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Skip to 0 minutes and 22 secondsHello, everybody. Welcome to our week 6 question-and-answer session. I'm here with Marie Therese, in Cambridge. Hi, everyone. And we have Belinda in Madrid. Hi, everyone. And we have Rosalia - and we have Rosalia in Mexico. Hi, everyone. And I'd also - Hello. We have David, who is going to be answering questions via the chat box. And we've got so many questions that I'm not going to waste any time. I'm going to start off with the first one, which was a question from Lucy, who asked whether CELTA is equivalent to a degree. No, CELTA is not a degree. CELTA is a course that some people do before taking a degree, some people during a degree, some people after a degree.

Skip to 1 minute and 7 secondsBut it is 120-hour course, so that is not equivalent to a degree. So it's just training that can give you an introduction to teaching at any stage of your life or your career really, although you have to be 18 - age 18. And you normally would have to have qualifications which would give you access to higher education. But it's not a degree-level course. Now Marie Therese also has a question about qualifications - the different qualifications and what they mean. So, Marie Therese? Yeah. So throughout really all of the six weeks, we keep getting the same sort of questions about, what is the difference between the different Cambridge qualifications?

Skip to 1 minute and 45 secondsAnd I think - so I'll just very, very briefly cover it one last time. So the question is, what is the difference - the question, really - my question was from - hang on, I've got to put on my glasses. My question was from Maria Rosa. And she asked, what's the difference between CELTA, DELTA, TKT, and ICELT? And lots of other people asked the question, as well. So CELTA is a four-week, intensive course - 120-hour course, like Monica said. Either takes place intensively over four weeks or part-time over could be 20 weeks, 27 weeks, up to a year. And it's a course that trains you to teach.

Skip to 2 minutes and 25 secondsSo it has teaching practice, and it has written assignments, and it has stuff about methodology and phonology and language awareness and all of that kind of stuff. TKT is an exam. So there are three exams - module 1, module 2, module 3 - and an exam for young learners, as well. So it's not a course, although some centres do courses that prepare people for the exam. DELTA is a higher-level exam and a course which teaches people who already have experience of teaching. And it's really for in-service teachers. And it's more of an MA-level qualification. People asked about ICELT. ICELT, again, is an in-service qualification for new teachers, or for teachers who want an initial qualification. People also asked about MAs.

Skip to 3 minutes and 15 secondsAnd, again, they vary. Some have practical components, some don't. Some people are saying, which kind of MA shall I do? My suggestion would be to try and get one that has a practical component. CELTA has a practical component. DELTA has a practical component. Lots of people have asked lots of questions, actually, about CELTA. And before I forget to mention it, we made a webinar, Monica, do you remember, a little while ago, called the "Ultimate Guide to CELTA." And it's a 45-minute webinar that has loads and loads of information about CELTA. And we'll put up the link to that on the MOOC, for this step. So look out for that.

Skip to 3 minutes and 53 secondsSo let me pass you over now to Belinda, in Spain, who has a couple of questions to answer. Okay, thank you, Marie Therese. Yes, I have a question from Ashley. And he said "I'd like to know whether there are any techniques for stage fright or teacher anxiety. I have done well in such instances before, but the idea can scare me sometimes about teaching a class." So that's an interesting question. And I think it's a common question among new teachers. And I think there are various strategies that new teachers can try. I think one of the first things is to be prepared. So come to your lesson prepared, and have sometimes a stage-by-stage lesson plan, almost with a script.

Skip to 4 minutes and 34 secondsAnd what this can do, is this can really help you if you freeze in the middle of the lesson, because if you freeze, you've always got that script to refer back to. Something else that I always recommend new teachers do is to try to take the focus off them. Okay? Try to move the focus onto the students, and encourage lots of student-student interaction. That gives you time to kind of calm your nerves and kind of take deep breaths. So student-student interaction, group work - that can really help with a new class and a new teacher. Something that I - because I struggled with this, when I first started teaching.

