Tesol Convention in Peru

Tesol Convention in Peru

The TESOL Convention was held two weeks ago in Chiclayo, Peru. It owed its success to the organizers and speakers that came from all over the world, but also to its 400 participants that made their ways from different Peruvian regions. (Apurimac, Tacna, Amazonas, Lambayeque, Lima and many others!)

The topic this year was English: Paths to success and I think no other topic could have been more suitable. It makes no doubt that English is the way to go in our globalized world. English as a key to unlock doors to knowledge and opportunities. We were invited to deliver speeches and give demonstrations about how English can be best used and developed in ELT classes and to tell you the truth 3 days were not enough to explore all the different strategies we talked about!

Not only does the TESOL give the opportunity to develop skills and learn new tricks to make English lessons better in terms of content and progression, but it is also an invaluable tool to meet people from different teaching contexts and to make links to further our knowledge in teaching. I have always found that meeting other teacher trainers with varied perspectives about education and teaching can broaden your mind and it is a critical asset that allows to rethink your work under a different angle.

Events like this are keys to ensure the professional development of teachers and in the unity of teachers.  Last year, Dr. Yilin Sun, the President of TESOL International explained that “ (teachers) should take every opportunity to improve on (their) practice, that’s what will lead to the path of teacher leadership”.

This year, in an inspirational opening plenary Laura G. Holland, from the University of Oregon opened up the audience’s mind on the importance of collegiality. Building our knowledge as teachers, as leaders but also as colleagues because the improvement in education will come through our ability to consider ourselves as an integrant part of a teaching community.
This year, participants and speakers went one step closer to leadership by putting the efforts into working together. Through the wide variety of workshops and proposed activities, there was room of each and everyone.

The Peru TESOL convention 2017 has one more time proven that it could gather teachers and speakers around a global theme. Teachers should now try to see themselves as leaders, and they should also see themselves as members of a large family willing to endlessly improve for the good of their students, their own good and the good of the whole society.

Check some of the workshops and talks that were delivered during the TESOL:

  1. Peer observation
  2. Speak up! Strategies to promote communication in class
  3. Grammar: Innovative strategies to motivate, Engage and Challenge everyone
  4. Teaching mixed-ability classes
  5. Teaching and Learning with the 21st century technology

1. Peer observation

Getting formally observed is usually an activity teachers are a bit reluctant to go through. Observations usually mean that a manager is going to observe your class and give you a grade at the end of it. The point of formal observations is to assess the skills and techniques of teachers. No doubt it can be scary! However, peer observation is very different in the sense that there is no grade or pressure as the idea is to help you improve on your skills and strengthen your existing abilities as a teacher.

In her workshop Peer observation made easy: Tips, Strategies and Leadership, Laura G. Holland shared ideas and peer observation models to make peer observations valuable tools for every teacher. So, are you ready to taste a recipe for successful peer observations?

Define the benefits of peer observation

Peer observations should happen in a non-threatening environment. An environment of trust, mutual respect and willingness to learn from one another. Because what is peer observation if not learning? You gain knowledge by being observed and by observing your peers. What are the implications of peer observations? What do you expect to earn from the process?

The challenges

The main challenge is Time. Finding time to set up such a process can be difficult if it is not already part of your school culture. The lack of administrative support can also be considered as an obstacle. Some teachers might not be willing to play the game. Some might consider themselves too experienced, while others might lack confidence to engage in the process.


  • Find a colleague you trust and you know will be non-judgmental.
  • Set common rules. What do you want to observe and why? What do you want to be observed on? How long will the observation process take place? When will you meet for a feedback?
  • Explain to your students beforehand the purpose of your colleague’s presence. You want a class that sounds as normal as it typically is.
  • Deliver your class as you would normally do. If you are the one observing the class, take as many notes as possible. Make sure they are clear and organized to read through them after the lesson.
  • Try to meet as soon as the class is done to keep all your ideas fresh.
  • Engage in a sensitive discussion where you will discuss all the positive elements of the observation.
  • Feedback on only 3 main points that you consider essential for further development.
  • Be sensitive to each other and super positive. In some peer observation models, there is no negative feedback of any kind. That type of model can be worth using for low self-esteem teachers.

