Video transcript
When we’re in the classroom, should we be
entertaining or educating? Edutaining? Getting this balance right can be tricky
but it’s really important. Want to hear the experience of a CELTA trainee I’m
calling Brad on this? As you’ll see, he’s fictional but I’ve had many trainees
in the past who’ve had exactly this kind of question, this kind of revelation,
so listen up….
Brad’s reflection:
It’s
five minutes after my third CELTA teaching practice and I’m glowing. Not in a
metaphorical sense—I’m genuinely sweating through my shirt, but also feeling
like I nailed it.
The
students were smiling!
They laughed at my joke about aliens planning a barbecue with “going to”.
They actually did the pairwork without me having to mime it three times like a
deranged game show host.
Even my whiteboard was legible. A miracle.
I
float back to the prep room like some kind of TEFL god. “Yes,” I think, “this
is it. This is who I am now. Teacher of the Year 2025.”
And
then I sit down to write my post-lesson reflection.
Suddenly…
doubt creeps in. Like that one student who never speaks until you’ve just moved
on from the instructions.
Wait.
Did they actually learn anything?
They were engaged, sure. But were they just enjoying the alien barbecue? Did
they really understand when to use “going to”? Did I check that? Or did I just…
assume?
Now
I’m not so sure. Maybe the strong students carried the weaker ones. Maybe I
just basked in the warm glow of not messing up the timing.
Is
it possible that I focused more on them liking me than on them learning?
Ouch. That stings a bit.
Does any of this ring bells with you? Let me
pose three questions, just as I would to Brad. Give yourself a few minutes to
think about them…
1. What’s
your current definition of a “successful lesson”? Be honest, does it involve
applause?
2. How
much overlap is there between 'They enjoyed it!' and 'They learned something!'?
3. What
do you look for as evidence that the people in front of you are actually learning,
not just nodding politely or laughing at your jokes?
OK. Let’s have a look at this together. It’s
FAB when learners enjoy the lesson. Truly. Joy is a valid teaching goal and no
one can learn while they’re asleep. If they like you, they’re much more likely
to be motivated to keep learning, too…
But learning is the goal. Engagement
helps get you there but it’s not the destination. So think of your post-lesson
reflection like a detective case. You need evidence:
Did they use the target language? Did they
use it correctly, especially in more authentic, freer practice? Did your
feedback help clarify anything? Were they able to self-correct with some
prompting?
Remember, you don’t have to be perfect. The
CELTA gods are not waiting to smite you down and having good rapport with a
class is a fantastic and important start. But keep an eye on what you’re
TEACHING them, that’s your job!
