It’s clear to us by now that the role of the teacher has been changing dramatically. Gone are the days when the teacher was the source of all knowledge! In an age where students are bombarded with and have free access to information, the image of the teacher as a knowledge-transmitter seems outdated and out of place. However, does that mean that professionals are now exempt from pursuing development of their own knowledge? That hardly seems to be the case! Then, what should teachers be looking to develop,...

I’ve been thinking a lot about how much we can develop as professionals by being involved in the teaching community. Not surprisingly, the most important lessons I’ve had on teaching came from people, not books, but it wasn’t an easy process and I’d like to share some of lessons I’ve learnt from learning with others. Be humble Anyone can teach you something, no matter how experienced, qualified or renowned you are. The moment you adopt a know-it-all attitude is the moment you stop learning, and teaching is ultimately a learning...

A lot can be found in ELT books about how to use a range of different tasks and activities in order to make lessons more engaging and the promise of making learning fun has certainly spawned generations of resource books. Yet, although words on our role of selecting and designing activities are ubiquitous, little is usually written about how to use TTT in order to make activities more relevant and effective. In this three-part series of posts, I’d like to share some of my thoughts about how different stages...

A lot is said in the literature about students’ motivation and how important a role it plays in a healthy and effective classroom environment. With the beginning of the academic year in Brazil, I’d like to take this opportunity to look at how we can keep our own motivation levels high throughout the year. After all, motivated teachers are better teachers, right? Rather than going on and on about theories of motivation, I’ll try to stick to practical ideas that come not only from my own personal experience -...

Teenagers are and will always be a strong presence in the ELT classroom, be it in the school system or in language institutes. However, they end up being the middle children of the English teaching world. A lot has been written about teaching adults and children, but I find it really hard to find materials on those at ages ranging from 13 to 17. Not surprisingly, they can become one of the most challenging age groups to teach. Disruptive behaviour, lack of interest, faces that look constantly bored, the...

One of the most common topics that come up in conversation when teachers talk about areas of their practice that need improvement is timing. Taking into account the large number of  actions that we need to take in order for lessons to be  effective. That is perfectly understandable. The way I see it, however, timing per se isn’t really the cause, but the consequence of classroom contingencies and decisions by the teacher. Should we be addressing the symptom rather than the cause? Here are some of the common reasons...

Is teaching a lonely profession? Teaching, in all its forms, is an activity that requires social interaction, and this chance to interact with people while playing a role in their development is probably among the most common reasons that draw people to our profession. Nonetheless, many teachers with whom I talk to share the impression that they are all alone, making decisions and designing lessons, which makes teaching a (paradoxically) lonely profession. Does it have to be that way? Last month, I had the amazing opportunity of attending two events...

Gone are the days when teachers were the sole source of knowledge. The Internet has revolutionised society by granting everyone access to the information, meaning that listening to a teacher talking on and on about a topic is not only unnecessary but actually rather boring. It is therefore inevitable that teachers reflect upon their role in the learning process, and one of the aspects that have to be considered is how much time is actually devoted to Teacher Talking Time (TTT) and Student Talking Time (STT). Last year, Dominic...

ELT teachers are used to dealing with different students in the classroom. The literature on dealing with mixed-ability/mixed-level/mixed-age groups is not slim, with numerous articles on the matter having been published. Guaranteeing even participation of learners, however, is an constant challenge. Here are three ideas I try to bear in mind in the lessons I teach:   Make (more) room for pair work Especially after the Communicative Approach became ubiquitous, the image of students working in small groups has become more and more frequent in language lessons all over the...

Working in recruiting and teacher training, I came to notice that Knowledge and Skills (which we dealt with last month) may get your CV noticed, but what determines your success in your career in the end, are the two As in Donald Freeman’s KASA framework: Attitude and Awareness. A long time ago, during one of those fiery staff meetings before lesson started, the other teachers and I were trying to standardise how we would deal with a recurrent situation when someone suggested we simply used common sense. I promptly...