Skip to 0 minutes and 1 secondHello, everybody. Welcome to our Week 1 review. Hello everyone. Welcome. Well, we've got a great number of people on the course, haven't we? A fantastic number from all over the world. And I know you've been looking at this, Marie Therese. I looked at the Zeemaps thing this morning because I'm interested to see where people are located. And actually, we've got people from all around the world. And so I did a north, south, west, east thing-- who's the most north, who's the most south, and so on. And I wrote down that we have somebody in Iceland. And he or she is in Kópavogur. I don't-- I can't do Norwegian, Kópavogur. In Iceland. It's not Norway. It's Iceland.

Skip to 0 minutes and 46 secondsAnd then the furthest south is somebody in Hobart, which is in Tasmania, which is south of Australia. And then we have a guy in San Jose, California. And that was the one that was the most west. And then the most east person was Emily in Tauranga in New Zealand, right way down in the east part. And that one is most east. But if you are further east or further north or further south or further west, then get onto Zeemaps. I think that's the second or maybe the third step of the whole course. So go and put your name in there.

Skip to 1 minute and 26 secondsAnd also, not only are there people from all over the world, but from all different walks of life, aren't there, Monica? Exactly. We've got some people who are new to teaching, want to find out about it. A lot of very experienced teachers as well. And that's fantastic because you can share your ideas with us, and we can learn from that too. And quite a lot of career changers, which is interesting. Some people with very interesting professions who are looking for a new opportunity to use their previous experience. Some people are getting a bit bored with their desk jobs. A lot of people have fallen into teaching by accident.

Skip to 2 minutes and 1 secondMaybe someone asked them to go into a school to be a teaching assistant or help teach a friend's child, for example, and they've decided they really love it and they want to become teachers. And also, we have people who are preparing for a CELTA course. We have a couple of people, some have said they're doing the course in July and doing this as kind of pre-course work, which I think will be very useful. Actually, lots of previous participants have said how useful it's been as preparation because you're ahead of the game before you start the course.

Skip to 2 minutes and 29 secondsYou kind of get to know a bit of the job, and you learn a little bit about lesson planning and what goes into a lesson and that sort of thing. So yeah, I think that would be useful. And we also had-- so the first part of the week, people really introduced themselves, didn't they? And then the second sets of tasks was a bit about language learning. And we asked everybody to try and learn a bit of language and then to record a bit of a language. And I know that you've had a go, and I've had a go as well. So let's do yours first.

Skip to 2 minutes and 59 secondsWell, I thought I'd have a go at learning Turkish because I don't know any Turkish. So I tried to learn 'Hello, I'm Monica. How are you?' And I think it was 'Merhaba benim Monica. Nasilsin?' OK. So 'Merhaba benim Marie Therese. Nasilsin?' Sounds very similar to what I said. I don't know if either of us was right. Probably both wrong. It's very hard, isn't it, to get the stress right, to get the sounds right for an unfamiliar language. What about you? You learnt one as well, didn't you? I listened to this one about a million and a half times, and I'm still very rusty at it. And I still kind of have to read it.

Skip to 3 minutes and 39 secondsBut I'm going to try not to read it. Dering namshi yagpo guk. And this is Tibetan. And it means 'Today, the weather is good'. I won't ask you to to repeat it. I won't repeat it. Because I wasn't able to repeat it very well. I think the whole point of this exercise was to make you realise how many times you have to listen to something before you can repeat it, and how many times you need to repeat it before you-- and that you need feedback. You need someone to say, 'Oh, the stress wasn't on that syllable. It was on the next one.'

Skip to 4 minutes and 12 secondsAnd it's interesting because I listened to the SpeakPipe things, and I wanted the person to say it more than once. So this one, they said, you know, this 'Dering namshi--' please say it again. Say it again so I can hear it again. And also to break it up, and slow it down, and break it up. We'll be talking about that later in the course. So that would have helped. Practise techniques, yeah. Yes. But also, in that particular activity, we used SpeakPipe. And one of the course participants noticed that it is actually a useful tool that you can use with your students.

