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Should A Coordinator Be A Leader?

Business woman in a meetingKaren Capel, an Academic Coordinator and teacher trainer, returns with another guest post for Coordinators and Directors of Study, sharing her thoughts on leadership in schools.

Do you think a good coordinator should motivate and inspire? Then we would agree that an effective coordinator should also be a successful leader.

These two roles are deeply interwoven, complementing and enhancing one another to result in a complete professional who is able to carry out managerial duties outstandingly.

Whether you are a natural leader or you have learned to be one, it is your responsibility as a coordinator to innovate and develop, to focus on people (both staff and students), to inspire trust, and to focus on both short-term and the long-term goals. You must also challenge the status quo in view of achieving your institution’s objectives and providing a better service to students. Therefore, a leader not only does things right but also does the right things. According to the leadership guru Warren Bennis, all of these are characteristics of a leader.

So what type of leader should you be? Hopefully a transformational one, achieving objectives by inspiring your staff and fostering the sense of belonging that will result in the formation of a real team. It is proactivity and the drive for continuous improvement that characterise both transformational leaders and successful coordinators.

The leadership style one follows is, needless to say, highly dependent on personality, though an effort must be made to ensure our staff is given the opportunity to express their ideas and put forward their suggestions, for this is the only way a team can work to its maximum potential and enhance each individual’s unique skills and capabilities. Nevertheless, it is worth pointing out that even when listening to every member’s opinions and allowing discussion of the different issues on the table, it is the coordinator who should make the final decision in all matters and who will always maintain responsibility for the courses of action decided upon. Only then would you embody a democratic leader who enables teachers to feel trusted and heard while supported and guided toward common goals and objectives. It is our teachers who are in direct contact with students and may therefore be in possession of invaluable information upon which all-important decisions may be taken. It is key to trust our own judgement when taking on employees and pay attention to the professionals in our staff and what they have to contribute, as it is they who should follow the procedures enforced and may come up with alternative and improved ways of dealing with certain issues.

On becoming a coordinator, it is highly plausible that you will encounter members of staff who are supportive and always willing to lend a helping hand, work as a team and back your decisions with a goal of improving the services provided to students, as well as internal procedures and practices; but it is just as plausible that you will encounter teachers who are resistant to change and who will antagonise every decision. It is you as a leader who must find the way to put them on your side by tactfully showing them that you are part of the same team and that each and every decision made has been thoroughly examined, all alternatives considered and every opinion carefully listened to. Once again, democracy is the key. Give these members of the team even more chances to participate and express their opinions and make them feel valued and trusted as professionals. Truly listen to what they have to say, for their ideas and suggestions may be altogether valuable and useful for decision-making, and then make your own decision based on the big picture and all relevant elements, which they might not be aware of. Just make sure you carefully choose your battles and let them win sometimes, as this is the only way they will actually feel you are paying attention to what they have to say.

It is also worth noting that a leader is not someone who is always telling people what they have to do, but someone who subtly makes it clear to everyone what his/her role is and what is expected from him/her. Leaders provide guidelines on how to proceed and accomplish the goals set while fostering teamwork and making employees feel trusted, and are therefore a paramount element for the organisation to achieve efficiency and growth.


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Class observation: beyond the obvious

Observing a class in actionKaren Capel, an Academic Coordinator and teacher trainer, returns with another post for Coordinators and Directors of Study, sharing her tips for observing teachers in class.

Observing teachers on your staff on a regular basis is one of the essential tools to ensure the quality of the service you offer to students. As a result, it is of paramount importance to utilise class observation in a sensible yet effective way in order to achieve not only the expected results, but also the professional and personal growth of the members of your team. It helps them feel valued and creates athe sense of belonging necessary for each individual to work to the utmost of their abilities.

When one starts observing lessons, the focus tends to be on the technicalities that we believe are the key elements of a good lesson: having a clear objective; giving instructions and checking understanding; eliciting responses from students; classroom management strategies; use of materials; TTT and STT (Teacher Talking Time and Student Talking Time) to mention just a few. However, my experience proves that there are some other underlying elements which can mean the difference between a lesson being a success or a complete failure. For example, the rapport the teacher establishes with the students, which can result in better engagement with the planned activities, with students participating actively and therefore acquiring the target language easily.

