Hilal Hastaoglu » 2007 » December

Tomorrow 31/12/2007 will be the end of a year, the beginning of a new year and a new life for the competition winner. I wish all my colleagues in the competition for the very best out of year 2008 and good luck with the competition results. 

Whether we win or lose, the important thing is that we win the hearts of our students and feed that language passion into their souls, so they may actually remember us by saying something like; “My English is good because of that one teacher I had from back in day”.  

Well I guess this is it. Thank you for joining me in this wonderful journey and thanks for the amazing ride ESLBase. 

Oh and how can I forget… 

* HaPPy NeW YeAR EVeRYoNe *

 

Here is a little gift to you all for new years:  

P.S. Time 19:36 Date: 30/12/2007. This will be an exciting wait and I don’t think I will be able to sleep tonight! My heart is beating like a zoo. ZoO?! Hehe..

Since the competition is about to end (8 more days!!!), I thought it would be best to feed my diary as much as I can. Here is another CELTA graduate from ITI - Istanbul. Emek Dedeoglu took the CELTA with Gamze Uslu. Here is what she had to say about the course and the outcome of the course.

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First of all I’d like to introduce myself. My name is Emek Dedeoğlu and I’m currently working at a private school teaching kids between the ages of 7-14. I’ve heard CELTA from a friend who is working at a university. After a quick research I decided to take it in order to improve my teaching skills and apply more of the methodology I know to my practical teaching as well as getting a better job. After one week I realized that I was not aware of the content of the program I had decided to attend. It was ‘much more’ than what I had expected in many aspects. CELTA did not only help me with practical studies but also provided me with embodying my knowledge about teaching.
To me; the most challenging part of the experience was it being full time and the deadlines coming one after the other as it was an intense course. I would also admit that being observed is not something you completely feel fine with.

Most of the other teaching training courses involved in-house training or a longer term experience. Although I had been teaching for 6 years before CELTA, I thought it is better to start from the basics. I would definitely recommend the course to people who are thinking about doing the course if they really want to raise their awareness on teaching and improve their skills. I would still say that do not push yourself hard on conforming with the ‘criteria’ that you will hear of during the experience because there can be no such criteria as the tutors have different approaches and understandings; being careful about your deadlines and doing the best you can do will bring you the ultimate result but in the long run I would say it is worth taking the course. 

My teaching before and after CELTA is totally different, I never hesitate or question the time spent in my classrooms as I know what I’m doing well now, it also improved the idea of how planning a lesson works. Awareness and setting up the most effective activities in order to reach the aim of the lesson has helped me a lot. 

 Turkish students’ biggest problem (actually it is a problem for all non-native speakers of English) is that they tend to speak Turkish in the classroom; for YL it is easier to cope with; giving them awards when they speak English motivates them, for adults it is a good idea to give clear instructions and the task language clearly.
Teaching English in Turkey makes you satisfied as there are too many people who want to learn the language and they are eager no matter what their age is but honestly you do not get paid as much as you should have as an English teacher. 

To sum up; I wish luck to everybody who wants to take CELTA and build up a career in teaching. I hope you can find what you look for in life…

Best of all
Emek Dedeoğlu

After being interviewed by Katie from TEFLLogue, I thought I should interview one of the super recent CELTA graduates my self. Gamze Uslu took the CELTA at the same place I did (International Training Institute - Istanbul) right after I was done with the course.

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Introduction:  Gamze Uslu is a 25 year old Turkish girl. She is a Translation – Interpretation graduate. She describes her self as a full time translator, part time teacher and a dedicated party girl.

Conclusion: CELTA takers don’t have to be book worms! hehe 

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1. How did you hear about the CELTA? (advice? google? from a friend? etc.) 

