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      Ayneabeba Andualem, Ethiopia

      Submitted by TE Editor on 28 November, 2008 - 12:19

      Ayne's interest in English began at primary school where his English teacher inspired him to choose English teaching as a profession. Ayne sees interaction as a key factor to help teachers change and develop as professionals.

      Harshwardhan Kadepurka, India

      Submitted by TE Editor on 28 November, 2008 - 12:32

      Harsh is involved in a wide range of ELT activities through the many different roles and responsibilities he has in his current job. He began his career as a literature teacher but, after attending a programme on linguistics and ELT decided to move into language teaching.

      Nigussie Negash, Ethiopia

      Submitted by TE Editor on 28 November, 2008 - 12:57

      An important early influence on Nigussie was his teacher in primary school who motivated him to learn English. The teacher held competitions where learners would compete with each other in reading aloud. This helped Nigussie to acquire his clear pronunciation.

      Svetlana Hanusova, Czech Republic

      Submitted by TE Editor on 28 November, 2008 - 13:02

      Svetlana was trained in traditional teaching methods. Her experience of observing a trainee teacher trained in modern methodology inspired her to change her teaching approach. For Svetlana the best way to develop is to focus on learning and the learners.

      Sultan Alharisy, Yemen

      Submitted by TE Editor on 16 December, 2008 - 13:54

      Sultan carried out classroom action research to help him identify why his learners had problems writing in English. One of the techniques he used was observing – both teachers and learners. His research led him to create activities to help learners relate sounds with spelling and also how to build phrases into sentences.

      Marina Belousova, Russia

      Submitted by TE Editor on 19 June, 2009 - 15:31

      Marina’s research has shown that even from a young age children are able to evaluate themselves. By taking into consideration the skills which children have already developed teachers can set tasks which encourage children to assess what they have learned and what they have not learned. 

      Elena Bogolyubova, Russia

      Submitted by TE Editor on 15 July, 2009 - 11:53

      Elena’s story of ‘the Dancing Camel’ illustrates the power of intrinsic motivation. Elena stresses the importance of learning about students’ hobbies and interests in order to plan lessons which keep them happy and motivated.

      Julia Klemenova, Russia

      Submitted by TE Editor on 24 July, 2009 - 15:04

      Julia finds using poetry a useful way of getting to know her students and as a lead-in to discussions. She also writes poetry and encourages her students to write too. If teachers like poetry they are likely to be able to use it successfully in class.

      Larisa Strukova, Russia

      Submitted by TE Editor on 17 August, 2009 - 09:15

      Larisa has found that teaching young learners has changed her own learning style from visual to kinaesthetic.  She feels it is important to do things together with her students and that teachers should be tolerant of noise and provide activities where children can move about. Being kinaesthetic helps to create a ‘safe atmosphere’ for both children and teachers.