Other aspects of equal importance include whether the contexts and activities chosen are appropriate for both the level and age of the students, and the balance of activities and interaction patterns used. These will enable the teacher to deliver a lesson which caters for all learning styles, gives all students the opportunity to express their ideas and clarify any issues which may arise, as well as practise and reflect on the target language.

What tends to be overlooked is being flexible enough to recognise opportunities to share knowledge with students. Often students come up with questions, raise doubts or even point out mistakes – which gives rise to opportunities to explain things more clearly, to share your knowledge – but often these opportunities are ignored by teachers due to a desire to focus on set objectives for the lesson. In these situations, taking the time to explain things further leads to further learning and students leave the classroom with the feeling of having had an enjoyable time while learning about the language in a memorable way.

The pace of the lesson is also crucial. Too fast and some students may not be able to follow. Too slow and the stronger students quickly get bored. Striking a balance between allowing enough time for students to understand and actually incorporate new language items and keeping a dynamic pace which prevents dullness is the key to a successful lesson. Furthermore, activities should be linked with one another so that students see them as meaningful – we as teachers set objectives according to what we want students to learn, but we need to create contexts and link tasks in such a way that students feel there is a purpose to them and they provide a natural progression of learning.

Time management is vital as well. I have seen lessons where teachers had clear objectives and were just about able to meet them through the use of appropriate teaching techniques – eliciting when necessary, giving precise instructions, etc. – but by the end of the lesson students had learnt very little. Why? Because the teacher did not make the most of the time available. And this is imperative, since most EFL students are in contact with the target language only during their lessons, this being their only chance to listen to and practise it.

The same happens with the balance of activities and skills dealt with, as every student needs to have the chance to practise their speaking skills in every single class, considering this may be the only time they do so during the week. How can one learn a language if not given possibilities to use it? That is why STT should also be maximised.

Needless to say, all of the aforementioned points are intertwined and, one way or another, related to the role of the teacher. The teacher must be the facilitator of the lesson, always showing interest in the students’ learning and therefore closely monitoring and following what each student is doing and the difficulties they may be facing . Nevertheless, it is worth pointing out that this should not be taken as spoon-feeding them, but as providing them with the necessary tools so as to gain autonomy and control over their own learning process.

It is achieving this seemless integration of facilitation and organisation which leads to a successful lesson, rather than merely applying solid teaching techniques.


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The whys and hows of syllabus writing

Mature woman working at her deskKaren Capel, an Academic Coordinator and teacher trainer, returns with another post for Coordinators and Directors of Study, sharing her tips for writing an effective syllabus.

More often than not teachers receive syllabi which are kept unread. I remember receiving mine at the beginning of the academic year and just archiving them after marking which pages of the Student’s Book to omit. Why? Because they were more of an outline of what to cover than a syllabus. Why is this a problem? Because as coordinators we cannot be present in every class and certainly cannot see each and every lesson plan our teachers produce and implement. As a result, syllabi are valuable tools that allow us to guide and support teachers in various ways.

First and foremost, a syllabus should inform of the teaching points needing to be covered in order for students to reach the objectives set for the course and therefore pass tests and exams. Secondly, it should instruct teachers which methodology to use and the type of lessons you expect, as well as the balance of interaction patterns, time devoted to the different skills, amount of TTT (teacher talking time), etc. A good syllabus will, as a consequence, be a benchmark that enables teaching staff to be aware of what is expected from their lessons.

How can we write a syllabus which serves such a purpose? Here are 4 tips:

1. Keep the target audience in mind

It is crucial to know the teachers on your staff and write accordingly. Syllabi for newly qualified teachers should not be the same as those for experienced ones. It is therefore essential for you to know the type of teacher in every level so as to include the necessary information and cater for every teacher’s needs. Undoubtedly, less experienced teachers will need more thorough explanations and step-by-step indications of how to work with every task in the book, as well as ideas on the kind of warm-ups they can use, ways of eliciting information from students, extra activities they can incorporate in their lessons, etc.

2. Think of the syllabus as an extended lesson plan

Explain how you would work with each unit, including links between the different activities, appropriate warm-ups and follow-ups, whether you would propose activities as pair-work, group-work or individual tasks. Think of plausible questions which may be asked to enrich the lesson and useful tips regarding the development of skills and strategies. This will help teachers save time when planning, help them embed new techniques or methods, and seek help in those areas where they are less confident. It would be expected for new teachers to stick to these plans more strictly and for experienced teachers to take bits and pieces they find helpful and use these guidelines more flexibly.

