The teachers from Cote d’Ivoire spent two weeks at IH London updating their methodology and skills.

The teachers from Senegal had their training in Ghana. The teaching context of teachers from these two different countries are quite different from the UK, so their courses were specifically designed to be relevant to their students’ needs.

After the training, the IH trainers went to visit the teachers in their classroom and observed them using some new activities and ideas with their own students.

We kept in touch after the training through WhatsApp groups and the teachers formed a very active community of practice where they share ideas and solve teaching problems together.

The training has had a significant impact on the individuals, many of whom have gone on to become trainers themselves as a result of the course. The WhatsApp group is still being used by the teachers.

“Not only did the tutors provide the necessary and foundational theories for language teaching, but also they did the demonstrations for us to see and know how to teach so that our students can, in different contexts, use and practice English language in the best way possible. Their teaching, their demonstrations and materials really show and prove that serious preparations and planning was done before the classes.

“The input sessions and the materials were useful to our context. We are sure it will work if we try to do it the way we are taught. I have acquired a lot more strategies and techniques to teach the language. I have refreshed my teaching methods thanks to the theories and the demonstrations.

“I just would like to tell my trainers that frankly speaking it has been a huge delight to have worked with them. I have enjoyed and appreciated the classes. I hope they will continue to train a lot more colleagues from Senegal because I firmly believe that we all need to upgrade our teaching skills.”
Babacar, Teacher from Senegal

School projects
 

This was a training and mentoring programme for experienced teachers who were moving into the role of trainer.

The course provided an update of methods and then the trainers collaboratively designed their own training sessions for teachers in their region.

They prepared to mentor teachers in Tunisia and to help them start to teach English to younger aged primary students.

When they returned to Tunisia, we kept in touch and mentored the new trainers as they started their new roles. This provided the encouragement and support which new trainers often need.

“The materials and input sessions were useful for my context and we can share what we have seen in IHL in Tunisia. I have refreshed my knowledge of teaching and learned new ideas, more efficient and practical teaching. We have learned about the new teaching methods and how to make them practical and to adopt them with our teachers.”
Ben lagha Hajer, Teacher from Tunisia

“Actually, everything we learnt is important and useful in any context. The course was important and we learnt a lot which is beneficial for us to help us do our tasks and achieve our objectives. I am going to let my teachers benefit as well from this important experience during our meetings and my visits.”
Raja, Teacher from Tunisia

School projects

We welcomed a cohort of 87 Peruvian teaches to the UK for a 7 week training course.

The teachers came from urban and remote areas and many had not travelled outside their region. Their teaching context included mixed levels in classes of over 60, few resources, mixed levels of training and in the teachers’ levels of English.

We managed the academic needs and welfare of this group in the school with all teachers here at the same time. The teachers stayed in homestays and had a full social programme.

The project involved considerable monitoring of progress and reporting on teachers’ outcomes during and at the end of the course.

Teachers reported a boost to their confidence and motivation, their own level of English, their understanding of best-practice approaches to teaching, their practical experience of delivering this methodology and their cultural awareness.

The programme formed a part of the Peruvian’s Government’s plan to make Peru a bilingual nation by 2025, with English as its second language.

School projects
 

We provided teacher training for over 75 Korean primary and secondary school teachers as part of a wider government programme to enhance English language teacher education.

These courses involved a mix of language development, enhanced methodology and teaching skills and practical development in implementing these skills and knowledge through guided teaching practice with real students over an intensive period of training of 6 to 12 weeks.

School projects

IH London has been designing and running teacher training programmes in China for over a decade.

With a Chinese partner, we delivered training to state school teachers in TKT (Teaching Knowledge Test) and communicative method teaching.

Working with the largest private English language school chain, we provided consultancy for setting up a schoolwide CPD programme for English Language Teaching to introduce an updated teaching methodology. IH London supported the client to become established as a CELTA centre in Shanghai from 2017.

We are in the third successful year of delivering Trainer Training for state school teachers in partnership with Beijing Foreign Studies University, China.

School projects

IH London designed a programme for 5 schools in the Parana State of Brazil.

The schools teach subjects in both Portuguese and English. The subjects taught in English are Geography, History, Art, Applied Science and Robotics.

We provided support for subject teachers with initial training in CLIL focusing on how to enhance the students’ knowledge of English and improve their understanding of the concepts, ideas and knowledge in the subject areas.

The programme ran in two parts:

1. Face to face course in Curitiba, Brazil. 

2. Online forum and biweekly Skype meetings to implement the ideas in the classroom

School projects
 

IH London delivered 4-week long teacher training programmes for groups of 20-30 English language teachers from Paula Souza in Brazil consecutively for four years.

The results achieved throughout the programme included:

  •  Teachers gained clearer understanding of the methodology and principles behind current ELT practices through loop input. They experienced model lessons as students and looked in detail at the steps, material and content from a pedagogical viewpoint.
  • Teachers improved language awareness (grammar, lexis, pronunciation and functional language) and developed their English skills, specifically listening, speaking and reading to improve the quality of their own classes.
  • Course raised awareness of contemporary British culture and history and enhanced teachers’ understanding of our behaviour, customs, infrastructure and language to further enrich their experiences living and learning in the UK.
  • Teachers learnt how to use technology both inside and outside the classroom to enrich class content and promote learner autonomy.
School projects
 

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