Further suggestions. Extra tips

When observing a lesson, you may want to focus only on positive, successful or new strategies that you want to implement in your class. The use of videos can also be of great help to help teachers get involved into the process. Watching videos about teacher training with a fellow teacher can relief the pressure of being observed for the first time. You evaluate the positive aspects of the lesson and may discuss what could be improved in a non-judgmental way.

2. Speak up! Strategies to promote communication in class

During the TESOL convention I had the opportunity to deliver a workshop about Communicative strategies and tips in class. This was a nice way to reinforce the basics with teachers while offering them some food for thoughts with activities and games they may not had tried or heard about before.
We all know that implementing speaking skills can be a little bit tricky as our students may be reluctant to speak up. They might lack self-esteem and confidence, they might be shy or they believe that they don’t have the “right” pronunciation. So, it is our job to help them develop these skills. For that purpose, we need to find topics that interest them, we need to provide the tools, the vocabulary, the grammar they need to progress and we need to think about creative ways to engage and motivate them.
The best way to engage them is to follow a clear progression in our teaching first. A progression that has to be logical for them to acquire the skills they need to use both vocabulary and grammar efficiently.
There are 5 main steps to consider when teaching speaking skills.

1. Base: Grammar and Vocabulary:

The first step, the base is when we teach grammar and vocabulary. This step is essential as it will determine the rest of our teaching so it has to be planned carefully from A to Z. For the first step, what matters is to implement simple, clear language in chunks. We will focus on pictures-words matching up for beginners and definitions or questions/answers for most advanced students.

2.The short model

The second step is the short model when we provide students with listening activities so that they can get used to the vocabulary and grammar in context along with the pronunciation. The second can be an audio or a video. It has to be short, to build on their previous learning and we need to check their understanding.

3. The short practice

This step is more student-centered. Our students will progressively learn to reuse the language they have acquired in more autonomous ways until they reach the final step, the production step. Until now the steps were rather teacher centered. Now, students should be able to immerse themselves a bit more. For that stage, they will repeat the situation but they will change a couple of details. You will monitor their work and provide short feedback. You may also ask your students to perform in front of their classmates.

4. The longer practice

Here the context will vary a little and the structures can be a little more complex. You may want to insist a bit more on gestures here to make the use of language more natural and authentic. Do not hesitate to involve your students in acting as well.

5. The production

The final stage is the production stage. Sadly, this a step that is skipped a lot in class because of time constraint. We don’t always have time to get our students to use the language independently. We tend to use the longer practice as the final step but it shouldn’t. The production stage is really the stage when you can assess your students’ skills and that is the occasion for them to be fully creative when implementing the grammar and vocabulary they have learnt. Something that can be done if you are really limited in terms of time is to give them this activity as homework. You can even convert it into a PBL activity.

6. Extra tip

Last but not least: Pronunciation. Pronunciation is important, it is true but we need to bear in mind that it shouldn’t be an obstacle to learning. I mean by that that many students are reluctant to speak because they believe they don’t have the right pronunciation. Well, what is the right pronunciation? We all have different accents, this does not mean we can’t understand eachother, does it? So just my two cents here, but I think pronunciation should be taught as part of speaking skills ability and reinforced slightly at every stage but it shouldn’t be taught as a skill in itself.

3. Grammar: Innovative strategies to motivate, Engage and Challenge everyone

Another workshop I was really glad to present was the one about Grammar. Delivering a 90-minute workshop on grammar is never enough to explore everything with 35 eager-to-learn teachers, but that is always a good way to share ideas and promote communication between teachers, especially for those who may not be confident enough with their English proficiency level.

