I recently wrote a blog about the need for improved behavior management training for EAL teachers because standard TEFL certificate courses, (which tend to vary in quality), only really provide trainee teachers with an outline in basic language teaching methodology.
Once trained, teachers then have to ‘cut their teeth’ in the EAL classroom by quickly learning about the many other traits involved in becoming a skilled teacher which are not taught during their initial training course. Learning the skills of good behavior management in class is just one of these.
For the very first time next summer, we plan to incorporate a new module on behavior management training as part of our CPD ongoing training for teachers – the first time we will have ever done this – as we realize that the world has changed since the outbreak of the Pandemic and the rigors of teaching modern day EAL students, who may have once upon a time been polite and genteel, appears to be more of a challenging issue for EAL teachers today.
Another area which is closely linked to behavior management but may need to be rethought on an industry-wide level is training rookie teachers on how to deal with and get the best out of students with dyslexia or other learning difficulties such as Autism. Since the Pandemic there seems to be an increasing number of students with Special Educational Needs who require individual attention within a classroom setting. (The role of a teacher is never easy!). Of course, failure to address individual learner needs could have a dramatic effect on a class setting including knock-on behavior management issues.
If the EAL Powers that Be including the British Council are serious about producing quality teachers fit for the modern age, perhaps there needs to be greater thought given to teacher training and the various tools that modern-day teachers need to be equipped with before ‘cutting their teeth’ in the classroom. As a matter of fact, next summer, we will also be initiating CPD classes for our staff in teaching students with dyslexia and barriers to literacy in the hope that teachers can truly provide good learner outcomes for all students.
The Cambridge Centre for Languages
Better Language Skills 