 The aim today is to go through problems that occur in every single junior centre, how we can anticipate them and then by doing that have our solutions ready before we go into the madness that is the summer. So, as I said, 11 years, how I became the summer dose, the previous dose for teaching to administration did a couple of summers in the junior centre and decided no, no, no, I want the nicer life of going into the classroom enjoying a bit more or less stress. Part of the deal was that I had to do my delta, which I did. It gives you the opportunity to progress within your organisation because often, as you mentioned earlier about CPD, if you don't know about these things, you're going to love what you do and teach, but maybe you won't break that boundary. If you don't know or if you're not exposed to things like this where they introduce all these topics. And finally they asked me to do it and I had had so many years of experience in the junior centres that I said, yeah. So I said, yeah, no problem, like eight weeks, 26 teachers, on average about 400 students a week, so you can imagine me as group leaders, everything like that. So, before I go on, I'd like you to just work with your partners, the people on the slide here. Can you think of what the four main potential problem areas would be that a director studies would face? So four potential problems. Just four, only four. I'm not sure if you can see what I'm talking about. I'm just wondering why I'd like you to be there. I'm just wondering if you can share all of that with us. I'm just wondering if you can share all of that with us. I'm just wondering if you can share all of that with us. Junior and intern, what are some of the things that you're talking about. Okay, do come back together. I definitely heard exactly what I wanted to hear. I want to have one potential problem. Teachers. Teachers. Students. Oh, there's another one. Students. Students. Nice. Group leaders. Oh, these are your great students. Management. Within the Junior Centre or your management from your original... Yes, gosh. General. But we'll put in management as a little start. Because you do have your head director of studies or your head principal or owner of the school that would have to oversee the Junior Centre anyway would be the final contact. There's one more area. As director of studies, would you normally deal with that or would that be the principal's side? Yeah. Okay, I'm going to give it to you. I'm going to say complaints. Yeah. Because in that sense complaints come in from everyone. Okay. So these would be the four main areas. I'm going to get you to go back for another minute and just think on one possible problem. One issue for each of these four. What type of complaint could you guess? What could be a problem with a group leader? I don't know. What could be a problem with the students? What could be problems with teachers? So it could be students have problems with teachers or vice versa. How is that going to fall under the director of studies? Do you want to film in here? Okay, what if teachers cannot be filmed in the classroom? I imagine that if they are not in the classroom, the students can't be filmed in the classroom. Teachers cannot be filmed in the classroom. Students have problems and students can have to focus on the students. I'm not sure what it's about. I'm not sure what it is about, but I don't know whether it's about the students or the family, how do they feel about that. Students can be filmed in the classroom. But the teachers don't know that they're in the classroom. Can I get one possible problem for teachers, for you guys? Sometimes they are new teachers and they're inexperienced and they stress or they might not know where everything is and it's all a bit chaotic. Students. Oh, they just want you to give them English. Okay. Can I go to your English centre? Do English to me. Luckily now we have the tools for that. Absolutely. Group leaders. So if there's inconsistencies of what they understand at a certain level, if they're their teacher at home and they're like, well, they're this level here, why are they this level here? Do you have something to add, Peter? No, it's like, if they've done an X exam, how could they be in this class? Right. I just want to change everything the first morning. You've given them a schedule for the week, it's been agreed through the whole process and then they come and say, actually, rather than doing lessons tomorrow, I'd like to go to the tips and more. So if you could just put the tips and more in and if you could make the weather really good, that would be great. Yeah, I completely agree. And finally do we have any complaints? What possible complaints from these people? So we've got a level. It's been more faves. You've given them a nationality mix and they're like, but I don't want to be in class with Chinese students, they don't talk. Yeah. It's never, always. Okay, that's exactly what it was. So I didn't imagine before I became the DOS, I only saw it from a teacher's perspective. So my particular complaints were this, they keep speaking Italian and they keep speaking Spanish or they won't participate in class or I have to move the student up, the student wants to move up, but they're not at the right level, et cetera, et cetera. And I'm working with my other teacher that we have to share the classes with. So I had a very different perspective. So these were complaints, complaints about teachers, by students, by group leaders, possibly by other teachers, complaints about students, from students, from teachers. Nationality mix, as he said. Classes are too easy. We've done this before. I've done the present perfect. They've never said it in that I have done. But they've done it. Social program is boring, there's too much history, there's too much museums. There's not enough museums. The rain, the rain, the rain. I don't like potatoes. In regards to group leaders, it's their expectations that I just said. I soon discovered that what our agents in our marketing department sell them could be a sample program or a sample course, thank you, timetable. And they go in with their groups bringing them down and thinking that's exactly what they're going to get. And so that's when on day one, we're not supposed to be going here. We have to go here. We have to go here. That's a big issue as well. And bypassing school protocols. So instead of coming to me or to the principal, they go to their agent and the agent contacts the marketing director. The marketing director contacts the director's studies in the city centre. They then contact me. I then have to talk to the group leader to talk to the student. So it's a big issue with regards to communication. This is it I know. Teachers, as you said Fiona, experience or lack of experience, they can both be potential problems. Because if they're very experienced, the main thing, well, I'm amazing. And if they lack of it, as you said they could be quite insecure, a little bit nervous, not sure should they be asking questions aloud or are other people going to look at them and go, oh, how do you not know that? Staffing protocol. So there is a protocol that when I work during the year as a teacher, I'm in and out of the staff when I get my coffee, I go, I slow the coffee and I go. I rarely stay in the staff room, but in junior centres there's a lot of periods of time where they may go on the excursions with them and they have to interact with what they do and are there group leaders in the staff room? Are they giving out about a student and the group leaders there? All of these things that you need to be aware of. Teachers' expectations. I have 20 hours a week, that's all I need to do. I don't need to spend hours and hours in canning. Why do I have to go to a workshop? What do you mean I have to go to a Friday meeting? Are there any resources? Hands up if you've worked in a junior centre during the summer? Yeah, so I don't need to explain that, do I? Are there any resources? Are there any current up-to-date resources from this century? No. So that's an issue straight away. Why does the audience not match the book? It's a different edition. Why do I have a CD? I don't have a CD player, et cetera. And then absences. Unexpected absences. What do you do? I heard you say it's really difficult to get teachers to do then suddenly. You have to teach them. Maybe you have to teach. Maybe you have to have other tricks if you leave. And then student expectations again. Nationality mixers, they all kind of interlink. Until you actually get thrown into deep end here. You don't realise that that's what it is. And then again, by passing school protocols. I'm sitting in my classroom on WhatsApp and my mother saying that the Italian students are only speaking Italian. They won't speak to me because I'm Spanish. The class is really boring. The mother calling the agency. The agency calling the group leader. The group leader coming into me. Me having to talk to the students. Then talking to the teacher. Then back to the group leader. Back to them. And it's a vicious circle. So these are all problems that are in need of students.