Teaching grammar can be daunting not only for newbies but also for seasoned teachers. Students may not be particularly keen on grammar either, so teaching it can be difficult. What if we tried to implement strategies where students were actually learning grammar with fun and interactive strategies? What if students could be challenged through active and collaborative activities? That was the whole point of my workshop. Finding ways and strategies to engage students and teachers in the teaching-learning process of grammar.

1. Main approaches to present grammar

For the presentation stage, there are two main ones: The deductive and the inductive approach.
The deductive approach is a bottom-up technique. We start with the base, the rules. Students get the rules and deduce when to use the rules. They are provided with a battery of examples. The rules are immediately followed by a practice.
For the inductive grammar, the technique is reversed. Students work out the use and formation of the structure. This technique can involve students a bit more in their learning and it has as the advantage of developing their critical thinking skills. When using this technique, the teacher is a facilitator rather than the one providing students with all the answers. Here’s how we can proceed with this method. You can provide students with a text and ask them a couple of questions that will trigger their critical thinking skills. What is it about? How/Why do you think we use this structure?

2. Approaches to practise grammar

For the practice, we may consider three to four approaches: The communicative approach, collaborative learning, task-based learning or Project based learning.
A. The communicative approach will encourage students to use grammar in true, authentic contexts with a real communicational-functional purpose. Grammar is a tool for communication and as such it will be embedded in speaking activities. The focus is on the communicative task rather than the language structure.
B. The collaborative approach towards grammar learning has to do with a team-building effort. Grammar is seen as a mental (and possibly kinaesthetic) construction that can be built within a group. It is not an isolated activity. We build knowledge and understanding together.
C. Task-based learning is part of the communicative approach in the sense that learners will start with a communicative task without any guidance on the form of language. After the task, there is a general feedback where everyone gets the opportunity to discuss how they achieved the task. One of the advantages of this technique is the freedom learners have in expressing themselves, the focus being not so much on accuracy than on free expression.
D. Project-based learning shares many aspects with TBL, but it is even more ambitious. Whereas TBL makes a task the central focus of a lesson, PBL often makes a task the focus of a whole month, term or year.
There are generally considered to be four elements which are common to all project-based activities/classes/courses:

1. A central topic from which all the activities derive and which drives the project towards a final objective.
2. Access to tools of investigation design, collect, analyse and use information.
3. Opportunities for sharing ideas, collaborating and communicating.
4. A final product (often produced using new technologies available to us) whose final form is chosen by students. It can be in the form of posters, use of technology, survey, articles, presentations among others.

To conclude, I would say that teaching grammar shouldn’t be feared. We need to use the tools we have at our disposal, including technology to offer our students a greater opportunity to develop their grammatical skills. Technology has also an important part to play to make grammar more fun, interactive and more effective for our students.

4. Teaching mixed-ability classes

What? You have missed my workshop about teaching mixed-ability classes? Here’s a catch up article that will sum up the main points I discussed for the TESOL.

To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. . .The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people’s knowledge into active constructors of their own and others’ knowledge. . .Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively
Education for judgment: The artistry of discussion leadership. Edited by C. Roland Christensen, David A. Garvin, and Ann Sweet. Cambridge, MA: Harvard Business School, 1991.

With inclusion, we have now a greater mix of students in our classes. Our students are different in terms of ability, needs, learning styles and learning backgrounds. The question is How do we make sure that we give our students the tools they need to develop their skills? How do we know that our planning provides each and every one of them the right opportunities to learn and grow? Differentiate instruction is one possibility to allow more learning opportunities for our students.

Differentiation or differentiated instruction is a method that allows greater possibilities for our students. There are three main ways to differentiate in our classes:

1. Differentiated content

The idea behind differentiating content is linked to the idea of providing a different learning experience to the whole group according to individual interests and needs. It has to do with the resources the teacher brings to class. The resources have to reflect the needs and abilities of the students. In other words, the material brought to class has to be flexible and adapted.