How should I start? In fact, I was familiar with the Cambridge teacher training courses before the CELTA as I once took the ICELT when I was a fresh English Instructor (this is how they call it at universities here) at a university but quit working there only after 4 months and obviously couldn’t finish the ICELT.  It took me two years to regain my confidence and energy to go back to the idea of teaching. After I moved to Istanbul (I was in Ankara then) to work as a full-time translator for a translation company, I realized that I didn’t want to spend my next 20 years stuck in a choking translation office in front of a computer, unconsciously and continuously typing the same technical stuff. So I thought I could go back to teaching.   My teacher friends also encouraged me. Then, I went online to see what I could find. First, I found out about the TEFL and then found the Cambridge CELTA page. I applied for both of them but only got a reply from the ITI which offers the CELTA course. And my journey started….   

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2. Why did you want to take the CELTA? (qualification? higher work pay? etc.) 

In my country, I can be an English teacher without the CELTA as I have the pedagogic training certificate required by the public schools and even some teaching experience at a well-known university. However, my very first teaching experience was not exhilarating at all and this time I wanted to take firm steps. The CELTA is for beginners and this was what I needed to start all over from the beginning in order to gain my confidence back. Besides (like with everything else I do), I wanted to be as “perfect” as I could when it came to teaching. So I thought if I was going to be a teacher, I should be a good one like the one who taught me English at school and the CELTA is the mere convenient point one can start and follow on.

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3. How has the CELTA changed your “outlook” on teaching?  

The CELTA showed me how to look at the “picture” from the student’s eyes. When you know what the students “see” you know what to “show” better. 

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4. What was the most challenging part of the whole experience?

Hmmm….I remember the third week was the most difficult week (in the full-time course). I don’t know why but we were all fragile (unlike the first week when we were all cheerful and enthusiastic) trying to plan lessons (and finding them unsatisfactory), writing self-assessments (and hating the fact that you still have the same weak points since the first TP), writing reports for the observations and completing small tasks and also rushing to deliver the assignments on time, getting them back for re-submits (but what’s the problem this time?), then submit them again… “My God, where is the last copy? Can’t find it! Does anyone have the CELTA CD with them? I need the observation form again….” ….. and nervous break-downs, a girl or two crying…BUT, in the end IT ALL TURNED OUT WELL NO WORRIES! OK, the challenging part…I think you really need to dedicate yourself. It’s not something you can do easily while you look after young children, babies or ill family members who need your attention, fulfill a full-time job’s requirements, deal with an illness, move house or sort out a problematic relationship. Your mind, energy and attention should be with the course from the beginning until the end.

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5. What words of wisdom/advice would you give to people THINKING about doing the course?

Follow whatever is required by the tutors. Push aside whatever conflicting idea/method/technique/point of view/belief you may ever have. Be it an experienced teacher who thinks he is made up of what he has gained through his professional life and can’t get himself “reshaped” or a fresh teacher candidate for whom everything seems a bit of a jungle life in the classroom, the CELTA is for you if you want to be the “real” teacher who “teaches”. So, digest whatever is served, try to get the “gist” without getting lost in the details – ABSOLUTELY keep your work done day-to-day and never postpone anything as they pile up and up and up….before you notice.

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6. Was it worth the money? (Some people think twice before they can actually spend money, so yeah, I want to help them make a decision because the CELTA is not a cheap course) 

 You definitely learn. It’s for sure. You pay a good deal of money but you receive the course from the best tutors (at least this is the case at ITI

Istanbul). I’ve saved for the CELTA for months and I don’t regret it. Besides, you can earn it back easily when you become a full-time teacher

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7. Think about the time you didn’t take the CELTA and think about now. What difference can you see?

 Getting into a class is not a nightmare anymore and I now have an outline in my mind that I can use when I need to plan a lesson.

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8. What problems do Turkish students have in classrooms? Any solutions? (for example they cant say “TH”, tongue twisters may help them learn how to say “TH”)

Apart from the difficulties in pronunciation, they always try to find the Turkish equivalent of every word or grammar structure which is sometimes impossible. Once they asked me why we put “-s” when we say “two dogs” because the number (two) already gives the plural sense (and yes, in Turkish we don’t add the plural suffix to a word when it is already preceded by a quantifier). I just told them this is the way English language is spoken.

