 My role in CES is I am the overseas teacher training coordinator, which is a bit of a mouthful, so we shorten it to OST. OST are overseas teachers. So my responsibilities as the OST coordinator is designing courses, further development courses for in-service training. So we look at CLIL, content learning and content and language integrated learning. We look at methodology courses, blended learning courses, and then intensive language development. So we offer four in-service courses for professional teachers who come over during the summer. I teach the courses and then I'm also the point of contact for all the Erasmus Plus documents and funding and all of this. And that's the boring stuff. That's what I do. So with the person beside you or kind of in-groups, Marianne, you might need to jump over a little bit because you've lost all your people. What do you know? Do you know anything about in-service training courses for professional teachers who are coming from Spain, Italy, across the world? And what would you like to know? And hopefully by the end of my quick talk, I'll have answered some of your questions and then you can ask me. So I'll give you two minutes. I don't know what I'm doing. I can't hear everybody, but I did hear a few words. I heard something about being unstructured. I heard a lot of, we don't know what it is. And even within my own school, a lot of people look at me during the summer and go, God, you're so busy. What are you doing? And I was like, it takes too long to explain. Nobody really knows what I do within the school. So hopefully I'm going to give you some information a little bit about what I do and hopefully that will answer some of the what you want to know. What is it? And like I said, then I'll have a little bit of time for you to ask me some questions if there's anything more specific that you want to know. So the courses that we run and that I'm involved with, we have a field. So like I said, content and language integrated learning. So this is, of course, aimed primarily at teachers of other subjects that are teaching through English. So it's mostly high school, secondary school teachers that come over. We do get some primary school teachers. So these will be teachers in Italy, France, throughout Europe, across the world that are teaching history, maths, science through English. So it might be that they're teaching a lot of the course through English or just some units. And they come over to get ideas about how to do this, how to integrate their English into their classroom. Then we do a general methodology course. This is aimed at non-native English teachers. So teachers who are teaching English. So it would just be kind of like what we do on a daily basis. Then we do blended learning. So Mohamed, I'd like to talk to you later. But focusing on the integration of technology and the lessons. We kind of, we're not at the fully online aspect yet because a lot of the teachers think that's what they want to do. And then they arrive and they actually go, actually all I want to do is use tech in my classroom. That's it. I just want to know about Kahoot or Padlet or how to incorporate this. So that's what we generally focus on. And then we have an intensive language development course. So this is for teachers who just want to come for a week and get as much development as they can. They don't have time to go into a general English class and spend a month here because they have quite limited holidays, obviously. So this is aimed mainly at our CLIL teachers here because a lot of the time they'll be teachers who are experts in history. And then they're told one day by the school, okay, so next year we want you to start teaching in English. And they're pre-intermediate themselves. I had a teacher once a poor girl who was the head of their CLIL program from maths. And she was an elementary speaker like, and she had to develop a whole course in English. And they picked her because she was the best English speaker out of the school. So sometimes it's those teachers, but we do get a lot of non-native English speaking teachers as well who come and they're just looking to build their fluency and their speaking skills rather than the actual grammatical side of it. So from the teachers that are coming, what they're looking to get from the course is a refresher of general techniques. A lot of them are here to kind of help skill. You know, they want to get up-to-date ideas about what's going on, the current trends. A lot of the time they're looking for practical resources as well. A lot of them just want lessons handed to them there. Advice as well regarding aspects of teaching. So how do you deal with students with dyslexia? How do you deal with 35 kids in a classroom? How do you deal with the monolingual? How can we get them to speak English? They want to meet other teachers and then develop their own skills. And most importantly, have a holiday. A lot of them are just here to have a holiday. So the schools usually fund their trips or they get a Rasmus funding to come. So that's a big aspect for them as well. So, very quickly, one minute in your groups. What's the difference between an in-service course like this and a pre-service course like Counter-Selter? What are some differences? So any ideas what would the difference between these kind of OST in-service courses and a pre-service course be? In-service, I presume they're already teaching. Yeah, exactly. Anything else? Any other differences? Yeah, exactly. So they're experienced teachers. They know the basics of teaching. You're not there to teach them how to teach. They have their own ideas of what they should be doing and how they should be doing it. So we'll talk a little bit more about that in a second. These courses are often funded by government schemes or by their school as well. So very few of them are actually paying for the course out of their own pocket, which does have an influence on how they see the course as well. Much shorter, like Manon said, usually we run for one or two weeks. We do sometimes get teachers who come for longer and they would do multiple courses, but the course is actually just a set one-week course or a two-week course because they don't have the time. So they have a set of their holidays, the same way as you're taking time out of your weekend to be here. They have really clear objectives from what they want. It's not just like a student who's coming here for a month to study English and just wants to improve. They know exactly what they want to gain from that course and they're not afraid to tell them. So, a quick brainstorm. What are some challenges? We kind of touched on one or two there in the last slide. I'll give you a minute just to chat. Okay, so just shout out a few ideas. What are some challenges? You'd need to know the content that they want. Yes, and it's not always easy getting it out of them either. They're not always there. I send out questionnaires and what are you expecting and what's your background, and I get one word answers. And it's just like, okay, anything else? We talked about the philosophy of the teacher's philosophies and their own belief about what teaching is and if there's, you know, a degree set in their ways, you know, that kind of thing. Yeah, yeah, that's a definite one. Any others? Sometimes there's a