2. Differentiated process

Process has to do with the way you deliver the course and the way students integrate the content. Students need time to understand concept, they need time to make sense of what they learn. When we teach we need to know our students well to make sure that the process is adapted. You may need to consider different objectives depending on the level and ability of your students. Bloom’s taxonomy is quite useful here. You need to think as well about the way you deliver the courses. How much Teacher-Talking-Time do you use? Are your lessons Teacher-centered? How could you focus more on your students? Have you thought about having Carousel activities in your class?

3. Differentiated product

When we say differentiating product we mean that we give students different options of format for them to give evidence of what they have learned. The way they will present evidence if their learning has to be individualized and personalized. It has to show their knowledge in a personal way because we all learn in different ways and the way we integrate knowledge an understanding is very personal.

4. More food for thought

Carol Ann Tomlinson is an American educator whose focus has been instruction for struggling and advanced learners, effective instruction in heterogeneous settings, and encouraging creative and critical thinking in the classroom. I would suggest you read some of her works available here:
1. The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition, Tomlinson, C.A (2014)
2. Assessment and Student Success in a Differentiated Classroom
Tomlinson, C. A. & Moon, T. R. (2014)

5. Teaching and Learning with the 21st century technology

Faster, more diverse, more complex, more competitive, more technological: the world has changed and so has the teaching-learning process. The ESL world has also been affected by the changes brought by a globalized and digitized world. How can English language educators offer the tools their modern learners crave?
It makes no doubt that traditional forms of teaching such as lecturing or other teacher-centered methods are no longer adapted to the new generation of learners. But who are these learners? What are the conceptions and misconceptions about them? What are the needs of these learners?
In a motivational plenary, Doctor Karen Jogan, from Albright College in Reading PA, offered some technological tools to be used in class and outside the classroom to bridge the gap between teachers and their digital native learners. Here’s an overview of the great ideas and tools that can be used inside the classroom and outside the classroom.

1. Digital material: Pros and cons

The wide variety of technological tools we have at our disposal should be seen as a plus but in no way as a replacement to planning and teaching. Maria Brown, whose work at the Education Department, at Dubai Women’s College and her great contribution to the ELT world through TESOL Arabia, also highlighted this important feature. Technology is a tool to improve learning and to make our students grow. As a result, those tools have to be carefully chosen and they have to be embedded in the teaching-learning process in a sensitive way. The use of technology should be synonymous with personal and intellectual growth rather than waste of precious teaching-learning time. So, once we are clear about our teaching-learning objectives, then we are ready to implement digital tools in class. Not before and not the other way round. You will find a non-exhaustive lists of material I use and other teacher-trainers use in class and outside the class to create more engaging interactions and to facilitate learning.

2. Digital teaching tools in class for students

Kahoot a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device. You just need to create an account, browse quizzes or even better create your own!

Popplet. In the classroom, students can use Popplet as a mind-map. Popplet helps students think and learn visually. Students can capture facts, thoughts, and images and create links between the different ideas.

Socrative. Another way to create quizzes with multiple choices, true-false or short answers activities.

Textivate. An interesting tool to work on text. If you create an account you can simply copy and paste a text you want your students to understand and/or memorize and the platform automatically creates activities based on your text (matching up, filling gaps, punctuation, games…) Good tool for literacy. The interesting version is not free though, but it is worth the try.

3. Digital teaching-training tools for presentations and webinar

Cue Prompter. If you want your students to deliver a presentation but they lack confidence in doing so, this tool can help them gain confidence. If is also a good way to avoid that they read their papers while delivering a speech.

Zoom. Probably one of the best tools for meetings, webinars and training online. The basic free version allows you to actually do quite a lot.

Swivl. If you are working as part of team, this is a great tool to buy to monitor students’ work, listen to their dialogues in class and prepare filmed presentations.

Office Mix. A good way to make your powerpoints more interactive.

