Skip to 0 minutes and 1 secondHello, everybody, and welcome to our final course review. Gone quick, hasn't it? Gone quick, six weeks. It certainly has, and well done to all of you who have finished. Now, we asked you to talk about effective teachers, what makes an effective teacher. Now, whether you've taught or not, you've all got experience of teaching and learning because you've been learners yourself. And there was actually someone called Dan Lortie who coined the phrase 'an apprenticeship of observation', which has been used a lot in the literature about teaching and learning. Because, basically, we learn about teaching through being taught, and we make observations and know what's a good teacher or what's not a good teacher. Yeah. So what kind of comments did teachers?
Skip to 0 minutes and 44 secondsWell, we had all kinds of comments because, actually, we asked people to give comments about their own experiences as learners. And some of them explained about some really interesting, good teachers. And unfortunately, lots of people said, well, I haven't got any examples of a good teacher because, actually, I had kind of rubbish teachers. And quite often, actually, that turns people into teachers because their own experience has been so poor that they want kids not to have that experience. And often, people who have experienced poor teaching or teaching that they didn't respond well to turn into very good teachers because they can empathise with the learners, and they know what the learners with the bad teaching or poor teaching go through.
Skip to 1 minute and 27 secondsBut I think you had an example, Monica, of a participant who wrote about a great teacher. There were lots of great teachers described actually, but one I particularly liked was Joanna's about her maths teacher called Miss Couch-- what a wonderful name, Miss Couch. Miss Couch? Miss Couch. Now, Miss Couch was deemed to be the best teacher, and the maths groups were divided into four. So the top group with the brightest. They did Latin as well. Is this Joanna? This is Joanna's teaching, yeah, Miss Couch. And Joanna was in the bottom group. Now, the bottom group, group four, were the dunces. Oh, that would be me. They were the dimmest people.
Skip to 1 minute and 59 secondsNow, one year the school decided to make Miss Couch the teacher of the bottom group, the dim group, the dunces. I know where this is going. And everyone protested. I suppose all the parents of the people in the top group protested, but Miss Couch took the bottom group. And what happened to Joanna at the end of the year? She went to the next group up or the top group? She went to the top group. Wow. Because Miss Couch basically knew how to teach her, and she knew how to explain the maths. She reminds me of my maths teacher, my math teacher Sister Mary Angela. She knew about differentiation before her time. But as Joanna said, good teachers make things happen.
Skip to 2 minutes and 32 secondsThat was a fantastic story and also a message to us all, I think, not to label them as not good. Absolutely. Yes. And often, it depends. Learners can be transferring from one stage to another and can suddenly blossom, can't they? Certainly, it happens in English language teaching and in training teachers, that suddenly the penny drops and they suddenly transform from being very average to being very brilliant. And actually, Joanna said that she still has an interest in maths. And lots of people mentioned as well the teacher who inspired them to love literature. And they started reading, and they still read literature and things.
Skip to 3 minutes and 10 secondsAnd also on the course, we talked about different types of courses, and we kind of touched a little bit on that and about what people could do next.
Skip to 3 minutes and 21 secondsPeople have asked questions really about courses and that sort of thing, and there are just so many out there. I mean, there are are part-time courses, there are full-time courses. We've talked a lot on this course about CELTA, but maybe CELTA is not for everyone. Maybe it's not available to you or whatever. So have a look at what's in your area and what suits you. There are also some other MOOCs, aren't there, Monica, that you wanted to talk a bit about? Yeah, yeah.
Skip to 3 minutes and 46 secondsWe'll probably mention those at the end of the course, actually, because what I wanted to say about the courses is that, whatever course you do, to emphasise the importance of getting practice if you possibly can afford to do a course where you get practice. Now, Annie made a comment here. She said putting what you've learnt into practice is so important. There's nothing like seeing a whole class in front of you with expectant eyes waiting for you to deliver. And as Emily said, this is where you find your strengths as a teacher and where you improve your skills and also find out who you're teaching.
Skip to 4 minutes and 19 secondsNow, I've been doing a course on FutureLearn, which is a first aid course organised by the Red Cross-- excellent course, I recommend it. Now, I did a a unit where I saw a video of putting someone in the recovery position. OK. So I looked at the video, and I made my notes. And then, a family member was made to lie down on the carpet. This is your poor husband, isn't it? No, no. This is my son, actually. I put him in the recovery condition. But I don't know if I did it right. That's where you need the teacher, isn't it? I needed a teacher to say to me, look, do it a bit more gently.