3. Use syllabi to adapt coursebooks to the target students

No matter how good a text is, it is impossible for it to cater to all students, learning styles and needs. As coordinators, it is our responsibility to make sure students feel comfortable in their classes and that the materials used are appropriate to their ages, levels and interests. Sometimes it is necessary to replace activities or texts, which may be either too childish or too complex for students, with alternative or complementary ways of presenting certain points. It may also happen that topics which are either too culture-specific or just not interesting for a particular group of students appear. Should this be the case, those activities should be replaced with more appropriate and engaging topics your students will find more relatable and enjoyable. Make sure you cover all these noteworthy elements properly.

4. Remember the final recipients

The people who will be impacted most by what you plan are the students; a vast majority of whom are likely to be ‘digital natives’. Students expect technology to be used in class, as it represents an instrinsic aspect of their lives and they see it as a natural context for learning. It is therefore of paramount importance to incorporate technology into the syllabi we produce in order for teachers to understand its relevance and utilise it in their lessons as well. Try to include links to websites that both teachers and students may find of interest, be it to read a good contextual piece or study tips, or to do some practice through interactive exercises or games.

What other aspects do you consider when writing a syllabus?

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All for one and one for all? Fostering teamwork among your teaching staff

Group of teachers working togetherKaren Capel, an Academic Coordinator and teacher trainer, returns with another post for Coordinators and Directors of Study, sharing her tips for encouraging teamwork among teaching staff.

Teamwork must be at the core of any organisation’s corporate culture. Needless to say, it plays a crucial role in educational institutions, since it is teachers who represent their values and principles before students, in addition to building trust and respect.

In order for this relationship to be successful, we need to ensure teachers are acquainted with the philosophy behind our school, as well as any news or decisions that have been taken and may affect either them or their students. It is essential to bear in mind that even if students know us as coordinators and resort to us sometimes, this happens only in certain circumstances. Otherwise, it is their teacher who acts as the main source of confidence and information, and who consequently needs to be well-informed at all times.

It goes without saying that teaching can be lonely at times. We are always surrounded by students but the actual work is done solo: planning, doing research, creating materials, evaluating our performance after a lesson and even the delivery of the lesson itself. It is therefore the coordinator’s responsibility to make sure all teachers receive the necessary support and guidance so as to feel part of a team and supported.

Below you will find some tips which may help you achieve this not-so-easy task:

  1. Set common objectives and make sure everybody is fully aware of what these are and what they entail for each member of the team. It is vital for you to believe in these goals in order for the rest of your staff to believe in them as well.
  2. Roles need to be clear for everyone to do their job right, so let people know what their responsibilities are and how they fit into the organisation. This will help avoid misunderstandings, tasks which do not get done and overlapping of roles.
  3. Show your team a confident attitude. You need to show staff that if you pool your efforts, you will be able to achieve your goals.
  4. Share your knowledge and expertise when appropriate, especially with new or less experienced teachers who may need more guidance. Remember to always be careful that your suggestions are expressed in a non-patronising way. Staff should be encouraged to pop in whenever they feel they would benefit from some support.
  5. Leave your office doors open for teachers to share any concerns and/or suggestions they may have. Remember they are the ones in direct contact with students and therefore have access to first-hand information, which may prove of paramount importance to making the right decisions regarding courses, coursebooks, methodology used, etc.; all key elements to successful coodination. Being fully informed and keeping a close relationship with your staff paves the way to proactivity and, as a result, success.
  6. Be accessible and dependable. Leaving the door open should be an attitude rather than just an action. You ought to be a good listener and really pay attention to teachers’ ideas, suggestions or preoccupations. Follow-up on the different issues that may arise and make sure you answer their queries and provide them with the information they require. Adopt a democratic leadership style, asking for their feedback on any decisions taken and letting them have a say – even if the final decision will always be yours. Praise contributions and ideas and listen to constructive criticism. It takes courage to let the coordinator know you don’t agree with something, so value this as proof of motivation and a desire to work towards common goals.
  7. Communicate with staff on a regular basis, be it by email or face-to-face, before or after lessons, or at formal meetings. Make sure communication is two-way and that the necessary channels exist for staff to not only receive information but also share it, both with you and with other teachers. This can be done, for example, by having Google Drive groups where you can share links and materials found online or created by the members of the group. You can also organise events where teachers can share and present their ideas and materials to one another. Although this could be seen as time-consuming and difficult to organise, it has proven to be extremely useful for my teachers, due to the fact that it provides them with the chance to see ‘materials in action’ and get acquainted with their rationale.