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9. What information did you try to find about the course (before you started) and couldn’t find on the internet etc.?  

 I was very anxious about my accent and fluency as I’m not a native speaker. I browsed through hundreds of online forums to learn about those with similar cases and contacted some of them and was relieved to see that they were actually OK! So, I said “if they can do it, why can’t I?

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AAAA %$£%&)(*&^%$£”!!!!! 

23 more days and we get to know about the competition results. I’m extremely excited about it!! There are 13 other great people in the competition and I keep reading the COMPETITION rules, THEIR ENTRIES and my entries over and over again to make sure I won’t get disqualified last minute hehe. The thought is just haunting me at night!!! hehe.. *scared* 

PLEASE WISH ME LUCK EVERYONE!

Occasionally, special problems enter the teaching arena. Among these are students chit chatting, sleepy students, ill teacher, student-teacher conflicts etc. I’ve learned to overcome some of these problems through my CELTA observation classes. Here are my ideas..

PROBLEM 1:

Students talking in class using their native language:

Pic by: jupiterimages.com

Argh!! That can get annoying, especially if you don’t understand what they are saying. They could be talking about a stain in the back of your jeans or about how silly you sound saying This, That, Them, There.. Perhaps they are even insulting you!

Ok let’s not get too paranoid here. Students just get bored and it’s simple as that. Even if you are the best teacher and think your students would never get bored, they still can get bored. I think it has to do with student psychology. Solution by the CELTA: It’s usually the two girls that start chit chatting, but sometimes it’s the boy who makes everyone laugh. 

1. Spot the source (who is making everyone talk?)
2. Start a game/competition related to the subject you are teaching
3. Choose partners for students (loud student with quiet student works better than 2 loud students together)
4. Have them sit by their partner (This is the solution step! You are changing their seats at this step)
5. Start your game/competition

If changing their seats didn’t help then… 

6. Give points to correct answers in English. Take away points if they speak their native language. (Make sure you are not serious in giving points – its not a matter of life and death and they should know that, so create a “FUN” environment)

There you go! You haven’t offended anyone by asking them to be quiet. They don’t know that you got them to switch places because when they are together they talk a lot. You are relaxed and you can continue teaching what you intended to. 

PROBLEM 2:

Students feel sleepy and they don’t want to participate in activities etc. 

  Pic by: brookes.ac.uk

Most of my students were employees or high school/university students. It’s not easy to work or study all day and then face a new subject that is alien to you. So, the first thing you have to do is to understand how they feel.   You can probably understand the mood of the classroom in the first few minutes. So if you feel like they are all sleepy…      

1. Chit chat about personal topics like their school, job, the traffic or weather outside and then start your topic.
2. Don’t use the book. Whatever it is you will be teaching, use the white board instead. Books can cause pressure to students at times. No one likes pressure when they feel tired.
3. When you are talking, speak loudly and change the pitch of your voice. The same tone of voice will have them fall asleep faster than you can imagine.
4. Turn the light off or turn music on at the end of activities to show their time is up. Sometimes they will think you lost your mind, but it usually helps them wake up.
5. Have them up on the white board.
6. Have them spell words for you when you are on the white board.
7. Play games, have competitions among students to cause some excitement.
8. Ask your students questions and get THEM to talk. Questions are the best way to force students talk.

PROBLEM 3:

You are tired, sick or don’t feel like teaching at all…

Pic by: planetesl.com

C’mon… we all go through those times where we don’t feel like doing anything at all. Usually it’s the “sleep” issue. Sometimes we sleep late and yup that is the worst nightmare of a full time teacher. Sleepless in class.. sounds like a good movie name to me.

  

1. Don’t tell students you are sick and tired, because that will have them happy thinking they won’t be studying like they usually do. Their expectations, attention and output will immediately drop.
2. Paper work can save you a lot of energy. Instead of using the white board you can offer them activities on paper. Answer sheets
3. Let them do the talking. Present the subject and let the students that know the subject share what they know with the rest of the class. Interfere when you think they are going the wrong way.
4. Get them to watch a TV episode or a movie. However, every 10 minutes ask questions about what they watched. Ask them to share ideas about the characters. If you let them “just watch” they will “just watch”.
5. Get students to do a listening lesson. Get them to listen to recordings and ask them questions about the situation or people they listened to.  