Skip to 4 minutes and 54 secondsThe course is great, and I got so far, but I didn't have that feedback. I was wondering why we were talking about your first aid course, but I understand now. It's the importance of having practice and getting feedback on your practice, which is what courses like CELTA that have that practical component offer you because you teach being observed by a tutor, and then the tutor tells you what was good and what you could improve in a lesson. Some people have mentioned other MOOCs.
Skip to 5 minutes and 19 secondsAnd there are some MOOCs-- if some of you are teaching your subject in English, there is a FutureLearn course, which is run by Cambridge English-- which is midway through but you can still join it, and it will be open for a few weeks-- which is Teach Your Subject in English. And this is a big thing now in many countries in Europe and South America. CLIL, as it's known, is moving forward, and lots of teachers have to learn to do it now-- to teach geography or science or whatever through the medium of English. And I think some teachers find it very challenging, especially those who don't feel very confident themselves in English.
Skip to 5 minutes and 54 secondsAnd some of you have mentioned volunteering, and a lot of people around the world are volunteering with refugee groups. And that's one way of getting experience. And you developed a course for that. And I developed a course for that called Volunteering with Refugees. Again, on FutureLearn. On FutureLearn. And some of you have mentioned-- I think Jennifer and Joanna, I think-- also mentioned that you're teaching EAL. No, it's not focused specifically on EAL. There's one step on EAL, but lots of information about the background to refugees or people who are trying to learn a subject and their own language is maybe-- has a different script, for example, so dealing with literacy. So you might find that useful.
Skip to 6 minutes and 29 secondsAnd there are other courses, as well, which have been mentioned by others on the course, you know, run by British Council. Yeah. People are going to ask, what is EAL? EAL is English as an Additional Language. It's kind of for kids, isn't it? Often referred to in secondary and primary classrooms. Yeah. Yeah. Right. OK. And we were supposed to be answering questions in this last thing, as well. And one of the questions we had asked is, what can people do to get further experience? And one of the things that people can do after this course is to do another course, which is one of the ones that you described.
Skip to 7 minutes and 4 secondsBut I think also that there are opportunities wherever you are to work alongside maybe an experienced teacher in a class. So find a volunteering group in your area. Or maybe, if you have a community college or a college that provides lessons for adult learners or maybe extracurricular activities for kids, go and volunteer. Go and work alongside them as a kind of apprentice. Also, there are things that you can do with online learning, as well-- exchanging conversation classes, for example. There are sites where you can go online, and there will be somebody who wants to learn English-- a Spanish person wants to learn English-- and you can sign in and chat for half an hour.
Skip to 7 minutes and 50 secondsAnd all of that is good experience because it gives you exposure to learners. And there are YouTube videos that you can watch that have actual examples of teaching. Of teaching, exactly. And also, don't forget we mentioned the grammar course way back in Week 4 or whenever it was. So there's that possibility as well for those that it's available to. And actually, we forgot about our ABC of resources. Somebody mentioned-- was it Johnny? A grammar course, which is a British Council app which is I think more for learners practicing grammar, but also good for teachers as well. So actually, what we'll do is we'll post a Google Doc on the site where you can finish the ABC of resources.
Skip to 8 minutes and 27 secondsThere's fantastic suggestions there. And maybe those of you who know about grammar courses could put some of those up there. And other courses as well that might be there. OK, and also, we had a question, somebody asking about the minimum requirements for CELTA. And that is that you have to have top C1 or C2 on the CEFR. So you need to be proficient in English-- not necessarily a native speaker, but understand, be able to write assignments and so on at a sort of lower advanced level I suppose would be equivalent. You need to be at least 18 years old. And you need to have a good reason for wanting to do the course.
Skip to 9 minutes and 9 secondsSo you need to want to be a teacher. And I think the other thing is you have to have university matriculation. So, for example, in the UK, that would be A-Levels. Yeah, or the equivalent. Sometimes, you can get accredited, an acknowledgement of prior learning. If a centre can see that you actually are capable, then they will probably not stick rigidly to that. And we-- I think this might be the last question that we're going to answer, but we had a question from somebody who asked-- I can't remember the name. Yes, I can. It's Lyudmila. Lyudmila that asked the question, which is, what were your first steps and what were the challenges that made you remain being a teacher? The challenges?
