Tips for getting a CELTA Pass A

As I mentioned in the post about teaching qualifications, doing a CELTA is a great choice for new teachers because the 4-week course will prepare you for your first job. The CELTA is also taken by experienced teachers who wish to improve their teaching skills. This standardised course is offered in numerous locations around the world, including Bogotá and Medellín. It can now be done 100% online because of the pandemic, but I will focus only on the in-class option in this text.

I had never taught English to anyone before taking my CELTA at CELT Athens, so I didn’t know what to expect. In the end, it turned out to be an unforgettable experience that completely changed my professional life. Getting an A grade was a nice bonus, and it made me feel good about my decision to become an English teacher. I can’t provide you with a step-by-step guide to achieve the top grade because there are too many variables, so I will try to share some general advice instead.

Tips for getting a CELTA Pass A

At first, we need to look at relevant statistics. In 2018, the overwhelming majority of trainees (95.4%) successfully passed the course. The CELTA is really demanding, but there is no need to feel anxious about it. Course providers screen candidates by asking them to take a test and undergo an interview in order to select only those who have a real chance of passing the course. If you search for CELTA-related information online, you will probably encounter some terrifying stories of people being on the verge of a nervous breakdown during the course, but I wouldn’t recommend paying too much attention to that. Again, the numbers are clear: if you are accepted on the course, you will most likely pass it.

So who exactly doesn’t pass the CELTA? According to the 2018 statistics, 4% of the candidates withdrew from the course. It’s necessary to emphasise that the full-time CELTA is very time-consuming because you have to spend 8 hours at the centre every day and then do your lesson planning, background reading and assignments in your free time. That’s why taking the course in your hometown may not be the best option because you need to avoid distractions. You should also stay in a place close to the training centre so that you don’t waste a lot of time commuting.

I couldn’t really afford to fail the course because I had quit my job and bought a ticket to Colombia. No pressure then! My solution was simple: I decided to sacrifice four weeks of my life. I spent most of the evenings and weekends studying, and ventured out of the apartment only to do my grocery shopping. It wasn’t the most exciting way of spending June in Greece, but it had to be done. In the second part of the course, I got a little bit more adventurous and went for a walk a couple of times. I even found time to watch two films: Logan was brilliant; T2 Trainspotting disappointing (with the exception of one good scene).

Well, what about the 0.6% candidates who actually failed the course in 2018? All trainees receive constant guidance from their tutors, so you would need to ignore what they tell you in order to fail the course because of your performance in the classroom. In addition, some people think that arguing with the tutors or other trainees is a good idea. Teaching English is a serious profession and it’s important to have that in mind when taking the CELTA. Being punctual and respectful, taking the tutors’ advice into account, and behaving like a decent human being is as important as your performance in the classroom.

Now that I have been teaching for a few years, I know that the bar to pass the CELTA is quite low. You don’t have to do much reading before the course, but you can certainly make life easier for yourself, especially if you are eager to get a good grade. Your centre will probably provide you with a pre-course task, and it’s a good idea to take it seriously. I also recommend that you read the syllabus and assessment guidelines and familiarise yourself with the way the course works. You should also refresh your grammar knowledge to avoid any unpleasant surprises. Raymond Murphy’s English Grammar in Use, which is aimed at intermediate students, will be sufficient.

If you have some free time before the course, you could read the following books, which are very useful for CELTA trainees:

● Martin Parrott: Grammar for English Language Teachers
● Graham Workman: Concept Questions and Time Lines
● Rosemary Aitken: Teaching Tenses
● Jim Scrivener: Learning Teaching

Each course is externally assessed and it doesn’t really matter where you take it. You can find a lot of websites with detailed information about the CELTA, including my favourite resource ELT Concourse. That said, the most important thing you have to do is listen to your tutors because their feedback is the most valuable part of the course. It’s necessary to pay attention to the tips for improving your teaching that you are going to receive. If you are told to talk to your students and not to the board, you are expected to do that in your next lesson. It’s not exactly rocket science because even the input sessions are done in the same way you are supposed to teach.

I understand that teaching your students while a group of people is observing your every move isn’t the most comfortable experience. You don’t need to reinvent the wheel, though. Copying the tutors’ and other trainees’ techniques and using them in your lessons is perfectly acceptable. Your students don’t expect you to be a world-beater either because they know that you are being trained to be a teacher. I highly recommend that you learn their names as soon as possible and try to talk to them during breaks. Teaching people you’ve chatted with before is more pleasant than standing in front of complete strangers.

