Abstracts and bios...
Why we should be taking the fun out of the classroom – Diana England
This session explores the lure and dangers of the superficial fun factor, and argues that teachers should instead ensure their students gain a deeper sense of enjoyment from their lessons and language learning.  We shall look at some differences between ‘fun’ and ‘enjoyment’, both theoretical and practical, and suggest ways that we may include activities and approaches which seek to go beyond ‘fun’ in our lessons.

Diana has been a teacher and teacher developer since 1981 and is co-owner and Director of Studies of the two teaching and training centres in International House Torres Vedras and Lisbon.  As well as still loving teaching, she enjoys writing and delivering various YL methodology courses, both for International House World Organisation and primary and secondary school teachers, and giving seminars and plenary sessions at various ELT conferences.
> Return to Day 1
Encouraging oral interaction in large classes – Zarina Suhan
Getting students to talk to each other in a target language can be challenging. Having to do so in a large class can feel overwhelming, especially if you want to monitor progress and get some teaching done! The Webinar will aim to break down what the issues can be in large classes, before suggesting strategies for the English language teacher.

Zarina’s first degree was in Pharmacology-Chemistry (a dual-honours subject); she also studied Education and did post-graduate studies in Applied Linguistics and TESOL.
Zarina is an experienced teacher and teacher trainer. She has taught and delivered teacher training at all levels and in both private and government institutions in over fifteen different countries (Greece, Czech Republic, Slovakia, Japan, Saudi Arabia, Nepal, Ethiopia, Sri Lanka, China, Peru, Chile, Paraguay, Guatemala, Nicaragua, Honduras, Panama and Uruguay) as well as in the UK.
Early on in her career Zarina specialised in EAP, in the UK, combining her scientific and educational qualifications. From this developed an interest in providing tailor-made materials, which later led to materials writing that were used in health training and governance projects in developing countries. Since 2000 she has been involved in Content and Language Integrated Learning (CLIL), materials writing, training trainers and teachers in facilitation techniques and teaching methodology.
Zarina is published and has delivered training courses, presentations and spoken at conferences worldwide and continues to be a freelance consultant teacher educator.
> Return to Day 1
How to get started with teaching students one-to-one – Helen Stong
Many initial teacher training courses equip teachers with the skills and techniques to teach group classes, such as managing group dynamics, setting up effective pair and groupwork and encouraging peer teaching and discussion.
What these courses may not help you with, however, are techniques for teaching students on a one-to-one basis, such as meeting highly specific learning needs, reacting to your student's personal learning preferences and dealing with a potential clash of personalities in a decidedly intimate teaching situation!
In addition, unless you work for a language school, you'll need to find your own one-to-one students to teach. Although you may prefer to do this face-to-face, you might in fact have more success finding students online.
In this interactive workshop, we'll take a look at how teaching 1:1 is different from teaching groups, what makes an effective 1:1 teacher, where to get materials for teaching 1:1, and how to find students in the first place, either face-to-face or online.

Helen Strong is a business English trainer and teacher trainer based in Germany. With 20 years' experience in 1:1 teaching, Helen tutors on The Consultants-E teacher training course "Teaching One-to-One". Her website is www.helenstrong.de
> Return to Day 1

So I’ve gotta teach kids now?! - Chris Rowland
You may have done an initial teacher training course with adults and now face young learner classes in your first teaching post. Alternatively, you might have been happily teaching adult exam preparation courses, corporate classes or one-to-ones for years but now find yourself tasked with teaching teenagers or ‘young adults’ due to a change of location, setting or even country. In this webinar we will explore some of the most salient aspects of teaching both primary levels and teenagers. We shall compare them to adult group and discuss what adjustments you as teacher need to make in order to avoid imploding. This broadcast will be suitable for new teachers, and will contain a few gems for seasoned veterans and trainers too.

Chris is a trainer based at ELI, a language academy, in Seville. He works with teachers across a wide variety of contexts: at in-house level, as tutor on the Trinity Certificate and Diploma courses with Oxford TEFL, and in conjunction with local education authorities. He is a regular speaker on the international conference circuit, and has just published his first methodology book Understanding Teenagers in the ELT Classroom, available from Pavilion Publishing & media.

> Return to Day 1

The teacher and the bifocal lens - Nick Bilborough
As language teachers we need to be masters of multitasking. We have to make sure that leaners are zooming in on language and examining all its intricate details. but at the same time we need to zoom out and make sure we’re focussing on the bigger picture. Coursebooks are good at the former but it’s usually the teacher who needs to make sure the latter is also being emphasized. With examples from the Hands Up Project’s work, connecting children and teachers around the world through simple video conferencing tools, we’ll explore a range of ways of doing both things at the same time.

