Earlier today I delivered a CELTA training session on teacher development. The focus was on how teachers – and especially new teachers – feel when they face change. For most of my trainees, CELTA itself has been a big change: new routines, new ways of learning, and their first experiences teaching real students. While preparing…

One of the joys of teacher training is witnessing how motivated and curious new teachers are. They want to try new methods, experiment with ideas, and make their teaching unique. But sometimes, this eagerness can lead to trying things they are not yet prepared for. A common example is a trainee who wants to run…

Some teachers treat teaching like cooking a big warming pan of soup or stew. They throw in a pinch of this, a splash of that, and trust that with enough stirring it will turn into something nourishing. Others treat teaching more like baking a cake: every ingredient carefully weighed, every step checked, because one wrong…

When CELTA or other teacher training courses begin, trainees are often overwhelmed with new terminology, teaching techniques, and planning expectations. At this early stage, providing clear, ready-made lesson shapes is not just helpful, it’s essential. These simple frameworks give trainees a safety net. They reduce cognitive load by offering a ready structure for lesson planning…

Yesterday, I said goodbye to my dog, Bunny. She was twenty-one years old, almost the same number of years I’ve been an English language teacher. She had been there through countless lessons, teacher training sessions, and moves across cities. Losing her feels a little like losing a co-teacher, a silent companion who witnessed every preparation,…

There’s something satisfying about the idea of going 100% into something – 100% effort, 100% commitment, 100% the “right” method. But when it comes to teaching English, trying to use one approach 100% of the time might actually limit what our learners get from us. We’ve all been there, discovering a new method or approach…

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…

As language teachers, we usually think a lot about our students. We want them to succeed, enjoy learning, and feel supported. Many of us give a lot of time, energy, and even emotions to help our learners. But sometimes, we forget to take care of ourselves. Recently, I’ve been thinking more about mental health and…

As a CELTA trainer, I spend a lot of time reviewing lesson plans, helping trainees think more critically about their choices, sequencing, and overall lesson logic. Recently, I decided to try something a little different. I took one of my trainees’ lesson plans (with their permission, of course) and asked a GenAI tool to review…

If you’ve ever sat through CELTA input or feedback, you’ve likely heard the phrase “Did you check the instructions?” – and with it, the reminder to use ICQs (Instruction Checking Questions). But what exactly are ICQs? When are they helpful? And at what point do they become overused – or even patronising? As a Cambridge…