Skip to 5 minutes and 12 secondsAnd something that really helped me was to kind of find my teaching persona - find my teacher's voice. OK, and practise that at home. Not all of us are extroverts. Half of all teachers are introverts. I think what we do is we find our teaching personality, our teaching persona. And finding this can really help, because then you leave those nerves and insecurity at the door. And then kind of some general tips. Breathing always helps. So, taking deep breaths before your lesson. Sometimes focus on breathing in and out to calm your nerves. And then finally, something else that I've tried and has worked is to acknowledge the stage fright, acknowledge your nerves.

Skip to 5 minutes and 58 secondsAnd I sometimes - I used to say to myself, I see you, I feel you, but I want to do this anyway. So it was a way of kind of breaking through that stage fright, for me, and that really worked. So hopefully you've got a few ideas there. Over to Marie Therese. Okay, So maybe I'll pass back to Rosalia, actually. "Rosaleea" - I'm sorry. I always put the stress in the wrong place. Rosalia, in Mexico, I think you have a question, as well, Rosalia? Yes, certainly. Thanks, Marie Therese. In fact, several people have asked about TTT - Teacher Talking Time. And one of our participants specifically said "I would like to know how to reduce my TTT.

Skip to 6 minutes and 40 secondsIt is a matter of fact I like speaking, and I know I should give students more time to talk." First of all, I think it's very good that you acknowledge that this may be a challenge for you to tackle. There are different ways to reduce your TTT. I would say, for example, try and make more use of your students. Instead of going directly to an explanation, try and see whether you can elicit the answer that you are looking for, because chances are that probably at least one of your students knows what somebody else has just asked. How about your body language? There are different things - I know these can vary from country to country, but there are different gestures.

Skip to 7 minutes and 26 secondsThere's different uses of mime, for example, that you can use. You're still participating, but you won't be using your voice, so you are actually reducing your TTT. When you set, for example, students to do peer work or group work, how about asking them to give each other feedback, rather than you plunging into straight feedback from you to them? This can help a lot, and it will give students more confidence when it comes to talking about other things - not exactly their own work, but giving somebody else feedback. And one last strategy I would recommend is, check your attitude towards silence. Do you tolerate silence? Because sometimes silence can make people very nervous. So we go straight into talking right away.

Skip to 8 minutes and 23 secondsI'm sure if you wait for a few seconds, most of the times you will find that somebody will come up with the right answer or something very useful for the rest of your students. So, experiment. Try out the different strategies. See what works for you. I would say don't overuse one of them. Try and use a variety of different strategies. And you will, in time, see what works for you. Another question we got is from Monica. And she's asked "Is it compulsory to take TKT before doing CELTA?" As Marie Therese has explained, CELTA is a pre-service qualification, an initial qualification. And it involves a course, whereas TKT is a test.

Skip to 9 minutes and 15 secondsAlthough, as has already been explained, some of our TKT centres also offer TKT preparation courses. But TKT can be taken by people in a variety of situations. It can be taken by people who are actually getting ready to become ELT professionals, to become English teachers. It can be taken by people who themselves have taken CELTA. For example, a few years ago Ava used TKT a refresher, in many ways, especially if they take one of our specialist modules, like Young Learners or CLIL, et cetera. It can also be taken by people who have previously taught other subjects - let's say, Geography, Biology, etc - and they are experimenting with a professional change in their lives.

Skip to 10 minutes and 3 secondsSo TKT - a test, very flexible. They have different dates. CELTA - CELTA does involve a course, and you should check your CELTA centres if you think you would like to do that. As I said, initially, CELTA mainly for people who are just starting or are thinking of becoming English teachers. And I think that's all from me now. Back to you, Monica and Marie Therese in Cambridge. OK, thanks, Rosalia. We had a question from Shirley about teaching one-to-one and what strategies you can use when you're teaching one-to-one students. And I notice that David has answered that in the chat.

Skip to 10 minutes and 45 secondsAnd he said that his best advice is to make sure that the lessons fit the emerging needs of the students, and not to be too prescriptive, to be reactive. And I think one of the things you can do when you have a one-to-one student is that you can play the part of a partner, if you're doing a role play or a conversation. But I wonder, Marie Therese, if you'd like to add something to that. I mean, I think we've talked about this a little bit before, actually. I have a sense of deja vu that we mentioned this in one of the end-of-week videos or in the first Q&A that we did.

