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My first strength is that I really enjoy the role of being a teacher. I enjoy helping people to learn and being creative, which allows me to bring positivity into the classroom. I always build good rapport with students, and have a good presence as a teacher.

It's important to me to keep the learning atmosphere light-hearted, constructive, and enjoyable, so I make sure to treat my students with kindness and respect. I chat with them before or after class to get to know them, and make sure to learn and remember their names, so I can nominate them by name to answer in class. I also encourage a lot of peer discussion and pair work in class, so the students can build relationships with each other as well.

I am also a confident public speaker and enjoy being in front of a class. I naturally find a good position in the room, project well, and have open body language when speaking.

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One of the teaching areas I am strongest in is language analysis. I am a student of various languages at university and recreationally enjoy studying linguistics and analysing grammar. My interest and experience in studying languages fuels my passion for what I'm teaching, and also allows me to explain concepts clearly and with confidence.

Since I am a language learner myself, I can relate to my students. This allows me to anticipate possible struggles, e.g being familiar with a student's L1 can make it easier to recognise their error patterns, and in turn give better correction.

The feedback stage is where my confidence with the language is most useful. It allows me to clearly correct errors, and if the first explanation doesn't succeed, I can often find multiple ways of explaining the same concept. I received consistent positive feedback from lecturers on my command of the language structures I was teaching.

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Slides created as a visual aid to supplement reading materials and activities in the book (SpeakOut Intermediate)

The Canva includes: a clear presentation of pre-teach vocabulary, visual aids, and questions to prompt students in discussion sections.

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Lesson adapted from texts and materials from SpeakOut Intermediate, pg. 104, 105, 159

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Topic: Historical Leaps

Level: Intermediate (B1+)

Duration: 30 mins

Main Learning Outcomes: To develop reading comprehension skills, such as reading for gist and reading for detail.

To develop an understanding of the topic of ‘historical leaps’ through reading and discussion

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Topic: Giving Advice/Warnings

Level: Intermediate (B1+)

Duration: 30 mins

Main Learning Outcomes: Students will be able to recognise functional language for giving advice and warnings in context, understand their use and learn to produce them accurately and appropriately

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Useful visual aid for learners in a functional language lesson. Slides include a clear presentation of the target language, and corrections for a controlled practice task.

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Classroom Expectations Presentation in Green and Yellow Minimalist Style

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Lesson adapted from materials from SpeakOut Intermediate (pg. 122, 123)

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Functional Language Lesson Matching Game 

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Functional Language Lesson Matching Game 

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Matching Game adapted from SpeakOut Intermediate, pg. 123 Ex. 4A

All answers a-j and 1-10 were printed out, cut up, and jumbled for students to match them together as a controlled language practice.

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During my teaching practice, I noticed another strength I have is the gift of creativity. Since I enjoy teaching and am comfortable with the material, I like to have fun, try varied techniques, and adapt materials to make them more engaging for students.

I love to incorporate a wide range of resources in the classroom, including visual aids, music, and games. I play guitar and sing, and am always looking for a way to gamify activities, e.g I adapted a simple matching activity from the workbook into a physical game with slips of paper.

Being creative leads me to enjoy the lesson more, and also become more adaptable. I noticed myself getting more and more comfortable balancing multiple resources at once, e.g audio, text, visual aids, worksheets, etc.

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An aspect of my teaching I have been working on is giving clear and direct instructions.

My focus on rapport with students can sometimes hinder my ability to be assertive while giving instructions. I tend to shy away from direct wording, which can lead to students misunderstanding the task.

I have begun making an effort to improve in this area.

I find that scripting my instructions in my lesson plan helps me prepare intentional wording to ensure clarity in class. I try to keep them short, direct, and focused.

I am also always working on my ability to effectively use ICQs and demos to clarify instructions.

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So far, time management has been a hurdle for me on my teaching journey. I find it difficult to anticipate how long a lesson stage will take while planning, and I am still unconfident when setting time limits for tasks. I tend to overplan which can lead to me rushing important feedback stages, or running out of time at the end before summing up the lesson.

I anticipate that with more teaching experience my time management will improve. I found that incorporating audio recordings into the lesson helped me plan as they have predictable timings.

I also plan to adopt a 'less is more' approach with my lesson plans, as this would allow me to take my time to flesh out the feedback stages, which is an area I feel strong in.

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Since one of my main strengths in teaching is my ability to lead a language lesson, my command of a skills lesson is comparatively weaker. It's not a significant difference, but I am aware that teaching skills, especially receptive skills, comes less naturally to me than teaching language.

I have sometimes struggled to connect tasks with the sub skills they were designed to improve. Because of this I now make an effort to plan skills lessons thoughtfully and become more familiar with subskills, so I can set tasks effectively and give clear instructions.