by providing a space to examine, explore and correct spelling, sentence structure and grammar.

I particularly like the idea of putting the day and date on the board at the start of the lesson. A heading with the aim or topic of the lesson will help the students to understand the point of the lesson from the beginning.

Getting the students to come forward to use the board will be useful for writing/gap fill activities and the use of flashcards. Student participation will also prevent boredom.

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Lead In = Teacher to Class

Presentation = Pairs

Practice = Group

Feedback = Group to Class

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I haven’t done this but I would be interested in doing so.

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What an excellent video! If you are not very artistic then practice makes perfect. Perhaps tracing simple pictures will help perfect your artistic doodling.

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The teacher started to speak in Spanish which sparked the pupil’s interest as this is an English class. He then went on to explain that he is learning Spanish, attending classes and he is going to find an e-Pal to assist him in his studies. After establishing a common ground with his pupils he elicits information from them with regard to e-Pals.

On my recent TEFL course, during the 20 hour classroom stage, the teacher trainer started the first lesson by speaking only Spanish. This confused everyone at first but then the penny dropped as we realised what it must be like to have to learn a new language from the beginning. Although we were aware of some words many we did not know. Simple commands in Spanish had to be mimed for us students to understand. Thankfully after about 30 mins he switched English otherwise I would now be fluent in Spanish!

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I haven’t done this but I would be interested in doing so.

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Articles, webinars, blog posts, publications and teaching tips to help you develop in the professional practice of taking responsibility for professional development

A guide to reflective classroom practice

More about peer observation

Try this classroom activity to get feedback from your learners

Watch this video about self-directed development for teachers and ways to pursue action research in your classroom

Download the latest ELT research publications for free on the British Council TeachingEnglish website

Watch recordings from the 2016 British Council Teaching for Success online conference which focused on all aspects on professional development for teachers of English

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The teacher involves the students by using role- play getting the some students to act the part of several characters, reading out their lines in the story, whilst the rest of the class act as narrators for the rest of the story.

I particularly liked what she did with this class and the use of simple props for the characters was very clever.

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Everything on this course has been useful. As for further CPD I intend to participate in the other two courses that will follow this and anything else that I feel may benefit me.
This week has focussed on the value of continuing your professional development through reflective practice. You’ve looked at reflecting on teaching, peer observations, PLNs and action research.

Continue learning with the British Council

Join the global community. You can still engage with people all over the world to develop your understanding of language. If you haven’t already, join the community on our TeachingEnglish Facebook community with over 3.3 million fans.

Use our other resources. The British Council has a wide range of free resources for both teachers and learners of English. On the TeachingEnglish website you can download lesson plans and resources for use in classrooms and get information about professional development, conferences and qualifications.

On the LearnEnglish website you can find hundreds of pages of audio, stories, games and video content and over 2,000 interactive exercises to help you improve your English or to use with your students.

Take another course. You can take an online teacher training course with the British Council. We have a wide range of online courses to help you with your professional development, tailored to different language levels and different career stages.

Join another four-week Teacher Development MOOC as part of the British Council Teaching for Success program. Learning and Learnersbegins on Monday 23 October, and the Classroom and the World, starts on Monday 4 December.

You might also be interested in this British Council MOOC for English language learners: Understanding IELTS. You could direct your learners to this course, or try it yourself!

Learn about all the British Council courses on our British Council FutureLearn page.

So, what’s next for you now that this course is coming to an end? Look back at the notes that you have made in your online journal and join the discussion by adding your comments below.

What have you found most interesting or useful this week?

How will you continue your professional development after you complete this course?

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The numerous links to the various resources from everyone are extremely helpful, so thank you all for those.

A new technology for me would be an interactive board. I have seen them but I have never had the chance to use them. Also my artistic skills aren’t very good so I will have to practice that one.

Depending upon what classroom resources and technology are available to you I would say that you must use all of your teaching aids to provide variation in your teaching but not necessarily in the same lesson. One lesson could be video, another powerpoint and another boardwork reinforcing a particular point with flashcards or worksheets.

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As an instructor in a previous profession I soon learnt that practice makes perfect. However, we all pick up bad habits. Regretfully, the one thing I never did was to film myself to see what bad habits I had adopted.

Self-evaluation as a teacher will make you better at your job even though it may be excrutiatingly embarrassing when you see or hear a recording of yourself. So if you don’t, or can’t, want to have yourself filmed or your voice recorded get a colleague to critique your lesson presentation.

With regard to L1 use I will only use that for the first lesson or two to familiarise the students with my commands.

I have picked many interesting and new ideas during this course and I look forward to implementing them in the near future.

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The educators recorded a video this week to say their goodbyes and and to look back at some of their favourite parts of the course.

Below are links to the comments and resources that the educators mentioned in the video.

Ignacia on teachers as learners and how we have to be continually updating ourselves.

Virginia and Roxana talked about tips for motivation.

Padlets:
Resources
Classrooms
Relective journals

You can find the links to the some of the most useful comments from each week in downloads below.

Join us on the Learning and Learners course, starting 23rd October.

Keep in touch
TeachingEnglish Website
TeachingEnglish Facebook page
MOOC group for Teachers Facebook group

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If you want to know more about this week’s topics or you have completed the activities with time to spare, have a look at the links and videos below.

Articles, webinars, blog posts, publications and teaching tips to help you develop in the professional practice of managing resources

Joy Egbert talks about principles of engagement when using learning technologies in this plenary from IATEFL 2015

Using internet-free technology in the classroom

Make your own flashcards - the old fashioned way! Watch this video tutorial where a mum shows how she makes flashcards with magazine pictures to use with her son

More about realia

Find a host of great activities to involve your primary learners. Many of them use resources from the British Council LearnEnglish Kids website

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Thank you for a great week and I am already looking forward to next week. Thank you also to all participants, although I have not read every comment i have picked up many new ideas.

If you want to know more about this week’s topics or you have completed the activities with time to spare, have a look at the links and videos below.

Articles, webinars, blog posts, publications and teaching tips to help you develop in the professional practice of managing the lesson

Watch John Hattie’s TED talk about his Visible Learning research

An article discussing the well-balanced use of L1 in the classroom

More discussion on the use of L1 and translation in this video

More about pairwork and groupwork

Watch an EFL teacher in China setting up a group work task by assigning different roles for each student in this video

Download this free book of engaging activities for all levels or, if you teach children, this one is full of great activities

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Thank you for a very interesting and enlightening week. I look forward to next week.

Claire, one of our educators, looks back at some interesting talking points from this week.

Below are links to some of the course steps, comments and resources that Claire mentions in the video:

Facebook live

Resources - I have access to my mind
Maryna - Technology is essential
Matt - Technology needs to suit you and your learners
Toni - WhatsApp for listening practice in class
Miguel - Technology as an option for homework
Maryna - Using TedEd

Sherif - Ideas for using a soft toy in class

Rizka’s padlet
Padlet for this course

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another great week, see you next week!

Doina, one of our educators, looks back at some of the highlights from this week.

Below are links to the comments that Doina mentions in her video.

Ted on how he learned the most from teachers who were able to unlock his own hopes and dreams.
Sona says it all depends on the setting of the student’s mind.
Eleni opened up a discussion on the teacher playing a multitude of roles.
Anabel says that teachers must leave tracks on their students’ lives.
Ted on a teacher’s role.

Dzevida describes her experience of being taught by a teacher who didn’t share their L1.
Gosie describes techniques you can use.
Emma and Mariella are having an interesting discussion on using L1 in the classroom. Do read it!

Elena on how students learn how to socialise in a modern world.
Rhiannon talks about how pair and group work may have disadvantages too.