PROBLEM 4:

How to avoid Teacher - Student conflict:

 

1. When you enter the classroom take off your “ME” and wear your “TEACHER” jacket. Don’t enter the classroom with your personal life. Think of your brain. Draw a border. Squeeze all your problems to one side. Order your brain not to let any problem cross that border you set during class. This rule is very important. The same goes for musicians, world stars etc. When they are on stage, they are there to entertain. When you are in class, you are there to teach.
2. No one is the same. You have to remember that everyone has a different personality. You have to respect everyone as they are. Don’t try to change your students. Except them as they are. Never look down at them. This will make you a better person and a better teacher.
3. If you begin to have negative feelings about a student, don’t just hate them. Try to analyse his/her background, family, life style etc. People that come out of jail get a second change, why not your students?
4. People may have different definitions of respect. Let’s not forget that we all come from different families, cultures etc. A student that walks out of the classroom because he/she has a phone call, may not intend to disrespect you as a teacher. You may ask your students to keep their phones on silent or off in the beginning of the class. It is your responsibility to remind the classroom rules. Don’t expect all your students to know everything. Remind them about the rules before the classroom begins.
5. Try to avoid making comments about topics such as religion, culture or politics in your classroom. Even soccer fanatics can get offended if you talk about how much you enjoy watching Fenerbahce than Liverpool soccer games. Remember your students have emotions and may misunderstand you, especially if you are speaking to them in a foreign language.
6. Remember people learn from their mistakes. Some people take longer than others. We should be patient and understanding towards our students.
7. Be aware of the differences between a friendly teacher and a friend. Being the friendly teacher can keep an unnoticeable distance between your students which can avoid many conflicts.
8. If your student gets carried away and starts disrespecting you, don’t fight back. I believe the victory of every battle belongs to the side that keeps quiet.

If you feel that the conflict is unpreventable by your side as a teacher, you can always seek advice from your director of studies or principle. However, my advice would be to seek advice in a written format with details: date, situation etc. Be professional in solving problems to have professional solutions. 

PROBLEM 5:

How to avoid Student - Student conflict:

 Ok, this is a tough one. Two students, two stories, two problems.. Double Trouble. In situations like these, I usually have the two “upset” students work together as partners (only when I know they wont start a huge fight). This allows them to join their forces together as a team and work together for the correct answers (same target). However, if your students are getting carried away with their problems; 

1. Don’t have them sit together
2. Don’t hold sides, be fair
3. Avoid subjects that cause a debate
4. Use sentences such as.. In my opinion… I think… I believe.. I don’t agree with… This can help them understand that everyone is entitled to their own opinion.
5. Don’t allow students to speak unless it’s their turn
6. Reading can help change the negative atmosphere of the classroom because there is no idea sharing where they can disagree in. 

Asking a student to leave a classroom is probably the worst thing to do to a student. Try your best to change the subject and if necessary write down the ideas of the students on the whiteboard and try to come to a meeting point with the classroom. 

For example:

In one of my classes one of my students insisted that the travel time between Ankara and Istanbul is 8 hours. The whole class started to debate. Some started to argue. So, I asked them about their experiences and what transportation they used to get to Ankara. The answers helped everyone relax. By express train 4 hours, by normal train 6 hours, by public bus 8 hours, by express bus 6 hours. If I didn’t ask about the transportation they used, perhaps my classroom would turn into a fighting field hehe. 

There may be Teacher - Teacher conflicts as well. The best thing is to carry on and do your job right without getting involved in these conflicts. Sometimes trouble may just knock on your door; the best thing to do is just pretend not to be home hehe :) 

Be positive, feel positive and teach positive.

Please feel free to share your ideas, suggestions, experience etc. by posting a comment.