Professional Development - page 8

When I joined ELTABB sometime last year, one of my incentives was the chance to improve my skills as an English teacher. Therefore, when Evan Frendo formed an FTBE (First Certificate for Teachers of Business English) study group, I eagerly polished off my post-it notes and ring-binder and got ready to swot up.

At the last meeting, it was my turn to give a presentation on ‘Roleplays and Simulations’. Read on to get an overview of what exactly roleplays and simulations are (sadly without the aid of my trusty Zoom laser pointer).

Wait, they’re different things?

As the title suggests, simulations and roleplays are related, but not identical, tools in the arsenal of the business English teacher. Indeed, a roleplay may stand alone or it may form part of a larger simulation. As almost all of our readers here are English teachers (bar one or two exceptions…hi Dad!), I’m sure I can skim quickly over the broader points of a roleplay:

When you get students to make-believe that they are somebody else, they are performing a roleplay. Perhaps one is a hotel receptionist and the other is planning a holiday, or one is a flatmate at home and the other is on the phone, doing the weekly shop.

Roleplays: focusing on needs and linguistic expression

Roleplays are “Problem-solving activities in which the participants take a role to resolve a conflict” (Waylink, 2020). In business English of course, these must be targeted towards the client’s needs. You don’t want clients to feel alienated by the lack of relevance in the setting!

It is up to a business English teacher to try and find a suitable activity (from a lexical point of view) and a suitable conflict and roles, from a business-relevance point of view.

Roleplays tend to be adversarial by nature – they are ‘information-gap activities’. Thus, each participant is lacking information that the other needs (what the flatmates needs vs what is available at the shops, to continue the example).

This doesn’t mean that there is a winner or loser. Rather, each participant poses some difficulty that the other must overcome through the medium of the English language.

This challenge will also be chosen in order to elicit a particular piece of language. For instance, a business English roleplay might have two students debating a purchasing decision. This will centre on persuasive language in a ‘focussed situation’; an isolated decision with no further consequences.

There is no need for agreement and the exercise monitors language, not business results.

Simulations: focusing on roles and context

In contrast to roleplays, simulations are a broader, more diverse tool. They might engage multiple students representing multiple departments within a business, working together to achieve positive results such as a successful product launch or make a profit.

Here, the focus isn’t on language in isolation, but rather in context – such as how it is used for inter-departmental communication. This breadth of context also applies to the period of time a simulation can encompass.

Rather than a short encounter such as a phone call, a product launch example could last from first concept to release or even after-sale support.

Designing simulations, blending in roleplays

A roleplay might be part of a simulation, such as interaction between researcher and focus group. But that will only be one activity of multiple; a simulation is “a set of activities that will gradually lead the learner to perform a business operation” (Orlando, 2020).

Each activity has a fixed role but no fixed outcome – the result is up to the students, not the teacher.  For example, the supermarket roleplay phone-call might be part of a larger, longer household-management simulation. The shopper successfully buying milk isn’t guaranteed and the outcome will affect the results of the simulation as a whole.

While in a roleplay students play a role other than their own, in a simulation students explore their own reactions to a given situation (Allison, 2017, cited in Frendo, 2020, personal communication, 6 November).

Setting goals and adapting on the go

In designing simulations, you must establish not just linguistic, but also learning and social goals. You must then find a possible and relevant problem-solving scenario. Finally, create a setting to illustrate and develop this scenario.

A string of activities that guide students to the result must then be incorporated and, once the students have been let loose on your simulation, a follow-up and assessment completed. The students will want to know what they have accomplished, and how they can improve.

Keep in mind that, like any simulation, once tested in use it may well ‘break’. Evan told us of a simulation he had made in which engineers had to install machinery on a remote hilltop. The students decided they would rent a helicopter and completed the week-long simulation within a day! 

This illustrates that you must be prepared to adapt and alter your simulation as it progresses. Rather than artificial restrictions, offer plausible adaptations to avoid breaking suspension of disbelief (“No helicopters! That’s cheating!”). Evan, thinking quickly, announced that a helicopter crash had cancelled all flights for a week.

And if all goes to plan…

Used correctly, a simulation (and within it, roleplays) can provide realistic and engaging opportunities for your students. They will not only practice and improve their English, but also get a feel for it in a real-world situation. This will then further demonstrate how you are improving their outcomes at work.

In applying their English skills to a relevant and interesting scenario, your students should also feel that they are conquering an enjoyable challenge rather than simply studying a language because their boss told them to.