If you plan to get a CELTA, you need to know that it isn’t a walk in the park. However, if you are a hard-worker with good time-management skills, there is nothing to be afraid of. You are going to receive a lot of support during the course, so you just need to keep an open mind and absorb the knowledge. Chasing an A may leave you feeling disappointed, because the criteria for obtaining that grade are a bit fuzzy; some centres seem to be stricter than others, so luck may play a role as well. Your main objective should be improving as a teacher, and the process of obtaining your CELTA will certainly contribute to that.

Jennifer Soto: We need to adapt to this new reality

The idea to conduct interviews for this blog represents a nice opportunity to get in touch with professionals involved in different educational contexts. Today’s interviewee is a Delta-qualified teacher and entrepreneur who decided to set up a company that provides its services fully online. I hope you enjoy the interview as much as I did!

Jennifer Soto started her teaching career in 2011 at Universidad Central de Venezuela, where she obtained her Bachelor’s degree in Modern Languages. After completing her CELTA in 2015, Jennifer began working for the British Council in Caracas. In 2018, she was promoted to the role of Academic Coordinator and obtained her Delta. She then moved to Colombia, where she co-founded in January 2020. In addition to online classes, this Medellín-based company provides translation, content writing, proofreading and editing services. Jennifer currently lives in Canada.

Jennifer Soto,

Most teachers got involved in online teaching only because of the pandemic. You co-founded in January, so I assume that you decided to make the switch to online classes by choice. What prompted you to do that?

I’ve always wanted to create something of my own in the typical ‘I want to be my own boss’ way. However, I wouldn’t use the word ‘choice’ to describe my circumstances. When I relocated to Colombia with my husband, we knew that we would be moving again relatively soon, which meant I couldn’t commit to working with any company. I started teaching private classes thanks to my colleagues’ recommendation and soon realized that it was the perfect moment to create a website and develop the idea of offering different language services online, working with other language professionals and giving people solutions for their language needs.

What does a typical class with your company look like? What methods and resources do you use?

I learned a lot in the British Council and many of the ideas are applied in our classes. We use the communicative approach and a typical class will start with the teacher and the student discussing a topic to break the ice and start showing what the focus of the class will be. After that, they will read, watch or listen to something that will be the framework for the rest of the classwork. The student will focus on the main aim of the lesson and then do speaking or writing activities in which they can use what they’ve learned so that they can internalize the information.

Our students will always have the opportunity to practice and communicate in the language they’re learning. Teachers are not the ones speaking the whole class like in a lecture; they interact with students, ask questions, play games, etc. Students will be working, analyzing, and using the language instead of just sitting in front of their computer receiving information.

We use some coursebooks as guidance, but we also like to utilize authentic materials like movies, songs, news articles, etc. This gives students a variety of sources to work with and shows them real examples of the language. Students sometimes suggest topics or materials and we adapt our lessons to include their ideas. We try to personalize our courses as much as possible and students are completely involved in their learning process.

You deliver your classes via Zoom. Why did you choose it? Have you tried any other tools?

We were already familiar with the platform, which has many useful features for online lessons like having breakout rooms for activities in pairs or small groups. Zoom makes it easier for teachers to plan more dynamic activities. It is definitely user-friendly, so it was easy to adopt even for those who hadn’t used Zoom before. That said, we are thinking of working with Microsoft for Education to give our learners a more complete and better experience with a combination of programs. It would allow us to use Teams to teach our lessons, upload our material and students’ production to the cloud and have live chats with other students and teachers.

Jennifer Soto,

Let me ask you about something that most teachers in Colombia have had to deal with. Do you think that students can get the most out of online classes if they don’t have access to a PC and have to use their phone?

The experience certainly won’t be the same, so the teacher needs to adapt their lesson or give those students alternatives. Writing on the teacher’s screen might be too complicated for phone users, so the teacher can ask them to write their answers in the chat box. If there’s a reading activity, the teacher can send the text in advance so that the student can print it or have it on their phone, and so on. Although using a phone is not ideal, it can be done, and students can actually improve as much as if they were working on their computers. Of course, it will depend on how motivated they are and how much support their teacher gives them.

I have a colleague who teaches Math through WhatsApp in Brazil, and if he can do that, then I can teach languages! Seriously, we are lucky that we can do so many things with our phones. We actually have a WhatsApp group where our teachers and students share links, videos, quizzes and even memes to practice English outside the class.

Most of us switched to online classes practically overnight, so it took us some time to get used to the new situation. What would you recommend to teachers who are new to this?

