Renata completed her CELTA course at English Language House in the UK and has experience teaching a variety of classes, learners and levels. Her knowledge of English was further enhanced while studying English Philology at Poznan Adam Mickiewicz University. Prior to teaching English professionally Renata has had a successful career in business working for a number of multinational companies in the IT & Telecoms sector in the UK.

Renata’s view on teaching: “Students don’t learn from memorising rules. They absorb language presented in context and use it when circumstances demand. A lesson is almost as if you were taking students on a journey, firstly by creating an interest in the topic and then building up their awareness and knowledge of the topic through a serious of graded tasks. The lesson would finish with a personalised exercise to give them a chance to respond to the topic and increase their confidence in talking to each other in English. Although course books have their place you shouldn’t be a slave to them. Expose students to authentic material and teach them language that allows them to communicate outside the classroom and reflects their real life needs”.

Peter is a Cambridge ESOL CELTA qualified English language teacher and has experience teaching a variety of classes and learners. Previously Peter worked in management roles for a number of multinational companies and has a wide breadth of experience in business and commercial English.

Peter’s view on teaching: “You do your work in the staffroom and deliver your lesson in the classroom. Everything is student centred and you elicit rather than tell. You set a topic as a framework in which the students can learn and everything is taught within a context. You use this context to introduce grammar and vocabulary, and you demonstrate its meaning and usage in collocations and everyday phrases. All the receptive and productive skills are developed within context. The lesson moves at a good pace using well graded and carefully targeted language. You encourage speaking and plenary feedback and the students mainly work together in pairs and groups”.