A successful simulation is also an opportunity to demonstrate to your client (for example the aforementioned boss) how your work has practical results that will ultimately benefit their bottom line…

And what is good for the business is good for the business English teacher!

References:

Orlando, M (ND). The role of business simulations in the business English syllabus: some considerations. International House Journal of Education and Development. Available at The Role of Business Simulations in the Business English Syllabus: Some Considerations « IH Journal (accessed on 06.11.20).

Waylink English (ND). Simulation games with business English. Waylink English. Available at https://waylink-english.co.uk/teaching/simulation-games (accessed on 06.11.20).

As more of us are working from home, what networking opportunities are we missing? Why is networking still important? And how can we continue making connections?  

WFH: working from home

For many of us who freelance from home or tutor English online, the pandemic didn’t change our working habits too much. The main difference is that our partners and friends have learned how tough it is to balance working where we live. 

We’ve learned how to structure our days with kids at home, classes online, and teaching in new ways. And we’ve had to meet these new challenges without being able to commiserate with colleagues around the proverbial water cooler.

Unknown quantities

A recent article in The Atlantic noted that for those who have established careers and strong professional networks, the lack of “face time” in an office or school may not be detrimental. But, “for those still trying to make such ties, remote work can be alienating” and have long-term career consequences. 

The author notes that remote workers are “unknown quantities [who] don’t become beloved colleagues, or get promoted.” It turns out that time chatting in the hall or prepping lessons in the same room is vital to establishing social connections that aid professional advancement. 

And, as we’ve known for some time, 70% of jobs are found through our connections.

Creating Connections

We don’t know when we might next be able to chat with a fellow teacher over a cup of coffee during a workshop break. Meeting with industry reps in an exhibit hall or grabbing a drink with newly-met friends after a weekend conference are opportunities that we may not have for a very long time. 

So what can we do in the meantime to make sure we’re growing that all-important professional network?

Maintain an online presence

Even if you weren’t teaching online prior to the pandemic, chances are that you’ve taught or taken at least a few classes via video chat since this all began. 

That means you may be meeting new students and colleagues for the first time in a virtual environment. You’re an unknown quantity that they’re going to want to get to know. 

When they google your name, what comes up? Do you have a professional online presence? 

LinkedIn is a great place to create an online professional persona. It’s the first place I check when I meet someone new in my field. After last year’s Business English conference in Berlin, I connected with everyone whose talks I’d seen. I went through business cards I’d collected, connected on LinkedIn, and threw out the cards. 

Create digital business cards

Today, there’s even less of a reason than ever before to buy old-fashioned business cards. Digital business cards are simple to set up. They offer your contacts a quick way to find your social media profiles. Also, digital business cards make it easy to set up a video chat with you.

At HiHello you can even install a virtual background for Zoom that includes a QR code so that participants in workshops can scan and go straight to your “business card.” Check out my business card.

Attend online workshops and conferences

An unexpected side effect of moving everything online is greater access to professional development opportunities from around the globe. 

Case in point: the English Language Teacher’s Associations (ELTAs) in Germany have banded together to offer free attendance to each other’s workshops, increasing opportunities to make connections across the country. 

On Nov 28th, we’re hosting the first-ever Inter-ELTA day–a full-day online conference with speakers from each of the seven ELTAs. Sure, it’s not the same as meeting in person. However, you can still get that boost of inspiration, learn from your colleagues, and chat about teaching topics. 

Organizers are wisely offering an online “lounge” where participants can hang out and chat. This will provide a vital opportunity for you to get to know other teachers…and for them to get to know you! 

 (ELTABB members can sign up here.)

Set up coffee dates and masterminds

Just because we can’t meet in person, doesn’t mean we can’t meet. After I connected on LinkedIn with people from last year’s Business English conference, several suggested we set up a video chat to talk some more. 

These virtual coffees have now become the norm. I regularly meet with fellow teachers from France, Chile, Switzerland, Indonesia, and Italy. And I’ve made helpful connections with folks in the US, China, and Germany. 

Scheduling software like Calendly can help you find convenient times to connect, while slimmer video apps like Whereby make it easier to meet with those who have slower Internet speeds or greater privacy concerns. 

Whether it’s a one-off chat after a workshop or a continuing support group or mastermind, these connections can be vital for professional feedback and support. 

Volunteer

Getting involved in your local teaching association is a great way to grow your professional network.

Not only can you create professional development opportunities for other teachers, but also, you’ll build lasting relationships with those you’re working alongside.