Skip to 11 minutes and 20 secondsBut I don't think it's that dissimilar, teaching one to one and teaching whole classes. I just think that the advantage with it is that you're able to tailor your material to the needs and interests of your learner. You may get through material a lot quicker, because if you've only got one person reading a task and one person giving answers, you haven't got that sense of sharing and so on that you have, and people discussing the answers, and that sort of thing. But, as Monica says, there's no reason why you can't discuss the answers to tasks with your learners.

Skip to 11 minutes and 57 secondsAnd there's so much material available on the internet, for example - we talked about resources last week - that we can - ah, I wish I could remember the name. There was a lady that downloaded - one of the participants - and she had a one-to-one learner. And she downloaded an article on petting hedgehogs. In Japan, there's a cafe where you can pet a hedgehog. And you go to this cafe and pet a hedgehog. And she used that article with her Japanese businessman, and it was really successful. So, you know, I think finding out what your learners are interested in, and exploiting that, and using articles to expand vocabulary and to look at grammar. I think that's the thing, there.

Skip to 12 minutes and 41 secondsI have a question, actually, from Gliza. Do you remember Gliza, from way back week 1? Thank you for staying with us, Gliza. She asked about CELTA online and about how you can do CELTA online if there's no CELTA center in your country. CELTA online is a blended learning cause. It's not an entirely online course. So the input, the language work and the methodology work, is done online, but the teaching practice is still face-to-face. It is possible to do the CELTA online, attend the online part in one country and then go to another country for the teaching-practice component.

Skip to 13 minutes and 21 secondsSo, Gliza, if you were able to travel, for example, to a centre in another country that had a CELTA online program, it's possible that you would be able to attend the teaching-practice part in that center. But there were also a lot of questions about different countries. Is there a CELTA centre in Nigeria and in Kenya? There are not CELTA centre in every country in the world, so it's not possible sometimes to do CELTA without having to go to another country to do it. But maybe - you know, there are other ways. People were also saying that CELTA might be expensive. Monica, you had a question about that, didn't you? Yeah.

Skip to 13 minutes and 59 secondsQuite a lot of people said, much as they would like to do CELTA, they don't have at the moment have the time or the resources to do it. So one question was, what can you do if you can't do a CELTA, if you can't afford to do a CELTA? There are other online courses you can do. And in fact, one of the future MOOCs that's coming up is a British Council MOOC called "Teaching for Success." And that starts in August. So those of you who are teaching already particularly might find that a really useful course to do.

Skip to 14 minutes and 30 secondsSome people asked whether it was better to do - if you can do a CELTA, whether it's better to do a full-time or a part-time CELTA. I wonder, Belinda, if you'd like to comment on that. Do you think full-time or part-time is better? And who would suit a part-time course better than a full-time? I think it depends on what else is going on in your life, essentially. Full-time CELTAs are very intensive, and they require kind of full concentration for the whole month. And that's evenings and weekends. So if you have a month to spare, a free month, and you can focus exclusively on CELTA, then maybe the full-time course is a good option for you.

Skip to 15 minutes and 12 secondsIt also depends how you learn. Some people need time to digest the information. The intensive CELTA, the full-time CELTA, often you'll have input and teaching practice in the same day. So that doesn't always give all participants time to digest what they're learning. So basically it's style. It's, do you prefer - do you need time to digest what you're learning? It's your personal circumstances. Can you fully dedicate a whole month to this? And sometimes it's age. Often on part-time courses you get slightly older students doing CELTA who maybe have a job during the day, and then they go to their teaching practice or input sessions in the evenings and Saturdays. Sometimes on a full-time CELTA you get slightly younger students.

Skip to 16 minutes and 11 secondsSo, yes. Learning style, and what your other commitments are. Okay.. And if you want to find out where you can do CELTA and whether the courses are full-time or part-time, you can go to our website. And we'll give you the link in the step for this week. And there's a link there to the centre, and then you can find out what their provision is. There were also lots of questions about teaching practice on a CELTA - how it happens. One interesting question, actually, from one participant was whether you have to do teaching practice straight away. Or is in at the deep end, or do you get time on a course to kind of warm up to the teaching practice?

