CELTA or CTS?
What are the benefits of a CTS course?
When we describe the benefits of taking a CTS course to teachers and to administration, we emphasize the following components of our course:
- We aim to help teachers plan effective lessons based on the needs and characteristics of their learners. Their lessons should have an aim. Language should be contextualized.
- We show teachers ways to choose useful activities, set them up, give clear instructions, monitor effectively and give useful feedback. We teach them to start on time and finish the lesson rather than letting the bell finish the lesson for them. These points help them a great deal with classroom management.
- We encourage them to give more challenging activities and to develop learner autonomy as appropriate.
- We give them the skills to teach grammar and vocabulary in English, without using the students’ mother tongue.
- We show them practical pronunciation activities they can use with their students.
- We show them how to plan skills lessons.
- We teach teachers how to reflect on student learning and on the effectiveness of their choices.
- We work with their course books so they see practical ways to use them in class.
- We encourage them to see how students should progress from module to module (in a university context).
- We include many sessions on Teacher Language; e.g. questions, transitions, eliciting, presenting language, feedback, etc.
- We correct the teachers’ fossilized language errors.
- We give the participants many resources for their future professional development for after the course finishes.
Every teacher is an individual learner so every teacher picks up on different parts of the course according to their needs and awareness level. Professional development must continue afterwards to get the full benefit of the course. In the report issued following a CTS course, institutions are advised about follow-up work that can be done to continue their teachers’ professional development.
Successful completion of CTS
A certificate of attendance is awarded at the end of the first two weeks and a certificate of achievement is given at the end of the second two-week course, assuming the participant meets the criteria. For the CTS-Academic, participants earn a separate certificate for each module.
To be awarded a certificate, participants must:
- Attend 100% of sessions.
- Maintain a portfolio of all their lesson plans, handouts, session notes and other work. This should be neat and tidy. Portfolios are checked twice across two weeks and signed by the trainer.
- Contribute in a positive way during sessions and work towards a good group dynamic both within the larger class group and their smaller micro-teaching group.
- Put all their effort into practice teaching and writing lesson plans according to the input given.
- Make progress across the two weeks.
We expect participants to show a willingness to change attitudes and behaviours that prevent their students from getting maximum benefit from English language classes.
Trainers may withhold certificates of participants who do not meet the requirements. They may also award a certificate with a note on the back indicating areas to work on in the future.
Arranging a CTS course at your institution
Institutions that want to arrange a CTS course should write to email@example.com and ask for details.
We ask that any meetings or extra duties during the period of the CTS input days be eliminated. We cannot guarantee to finish everything if teachers are taken out for meetings.
Especially if coordinators are asked to attend, they should not be answering the phone or dealing with parents, etc during course hours.
The sessions continue until 17.00 on the last day.
Just like CELTA, in order that candidates have optimal conditions for success, we do not want any nursing mothers, heavily pregnant ladies, participants with family issues which may result in missed sessions or candidates with outside commitments, such as MA work.
CTS courses are a full-time commitment, like CELTA.
If trainers see candidates who are unsuitable, they will inform the Globl-CPD Educational Coordinator who will inform school administration. Candidates can be withdrawn from the course at any time by the decision of the Training Coordinator.
For microteaching to be successful, each teacher needs quality time with the trainer. For this reason we accept a maximum of twelve participants per trainer on a two-week course.
We recommend a daily schedule as follows:
Trainers will negotiate any changes in the timetable with their group, bearing in mind the number of 90-minute input sessions that need to be given.
Participants should expect to prepare lessons, read articles and study their notes every evening. They will certainly have homework at the weekend between weeks one and two. CTS-Academic participants will have several pieces of project work to submit after each module of input sessions.
Trainers work with the participants for sessions 1-3 and in the last session we prefer teachers to stay at school and work on their lessons. Teachers are expected to plan in groups, like on a CELTA and need time together. We realize, however, that in some cases the service bus schedules will not allow this, however, in such cases we might not be able to run the full program of micro-teaching. We ask that schools bear this in mind while making arrangements.
Teachers need to come prepared for class, i.e. they need a proper A4 binder and A4 paper, etc. for their portfolios. We will ask all schools to inform their participating teachers to come with an A4 binder and A4 paper for note-taking on Day 1. Trainers check and sign portfolios.
Teachers also need to be prepared mentally; i.e. they should bring an open mind, a willingness to try something new and be ready to questions their own professional practice.
The course continues until 17.00 on the last day. Participants should not make plans to leave early.