Rachel
From feeling overwhelmed by the amount of emergent language in her classes to making informed, on the spot decisions. Rachel’s story illustrates how giving her learners more agency helped reduce the intensity of her preparation, while also making the learning in the classroom more meaningful and sustainable.
Samantha
After teaching for over 20 years, Sam felt she wanted to reflect on her own teaching methods and refine her skills. So, when the opportunity came up she decided to take part. Her story shows how initial hesitation at investing in her professional development more than payed dividends for her teaching.
Alastair
After years of more grammar-based teaching, Alastair joined the Toolkit wanting to develop his skills and work with emergent language more effectively. His story shows how the course helped him broaden his thinking, question some long-held teaching habits and develop a clearer sense of his own identity as a teacher.