Skip to 16 minutes and 51 secondsSo, again, that's another factor with full-time, part-time. On a full-time course, it's very much in at the deep-end, I would say. On a part-time course, you might have a week or two to digest some input before you have to stand up in front of a group of students in the classroom. There were some questions, as well, about, what kind of students do you teach in teaching practice on a CELTA course? Marie Therese, would you like to pick that one up? Well, they're the same kind of students that you would teach in an EFL class. They are mostly adults, all adults, over the age of 16. And you'll teach at two levels.

Skip to 17 minutes and 28 secondsSo one class will be a pre intermediate class, a low-level learner class, and the other class would be a higher class. Then you teach for half the course at one level, and then the other half of the course you teach at the second level. And the students are real students that come mostly - I think most centres don't charge a fee to the students. So they're having the course for free, so they tend to put up with a lot more, perhaps, than fee-paying students will put up with. But generally they're the best part of the course, to be honest, because they're lovely and they appreciate being taught, and they like the extra practice, and that sort of thing.

Skip to 18 minutes and 5 secondsI have a - I have a - can I ask this question? I have a question from Selena which I think is a really interesting question. She says she's a little dyslexic. So "I'm dyslexic - not terribly bad, but a bit of a bad speller." And she worries about writing on the board and getting her spelling wrong. Do you have any hints? I think it's an interesting question, because I think we have dyslexic teachers and we have dyslexic students. And actually I did a MOOC recently. And, Selena, I recommend the MOOC from the University of Leicester. Lancaster Lancaster. What's it called? "Teaching English" - we'll put the link up on the end of this step.

Skip to 18 minutes and 43 secondsBut it's a whole MOOC about being dyslexic - about dyslexic learners. And I think as teachers we can learn from that, as well. I think the thing - the thing - the answer to that, really, is to be confident that you know your stuff but not to be confident that you know how to spell. So use the students. Let them help you with your spelling. Use a dictionary in class, if it's necessary. And provide your own strategies. Work out how best it will work for you in class. Question for Rosalia again?

Skip to 19 minutes and 14 secondsYeah, Rosalia, a question I thought you might like to answer is, some people have said, is it better to a CELTA in an English-speaking country or in a non-English-speaking country? So what would be the advantages, for example, of someone taking CELTA in Mexico?

Skip to 19 minutes and 32 secondsThat's a very interesting question. CELTA is relatively new here in Mexico. I mean, it doesn't go as far back as, for example, ICELT. It depends on where you go. I know that, for example, our CELTA centre in Cancun is extremely popular with people from Europe and Canada. And I think it has to do with the fact that they come to the country, they practise their Spanish, or they start learning Spanish, they take the CELTA course, and they have the beautiful Caribbean Sea. It really depends. I mean, if you go to an English-speaking country, chances are you'll get people from different countries, as well. So you'll probably be using English, even if it's not your first language.

Skip to 20 minutes and 20 secondsWhereas if you go to a CELTA course in your own country, you will probably get lots of people who share your mother tongue. So you may take that as a factor when you are deciding where to go. What do you think, Monica? Well, I mean, somebody once said, who went to a assess a course in Mexico, saying, would you rather do your CELTA in a rainy city in the north of England or on a beach near the Caribbean or go to the beach after courses? The problem is, there's no time for the beach. There's no time for the beach on a CELTA course. We should make that clear.

Skip to 20 minutes and 53 secondsOne advantage of taking the course, for example, in Mexico, is if your ambition, if your aim, is to work in a Spanish-speaking country, then I think it's really good to try and do CELTA in the country where you want to work. Yes. So, if you want to go to Italy, do a CELTA in Italy. Because then you'll get practice with the kind of students you will subsequently be teaching. Whereas doing the course, for example, in England or Australia or Canada, you're more likely to have multilingual classes rather than - Yes. Which is good experience, as well. Yeah. Yeah, absolutely. So, really, I think most people make the choice, actually, from a financial point of view.