4. Learning Management Systems and Open Educational Resources

In our digital world, more and more students start learning online with their laptops, tablets and/or cell phones. LMS have facilitated learning in such a way that learning material is available everywhere at anytime.

Learning has been made easier with an access to material, videos, blogs, assignments, feedback available to facilitate the life of students and teachers. Here you will find three interesting platforms:

1. Blackboard
2. Canvas
3. Moodle
With the access to Internet we can now have a greater access to learning. OER can be used for learning at a lower cost. Check these ones:

Openstax. A good way to cut down/off the price of textbooks
Coursera. Online courses from top universities like Yale and Stanford
Udemy. Online courses with a wide variety of subjects
OER commons. A digital library where you can explore publications, textbooks and resources for free while joining a network of educators

As a conclusion I would simply say that 21st century technology has brought to us learners and teachers an incredibly unlimited possibility to continue learning and keep on teaching. It is now up to us to embrace the change and implement those tools in our classes.

Fun with english grammar

Fun with english grammar

Fun with english grammar – How to teach grammar the funny way

As I said earlier teaching grammar is not easy. Most students will cringe when hearing the word grammar and teachers may also have some headaches.

However I also mentioned that it is an essential part of the acquisition of language if we want to make progress in the language learnt.

First of all, let’s be clear about what grammar is. Grammar is the study of how words and their components combine to form sentences to convey a meaning. Some will argue that grammar is the study of the rules that govern the structuration of sentences. It is therefore the study of morphology, syntax and phonology. I would clarify this by saying that grammar is the study of temporary and evolving rules that are an integrant part of language.

But in any case, whatever the jargon we use, deductive, inductive, prescriptive or descriptive, grammar can and should be taught in a fun and creative environment.

Now how can we have fun with english grammar ?

Fun with english grammar
  1. Teach grammar within a context 


Instead of lecturing your students with endless rules they must apply without even knowing the reason behind the rules, have them to look for the grammar in an article, a podcast or a video. Give them some real authentic material to work from. Put them in the shoes of a detective. Guide them, give them clues. Be a facilitator but avoid teaching from the front. They must make hypothesis, analyse and finally come up with an idea of the how and why such or such bits of language work the way they do.


  1. Vary your teaching style

Dust off your teaching practice and make grammar synonym for fun. How? Be flexible and innovative. Avoid at all cost having your students immersed into their textbooks and exercises. Make your lesson alive. Plan your lessons in such a way that you embed different teaching styles. Use carousel activities to have group works, use a variety of games, include competitions. Have your students to move out of their seats and move around the classroom or even outside. Don’t underestimate the power of technology and interactive learning with online practice.


  1. Don’t take it too seriously

If you show your students that you are having a great time while teaching them grammar they will have a great time too. No doubt. You can mime things, pretend you lost your memory and need the help of your students. You can also ask your students to be the teacher and prepare the grammar lesson. Bring realia to the class. Make your class active and enjoyable. Crack jokes, use different accents. In other word don’t be afraid to act up and to involve your audience.

how to have fun with english grammar

English grammar games that work

Four corners: This is a good way to get all your class involved. Have a set of questions with 4 possible answers on the board labelled A-B-C-D. Label the four corners of your class with these letters. When the question appears on the board, your students need to run to the corner related to the correct answer. If they get it wrong they go back to their seats.

Dice games: They are a good way to motivate students and engage them in some kind of competition. They can review or practice any king of grammar point.

Who wants to be a millionaire: The questions are prepared in advance. I personally use it as a general review. I split my class in two or more teams and I give them 4 possible answers to choose from. The team that gets it right gets the money involved. As I don’t have a million to give them it is usually converted in some kind of prize.




Loopy sentences: Split the class in two halves. Give every student a piece of paper. Let’s say you are teaching about the second conditional. One half of the class is going to write the beginning of a sentence: Eg: If I had money…, the second half of the class write the end of the sentence without knowing what the others have written. Eg: … I would travel to the moon. Then have them to stand up and to find a partner to match the beginning and end of sentences. You can come up with really loopy, silly sentences!


