|After a seven year absence, it's great to be back at ELI in Seville - this time as a teacher and trainer. My teaching centre is in El Porvenir, which means I'm also getting to know the city itself a little better. For the first time since I started teaching, I'm also enjoying a slightly reduced class schedule which gives me more time to prepare workshop sessions, talks and materials. |
Last year I had a wonderful time at Active Language in Cádiz, Spain teaching a range of students from 4 years old to adult. During the summer of 2012 I was also one of the tutors on their Trinity TESOL Certificate courses for new teachers. The team at Active is great and we're still very much in touch.
Before returning to Andalusia, I spent six absolutely cracking years with the British Council both in the Barcelona and Damascus centres. My time with the Council got me into teacher training, materials writing and examining.
I was lucky enough to get the opportunity to deliver training courses for state school teachers in conjunction with ministries of education in Aleppo, Barcelona and Gerona and to present at conferences in Beirut, Lisbon and Exeter as well as numerous venues around Spain. The Council also helped me with funding for the DELTA and a distance MA in TESOL.
Going back a little further, I spent my first five years in the Tomares ELI centre. This was the first time I'd lived abroad or taught children English so it was a huge learning curve but lots and lots of fun. I found my first year quite challenging but steadily and surely I got better!
|I have also had a great time teaching at Huerta Santa Ana school, just outside Seville, and at New College Nottingham's Clarendon site where I also did my initial CELTA course. |
As I'm teaching, I'm constantly scribbling down thoughts and ideas which make up the core of my workshops and presentations. On top of my regular classes, I speak at as many teacher conferences as I can and also do smaller inhouse training sessions for various schools and academies.
I'm particularly interested in what I call task micro-mechanics, learners engagement with text, classroom discipline and the way that students and teachers talk to each other.