Skip to 21 minutes and 30 secondsYou know, if it's cheaper because you stay in your own house than having to go and do courses overseas, then I think people make decisions on the money side of things a lot. Yeah. Quite a few questions about the cost of courses. And obviously that does vary a little bit between centres. Unfortunately, somebody asked if there was a scholarship for CELTA. We don't know of any scholarships, but there may be locally available scholarships or money available through a local education authority. Or job centres. I mean, in England, for example, some people are funded by their local job centre to do a CELTA course, because it's a vocational qualification.

Skip to 22 minutes and 7 secondsSo it's possible that, in other countries, unemployment bureaus or centres or job centers will fund people to do courses that will get them a job at the end. Sometimes ministry of educations will fund that kind of thing. They have grants or bursaries for people in that position. Great. Another question? OK, I'd like to go back to the question about people asking what training you could do if you can't do CELTA or you can't do CELTA yet. Okay. So I wonder, Rosalia, do you have any suggestions for what people could do if they're not able to do CELTA at the moment but they're very interested in exploring further opportunities for developing their English-language-teaching competencies?

Skip to 22 minutes and 53 seconds[NO AUDIO] We've lost Rosalia. Belinda, can you pick that one up? Of course. So these are students who can't do the CELTA, can't do TKT yet. There's a number of things that you could do. In Spain, for example, there are what we call "intercambio places." So you can actually go to cafes or English-speaking bookshops, and you could look on their notice boards there, because sometimes there's opportunities for informal classes. So this is for someone who might want to do some practice teaching. Another thing you could do, in these bookshops or intercambio cafes, is to see if you can start some kind of conversation class, as a kind of practice trial run.

Skip to 23 minutes and 48 secondsSo trying to find students, potential students, asking neighbors - these are some ideas. I have another question that came up earlier from Ashley, about teaching one-to-one. Shall I take that, Monica? That's fine, Belinda. OK. So we had a question from Ashley, and the question was "I mostly teach one-to-one, so I'd like to learn strategies to overcome student shyness and uneasiness in these particular, potentially stressful situations." And I thought that was an interesting question, because it's a kind of different perspective on stage fright. I think it's kind of stage fright for the students. So some ideas for teaching one to one and helping shy students are, get to know your students. Find out what makes them tick.

Skip to 24 minutes and 39 secondsFind out perhaps why they feel shy - what are they nervous about? So understand what they feel nervous about. And then maybe directly address those issues. That might be in the class. But if you're teaching a group and you have a particular student that's very shy, you could perhaps take that student to one side, in the break, and speak to him or her about how he feels. Another thing that tends to work with shy or anxious students is, be positive about making mistakes. Sometimes language-learners feel anxious because they're scared to make mistakes.

Skip to 25 minutes and 17 secondsBut if you reduce that anxiety by bringing mistakes into the classroom as a positive thing, as a learning process, part of the learning process, then that can help. Sometimes students were brought up to believe that mistakes are bad. And so perhaps focusing on the positive side of mistakes. And finally, role-play can help very shy students, a bit like the teaching persona. If you gave a shy or anxious student a role, then that takes the focus off them, somewhat. And that can also help them overcome that shyness. So that was the question from Ashley about teaching one to one. Role-play, get to know them, and reduce fear of making mistakes. Back to you Monica. Thank you. Thank you, Belinda.

Skip to 26 minutes and 3 secondsClearly on the course we had a lot of people who are already teaching English. But quite a few also are new to English-language teaching. And one person, I think it was Ekatarina, asked if you can do CELTA if you have no teaching experience at all. And absolutely. This is what CELTA was originally designed for. Although usually on most CELTA courses there's a mixture of students - people with and without teaching experience. But absolutely, Ekatarina, the CELTA is for people who are just beginning their career in English-language teaching - just starting out. Yeah. And we have a question - similar sort of theme - from, uh - Svetka?

Skip to 26 minutes and 44 seconds"Isn't it late to start teaching at 40?" Absolutely not. You're a young thing! [CHUCKLE] We wish. Absolutely - we wish! Absolutely not too late. She says that, uh - or he said - she said they had a 10-year break and now are wanting to get back into teaching, thinking of doing one-to-one. Not necessary. Go straight into it. Do a course. Start teaching. 40s - absolutely nothing! Yeah, and you'll get businesspeople, mature people, who want to learn English, so they don't necessarily want an 18-year-old who's straight out of school. And all of the knowledge and experience that you have from your life you can offer to students. Absolutely. Great. OK, another question?