This year’s ELTABB board has navigated a lot of new challenges, starting back in February when the keynote speaker for our Annual General Meeting had to join virtually due to a recent trip to a Covid hotspot.

Since then, we’ve become Zoom experts, moving our monthly workshops online, figuring out how to continue networking Stammtische, and constantly working on better ways to support our members. Through it all, we’ve had each others’ backs.

If you’re interested in getting involved, several Board positions will open up in the new year. (for members: check the Ning for more info).

As the teaching world as we know it continues to evolve, who knows what opportunities these new professional networks may provide in the future?

The traditional role of an English teacher is slowly but surely adapting to the needs of the 21st century. Slobodan Kelečević has taken some time to share his own ELT journey – from teacher to trainer and coach – with us.

ELTABB: Hi Slobodan, it’s great having you here for an interview on continuing professional development for teachers.

Slobodan: Thank you for having me. I am always happy to contribute within the ELT community in any way I can. Also, I follow and am a big fan of the work you do here at ELTABB.

ELTABB: Thanks Slobodan  –  we can’t wait to learn about your adventurous ELT story! So let’s jump right in:

How did you start your career as an English teacher?

Like many non-native language professionals, my career in the world of teaching EFL started after university (those four great years of youth!). Uni explicitly prepared me to work in a public-school type of environment.

But I never worked in a public school nor with children. I’ve spent most of my career teaching adults and working in the private sector for language schools.

These days you’re a bit of a jack-of-all-trades in ELT. Can you tell us more about this?

Truth be told, to be and stay competitive in a dog eat dog “private” market situation, I had to learn extremely fast everything I needed to know about teaching adults – of all age groups and every possible background.

After a number of years of teaching and exploring, and having specialized in Cambridge Exams preparation, I started to feel that I needed to take all that to a new level.

So I went and did my CELTA about eight years into my teaching career. My entire CELTA experience was quite eye-opening and riddled with “aha” moments.

That’s when I truly realized that my learning and professional development were genuine lifelong processes that could be utilized to yield marvelous results down the line.

With remote learning being the new normal, what role does technology play in your teaching?

Since I was 16, I’ve been very interested in computers and how far technology can take us in terms of improving our lives and everyday experiences.

That’s why I implemented tech from the earliest days of my career as much as I realistically could. There were certainly limitations to how far a single PC could take the classroom teaching/learning experience back in 2009.

In 2015, right after my CELTA course, I took a leap of faith and started teaching for a Chinese online school…and got the first taste of what it’s like to teach people from another country, culture, basically, a different civilization.

It was fun and exciting at first, but it soon became a real burden to struggle with an eight hour time difference for six days a week. I was determined to find an online teaching job closer to home.

Within a few weeks’ time, I managed to get a job interview with an online school that only had a two hour time difference and webcams working on both sides. Those two things were enough for me. I got the job and I’m doing it part-time even today.

Sure enough, the adventure continued: you mentioned that you got into ESL training after that. How did that come about?

After a couple of years, I was itching for something more – again. I felt confined by the bulk of the material being used in that online school. I felt I was outgrowing those strictly book-based lessons.

That’s when LinkedIn made a fateful match, and I got an opportunity to start working as a business English trainer for a German online school.

From your personal experience, what do you think is the big difference between an ESL teacher and a trainer?

My take on the difference is this – as a teacher, I:

• introduce
• explain
• practice
• follow a coursebook
• prepare for tests/exams

This means that I follow the prescribed steps of a curriculum toward a given date (the end of the course or semester).
Simply put, a teacher will ask themselves,

Can I cover all the material from the book today and introduce additional activities to help practice it so we’re on track in the curriculum?

As a language trainer, I:

• demonstrate
• simulate
• discuss and debate (using the target/specialized language)
• build up particular language skills/subskills
• use case studies
• advise on learning strategies
• use metalanguage
• have particular needs and/or company goals in mind
• prepare people for possibly life-changing events, e.g. job interviews

A trainer will ask themselves,

What real-world types of activities should we focus on, and are they in line with the learners’ (language) goals?

You may have also noticed that I prefer the word “learners” as the word “students” sounds more classroomy and traditional (e.g. the teacher holds the information and power).

You see, I never trained traditionally to become a language trainer – I grew into the role thanks to all my previous experiences. It seems to me that happens to a lot of teachers over time. It’s like an evolutionary step if one is interested in that kind of work.

That’s not the end of my development story: roughly one year ago I got a chance to do a course to become a language coach.

Can you tell us what being a language coach means to you?

A coaching mindset was another game-changer for me: absolutely full focus on the learner, active listening and asking meaningful questions at the right time. These are so powerful in language acquisition.

