Cambridge Teacher Framework Confession

As I mentioned some time ago,my plan was to cross check my teaching with the help of Cambridge Teacher Framework. Now, the time has come for the full confession. It is unbelievably difficult to assess your teaching in few words. The document outlining full level descriptors of the Framework consists of 10 pages and being honest in the evaluation you should refer to every point of this paper. First draft of my evaluation contained 4 pages. Below you’ll find the version which barely touches the issue. Having read the framework I can call myself a proficient teacher in all aspects but planning. I have a quite good understanding of many learning concepts. Moreover, I frequently demonstrate this while teaching, but not planning. If I only did more lesson plans, my students learning would be better organized. Although I like theories and being a psychologist I admire a well-structured theorem, the longer I teach the more dubious I am about them. Although I mainly use the communicative approach, surely you can find me exploiting grammar translation as well. The concept of methodology, which especially needs my attention, is elicitation; I seem to prolong the stage too much spoiling the lesson’s pace. This may be cared for through a stricter time management and better planning. Even if I feel proficient about the language concepts, as I’ve been teaching for 14 years, I need to expand my knowledge of key terms for describing language. I can answer most learner questions without the help of reference materials, however sometimes I find myself not able to answer questions about linguistic concepts in an easy way. My students crave for more adequate explanations, but that may be due to their high level of English and expectations. The way I can improve this area is to attend a training refreshing the core linguistic concepts. This I plan to realize through some stated-funded courses throughout the next school year. I would benefit from CELTA, DELTA or TKT, but so far it is beyond my financial abilities. Being knowledgeable about theoretical principles of teaching and assessment I still don’t have a habit of following the syllabus rigorously. I use a wide range of teaching techniques, from blended learning through flipped classroom up to simple project work, but it is more intuitive than planned. That is why my teaching is not always coherent and often chaotic. In this respect, I plan to design rough plans of 50% of my lesson along with my syllabus before the school year starts
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Cambridge English Teaching Framework: Learning and the Learner

Learning and the Learner As I mentioned here I wish to evaluate my teaching with the help of Cambridge English Teaching Framework. Today time for Learning an the Learner, I have a quite good understanding of many language learning concepts. Moreover, I do frequently demonstrate this understanding when planning and teaching. Especially teaching. Not so much planning. If I only did more of that, I would surely benefit, as my students. Although I do like theories and being a psychologist I admire a well-structured theorem, the longer I teach the more dubious I am about them. Aren’t they fads only, they come and go, this season it is Multiple Intelligences and another it is about the NLP. Of course, knowing many concepts provides you with tools galore. But then, don’t you seem silly to all of your students, chasing the trends – not focusing on the needs. It is so easy to fall in such a trap. On the other hand, when I learn a new technique or test a new approach I usually overdo. I mean, I bombard my students with the thing. I keep using it in the classroom as long as I begin to feel comfortable with it or as long as they still enjoy it, whichever comes first:-). Although I mainly use the communicative approach, surely you can find me exploiting grammar translation as well. The concept of methodology, which especially needs my attention, is elicitation; I seem to prolong the stage too much, which spoils the pace of a lesson. When it comes to understanding a learner semester students’ surveys prove that I have a quite good grasp of their needs and learning styles. However, some of them do claim that my lessons are at times chaotic. I admit that I am at ease in my school, since I teach mostly homogenous groups of Upper intermediate up to Advanced students. Such learners are more language-aware, but on the other are more demanding as far as organization of instruction is concerned.
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