Skip to 4 minutes and 46 secondsAnd many of the activities and many of the digital tools that we introduce during the course, try them with your students because that's actually why we've kind of woven them into the course. And SpeakPipe is great for homework, because usually we set-- kind of go home and write a story about something or the other, a writing homework or a reading homework. With SpeakPipe, you now have the possibility of a speaking homework, where instead of write the story, record your story. And then as the teacher, you can then get them to email you their stories. You can listen to them and prepare a little bit of feedback to give to the children or the students after the lesson.

Skip to 5 minutes and 27 secondsStudents absolutely love it because they're so used nowadays with their mobile phones and so on to recording and to doing, you know, stuff on Snapchat and that sort of thing. That it's kind of commonplace. So it's a really useful tool. OK. What else did we do? We did motivation. Then we focused on motivation, didn't we? I really loved reading the comments on motivation. I think especially useful are people who commented on what demotivated them at school. So, for example, someone mentioned a teacher who only asked the good children or the good learners the answer. Only wanted correct answers all the time. People mentioned teachers who were boring or people who weren't really interested in what they were doing.

Skip to 6 minutes and 4 secondsAnd Aenea mentioned that they thought it was important for the teacher to hook the learners into the lesson. So create an environment where people want to learn. You know, where there's a positive learning atmosphere, where people have fun learning, where the teacher has prepared and is really interested in what they're trying to teach you. And I had a-- Enrique made a comment as well about-- actually, he was replying to Marcia, who made a comment about materials and selecting materials. And he said that, for him, classroom management-- having a good choice of material-- but having student-centred tasks so that the students are interacting with the material and with each other.

Skip to 6 minutes and 50 secondsAnd I think that's a really good kind of tip for motivation for keeping students interested. Yes, absolutely. OK. So couple of bits to end with. We usually-- every course, we choose some quotes of the week, don't we? Yep. And my quote of the week is a quote from Chiara. And Chiara said that a teacher needs to be an actress, an ICT teacher, a literacy teacher, and many more things. And I think that really gave me food for thought, because these days you're preparing people to use English in the real world. You're preparing them for employment possibly in the future. And also, to make the lessons interesting, you need to be a bit of an actress maybe.

Skip to 7 minutes and 33 secondsSo really nice kind of quote from Chiara. And it kind of ties in well with the motivation thing as well. Because if you're able to be all those different roles in your lesson, then you'll keep students interested, won't you? Also, I think the idea of teaching something through English. So you're using English to teach ICT, for example. Yes. Absolutely. Well, my quote is from Viktoria. And Viktoria said she had a terrifying experience of learning Spanish at university.

Skip to 8 minutes and 0 secondsAnd it completely put her off, and she didn't learn Spanish very well, and she-- So she said that her-- she says, I quote, 'My goal is to make people's learning experience a fascinating adventure so that they will be head over heels with English, and they'll never have a negative feeling towards it.' That's fantastic. I like that kind of head over heels. OK. An adventure as well. As the course goes on, I'm sure we'll hear lots of ways of talking about-- Journeys and adventures. Teaching, journey, adventure, etc Absolutely. Now, what are we moving on to the next week, Marie Therese. Before we talk about next week, we need to talk about the country profile.

Skip to 8 minutes and 35 secondsSo when we did the survey earlier in the week, we asked people where would you like to teach? And up there, lots and lots of people want to go teach in Spain. So we have a teacher that we know in Spain who's prepared a document-- a little reading thing-- about what it's like to be a teacher in Spain. And we'll post that this week on this step, and then we'll have one of them every week for the rest of the course.

Skip to 9 minutes and 2 secondsAnd so look out for that later on this afternoon: Friday. OK. And next week. OK. So next week, we're doing stuff on lesson planning and classroom management. And we'll start the week, I think, with something about using visuals. Before that, we'll do the questions from this week, won't we? Of course. That's Monday. We'll-- any questions-- So sign in with us again on Monday to hear the answers to the questions from this week. That's right. So have a good weekend. And we'll see you next week. Bye bye.

Video review of Week 1

In this video, the educators look back at some of the main talking points of this week made by you from all around the world. The video will appear here on Friday 9th February at around 3pm (UK time).

This week’s country profile is Spain! Find out what it’s like to live and work in Spain by clicking the link in the ‘Downloads’ section below.

Add your comments and questions below.

Share this video:

This video is from the free online course:

Exploring the World of English Language Teaching

Cambridge Assessment English