This is part three of a series of posts on the ins and outs of training to be a Celta trainer. You can find part one and part two by clicking on those blue links you have just read past. Go ahead and catch up; we’ll wait for you.
The training plan?
So, you have found a Celta centre who wants to train you, and your application to start training has been approved by Cambridge Assessment: what next?
Basically, you embark on a training programme. How long this takes varies, but here are some variations:
You shadow a complete course (full-time or part-time) and towards the end start to do some of the work of a tutor under supervision
You shadow a complete course and then start to do some of the work of a tutor under supervision on a subsequent course
You do the above over a longer set of courses
When I trained up, I did it over one intensive course. I started by sitting in on everything – I basically attended and participated in a Celta course as if I were a trainee. I joined in discussions at times, and at others I sat apart and took notes. Sometimes my colleague in charge of the session would ask for my opinion as a trainee, sometimes as a peer, and sometimes as an observer. This happened mostly during input sessions but also during Teaching Practice (TP) guidance and feedback sessions. So I gained a very powerful sense of the course as it unfolded for a candidate.
This is part two in a series of posts describing and giving advice on the process of training to become a Celta trainer. You can catch up with Part 1 here.
The training process?
How you are trained will be the same whichever centre you train at. There will be a difference in how this training is assessed and how your work during the training process is moderated depending on at which centre you complete it.
Cambridge Assessment allows training that is either internally or externally moderated.
You do. You have been asking for help and advice on social media about the ins and outs of getting trained up as a Celta trainer. This gave me the impetus to collect what I know and what I think about this area in a series of blog posts. This is for you.
Why listen to me?
I have been a Celta trainer for 13 years and a Celta assessor for 10 years. In that time, I have acted as a training supervisor and trained Trainers in Training (TinTs) in my capacity as a Celta trainer, and I have conducted external moderation of TinTs as a Celta assessor. I have been through this process as a trainee, trainer, and assessor, in other words. I think I know what I’m talking about. I think I have something useful to say. Take the following information, opinion, and advice for what it’s worth.
I think even the most rabid of coursebook critics, amongst whom I count myself, would concede that, on the whole, published course materials have been getting better over time.
New examples of unsuccessful work will always come to light, and older gems will always lead us into the fallacy that “they don’t make ’em like they used to”, but it seems quite undeniable that the range and quality of material, created by the depth of talent, available to teachers today is overwhelming.
Of course, my use of the word “overwhelming” is deliberate. While it is wonderful to think that there is such an embarrassment of material for the modern teacher, it is also obvious that this sea of stuff requires skilled navigation.
This is the substance of a conversation I heard on the train recently.
Initially I only vaguely listened while trying to concentrate on my book, but the conversation began to grip my attention and I transcribed it.
Names, while overheard, have been omitted in the interests of privacy.
This conversation was one of probably hundreds of similar conversations between parents and children going on throughout the UK at the time.
Scene: a train carriage in the UK
Protagonists: a mother and male child, late nursery or early primary school age. Child is reading aloud, mother is encouraging the child to continue and is engaging the child in conversation about the book he is just finishing. Continue reading →
The basic distinction that teacher training tended to occur more in a pre-service setting (hereafter: PRESET) whereas teacher education tended to happen more at in-service (hereafter: INSET) level was queried but not seriously disputed by most participants.
However, as the chat went on, it became clear that this “false dichotomy” (as I called it) led, once accepted, to some fairly radical statements about the nature of teacher training.
Earlier today I unexpectedly had the opportunity to cover a teaching practice slot on our CELTA course. As I was watching one of my trainee teachers working with a recording of a book-club discussion about Dan Brown’s The Da Vinci Code, I started to think about what I could do next with the student group that would be challenging and worth their while.
I decided to ask them if they were writers themselves, and it turns out that one of them had recently penned a poem to a friend on the occasion of their birthday (if I understood them correctly). from here, I made a connection to some poetry writing that I had been doing with students recently myself, and this led me to my blog.
I showed some of my recent posts and then admitted a problem: I am so busy with the current training course that I was afraid about not getting my next post out in time.
The class agreed – cautiously – to becoming my first ever guest blog post writers, with a post about their experience as students working with my trainee teachers in teaching practice. .
We defined who my typical readership was and what they were likely to be interested in hearing about, and then I let each student write about whatever they felt like in response to this. I spent my time supporting them and refining where I could, but I didn’t suggest content.
They agreed that I could post their comments on their teaching practice experience here, and I would love it if you would reply to them in a comment.