Selmo Alves

During the CELTA course, I taught both Pre-intermediate and High Intermediate students for a period of 3 months. Student teachers are both observed and unobserved in their practice with students in lessons. Student teachers are assessed for their performance and ability to plan lessons, manage students in classroom based settings and their ability to follow the stages of a skills or language lesson. After lessons there are feedback sessions with the senior lecturer and other students to reflect on teacher performance and set up targets for improvement.

While gathering teaching experience, student teachers are responsible for making lesson plans with special consideration to cultural and social sensitivities students may have as well as their ability. Furthermore students are expected to undertake responsibilities of a teacher/lecturer. These include:

• Creating lessons based on curriculum content provided or with awareness of student ability by grading content and language,
• Creating handouts for students,
• Monitoring students
• Considering individual student ability by considering seating arrangements or extra help in tasks.
• Practicing error correcting techniques both reflexively and after monitoring tasks
• Catering for students needs (mobility, auditory etc.)
• General time and classroom management during lessons (moving students, changing classroom layout)

Lessons plans require all contents being taught in lessons as well as solutions for possible problems that may arise (difficulties understanding meaning, form, pronunciation) when teaching skills or language lessons to be included in the lesson plan.

Also Included in lesson plans are stage plans to be filled out with numbered slides (powerpoint) and stage names for each section (Lead-in/Warmer, Gist, Detailed task, Follow-on task etc.), the quotes of concept checking questions, and information regarding how stages of the aim of this stage/task, quotes of concept checking questions to be asked to students, information regarding how stages of the lesson unfold (elicit lesson content/task instructions, model with class, pair check, feedback etc.) for every lesson stage as well as noting wether focus is on the teacher or students (T>S, S>S,S>T etc.).

Student teachers are asked to observe both qualified teachers and other student teachers. This observational experience allows for student teachers to be better prepared for their own lessons by watching qualified teachers in their progression through lesson stages with students in a classroom setting. It provides teacher students with opportunity to learn from a lecturer with experience through exposition to new and alternative teaching techniques used in ESOL. Teacher students are exposed to students and situations that may be difficult to manage, giving a frame of reference that allows for learning that can be later applied in the student teacher's own lessons.

• Handled check-in and check-out process of library books and materials at circulation desk.
• Educated patrons on use of reference sources, card catalogs and automated information systems.
• Kept library shelves and printed materials well-stocked and organized according to established system.
• Maintained secure environment by monitoring visitors at front desk.
• Answered questions from patrons and helped to find desired materials.
• Stayed up-to-date on library policies and procedures to smoothly enforce standards.
• Mitigated librarian workload by independently managing basic patron requests and locating materials.
• Assisted patrons with operation of library photocopiers, microfiche and audio/visual equipment.
• Built strong rapport with students by providing them with information regarding library services or helping them find academic titles for their course.