Skip to 0 minutes and 3 secondsHello everybody and welcome to our Week 2 review. Hello everyone. Welcome to Week 2 and what a wonderful week it's been. Lots of participation, people making comments, people replying to comments, making suggestions and giving advice. Lots of interaction. And we started the week with our pictures. We did. A picture of the course. And we asked people to make a story about the pictures. And we've had some really elaborate stories with a whole bunch of detail. For example, we had Raphael, who gave a very detailed story about a Brazilian English teacher, who'd done his CELTA and he was flying from Sao Paolo to Rome. And he was very excited about becoming a teacher in Rome because he'd dreamt about it.

Skip to 0 minutes and 51 secondsAnd he said - it was a girl actually, the girl had dreamt about it. And she dreamt about it and finally her dream was coming true. Wonderful story. It's interesting, isn't it? Some people saw the picture as the beginning of a journey and some people, the end of the journey. I thought that was really interesting. Yeah. My favourite story, actually the story was supposed to be about the woman because it said, "she". But someone said well, why, "she"? And someone did a story about a little boy, travelling on his own. And that reminded me of my little boy when he was eight, going to Germany, on his own.

Skip to 1 minute and 24 secondsAnd I was really anxious: he went off with the auntie - They give them an auntie. - eight years old.

Skip to 1 minute and 28 secondsAnd I was really anxious and he was: "Bye, mum." Very nice, very nice. And of course we invited other people to put their own pictures up on the Padlet. And we had loads of ideas. And people have actually written how they would use them in class. And so lots of ideas for lessons in that. And then we looked at activities, as well. We suggested some websites that people could look at. And we had lots of people offering other suggestions of websites. And we also had people talking a little bit about what happens if you don't have an interactive white-board. And you don't have all these resources. And we had people suggesting that maybe you could just do dialogues and role-plays.

Skip to 2 minutes and 9 secondsWe had, for example, we had Emma, who said that she did a role-play recently with her students, in a restaurant. And they laid the table and somebody was a customer, somebody was a waiter. That doesn't take that much in the way of resources, does it? And then we also had Bernard, who said that he plays the guitar and he sings. So instead of having to have the technology with that, he'd just bring in his guitar and sing. But he said that, "But if I sing all the time my learners will simply get disenchanted with the lessons and with me." Actually that reminds me, Carolyn said, "Monotony kills motivation." So doing the same thing all the time isn't a good idea.

Skip to 2 minutes and 48 secondsAnd she also said that the most important thing was the atmosphere in the class. And Carolyn said that you have to be careful about doing your favourite activity and the things you enjoy. Maybe it isn't the learners - Absolutely. - who will enjoy that activity. And actually I think that's a really good point particularly as you get older, your interests kind of diverge more and more from what your students said, especially if you teach young learners. It's a really good point, isn't it? What else did we do this week? Lesson planning. We did lesson planning, that's right. And we had lots of interesting contributions about lesson planning and how important it is.

Skip to 3 minutes and 24 secondsAnd we had Alexandra I quite like this because actually we didn't talk about it very much when we made the filming for the steps about lesson planning. But how important it is maybe to let the students know at the beginning of the lesson, what's going to be going on. And Alexandra had this idea that she says, "At the beginning, I also tend to write intriguing summaries of my lesson plans in a specially designated section of the white-board." And then she invites the students to guess what the lesson's going to be about. So I think that's quite fun. Yeah, that's one approach isn't it?

Skip to 3 minutes and 59 secondsBut some people also said that it was a very idea to recap at the end of a lesson. So that people knew what they'd learned but also to say next week we're going to... So they come to the next class primed for that weeks learning. Or at the beginning of a lesson to kind of review what happened last week. So the lesson is seen as kind of continuity not just one-off lessons. That's very, very important, isn't it? To recycle and also to maintain some sort of link between one lesson and another. You could also use both those approaches couldn't you? Sometimes you can have like a mystery. These are the things. Work there. Some variety.

Skip to 4 minutes and 33 secondsAnd sometimes much more, this is what we did last week, this is what we're going to do this week. Tell them and then they know where they're going. Wonderful. OK and so what else did we have? We had stuff about classroom management. And we had...we had the instructions activity. And we showed four instructions and you had to say which was the correct answer.