Nick Bilbrough has taught and trained language teachers in many diverse contexts in Africa, the Middle East, South America and Europe. He is the author of two resource books in the Cambridge Handbooks for Language Teachers series; Dialogue Activities (2007) and Memory Activities for Language Learning (2011) and, more recently, Stories Alive (2016), published by British Council, Palestine. He is now devoting all his energy to the registered charity he set up https://handsupproject.org/ , providing learning opportunities for children, mostly in Palestine, through online storytelling and drama activities.

> Return to Day 1

Why Should I Be Teaching Fake News? (And How?) – James Taylor
“Fake news” is seen as one of the most pressing issues of our time, but does it have any relevance to English teachers? In this talk I will argue that ‘the post-truth era’, as it known, provides us with a unique opportunity to develop how we define our roles as educators and offers our students of any age the chance to improve a skill that is sorely needed at this time. The talk begins with some historical information and context before moving onto how this can work in the ELT classroom with resources and activity ideas.

James is a DELTA qualified English as a foreign language teacher, teacher trainer and materials writer currently based in Brazil. He has taught English to adults and teenagers in Brazil, South Korea, Belgium and Costa Rica since 2007 but is currently specialising in bespoke one-to-one lessons online for business and exam students. In August 2018, James self-published his first book, entitled "How Was Your Weekend? 1001 Discussion Questions To Use With Your EFL/ESL Students". He is also a podcast producer, including the ELTON nominated TEFL Commute podcast,  is a former President and co-founder of BELTA, the Belgian English Language Teachers Association, and current Second-Vice President of BRAZ-TESOL Brasília. In 2010, he started his blog, www.theteacherjames.com, on which he has continued to share lesson materials and opinion pieces. He is a very active member of the ELT community and regularly presents at conferences, both online and offline.

> Return to Day 2
Dear new teacher self -  advice to novice teachers -  Nati Gonalez
What should you do after you finish your initial teacher training course? What do you have to consider before you accept a job? What kind of help should you try to get from your colleagues? How can you plan your first classes? What do you ought to do when things don’t go as planned? Which are the most important resources you need to exploit in class? In this talk, the presenter will take us through different pieces of very hands-on advice to both new and experienced teachers.

Natalia has worked as Younger Learner Coordinator at International House Buenos Aires for the past six years. She started her teaching career in Uruguay where she taught in a wide range of contexts, and she became part of the Director of Studies’ Team at IH Montevideo in 2012. She is interested in young learners, teacher development and management.
> Return to Day 2
Life after training – a panel discussion
In this panel session Angelos Bollas, CELTA trainer will sit down with former CELTA course participants and discuss how their teaching careers have progressed beyond their initial training.  How have they gone about making a career post course, how well did their initial training prepare them for their job and what did they do next? In addition to the moderated discussion , participants will answer questions from the audience.
> Return to Day 2
Using a coaching and lesson recording process with novice teachers - Valéria Benévolo França
Over the years as a teacher trainer it has become clear how very difficult it can sometimes be for a novice teacher to become aware of the gaps they may have in terms of teaching skills and abilities.
The traditional approach of going in and observing a lesson and then reconstructing the lesson during a feedback stage is necessary and valuable. However, it has always seemed much more of a moment led by the observer, especially if the novice teacher is still struggling with many different aspects.
In an attempt to involve the novice teacher far more in their own developmental process, we have recently adopted a different approach.
Using a very simple app to record lessons on an iPad or mobile, we have engaged novice teachers to plan lessons, to critically discuss these with the “coaches”, focusing on what they feel might be their weak points. The lesson is then recorded and both novice teacher and coach observe the lesson and make comments.
Based on this joint retrospective observation of the lesson, we then encourage the novice teachers to highlight the areas they might want to focus on and encourage further reading, planning and recording of snippets of lessons in which they specifically grapple with the area they wanted to develop further.
We have found that by using the coaching process alongside the lesson recording, the novice teachers have been more willing to engage in this reflective process. in addition,  we have also found that they have picked up far more quickly on what they need to do to develop their practice even more.
The gaps seem to be bridged far more quickly, allowing for a far greater critical reflection.
> Return to Day 2

Digital skills for beginner teacher courses- Marisa Constantidies
Teachers on initial training courses are introduced to complex and
demanding concepts, processes and practices. Educational technology often  ends up at the bottom of the list of priorities though newer syllabuses may take account of its importance. And yet it needs to  be embraced and adopted by new teachers rather than feared or avoided. Introducing ed tech in small bite-sized chunks has proved to be effective and, in this talk, I would like to share some of the ideas we have used by way of modelling good digital behaviours for our trainees.  

