Is there a difference between classroom teaching and online teaching?
At the beginning of March 2020 I wouldn’t have been qualified to write about teaching (English) online but thanks to a pandemic I was forced into becoming au fait with the online world a lot quicker than I might have wanted to. Is there much of a difference?
Many of you will have seen that Cambridge is offering the CELTA course fully online during these strange times, something which has never been possible before. So what are the advantages and disadvantages or is this a purely win-win situation?
On our most recent CELTA course in Munich, some of the trainees seemed to have a problem with the stages a lesson should include so I’ve tried to break down the basic stages for different lesson types.
Do everything you can to get ready for the CELTA course to ensure it is a good experience.
We often get asked by CELTA candidates what they should do to prepare for the course. This was one of the reasons we decided to write The Ultimate Guide to CELTA so of course our first answer is to buy the book but for those of you who can’t wait for the book to arrive here are some pointers to help you get started.
Technophobe or Technophile? Are you already using technology in the classroom?
On our CELTA courses it has often fallen to me to deliver our session on using technology in the classroom. Not that I am in any way an expert on this subject but perhaps my love of a good gadget has swayed my colleagues into thinking I know what I’m talking about. Often, however, I find myself talking about a topic on which the trainees know more than me. This is of course not a problem, as good teaching practice suggests, I draw on their knowledge and use it to my (our) advantage.
Listening, like reading, is a passive skill but this does not make it any less important than the active skills of speaking or writing. After all, we cannot have a conversation if we can’t follow what the other person is saying. Think about the following questions related to teaching listening skills and then read on for the answers:
What types of listening skills do we use?
Is listening in the classroom more difficult than listening in the real world or vice versa?
On our CELTA courses in Munich, we use two coursebooks with the students (currently Speakout and English Unlimited) but as the course progresses and trainees become more confident in the classroom, we encourage them to move away from the coursebook a little. Why?