Tag Archives: teacher training



Image courtesy of William Warby

Today, I had the opportunity to give my first webinar. I’ve given presentations before, but this is the first one I have done online. Normally, I’m quite comfortable giving a session, even if I am a little nervous beforehand. Once I get talking, I normally get into a groove. That wasn’t the case today, I felt the pressure of all of the things that could potentially go wrong and to top it off, my talk was being followed up with a second seminar right after mine. For some reason, that time pressure really got to me. I kept watching the clock, making sure I was on task and on time.

This experience made me think about my students and the way we time things in our classrooms. Continue reading Timing



Image courtesy of Jeff Fenton

In January, I moved across Canada to start work as an English for Academic Purposes (EAP) instructor for a university in Northern Ontario. The program was still really new and had, and is still having, a difficult time bringing in new teachers. It isn’t that the school wants to bring in outsiders, but the lack of local, professionally-trained teachers is posing a real problem. There is a push from the university to raise up teachers from within the local area through the creation of a teacher training program.

The TESL certificate program was in the design phase when I arrived and in April, I was a approached about possibly designing the material for the program as well as teach it. At the time, I was the only one who was qualified to run the program under the guidelines set out by TESL Canada. Full confession here, I hadn’t even considered being a teacher trainer, let alone help design a run a full program, but I couldn’t pass up this opportunity. May rolled around and I found myself on my first day standing in front a group of eager students waiting for the class to start. It hit me. Here I was about to teach others on what it means to teach. Me. I started to think, “What am I doing? These people think I actually know what I am talking about”.

The course set off on its five-week journey followed by a seemingly endless stream of practicums. It was during my observation times that I noticed students making similar ‘errors’ (or as I would define them, anyway) which we had covered in class. I couldn’t figure it out. Why was there such an issue with these things and not in other areas? What did I do wrong? How could I avoid this in the future? I started to reflect on my own first few months as a novice teacher and realized that I had made a number of those same choices even though my instructor had covered them. The problem was not in the instruction, but in the implementation. Bridging the gap from training to teaching was more difficult than I had anticipated. Continue reading Bridging