resistance to actually being there. I mean, if I come across teachers who are Italian, Italian teachers who've been told, come sit down for a teaching in English, and then they come here and they're so angry. Yeah, I mean, we spoke about the, yeah, I mean, we heard earlier about the role of teachers as a possible counselor. I think even more so here, you know, the amount of time that I spend just listening to teachers complaining about the school, complaining about the government, the education system, parents, the whole shebang. And you're just listening and you go, okay, yeah, yeah, you know, don't worry, it's okay. And normally you have mixed nationalities and you go, okay, well, yeah, I know that initially is very hard. Do you have the same problem in Spain? And they're like, yeah, and it can be nice for them to realize that actually, you know what, I think it's just a problem in my country, but everywhere's the same, yeah, yeah. So some challenges that I was just thought of myself, yeah, and that I've experienced for me, because I'm 10 years teaching, but a lot of the teachers that I meet are 20, 25, 30 years teaching. And so, you know, if you're a younger teacher, the teachers that you're meeting will have a lot of experience, you know, compared to maybe what you have. And they can sometimes take that out in there. It can be a little bit resistant, because they think, oh, but you're young and you don't know everything that I know and you have your whole life and you have these ideals and it's not always the easiest to manage. They can find it hard to see if you're suggesting a task, you know, and maybe you're looking at something that you know works in your classroom and can be adapted to their classroom, they find it hard to see this and make the connection. I've done loads of activities, and I say, you know, about adapting text and using authentic materials. But that won't work for me, because your text was about science and I'm a history teacher. And I said, okay, but all I need to do is change the text. And I use the same technique. No, it can't work for me. There's a big resistance. And like you kind of said, they think they're philosophies, they have their ideas, and they think, well, I'm a great teacher, I know this and you're young and you don't understand the pressures that I'm under and it can sometimes get in the way of what they want. So I think we can all agree sometimes that teachers make the worst students. Yeah. They don't like to be challenged about their ideas either, and in my experience, some will and some will love to take that on board, but the majority of them hate it because they feel like you're criticising their teaching abilities. That's hard for you then too. Yeah. They're experts. They are experts in their subject, especially with clear teachers. I don't know all the subjects. I have a background, I studied science, but I don't know history, I don't know geography, and when they're asking me questions about what vocabulary would you teach in a lesson about geography? I'm like, I don't know, you're the expert, you tell me. What I'm giving you is a tool that you can use and you have to make that work for you. I can't have a history teacher and a geography teacher and a science teacher and a maths teacher together and be an expert in all of these subjects. The materials and resources. I did hear this group here and they make a lot of stuff up and create stuff and work on the flight. It's really hard to find resources for the courses. And a lot of the time I find that they don't want to understand why we're doing something. They don't want to know anything about theory or the process of it. They just want to know how. Just give me the activity. I don't care about understanding it so I can adapt it and create my own. I just want an activity, that's it. Some solutions. They can be very common. The most stressful time of year is my summer when I have all these teachers. They have a lot that they want to get off their chest. A lot of them have been told you have to go because you're going to start teaching in English. Some of them are really genuinely open to seeing new ideas and seeing new things. But in my experience a lot of them come and start to see after a couple of days there's loads of stuff that maybe I'm not doing in the class that I could be doing. They start to feel insecure about what they're doing. It's very much a case of helping them realise without making them feel that way. Some solutions and things I big up their experience all the time. You guys know I'm not a maths teacher. You can tell me. I'm not from their classes. What have you experienced? Tell each other. Lots and lots of personal examples so that they feel that it's relevant to them. I always do like a reflection at the end of the sessions. Ten minute reflection. We've seen a lot of activities today. Pick two and adapt them for your class. When you leave after today's session you know I have two tasks that I can use to be easy for them to relate to their lessons. I never asked them to teach. I know in the past I took over the role and in the timetable they had a section for teaching. I observed a couple of them and it was the worst time because it's really hard to teach to teachers. It's really hard to get up in front of people, your peers who know what you're doing or know what you should be doing and then you forget something and it's that nervousness and anxiety. So I never asked them to teach. I get them to do workshops and I get to develop tasks but never to teach them because they panic and they feel like they're put on the spot and then they feel that you're judging them and I don't know. I don't know what the pressures are so I can't judge them for this. I never asked them to teach and the programs will get them to like a micro teaching session. I use lots of questions. They often and it's quite funny because I know we had earlier Angelos was saying about dialogues, getting students to go home and record the dialogue and changing things. I have a constant argument with the talent teachers who say, role plays, brilliant. And I said, how do you do the role play? Tell me what you do. Well, we learn the dialogue from the book. I go, okay. And do you change it? Do you get the students to personalize it or put it in their own thing? No, we just learn the dialogue and they perform this and it's great. It's a great system because when they're going to shops they feel confident to go into a shop and I always use the example of the shop because every dialogue in the book is looking at shops goes, may I help you? Are you all right? Are you okay? So they don't know how to react. So often what I end up doing is I make materials in relation to the requests. For me, I find this really rewarding. It's demanding, it's tough but I learn a lot. I don't want to say an expert but I know a little about a lot of things which makes it easy to pull off. And make sure I make the theory to a minimum lots and lots of sample activities. So here's another task, here's another task, here's another task. And I make them feel important. They are the most important people and I tell them that on the first day. You are the most important people to me. Whatever you want, I can do. And it usually works. Like I said, I know a little about a lot and I can bluff very well.