To switch to online learning as well. I wasn’t that new to online teaching, but my experience was mainly in the face-to-face environment, so when we decided to found, I started enrolling in online courses myself to learn how to utilize some methodologies or tasks. I took the Teaching English Online course by Cambridge Assessment English, watched tutorials on how to use the platforms, used one new feature each class and, little by little, it became natural, and I’m still discovering new interesting things to make my lessons more dynamic and enjoyable. There are plenty of resources that will help you a lot. The good thing about the pandemic is that we are learning and adapting, and I don’t think that’s something negative. Sometimes, if not forced to do something, we never actually do it.

That’s really good advice. By the way, I noticed that you started making YouTube videos. I really liked the one about Venezuelan words that come from English. I hear those words all the time, but I hadn’t realised they were taken from English until I saw your video! What plans do you have with your YouTube channel? I imagine that coming up with new ideas for videos can’t be easy.

I’m glad you liked it and I hope you also like the other videos me, my partner and our students have made. That video in particular was my first one ever; I wanted to do it about something that amazed me and thought that others might feel the same way. We sometimes take languages for granted and simply use words because it’s natural, but when you dig deeper, you end up discovering amazing facts and learning that your language is in fact a combination of languages.

Our plan with the YouTube channel is to keep making videos that teach, motivate and entertain our viewers, who are not only English learners. It’s definitely a challenge to come up with ideas that can be of interest as it seems everything has been done already, but I think we are focusing on producing content that can be useful. We recently collaborated with English teachers around the world to make a video about accents, and I loved the experience, so I hope we can continue doing things like that to motivate others.

I completely agree with what you said in the video. Speaking of Venezuela, the country’s own crisis has been exacerbated by the pandemic. I imagine this must have affected the primary and secondary education in a terrible way. What about ELT? Is there now any market to speak of?

I still have family there, so I’m aware of the situation and it has definitely worsened their education system. I know there are many teachers making a lot of effort and sending assignments by e-mail and working with WhatsApp. When it comes to online classes, I doubt that’s an option for many as the internet service is too unstable and there are many blackouts.

Regarding ELT, there’s definitely a market precisely because of the crisis as many want to have opportunities abroad or work remotely for international companies and they need English for that. I know most English institutes are offering online lessons, but again, the internet and electricity are still an issue.

You have experience with teaching Italian and Spanish. How does that compare to teaching English? I am particularly interested in Spanish, which is your mother tongue. I can’t even imagine myself teaching my native language; I think I would fail miserably if I tried to do that.

I used to think the same, but I do my research and prepare my lessons just as I do for my English and Italian lessons. Yes, I’m a native speaker, but that alone doesn’t make me a qualified Spanish teacher. I take what I learned from my CELTA and Delta and apply it to my lessons based on research of the different aspects of the language. This is very important for me as a native Spanish speaker because I may sometimes consider some things obvious, or I may forget my students don’t know the nuances as well as I do and it may be difficult for me to understand why they’re having certain issues with the language. So I try to see myself as a Spanish learner as well and try not to forget the learning process, and I definitely apply knowledge from English to my Spanish lessons.

Could you talk a little about your experience with obtaining your CELTA and Delta? Where did you take the courses and what was it like?

I took both courses in the British Council in Caracas. I would say they were both the most challenging yet rewarding experiences in my career. The CELTA was a face-to-face course that took one month; it was really intense and I ended up not wanting to speak or hear English at home! It changed all I knew about teaching because my tutors showed me techniques and resources that I had never thought existed, and I realized there that teaching is a collaborative job and that the most important individual in a lesson is the student. That should be obvious, but the course helped me to teach with that in mind.

I chose the distance option for my Delta, so it was done online except for the in-class teaching practice. It was a whole new experience that required a lot more discipline and organization since you don’t have a set schedule, so you need to have excellent time-management skills. I was teaching, working as a coordinator and doing the Delta at the same time, so it definitely meant investing a lot of my free time.

While CELTA gave me great tools to teach, taking the Delta was what made me a real teacher. Getting to know the learning process more in depth, understanding students’ different needs, strengths and weaknesses, analyzing why we do certain things in certain ways or learning how to change some activities based on your specific group, all of that was extremely useful. I love learning and I could write a book about all the things I learned from the Delta, but I will just say that it changed my life as a teacher.

What do you think of the fact that those qualifications can be now done 100% online?

I find it amazing. It means more teachers from other parts of the world now have the possibility to take the courses, interact with colleagues from around the world and get to know the different teaching realities. The pandemic has already changed the way we teach, and if we don’t adapt to this new reality, we’ll end up being left behind. I’m sure tutors are adapting the materials and sessions for the online environment as it’s obviously a different experience in many areas. I think we should embrace it and take advantage of it because we will still be able to apply many of the things learned in an online CELTA to our face-to-face lessons.