Sticky notes on forehead: This one is one of my all time favorites. If you are teaching your students about physical/personality description and/or jobs, this is a good tool to use. Give sticky notes to all your students. Each one of them is writing the name of a celebrity on it. Collect the sticky notes and hand them out at random. Students rub their forehead and stick the sticky notes without looking at the name of the celebrity. They need to guess the name of the celebrity by asking Yes-No questions.

Now that you have some more ideas, time to shake your practice and to try some of these tips to have fun with english grammar. Don’t forget to have fun, and to share your ideas on how to teach grammar your funny way!

Why using online teaching resources websites

Why using online teaching resources websites

Why using online teaching resources websites?

A technological evolving world

The world has changed: It’s faster, more diverse, more competitive, highly technological and more complex. Let’s face it:  the way we teach now is totally different from the way we taught 20 years ago. Whether this is a good thing or a bad thing is not the point. The point is to acknowledge how we, as teachers can become better teachers to help our students cope in a globalized and digital world evolving endlessly.

Adapting for our students

The answer is fairly simple: We must adapt. Am I saying that we should burn our old teaching methods books? Of course not. I am simply saying that human beings have always found a way to survive changes through adaptation. So how about changing our habits by finding different ways that work to make the impact we want on our students?

Learning with online resources platforms

We all have experienced the change especially in terms of technology. Our tech-saavy students were born with technology in their hands but most of us we weren’t. We had to learn and we still need to learn about the different techniques and IT tools surrounding us. However nowadays we have the opportunity to use online platforms to discover, experiment, download, upload resources and most importantly reflect on our teaching practice.  So why not make advantage of these?

Reflecting and improving our teaching skills

Let’s be honest we don’t always have the time or receive the trainings we would love to have in our schools especially in terms of technology. So, the advantage of online teaching websites is that you can save time by downloading and uploading resources whenever you want. By discovering how our peers teach and how they turn their lessons into success it gives us the invaluable opportunity to improve on our own work. Creating and embedding videos and songs, creating fully interactive resources in ESL, French and Spanish, these are just some of the few skills I learnt thanks to online teaching resources websites. These websites are full of amazing ideas and material. The benefit? My students and colleagues.

What makes online resources a value-added?

When creating resources whether offline or online, we must have in mind our students. How will my resource best benefit my students? Is it differentiated enough to allow all my students to reach their potential? Is it appealing, colourful and editable? Is it suitable to their level, their needs, their abilities? These questions are the ones that should lead our lesson planning and resource creating.

So what is the point in using and creating online resources? It’s time saving for your colleagues, it’s training for new teachers, it’s valuable thinking time spent on our students, it’s fun, it’s challenging and above all it gives you a sense of community.

I have been teaching and coaching teachers in many countries and online resources websites have always been the link to help me connect with people anywhere at anytime. What you discover when outside the classroom, in the virtual teaching world, it is that there is a great community out there: A community of dedicated teachers, trainee-teachers, experienced teachers, edupreneurs all aiming at the same goal: Improving education

Here is a message I have received from a customer or I’d prefer to say a colleague:


Knowing that my hard work can be shared and used anywhere in the world, THAT makes my day! I am glad to see that I can change my corner of the world by improving my resources and that is what truly matters. I am delighted to have found some tools allowing to improve my teaching skills constantly to provide my students and colleagues the best possible material.


So if you believe that you can change the world, just do it by using all the tools you have at your disposal. Let online teaching websites be the tools towards your own achievement and that of your students’!

Make lesson observations less stressful

Make lesson observations less stressful

How to make lesson observations less stressful


Having recently observed a trainee teacher I thought it could be good to see what should be avoided at all cost in a classroom. I am usually not a big fan of lesson observations as they put a lot of pressure on the teachers’ shoulders and they can be felt as a bit patronizing. However, lesson observation can be a great tool to improve on our practice if we step back and analyse on how things could be improved.


