I‘ve just finished my first week of Delta Module 2 at IH Wrocław. I have to say it’s not what I’ve expected but no less challenging! Our students are all young, professional Poles with a very good level of English. They’re very cooperative and eager to learn but most importantly eager to apply what they’ve learned– which is not something accustomed to after a stint in Saudi Arabia!
Students discuss agreeing and disagreeing during a TP
So far all of the candidates in my group (total of six) have completed a diagnostic lesson and a developmental lesson and received feedback. Our next (or first depending on how you look at it) is our LSA (Language Systems Assignment). This is a longer, more in depth analysis of a particular language system (lexis, phonology, grammar, functions, or discourse) of no more than 2500 words and an accompanying lesson plan.
Mr Alex Tilbury, main course tutor
As in the CELTA, the problem isn’t that the work and assignments are particularly difficult or challenging, but that it’s a lot to manage in a short amount of time. A typical day includes teaching practice (TP) feedback, 2 input sessions, an hour break and then 2 hours of teaching practice/observation. As you can see there’s not a lot of time during the day to plan lessons, and/or work on assignments, let alone have lunch! Good time management and organisational skills are essential, and I think it’s interesting how Cambridge has worked this element of professionalism into the course.
Mr Anthony Guaghan, co-tutor for the Delta course
I have to say our tutors are quite supportive and knowledgeable and this is something you should definitely consider when choosing where you do your Module 2. It would be nice if we had more time to reflect on the input sessions but this is par for the course.
Aside from not having enough time, the only issue I have is with the teaching practice. Specifically the students. They’ve all done similar courses at IH (one of them has been coming for 6 years!) and more or less know what to expect. They’re used to getting up and moving around, working in pairs/groups, being able to speak at length at a moments notice, etc. From my experience, many students aren’t really prepared for this kind of classroom management and can be quite hostile to these approaches. My main challenge for after this course, but something I’ll need to think about at present, will be how I’m going to translate these techniques into different contexts. How does theory hold in the face of praxis?