Marisa is a teacher, teacher educator, and ELT author; she is the Director of Studies of CELT Athens responsible for the design and implementation of all courses offered at CELT.
Marisa is a frequent conference presenter and keynote speaker. Marisa is one of the founding moderators of a weekly hash tagged discussion of ELT teachers on Twitter which was nominated & shortlisted in the 2012 ELTon Awards for Innovation in Teacher Resources. Marisa co-moderates #ELTchat on Twitter every Wednesday.

> Return to Day 2

Managing The Group Dynamics - Georgia Papamichailidou
How can teachers ensure that their students are engaged during the lesson? How can they develop a culture of participation?
These are only but a few of the questions which this interactive webinar aims to explore when setting up and managing group dynamics. This topic will be considered from both the teachers’ and the students’  perspectives, such as interaction and physical-environment patterns in an effort to develop better student engagement.
During the webinar participants will be asked to respond to questions and try a number of ideas which can be applicable to all learning contexts.
Finally, there will be some time allocated towards the end of the session for reflection, personalisation and questions.

Georgia K. Papamichailidou has been in the EFL industry since 2005. She is a graduate of the Aristotle University of Thessaloniki Greece and holds an MA in Teaching English as a Second/Foreign Language from the University of Birmingham, UK.
Coming from a broad background of teaching English and teacher training, she has an extensive experience in delivering professional development sessions publicly across Europe and online.
At present, Georgia is the Assistant Director of Studies at Kaplan International English Bournemouth, where she specializes in exam preparation as well as teaching methodology courses. In 2017 she was awarded with the Kaplan Way Leadership award for creating and delivering a new high-quality course based on CLIL Teaching Methodology.

> Return to Day 3

Minimum preparation, maximum excitation - Dominick Szulinski
Teachers often find it hard to get ready for every single class. As a result, some of our lessons may end up predictable and unattractive for students. In my talk I will present 10 grammar and vocabulary games which will not require any preparations beforehand, yet will provide the maximum of engagement and excitement in class.

Dominick holds a BA and MA in English from the University of Adam Mickiewicz in Poznań and runs a private school of English whilst also working as an English teacher in a primary school. Dominick has had the opportunity of conducting training sessions for teachers in the biggest educational events in Poland. (PASE European Congress 2017, IATEFL Poland 2017, 2018, EduNation online webinars 2017, 2018). Dominick is also the author of two newspaper articles on effective language teaching. (CoolSchool, February and March 2017)

> Return to Day 3
Panel discussion : Beginner teachers‘ ELT challenges in India,Nepal and Pakistan
Ravinarayan Chakrakodi (India)
Sikha Gurung (Nepal)
Saima Abedi(Pakistan)
Moderator: Syke Annamma Kumaran (IATEFL)
> Return to Day 3

The challenges of the first-year teacher – 3 Hungarian Teacher perspectives

Kovács Vivien

Am I right? Did I say that correctly? Why don’t they do (and enjoy all the time!) the tasks I asked them to do? What if I don’t know a word or can’t explain something?  Why do they misbehave and why are some lessons with little planning outstanding and other lessons preceded by very detailed and strategic planning close to a failure? Can I earn students’ respect even though I am only a few years older (and a few inches shorter) than them? How can I improve their soft skills, their ability to communicate, to be more tolerant and understanding in the framework of an English lesson? How can I evaluate them if all of them are different and marks cannot illustrate the uniqueness of a human being?

These are only a handful of the ubiquitous questions that seem to be recurring in my – and probably other – beginner teachers’ everyday lives. In this presentation, I would like to elaborate on the topic of being a first-year teacher. The challenges are manifold, starting from administration to collaboration with other teachers, parents, workers in the school. Nevertheless, I would also like to highlight the bright side, sharing some funny moments which were triggered by being an inexperienced secondary school teacher. My aim with this talk is to stress the skills and attitudes we all need to develop to be resilient, confident and emotionally and mentally stable educators.