Skip to 9 minutes and 49 secondsWell, the first step was going to teach in Germany. But why did I stay? What were the challenges? For me, it was actually learning about my own language. Because your own language, it's something, it's almost like psychology, isn't it? There's kind of things about your own language you know, but you don't know why you know them. So it was that kind of interest in finding out about my own language, which I will never have for another language unless I go and live there permanently. So I always wanted to feel I could explore my own language further. Yeah. How about you?
Skip to 10 minutes and 21 secondsI think for me, the thing that kept me in it-- I really struggled because I didn't know very much about grammar, and it took me a long time to sort of assimilate the techniques and so on-- but the very first class I ever had was a class of absolute beginners. I can see them today. They were a group of Peruvian students who had come to the UK. And for me, the best bit was seeing them going from nothing, nothing, nothing in English to being able to go to the pub and order a beer and being able to walk about the streets and actually to be able to chat to me and stuff.
Skip to 10 minutes and 53 secondsAnd they were just so delightful and so happy to be making progress, and I think that's the thing that made me stick to it in the end. Anyway, Monica. What's in the box? Oh, what's in the box? I'm surprised that you've managed to retain-- I want to know what's in the box. Right, in the box... Now, it is the end of the course, and at the end of the course we like to have a celebration. So after we finished filming, Marie Therese and I and Vicki-- And Vicki. Vicki behind the camera, we're going to go and share these fruit tarts. Now, on lots of our courses, people have referred to a lesson as being like some kind of cake.
Skip to 11 minutes and 27 secondsNow, I don't know if you can see the cake or the tarts. But all these cakes, they've got a solid base. They've all got solid pastry base. So every lesson should have a solid base. They're all different. This one is apricot. So these are like the learners, aren't they? All the lessons are different, and all the learners are different. Yeah. This one is a pear tart, so it's a different content to the lesson. But they've all got a solid base and a lovely glaze on top. Oh, this is very good. This is not going to last long in my hand. So we're going to celebrate, and we hope you're going to celebrate, too.
Skip to 12 minutes and 4 secondsOn one of our courses, someone posted a graduation song to celebrate everybody on the course having completed the course. So we hope that you'll celebrate. Well done for completing the course. And I wanted to finish with one quote, which was a quote from Emily. And Emily said, "The best teachers I've known are ones who guide you to the light, rather than force you to see it, and appreciate the students' ideas and progress and who learn from their students as much as their students learn from them, who are there for you academically and spiritually." Now, we've certainly learnt a lot from you, and we hope that we have guided you-- Can I do my quote? This is from Lewis.
Skip to 12 minutes and 42 secondsWe hope that we've guided you to the light rather than forced you to see it. This quote from Lewis, who says learning is "an endless path that we need to walk on back and forth." And it kind of links to that, doesn't it, about teachers also being learners and learning from their learners. And so that's it, Monica. But we ought to say, please, this week, we have no class profile-- country profile, rather-- because we want you to post your country profiles of what it's like to be in your country if you are not a teacher. But if you are a teacher, what it's like to teach in your country.
Skip to 13 minutes and 17 secondsAnd we have a lot of Padlets up on the first step, 6.1, of this week. So please, doesn't have to be very long. Just give us a little impression of what it's like in your country. So please do that. And it's been grand. We've really totally enjoyed it. I've had a ball reading the comments and listening to people talk to each other and read what people have ideas and what to do with them. I don't know what we're going to do with our time, Marie Therese. I have no idea, no idea. We'll get our life back. But meanwhile, we can go and get coffee and-- I know what I'm going to do next. Bye, everyone. OK. Bye bye. Good luck.
End of course video and glossary
We’ve reached the end of the course. Throughout the course we’ve ended each week with a glossary and a video and in this step you can download the glossary which includes all the words from the glossary steps.
Here’s a link to our ABC of Resources that Monica talks about. Why not add your own notes and suggestions?
Teaching Your Subject in English: A MOOC for teachers who are teaching their subject through the medium of English.
Volunteering with Refugees: A MOOC for people who want to volunteer with and teach refugees.
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