Language coaching is done over a small number of sessions, but it’s highly fulfilling for both the learner and myself. In a sense, it’s the step toward self-awareness in the learning process that learners benefit from so much.

I look at coaching as the helping hand for them to realize their own truth and answer those all-important language development questions: why, what, and how.

Having moments of silence and other coaching tools are all marvelous additions to my existing teaching/training practices.

What would you say to teachers who want to evolve their career path?

I’ve just told you everything worth mentioning about myself and my career. Now, what am I –  a teacher, a trainer, a coach? Or some hybrid of all of those things?

To be perfectly honest, I was puzzled by that question for a while as well.

The truth is that I am the latter. Yes, I mutated into a new type of language professional. It’s a kind of one-size-fits-many, according to the needs and goals of the learners.

All those things would not have been possible if there hadn’t been one important ingredient on my side—a growth mindset. That was the driver of all the little things that amounted to the final result.

In conclusion, it’s not about which school or university you went to; it all boils down to your actions after you finish your formal education.

The steps you take today as a language professional (or don’t take) will determine your future career path. If done properly, a teacher/trainer’s career improves over time and through experience. Like good-quality wine, it gets better with age.

***

Slobodan Kelečević started out as an EFL teacher but has found his true calling in language training and coaching. He is excited to work in this age of great changes in language learning. For more information about him, check out his LinkedIn profile.

Last Saturday’s ELTA-Rhine workshop definitely kept its promise of demonstrating how to add variety to the digital classroom. Within the space of an hour, I felt confident creating and using a range of fun online games and applications. We all left energised and engaged. Talk about creative inspiration!

Russell Stannard’s fast-paced delivery was as easy to follow as it was intriguing. Although he asked us to turn off our cameras and microphones due to the size of the group, he managed to make us all feel welcome and integrated throughout the workshop.

With all the different features we got to know and try out for ourselves, time just flew by.

Activity is key

First of all, Russell highlighted the importance of activities.

Sitting in front of a desktop for hours on end is tiring—not only physically but also mentally. Our brains are wired to do real things with real people in the real world. Therefore, variety and social interaction are essential for successful remote learning.

The more we ‘do’, the less drained and the more motivated we feel after an online session.

AnswerGarden—plant a seed and grow a flowerbed

As a warm-up, we commented on a live pin board that Russell made available through screen sharing. It was fun to see the board fill up with our answers to the question, “How do you feel about teaching online?”

It looked something like this:

Finding out about the other participants’ opinions was a nice way to create instant connection. Many answers were similar and relatable.

Padlet

Next, we used Padlet as a more sophisticated version of a live pin board. It allows you to post comments under your name and to comment on other people’s posts. Moreover, it lets you record little sound snippets which you can then share on the board as well.

In big groups like ours (over 50 people), it’s impossible to get everyone to talk. However, a pin board is a convenient way to engage participants and fuel the discussion, no matter the size of the group.

Again, being able to read and comment on other people’s views created connection and provided food for thought.

Padlet has some more cool features to offer, such as quizzes and questionnaires. For more info, check out this video on what else you can do with the app.

Wordwall

Last but not least, Russell introduced us to Wordwall, a web application for creating online games around words. With its huge variety of templates for resources (gap-fills, gameshow quizzes, whack-a-mole, etc.), it was a real show-stopper.

My favourite was the ‘random wheel’, a game providing prompts that can be used for group discussions or in breakout rooms:

Unlike AnswerGarden, Padlet and Wordwall require registration. However, anyone will be able to use your resources once they are published. Thus, you can register and create activities that you can share via a web link afterward.

If you want to know more about digital learning tools, you will find a wealth of information on Russell’s website. There, he also offers step-by-step tutorials on how to use the apps mentioned in this article.

Blended Learning: a real game-changer

Besides activity, Russell talked about blended learning as the second most important feature of successful digital learning. With online teaching being the new standard, “blended learning” means getting your students to do their homework in between online lessons.

Once they start coming to class prepared, you will be able to elevate your training sessions to a much higher level. This also means that your learners will have to take a lot more responsibility for their progress.

However, surprising them with entertaining and creative activities will go a long way towards engaging and motivating them to actively participate.

In the long run, you can actually start developing your lessons together with your students, as the term “student-centered online teaching” implies. With the help of their feedback, you will be more and more able to custom-tailor your lessons to their specific needs and interests. This in turn will increase motivation and autonomy.

Sounds like sure-fire success? Absolutely!