I discovered that my CELTA trainee and experienced teacher Güven Çagdas was blogging about his CELTA experience. We decided that it would make a great archive if I blogged in parallel to him. In his first post, Güven blogged about his response to my foreign language lesson – a session that I have found crucial to helping trainees put themselves in the shoes of the learner and establishing the basic principles of teaching. (Click here for the lesson procedure and rationale of my foreign language lesson)
And here are the ‘maxims of teaching’ that this month’s trainees’ came up with.
1. Be friendly, active and animated.
It encourages learners to be relaxed and feel at ease, thereby reducing their affective filter and enabling them to better make use of the learning opportunities.
2. Invite learners to practise and to make mistakes
It’s almost impossible to learn a language if one is unwilling to be adventurous and make some mistakes. I often tell my learners, ‘Mistakes are good. If you don’t make mistakes, I don’t have a job!’
3. Build your learners’ confidence
Echoing the first two points, it is important that the learner is not made to feel stupid or lost. Offer praise to the learner and make them feel good about themselves. But be careful because too much praise can render your kind words insincere and meaningless.
4. Use body language, mime, visuals, realia, and ANYTHING that will help you convey meaning
Meaning is king and no amount of work on Form or Pronunciation is going to matter if meaning is not successfully conveyed. But meaning clarification does not have to be boring or teacher-centred. Get students involved in discovering the meaning to language.
5. Keep the pace up
A slow pace can really bore the students and cause them to lose their intrinsic motivation to learn. However, going too quickly and not giving students time to think things through, to make notes and to formulate what they need to say could also be detrimental. It is a fine balance that the teacher has to manage.
Which brings me nicely to the next point.
6. Allow time for students to think and to produce language.
7. Use pair and group work as often as possible
Putting students in pairs or groups ensures that increases the opportunities for students to practise speaking, allows them to learn from each other, promotes authentic cross-classroom interaction, and avoids putting shy individuals on the spot in front of the entire class.
8. Nominate students and do it randomly.
Nominating ensures that all students get a chance to participate, and not just the confident and louder ones. It also allows you to get a better idea of who really knows the answers and who does not. Nominating students in order of their seating arrangments often means that students can predict when their turn is about to come and be thinking about what they are going to say instead of listening to their classmates.
9. Provide step-by-step support
Scaffold the language input and the difficulty of tasks so that learners are not thrown into the deep end too quickly. Whether it be drilling, or guided discovery, or controlled-to-freer practice, provide the support and slowly remove each supporting beam, while ensuring that the ‘+1’* is always provided.
- See Krashen’s ‘i + 1’ theory.
10. Think also in terms of lexis and don’t get too obsessed with grammar.
Many trainees starting the Celta, especially those unfamiliar with English grammar rules, often feel overwhelmed by the amount of grammar they are expected to learn. Considering the amount of information overload, the intensiveness and the pressure experienced on a typical Celta course, this obsession with grammar can cause more unnecessary stress. Grammar can be learnt. But don’t forget that lexis is important too.
11. Monitor and take note of emergent language
Always ensure you have a notebook or scrap paper with you so you can take notes as you monitor. And remember not to get too drawn in to particular groups when monitoring and neglecting to listen to what is happening with the other groups as a result. Avoid making eye contact so that students are less tempted to draw you into their conversations. But be ready to support and help when asked.
12. Do not overwhelm students with too much language!
Too much input can make students feel lost, insecure and overwhelmed. Limit the language input and do not expect them to produce all of it successfully just because you have ‘covered’ the language points. Language learning is not linear.
I fully intend to print this out on A3 size paper and stick it up in my input room…and hold the trainees to these maxims they have come up with!
Meanwhile, did I mention that this is my 100th post?
12 thoughts on “The CELTA Trainer’s Diary Part 2 – My trainee’s maxims of teaching”
Chia, I will keep them all in mind 🙂 Thank you.
I think we should tell the rest of the trainees about our parallel bloggging, don’t you think?
It could act as a good summary for them too…
Sounds like a super idea. Maybe it is better if you could do that at a proper time. What do you think?
Great post, and another really interesting series you and Güven have got on the go here. As you say it will be useful to many people involved in the ITT process, and really be it CELTA or some other training course. I’m reading from the perspective of possibly being able to become a trainer one day (although that’s probably a few years down the line, and dependent on DELTA – argh!).
On to the post, I’m happy to say that these all echo my thoughts about teaching, though I’m not sure how good I am at sticking to them, in particular the points about pace and support.
Looking forward to seeing how is develops =)
Thanks, Mike, for your comments.
I’m sure your DELTA results would be more than fine and I know you’d make a great Celta tutor!
As for the maxims, we might not fulfil all of them all of the time, but it is always good to have a reminder of the principles and beliefs that underline what we do.
I hope I don’t disappoint you.
A great list of maxims, Chia. Thanks for sharing!
Thanks! My trainees are really astute!
Another great maxims post. I’m going to share this with my teachers at school. Hope to get a few of them commenting on it too! Thanks to Güven as well!
It’s always interesting to see the different maxims that different trainees come up with. But there are always some that get brought up.
I’ve just let them in on the fact that both Güven and I are blogging about the Celta course today.
So let’s see if they have time to comment.
And yes, Güven is doing a great job!
I really loved the post and believe me or not while reading I was thinking of printing these ideas out on a piece of paper and sticking it on the wall of my office 🙂 I definitely believe that sharing these invaluable tips with us will be really helpful. By the way parallel blogging is a good idea, I’m looking forward to reading both of your next blog posts 😉
Well, I have printed out the maxims and stuck it on my classroom wall, on top of giving all the trainees a copy each…just so that I can remind them of it and hold them to it since its their maxims and they came out with them. ; )
Thanks for reading and for commenting, Aysun.
Really appreciate it!