Skip to 4 minutes and 55 secondsAnd lots of people said it was D and D is: Let's do exercise four on page three, in pairs. Does everyone understand? Yes. So it's not the right answer, is it? It is not the right answer because when I said, "Does everyone understand?" And you say, "Yes." I don't know what you've understood. You could understand that a banana is an apple. And I wouldn't know. So what we need to do? So the correct answer is C, which is, turn to page 3, do exercise 4 with a partner, spend about 5 minutes, write down your answers. And then are you working alone? Are you working alone in this activity No, I'm not working alone. How are you working?

Skip to 5 minutes and 39 secondsI'm working with a partner. Very good. And how long have you got? 3 minutes? Mmm? 5. Oh, 5 minutes. OK. Good. So how long have you got? 5 minutes. Very good OK. So Monica, why is c then the right answer? Because you can assume that your learners understand. Very often they haven't and the activity starts and there's total confusion because they don't know what they're doing. Exactly. I know, of course you can go around and check and put them right. But it's much better if they start off know what they're doing. So give your instructions and then check. Ask checking questions to check that they know what they're doing. Or demonstrate. Do the first example together.

Skip to 6 minutes and 17 secondsSo that as soon the students start the activity, they're straight into it. Lots of you mentioned problems with large classes. And one of the big problems with large classes, if you have the lesson, starting with confusion. So very important, especially with large classes, to check instructions. Absolutely. OK. What else did we have this week? We, oh we forgot. Last week, we had the poll, didn't we? Asking people where they would like to work and the most popular place was Spain. Why was that, Marie Therese? I don't know. I think, it's because the food is so nice in Spain and the climate is so nice in Spain. And Spanish people are very warm and friendly.

Skip to 6 minutes and 58 secondsAnd so this week we're going to put up a little profile of what it's like to work in Spain. We have one of our teachers in Spain has written a little sort of description of what it's like to work there and live there. And so we'll put that up on this website. We always say, if you want to go work in a particular country, find someone who's worked there. Find someone who's worked at the school that you're applying to. and find out what it's like there. So is it my turn to do - I think it's your turn to the quote of the week. Well this week, I've chosen an analogy.

Skip to 7 minutes and 28 secondsAnd the analogy was two people make this point actually. Valentina said a plan should be made up of a quilt. Made up of independent little bits. But you have to be careful that the pieces actually kind of make a beautiful pattern. They're not just random bits and pieces. And Anastasia used the same analogy and said that it should be a beautiful overall result. Wow. Very nice. I thought actually this week, our three things fitted very well together. Motivation and lesson planning and classroom management. So no matter how beautiful your lesson plan, if your learners aren't motivated and if you haven't thought about how you're going to deliver that lesson plan, it'll be a failure.

Skip to 8 minutes and 5 secondsSo a really nice mixture of things this week. Yes, I think actually, I do have a quote. Can I do mine? You can. Of course you can. So I have Morella, who said that planning a lesson is like preparing all the ingredients to make a new recipe. I thought that was nice. And the most important ingredient are the learners. That's right. Very nice. I'm not going to let you be the last one to finish. I was going to say that I had another one. Which was, Carolyn said that lesson planning was like a security blanket. Oh, very nice. Yeah, lots of analogies. Really great. Absolutely. And so next week? Next week, we're going to do skills. Communication skills. Communication skills.

Skip to 8 minutes and 45 secondsAnd lots of people mentioned that the importance of having a balance of skills. But I'm not going to say anymore because we want you to go into next week with a little bit of excitement about what's going to happen. Great. So we'll see you next week, on Monday for the Q&A. Again, have a lovely weekend. Bye everyone. Bye everybody.

Video review of Week 2

In this video, the educators look back from all around the world at some of the main talking points of this week. The video will appear here on Friday 14th July at about 3pm (UK time).

You can find our profile about teaching in Spain here or in the ‘Downloads’ section below.

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This video is from the free online course:

Exploring the World of English Language Teaching

Cambridge Assessment English