We’re getting ever closer to the end of the endless CELTA Trainer-in-Training tasks :D. Now you know why I canceled my two-week holiday to Hong Kong before the start of my training in August last year.
The Written Assignment task was the eighth in the series of tasks I had to do before and during the intensive CELTA on which I did my training. And the one I almost didn’t do. There were two parts to this task:
TASK 1: Shadow marking of written assignments
Before you begin shadow marking, look again at the criteria for the assessment of written work in the CELTA Syllabus. Include the copies of these assignments and your comments in your portfolio.
TASK 2: Designing written assignments
In the latter stages of the course, design two written assignments which you think could be used on future courses. Attach these to your portfolio.
I avoided marking the assignments because I hadn’t done the Pre-course task related to this, and therefore felt under-prepared to dive into the assignments during the course. Essentially, I had to do the pre-course task and familiarize myself with the written assignment assessment criteria before I could mark the assignments. (more…)
The sixth in the series of “During CELTA” Trainer-in-Training tasks (see the complete list here) – the Teaching Practice Feedback task – was one of those tasks that needed pre-course prep work as well as regular updates throughout the course.
I divided it into two parts:
- Pre-CELTA: Make a note of different approaches to feedback I expect to see during the course.
- During CELTA:
- Notes on feedback observations (during/after every TP feedback session)
- Reflections on feedback observations (weekly – this turned out to be one of my weekend tasks while the CELTA was on)
Let’s go through it one by one.
1. Pre-CELTA: Here are some preliminary notes I put together about different approaches to feedback. I reached back into the recesses of my cobwebbed, pregnancy-addled brain for memories of how feedback was conducted during my own CELTA (2009) and CELTYL (2010) courses, and made the following notes.. (more…)
Here’s another one in the series of CELTA T-in-T preparation posts.
This task was the meat of the month long intensive course. This is where I had to observe trainees on their teaching practice (TP) along with the main course tutor and assistant course tutor (or tutors, as may be the case. On my course, due to unavoidable circumstances, we had three!), and shadow write the feedback.
According to the guidelines in the CELTA Trainer-in-training handbook, I only needed to make a note of 2-3 strengths and a similar number of points to focus on. The main course tutor, however, sent me a template of the feedback form (I’ve attached the template file below) she used and it was a lot more detailed – with a running commentary on the lesson. Later, I found out she was a shorthand specialist (she used shorthand for her Teaching Literacy input session) and was able to make very detailed notes in no time during the lessons. I guess it also helped she has more than ten years experience as a CELTA tutor. (more…)