What do you do to promote teamwork within your institution?


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Bring your ELT coursebook to life!

Students with a textbook in the parkKolos Esztergályos, an Oxford ELT Consultant based in Hungary, gives his tips for how to breathe new life into your ELT coursebooks.

Most teachers would agree that no matter how attractive an ELT coursebook might look, its real strengths and hidden weaknesses will unfold only in action, that is, in actual classroom use. And then, it’s not long before teachers start saying things like “Oh, that text didn’t go down particularly well with my students” or “My group couldn’t care less about pop stars”. With the new academic year looming ahead, it looks like a good time to start thinking about your new classes, your present coursebook, and how to match the two by tweaking some elements to your and your students’ tastes.

Generation gap 1: You know the movie star? Chances are, your students won’t

You have a charming Pierce Brosnan smiling at you next to a reading text about James Bond movies. You might find that your students will have a different idea of a heart-throb. With today’s online resources it’s only a matter of a few clicks to revive the personality and put them into a present-day context through Wikipedia or IMDb facts and links. Start off with a topical bit of information or a recent photograph that can spark a discussion about a life event, a controversial topic, or the social issues a celebrity is likely to stand up for. With less advanced groups you can use the photos only: in pairs, one student describes the person in the photo from years ago, the other will do the same with a more recent one. Later, they will show their pictures to each other and find out that they have been describing the same person – with a lot of differences!

There are many various possibilities, but the main thing is to find a way to relate the person to your students’ present reality.

Generation gap 2: You can’t relate to a topic

You’ve never followed the Premier League events. You can’t see how designer brands make a difference. Your worst idea of a holiday is couchsurfing.

It’s very likely that your students will be experts on the topic, so the best thing is to own up. Argue that you don’t see why brands / clothes / having the latest gadgets / etc. are important. You’re sure to instigate a wild classroom debate, especially with the 14-18 age group.

Tom, Dick and Harry

By the very nature of coursebooks, exercises are often riddled with general, “faceless” names. You might want to try and add a little flavour by replacing these with the students in your group. “What time does Ivan get up?” will have a totally new interpretation if Ivan is the regular latecomer in your group! “What would Mr (eg. history teacher) say if he found out that you had copied your homework?” will also shed a new light on typical questions. But even without direct references, any mechanical exercise will benefit from turning fictitious names into flesh-and-blood people. Of course, it is your responsibility to avoid sensitive issues and to maintain the integrity of all people involved.

 “C, final answer”

Multiple choice tasks are prevalent in any ELT material, obviously, for good reasons. But don’t forget that any classic MC task can be turned into a ‘Who Wants to Be a Millionaire’ quiz item to involve groups of students and to increase motivation. There are some great online tools to create your own quiz show. You will have to introduce “cat mode” (ie. multiple lives) if you want to play it with more students or groups of students simultaneously; all students or groups will mark an answer, but those who get it wrong can also play on with a life lost, or, alternatively, by earning no points/”money” for that round. Even more engaging if played with toy money, where culturally acceptable.

Video killed the radio star

ELT materials today tend to cater for the fact that students are brought up in a multi-sensory environment. As a result, these materials make use of visual, auditory and kinaesthetic channels to accommodate different learner types and to make content more memorable. This, in turn, allows us to transform material by “switching off” channels to leave more to the imagination. If you have a listening text, first use the transcript only to let students make guesses about the age, sex, occupation, etc. of the characters. If you have a video, use the audio only and get students to make the same inferences. This may sound time-consuming but will help students focus on the linguistic material to make judgements and to work with the text more intensively.

My test, my learning

It is indeed very appealing and time-saving to print off a ready-made test, but you can make students part of the whole learning process by involving them in test design. Use your review lesson to get groups of learners to write tasks for an ideal test they would be happy to take. This will make them go through the material covered and they will be likely to use the task types found in the coursebook. Collate and correct the tasks, go through some of the items together. The remainder will give you the basis of a test, ideally to be used as it is. When compiling the actual test, give students credit for an extra morale booster. I’ve found that this works especially well with students who need extra support.

Naturally, this is a list of recommendations only, but I hope that these ideas will give you enough inspiration to look forward to a new academic year!