Skip to 27 minutes and 28 secondsI have one. Here we are. "What's the difference between TEFL and CELTA?" Have we covered that one? TEFL, TESOL - CELTA is a TEFL course. So TEFL is a course in teaching English as a foreign language. T-E-F-L - Teaching English as a Foreign Language. And CELTA is a TEFL course. And CELTA is a TESOL course, because TESOL is Teaching English to Speakers of Other Languages. So one is the subject - TEFL, TESOL - and the other is the course, the qualification - CELTA. Yep. Yep? Some people have asked about what the situation is when you go to a new job and what you should look for when you're applying to an institution for a job.

Skip to 28 minutes and 16 secondsOne of the things I would say is to ask what kind of support you might be given in your first teaching role. Belinda, would you like to add anything to that? So what kind of support could a new teacher expect from a first job that they apply for? Thank you, Monica. Yes, I agree. Finding out what kind of support the language school or the employer's offering is crucial. I would also want to find out - I want to know, is there a staff room for teachers? Staff rooms are a fantastic place to meet colleagues and to share lesson plans and ideas.

Skip to 28 minutes and 57 secondsSo, ideally, if your first job can be a place where there's a staff room, and colleagues that you can interact with, that can be invaluable, because teachers are constantly sharing lessons. What have you got in present perfect? What have you got on holidays? So, yes. So, is there a staff room? Is there any training? Some schools will do Friday mornings, for example - two hours - or Saturday mornings. Sometimes this is part of your contract. Sometimes this is paid separately. So, is there a staff room, are there colleagues that you can interact with, and what support is there for my professional development, definitely. That's great, Belinda.

Skip to 29 minutes and 38 secondsAnother thing I think is good advice is to try to contact people who've worked at the school before, to ask them what their experience was of working in that institution. Because sometimes things can look very good on paper, but you need to find out a little bit more about the place that you're applying to. Rosalia, have you got anything to add to that? Any advice for people applying for their first job?

Skip to 30 minutes and 7 seconds- have a really good comment here. Yes. I think, also, you have to - if you can, ask people who send their kids or know friends who've been at that school. I think it's also very important to find out whether you're expected to carry out any administrative duties, as well as teaching, because that can also represent a heavy workload, sometimes. So find out about the reputation of the educational institution. In many countries, you can do this through the ministry of education. I know that in some [INAUDIBLE] they've even got blacklists of schools. This can be done -

Skip to 30 minutes and 57 secondsThanks very much, Rosalia. It's always -

Skip to 31 minutes and 1 secondWe're having some trouble - [INTERPOSING VOICES] - colleagues so that you can find out from them. Back to you, Monica, again. Okay, thanks, Rosalia. I hope you managed to get Rosalia's answer, there. We were getting a little bit of delay, here, and the sound was cutting off here in Cambridge. Marie Therese, I think you have another question there. Yes. So this is "What are the teacher-development options for current teachers who work in private language schools?" But I think also teachers all over the place. What are the professional - we had a lot of questions, actually, on the MOOC this week about that. So people who are already teachers who maybe don't want to take a course.

Skip to 31 minutes and 39 secondsMaybe they want to - or maybe they do want to take a course, but not a full-blown teacher-training course because they already have a qualification. They just want professional development. Belinda, can you take that one? I mean, there's various ways that a teacher can develop professionally. And sometimes that might be a structured course. If that's not possible, one of the things that sometimes happens is, teachers will ask to do teacher training for each other. So perhaps inducting new teachers, or perhaps developing an area of expertise, and then they run perhaps the Friday-morning training sessions that sometimes take place. Another way of developing yourself professionally without taking a formal course is perhaps attending conferences.

Skip to 32 minutes and 27 secondsThey are an excellent way of finding out and keeping up to date with what's happening in the ELT world. And also if you yourself actually do a talk or run a workshop, that's a very good way of gaining experience with a different kind of audience. And sometimes in different countries, which can kind of raise awareness of other issues and other topics of interest in other countries. So, yes, I'm thinking along the lines of informal professional-development opportunities that a teacher can pursue. Back to you for perhaps more formal ones, Marie Therese and Monica?

