Teaching Methodology

Since the foundation of the school, our focus has been teacher training and development. We implemented a teacher training programme that concentrated on the practical side of teaching English.

The Selection and employment of teachers is carefully considered. In general terms this selection process takes the shape of a triangle which has three aspects.

The first point is Knowledge of the Subject; the second is the teacher’s Skill/Technique (the Practical Side); the third is his/her behaviour.

For the first aspect, potential teachers take a placement test and must achieve an advanced level score to gain acceptance.

The second point concerns teaching skills and techniques and puts the interactive approach to language learning into practice.

Trainee teachers must first achieve the TKT (Teaching Knowledge Test) Cambridge Award; moreover, they must complete the IH Certificate in Teaching Languages to Adults (CLTA) which is the base for the Cambridge CELTA Certificate.

Due to the changes and developments in terms of teaching English, the old traditional grammarian method which is commonly used in many of our public and private schools is simply outdated. The interactive communicative approach is much more geared towards students’ needs and abilities whether socially or educationally. The basis of this approach lies in the various student groupings (lockstep, pairwork, group work and individual study).

Lockstep is when the teacher is in front of the class and playing the role of controller and all the students are ‘locked’ into same activity – this would be similar to the role of the teacher in the Traditional Grammarian Method.

Pair work involves two students working together and increases the amount of speaking time. It allows students to use language and also encourages co-operation which itself is important for the atmosphere of the class and for the motivation it gives to learning with others.

Group work is more exciting and dynamic than pair work as there is greater possibility of discussion. Students will be teaching and learning in the group showing a degree of self- reliance that isn’t possible when the teacher is acting as controller (lockstep).

Individual study is frequently quiet. This should not be underestimated. Sometimes students need a period of relative silence to reassemble their learning attitudes.
For example, individual study would be suitable for a reading comprehension exercise in which the aim would be for students to focus on understanding the text to answer questions. The mind understands by reading silently and not by reading aloud.

To conclude on the third side of the triangle which is behaviour, our policy is to encourage all members of staff and students to build meaningful relationships based on mutual respect and co-operation. Teachers may encounter disruptive behaviour and dealing with it accordingly is essential for maintaining a relaxed atmosphere which is one of the main components of the interactive approach.