Teachers who have been at MY for three, five, ten years or more and teachers who are in their first year at MY have very different training needs. The gap in knowledge and experience is significant, and many of MY’s training efforts are aimed at helping newer teachers close this gap with experienced teachers as quickly as possible.
Experienced teachers become teacher trainers, which offers many new challenges and room to grow. However, experienced teachers need training, too, and usually this training needs to follow a different format from what may best help newer teachers. Planning training sessions to meet the needs of both experienced and new teachers is a challenge.
The most effective way to eliminate the experience gap between new teachers and experienced teachers is to fire all the experienced teachers.
MY’s owner, Ryan, has sometimes joked that the most effective way to eliminate the experience gap between new teachers and experienced teachers is to fire all the experienced teachers. (MY isn’t going to do this.) MY typically adds at least two or three new teachers ever year, and so the experience gap is always with us.
At our August training day, experienced teachers enjoyed an opportunity to step back from training others and focus on our own professional development. What are we doing to develop ourselves professionally? What more can we (or should we) be doing? I invited the teachers to complete this survey of their professional development during the past year.
What stood out to me from our training session is how diverse the experiences of MY’s teachers are. As we discussed what activities we have done in the past year that we think we will still regard as memorable and significant to our professional development five years from now, every teacher listed a different activity.
MY gives so many out-of-classroom opportunities to our teachers that this is not surprising. A teacher involved in developing curriculum grows in different ways from a teacher involved in hiring, software development, leadership, or management. What impressed me from this training session is that there is no one-size-fits-all training for experienced teachers. The more we pursue diverse interests and opportunities, the more diverse our professional development needs to be.
It takes a village to raise a
child MY teacher
The first month of the new school year is over. New teachers are finished with their monthlong training and are now teaching classes on … Continue reading "It takes a village to raise a
child MY teacher"
Struggling with letting them struggle
“Let them struggle.” Three words. One sentence. A concrete piece of advice that I have heard one too many times from experienced MY teachers … Continue reading "Struggling with letting them struggle"
Moving forward on MY’s TEFL certificate requirements
What to do with TEFL certificates? We have decided why we want teachers to be TEFL-certified. We have done our homework to understand positive … Continue reading "Moving forward on MY’s TEFL certificate requirements"
Three Bright Spots in the TEFL Industry (and lots of red flags to watch for)
The TEFL certificate industry has many good teacher trainers and rigorous certificate programs. It also has an alarming number of frauds and diploma mills. … Continue reading "Three Bright Spots in the TEFL Industry (and lots of red flags to watch for)"
The last time MY English School seriously considered the TEFL certificate question was over ten years ago, before I started teaching at MY. Some … Continue reading "Why TEFL?"
The TEFL Problem
The TEFL certificate industry exists to fill a need, but inconsistency, uncertainty, and even outright fraud cause confusion and frustration for teachers and school … Continue reading "The TEFL Problem"
Come Come, Really?
NHK’s Come Come Everybody doubles down on hundred years of largely failed English education, looking ahead to another hundred years of the same. NHK … Continue reading "Come Come, Really?"