Let’s be honest, we all have our ups and downs and some of our lessons can turn up to be real disasters if we don’t plan carefully. That is what happened to this trainee teacher and this is how he could have turned his lesson into success.


Here are some steps to turn your lesson into a success.
make lesson observations less stressful


  1. First of all, teachers need to display the objectives of the lesson on the board so that students know what they are about to learn. That may sound obvious to most of us but that is not the case for everyone. Having clear, measurable objectives with differentiated targets is vital to engage students in their own learning.


  1. Then the best way to actually have students on board is to create pacy activities suited to your learners’ needs. And these activities need to be embedded in a clear progressive lesson plan. Any outstanding teacher will tell you one thing: A lesson plan with detailed objectives, a progressive structure from teacher-led to student-centered work will give you 90% chance to make your lesson a successful one. Think about the level, abilities, learning styles and behaviour of your students. Would pair, group or individual work be more suitable and why? You could as well script your lesson plan. In other words write down everything you are going to say in your lesson. That is a big help when you start teaching.


  1. Be organized. Have your material ready and differentiated. You can have the best material in the world but you fail to engage all your students, your lesson is likely to turn into chaos. How about having a worksheet with different activities that would challenge each and everyone of your students? Your board as well must be organized. Put your objectives in one place –top left for me, use a corner for recording achievements, use different colors according to what you are teaching.


  1. Focus on your students’ work. Developing a good relationship with your students is important and it has to be genuine. Circulate around the classroom and get feedback on how they are doing and if they need extra support. If you are in your first year as a teacher, you will soon realize that your chair is an accessory you won’t use that much!


  1. Be consistent. Praise the work they are doing but be consistent as well in the way you deliver sanctions if any are needed to reinforced behaviour management. Even low disruptive issues need to be addressed to avoid this becoming a pattern.


  1. Have fun. Use humour, smile, create empathy and be creative in the use of your material. Avoid using just textbooks but rather make a wide use of technology and have quick games that will challenge them and create more interaction in class avoiding the boredom of a lecture.


  1. Let them lead. That’s certainly the most difficult part in teaching but to make sure that learning is happening, you have to let your students do the work on their own.


  1. Be patient and self-critical. We may be impatient or frustrated when we don’t see immediate results in our student’s learning but this may mean that they need more time to acquire knowledge or maybe that the lesson was not adapted to their needs. In any case, analyze your own lesson. What went well? What went wrong? How could it be improved for the next time?



These tips should help you avoid disaster in class and you should make lesson observations less stressful. So, just get started and let me know about your success in class!



How to sell teaching resources

How to sell teaching resources

How to sell teaching resources

How to sell teaching resources online

Over the past ten years many websites have appeared for teachers to buy and sell their home-made teaching material. The question is ethical for many: Shall we or shall we not sell our teaching resources? Well, this will not be the question in this article. With millions prospective teachers looking for resources to save their day and avoid the long work hours in planning there is definitely a market and few are the teachers who are not looking for a few more quids on their salaries. Having sold online resources and services in education for a while now, here are a few secrets you should know if you want to become a successful teacher-author-seller online.

First of all, don’t feel bad about it. It took me a while to understand that if I am not doing it, others will do it in my place.
Secondly selling resources online has helped me designed better resources for my students. If your product does not sell, it probably means that something is missing. It could be the content or the design or maybe both. In any case selling online will help you reflect on your own teaching practice.

Now that you are convinced that selling online resources is maybe not such a bad idea, here are a couple of tips to get you started.

