Neil Anderson
I have been a teacher educator for nearly 20 years and I still feel a thrill when starting a new course with teachers: working with teachers, from a variety of backgrounds, never gets old. If I was asked to summarise my training philosophy, I would say: have clear goals and objectives for a course or session but leave space for the participants to bring their experience, ideas and concerns; motivate and lead by example, but take a back seat where appropriate; make the whole experience meaningful, relevant and reflective. Don’t simply teach – learn.
CELTA / DELTA Trainer / Assessor
Co-Author Activities for Task-Based Learning Ernst Klett Publishing
Cambridge Assessment English DELTA Module 3 Principal Examiner
Inaugural DELTA Award Winner, 2001
BA in English Language and Literature, Oxford University, CELTA, DELTA
Rachel Appleby
I never expected I’d become a language teacher, but I was hooked from the first moment, and now 25 years on, I still get excited about starting a new course. Whether it’s a group of trainee teachers, or a one:one executive, for me it’s always been about the person, their individual needs and interests, and how they learn best. And the bonus for me is that I learn so much - about a host of areas I’d never come across otherwise. These days I tend to work mostly with university students, higher-education academic staff and business clients. I also works on Euroexam’s go2uni programme, preparing school-leavers for applying to university abroad.
EMI Trainer (with English as the Medium of Instruction), and CELTA and LCCI Trainer.
Co-author of teaching materials for Oxford University Press and Macmillan, including Business one:one, International Express, Navigate, and The Business – Advanced.
MSc in English for Specific Purposes
Piroska Ballér
Teaching English has always been my dream job and having taught varied classes from bouncing ten-year-olds to grave medical experts, I believe our success as teachers depends on exploring, understanding and meeting our learners’ needs. Planning a course or a lesson carefully, therefore, is of the same importance as being observant and flexible, in accordance with these needs. I never get tired of learning and teaching new techniques, exploiting and experimenting with new resources, all this with a very selfish aim: much as I like and practise music, my favourite sound is still that buzz in the classroom when learners are engaged in a task they are genuinely interested in.
Teaching English by Cooperative Learning
Needs Counsellor (Interpersonal Communication)
MA in Classical Philology, Literature and Linguistics CELTA, DELTA
Stephanie Bradley
I have been passionate about person-centred learning since the mid 80’s when I trained at the Charlotte Mason College of Education. I offer CPD training courses on MS Teams for Higher Education professionals and all educators who seek to create dynamic, interactive learning opportunities for their online participants. Previous attendees have described me as patient, enthusiastic and full of great teaching tips. If you sign up for one of my courses you will be sharing my 38 years of teaching experience, which includes: 36 years’ experience of working with international groups, 25 years teacher-training experience, 8 years of academic teaching, both in the UK and abroad, and more than 6 years’ experience of teaching online.
ATE trainer
E-Materials Writer, Storyteller & Author
MA - University of Wales - UWTSD, (2020)
Inaugural DELTA, Cambridge University (1996)
Diploma of Education (1985) / CTEFLA (1992)
Anna Csíky
Having spent ten years in secondary education, I've seen how having high expectations of my students, coupled with trust and care, can become a self-fulfilling prophecy - and this has become important in my training philosophy too. I believe a good training session allows teachers to be active participants in their learning, and these days the most important question for me is why we do the things we do. This probably comes from my consultant work with ed tech companies, through which I've developed a passion for using technology and resources in a pedagogically sound way, keeping in mind what we know about how people learn.
DELTA Tutor
Language Learning Specialist, Drops
Teacher Trainer, ISL Collective
Co-author Finals Light coursebook
MA in Teaching English as a Foreign Language, CELTA, DELTA
Kristóf Hegedűs
We are an inquisitive lot, humans are. We love to discover, learn new things and experiment. We love to peek behind doors, whether physical or metaphorical. For me, teaching has always been about accompanying people on their journey of exploration and making sense of the world together as a shared experience. I also believe that students’ individual motivations play a fundamental part in how they can best engage with whatever they are learning and it’s up to us, teachers, to understand those motivations and create the framework to guide them along the way.
E-moderator
Co-author of Longman Exam Activator (Pearson-Longman)
B.Ed. in English, MA in English Language and Literature, RSA PrepCertTEFLA
Luca McEachan
There are so many aspects of teaching I’m passionate about, but I believe that it’s the impact you can have on a learner’s progress through study skills and coaching techniques that can make all the difference. This is certainly what I feel when I’m working in an international classroom environment at Kaplan International School in Edinburgh. Raising intercultural awareness among teachers and students and applying techniques that take these issues into account both procedurally and in terms of content are exciting challenges for me as a teacher and teacher trainer.
IATEFL conference presenter
Co-author of practice test book
British Council-qualified e-moderator
City & Guilds Examiner and Trainer
BSc in Economics, MA in TESOL
Vanja Smoje-Glavaski
For me many years of teaching and training have proven to be a truly rewarding experience when it comes to forming bonds with people and making an impact on their professional and academic lives. I am a firm believer in the power of real communication and engagement in the classroom, and in approaching each student as an individual with their own needs and qualities. If I had to come up with a moto that summarises how I feel about my work, it would probably be something along the lines of ‘Enjoy what you do, and never stop learning’, professionally or otherwise.
CELTA Trainer
Mentoring Training ELTE
Co-author of Online Grammar Course for English Language Teachers
Cambridge Oral Examiner
MA in English Language and Literature, CELTA, DELTA
Luca Tényi
My initial training was such an eye-opener for me that I have been trying to spread the word ever since – I have trained pre-and in-service teachers, assessed young learners and helped their teachers in many different countries. I have come to realise that the moments when teaching and learning cross are the most satisfying ones for all parties involved and this is what I strive to do: find that “learning edge” and facilitate the process. I consider myself a holistic teacher/trainer, and always try to look at the whole person and I find it very important to leave any session having learnt something from and about my students or trainees – and language happens to be part of that.
CELTA tutor
Trinity International Examiner
IH London Professional Development Courses: Language Development for Teachers, CLIL, New Trends
BA in Economics, CELTA, DELTA