Skip to 33 minutes and 5 secondsActually, I would carry on a little bit with the informal, because I think observation is a really, really useful form of professional development, either asking somebody to come and observe your lesson when you're teaching - I know it seems a bit scary, but if you have an open attitude to getting feedback on your lesson, ask somebody to come and watch you teach and give you feedback. Or ask colleagues if you can go and watch them teach.

Skip to 33 minutes and 30 secondsBecause actually I think there's no better way of getting new ideas and seeing how other people do stuff and livening up your teaching and giving it a bit more oomph by going and watching people teach or getting them to come and watch you teach. And that's totally inexpensive and free. And there are other free things you can do, as well. For example, we run that series of webinars for teacher support. We run seminars locally. Many other institutions - British Council run webinars. And you just have to register online, and you can participate in those webinar programs. That's another area of professional development. Maybe we can put that link on, as well.

Skip to 34 minutes and 9 secondsWe'll put all the links onto the site at the end. Yeah. They're once a month or something, are they? Once a month, normally, yes. Yeah. On all different subjects. [INTERPOSING VOICES] - special needs, this month. This month is on special needs. And I know a couple of you actually have asked about how you can support learners who do have a special need in your class. Well, I can advise you log on to this week's - register for this month's webinar. Again, we'll give you the link after the session today, All our webinars then go onto Cambridge English TV, so you can look at those webinars. Any past webinars will be on there.

Skip to 34 minutes and 43 secondsSo, again, we'll send you the link to Cambridge English TV. But there's a wealth of things you can do, just from your own living room. Yep. Guess what time it is, Monica. Oh, it can't be - it's half-past 4 already, so I'm really sorry, but we've run out of time for questions. Unless, has anyone got one pressing one that they want to answer before we go? Have we time? We have - If we've got time, Monica - [INTERPOSING VOICES] - maybe talk about recognition. Go ahead. Lots of people have been asking about recognition. And I think this is a key question, I mean, especially when you're thinking about starting your professional ELT career.

Skip to 35 minutes and 23 secondsWe can help you a lot, because you can find on our corporate website a recognition tool that you can use to see what sort of recognition CELTA, DELTA, TKT, ICELT, et cetera, has in your country. And this is really very important. Recently we carried out a survey with employers, I think, in the UK, was it? And asked them about their preferred qualification when hiring teachers. And CELTA was the top answer in that survey, I remember. TKT, for example, enjoys huge recognition in Mexico and other countries in Latin America. Also in China, for example. So this is something very important that you should consider. Go to our corporate website. You can find the information there.

Skip to 36 minutes and 8 secondsI've been letting people know about how to use this tool. And I think probably something worth posting again in our MOOC. Yeah, thank you very much, Rosalia, that's a really important point to make. Because there are so many courses and qualifications there, and people don't know what the best one to do is. So the recognition is really, really important. Yeah. We'll put a link up. We'll put the link up for you. Marie Therese and I will be back on Friday for the end-of-week video - our final one, which is a pity. But we look forward to seeing some of you then. And we hope that your questions did get answered today.

Skip to 36 minutes and 42 secondsIf they haven't, we'll try and pick up a few more of them on Friday. So it's goodbye from us till Friday. And thanks to Belinda and to Rosalia for joining us today. Bye! Bye-bye. Thank you! Bye.

Live question and answer session

On Wednesday 13 July 2016 we held a live question and answer session. You can watch a recording of the event on YouTube by clicking on this link.

Here are the links that Marie Therese, Monica, Belinda and Rosalia talked about during the Q and A session.

Here are some of the questions we talked about in the session:

  • What’s the difference between an online course and a face-to-face course?
  • Can I get a job after doing only a four-week training course?
  • Are online courses useful?
  • What do employers look for in a teacher?

You’ll be able to watch the recording of the session here. It will be available from 15 July 2016

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This video is from the free online course:

Exploring the World of English Language Teaching

Cambridge Assessment English