How to sell teaching resources

1. Check your own resources. Which ones have been especially useful to you and to your students? How could you make them better in terms of content and design?
2. Do the extra mile when designing your resources. Good is not good enough. If you are selling on the teachers’ markets if means that your customers are expecting high standards. Don’t let a typo or spelling mistake let you down.
3. Check and double-check your work. Some teachers may not check the resources they buy before they actually use them in class. Sad, but true. So if your material is not easy to use or if it does not include all the information required, do it again.
4. Check – and buy- resources from other sellers. Understand their strategies. What makes them popular among their peers? Why are they best sellers?
5. Subscribe to different forums and ask your questions like: “Where do I start ? How can I set up my store? How does marketing work?”
6. Be consistent. Try to put your resources online in a consistent way to set up a solid customer base. If your products are good your customers should come over and over again to get your products.
7. Do not neglect the descriptive part of your product. You need to be as accurate as possible when describing your product. It should mention the objectives of your product, the level, the type of material and any other details you find could be useful for your customer.
8. Be EXTRA patient. Nothing will happen overnight. It might take months before you get your first dollar or pound. Remember what you always tell your students: Never give up. Well, the same applies to you here.

These tips should help you get started in the world of selling teaching products online. So, just get started. Try it out and be ready to tell your success story about selling teaching resources online!

How to sell teaching resources quick recap:

How to sell teaching resources

Looking for ideas and examples you can check out my store on TPT and on TES (receive a $10 voucher using this link 🙂 )

how to create unit plans

how to create unit plans

how to create unit plans

How to create Unit plans: a step-by-step explanation

Teaching can be a really fun experience, but where do we start?  We are always tempted to start by the fun part of it like designing resources or actually teaching. However the first step to consider is creating Unit plans. Let’s face it, that’s probably not the funniest part of the job but that is certainly a crucial element of teaching if we want things to work in class. Unit plans are like a mind-map for teachers. It is a necessary tool to help us plan lessons that will develop our students’ learning and help them reach their goals.  You should start your unit plans with easy questions in mind:


  1. What topic I am going to teach and why?
  2. How does it fit in my module/unit?
  3. What are my teaching objectives?
  4. What do I want my students to learn and achieve?
  5. How can it be progressive and well-sequenced?
  6. What assessment tools can I use for AFL and AOL?
  7. Which material should I use to serve my purpose?


How to create unit plans

If you are able to answer these questions, then you are ready to get started. Do not underestimate the importance of Unit plans as they will guide your teaching and avoid achievement gaps in learning. So what do we do now?

  1. Think your Unit plans as a puzzle where objectives will be your top one priority. Define general objectives to be taught over a certain period of time and then define sib-objectives that will help you with your day-to-day lesson planning.
  2. Once you have clearly defined your teaching objectives, think about where this fits in your curriculum. Your units have to be progressive and logical. Make sure you know your students’ prior knowledge to ensure effectiveness in their learning.
  3. Gather material that will be necessary to teach for your units. Using a textbook is good but absolutely not enough. To adapt to your students’ skills, abilities and learning styles, use a wide variety of resources. You will need some time here to research resources that will serve your teaching objectives. Read articles about the units you are preparing. Observe other unit plans that have been done by others. Select resources that you can easily adapt to your students’ needs.
  4. Do not underestimate the use of authentic resources and technology. Create motivation and challenge through resources that will inspire all your students. Browse online resources that could be used in class or as projects outside the classroom.
  5. Once you have your material, organize it to prepare learning activities that will instill curiosity and challenge all your students.
  6. Differentiation is key in the teaching-learning process. So you should include a section in your schemes of work that focuses on differentiation in terms of learning styles, abilities, needs etc.
  7. How do you assess the learning? In two ways: You need to use assessment for learning and assessment of learning. Create a section in your unit plans that will mention these. The assessment for learning should be embedded in your everyday teaching. For the assessment of learning this could be done at the end of the unit through formal assessments like tests or quizzes.
  8. Time is key in planning Unit plans. Be realistic. You certainly won’t have time to teach everything you want so be ready to be flexible and add a couple of extra lessons in your Unit plans to make sure you get the right balance of teaching-learning-assessment.


example of unit plans