Kovács Vivien is a secondary educator English teacher at ELTE Apáczai Csere János Gyakorló Gimnázium, Hungary, Budapest. Previous positions have included English Teacher of Business at the Bonus Language School and English Teacher at Athéné Szakgimnázium-Vocational School. Kovács specialises in teaching gifted students, teaching emotional intelligence and organizing methodology courses and is involved with the charity Amigos a Gyerekekért Alapítvány. Hobbies include running, yoga and reading

Andrea Vinkler
Having written my MA thesis on global citizenship education in ELT, I was determined to focus on global matters and skills as much as possible during my teaching career. However, upon starting my first job I realized that being a full-time teacher in a completely new environment for the first time in my life overshadowed this determination. I lacked the time to search for content that I could include in my lessons, since I was having difficulties finding time to prepare for my lessons in general. This, however, made me decide to focus on one aspect of global citizenship education: fostering global skills. I came to the conclusion that whatever tasks I chose to include in my lessons, I was able to help my students focus on empathy, tolerance and many other so-called “global skills”. In my presentation, I will revisit the findings from the research I had conducted for my Master’s thesis and intertwine them with personal experiences from my first year of teaching. Through these personal experiences, I will list practical ideas and examples, such as how a simple picture description exercise or a task on jokes helped me and my students in working towards a more accepting environment. With my presentation, I hope to give some new ideas or just a fresh perspective for both beginner and in-service EFL teachers.

Andrea is a beginner EFL teacher based in Budapest and has been a full-time secondary school teacher since September 2017 at one of the practice schools of the University of ELTE after graduating from the same university a few months before. Andrea is currently teaching students between grades 7 and 12, from complete beginners to students with a strong intermediate level of English. Andrea’s MA thesis focused on global citizenship education, and nowadays she is especially interested in promoting and fostering tolerance and empathy in the language classroom.

Zsomber Vasci
Finishing our teacher training and beginning our first teaching practice is a challenge in itself. As we leave the safe zone of lecture halls and seminar rooms, we dive headfirst into the real world. We find ourselves in front of 20-40 students in a classroom, fallen into the bottomless pit of administration, and flooded with mails from indignant parents. What if all this happened in a school where almost all of the students have special educational needs? What if I had to walk into a classroom where there are 6 students with dyslexia, 4 with ADHD and 2 with autism? I have had to figure out the answer – on my own. I decided to work in such a special school two years ago, for which my teacher education did not prepare me. In my presentation I aim to provide you with the essence of my two-year experience – including both practical tips and personal stories.

Zsomber is a teacher of English and Hungarian as a foreign language and has been teaching English for 8 years. Two years ago, Zsomber began to work as an English teacher in a small foundation school where most of the students have special educational needs. Today, Zsomber teaches six classes in this school, and is also form teacher of the eighth grade.
“Over the past two years I have been sitting on an incredible roller coaster which is racing through the extraordinary world of SEN students, and I am enjoying it more and more by the day.”

> Return to Day 3
A Teaching Association? What’s in it for me? - Božica Šarić-Cvjetković
With hundreds of teacher associations all over the world, one would think that most of the teachers enjoy the benefits of membership. Unfortunately that is not the case. I will talk about the opportunities for professional and personal growth and other benefits of joining a teachers’ association. I will also try to give an answer to the eternal question "And what do I get?“ as joining a TA is not just about what one gets but also about what one can offer to others.
> Return to Day 3

Moving from Early Classroom Teaching into the Creation of ELT Materials - Jen Dobson  and Michelle Worgan  
Are you considering materials creation as an outlet for your ELT experience and creativity? In this webinar we share our publishing experiences and lessons learnt along the way. We’ll give practical advice on the type of work you can expect to find and how, the training available, fundamental aspects of freelancing and the qualities you’ll need to succeed.

Jen Dobson has been an ELT writer for over 15 years, and went freelance 3 years ago, after previously combining teaching, training and IT coordination with publishing work. Her work for Oxford University Press  ‘Mouse and Me 1! is part of a Pre Primary series shortlisted for the ESU awards 2018. She is the tech and social media coordinator for the Materials Writing Special Interest Group of IATEFL (MaWSIG).

Michelle Worgan is a freelance English teacher and materials writer based in Spain. She has been teaching for twenty years and has written digital and print materials for several international courses for young learners. Michelle frequently gives workshops at conferences, and is currently president of a local teaching association.

> Return to Day 3

IATEFL on Facebook IATEFL on Twitter IATEFL YouTube channel IATEFL on LinkedIn IATEFL on Instagram
© IATEFL 2018