Connect English

As a CELTA trainer, I’m constantly reflecting on how to best equip our trainees for the challenging yet rewarding world of English language teaching. We focus heavily on methodology, grammar, and classroom management – essential components, without a doubt. But lately, I’ve been pondering a deeper, more subtle element that I believe underpins all effective learning and development: communication. Specifically, the principles of Nonviolent Communication (NVC).

It’s become increasingly clear to me that how we communicate, especially when delivering feedback or introducing new concepts, profoundly impacts how our trainees receive, internalize, and ultimately apply what they learn. In the high-pressure environment of a CELTA course, where trainees are often stepping out of their comfort zones and grappling with a steep learning curve, the way we frame our interactions can make all the difference between fostering growth and inadvertently creating resistance.

I’ve observed that when feedback, even constructive criticism, is delivered in a way that feels judgmental or prescriptive, it often triggers defensiveness. Trainees might nod along, but their internal focus shifts to self-protection rather than genuine understanding and improvement. This isn’t unique to CELTA, of course. As Rosenberg (2015) highlights in Nonviolent Communication: A Language of Life, “When people hear anything that sounds like a demand, they typically resist, either overtly or covertly.” This resistance can manifest as disengagement, a reluctance to try new things, or even a subtle but persistent feeling of inadequacy.

Conversely, when I strive to integrate NVC principles into my interactions – focusing on observations rather than evaluations, expressing my feelings and needs, and making requests rather than demands – the shift in how trainees receive information is palpable. Instead of saying, “Your instructions were unclear,” which can sound accusatory, I might say, “I noticed that some students looked confused during instruction. Would you be willing to try breaking down your instructions into smaller steps next time?”

This subtle rephrasing de-personalizes the feedback, making it less about the trainee’s perceived failure and more about the impact of their actions on the students and the shared goal of effective teaching. When I express my own feelings and needs, it creates a bridge of shared humanity, fostering empathy rather than confrontation. It transforms feedback from a verdict into an observation offered in service of their growth.

And it’s not just feedback. This approach extends to everything I communicate – explaining a new teaching technique, setting expectations, or even just answering a question. When I can articulate my observations, feelings, and needs, it creates an atmosphere of transparency and psychological safety. Trainees feel heard, understood, and respected, which in turn makes them more open to new ideas, more willing to experiment, and more resilient in the face of challenges. They are more likely to internalize the “why” behind what we’re teaching, rather than just the “what.”

Ultimately, the goal of CELTA is not just to churn out teachers who can deliver a lesson, but to cultivate reflective practitioners who are adaptable, empathetic, and effective communicators themselves. By consciously incorporating Nonviolent Communication into our training, we’re not just improving how feedback is received; we’re modeling a powerful way of interacting that can transform their own classrooms and, indeed, their lives. It’s about moving beyond simply transmitting knowledge to truly connecting with and empowering our future educators.

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Reference:

Rosenberg, M. B. (2015). Nonviolent Communication: A Language of Life (3rd ed.). PuddleDancer Press.