Teaching Practice (TP) & Feedback Survival Guide

Mastering the 6 hours of assessed teaching practice, lesson staging, Meaning-Form-Pronunciation (MFP), peer observations, and daily tutor feedback loops.

Teaching Practice (TP) is the core of the CELTA course. Delivering 6 hours of assessed instruction to genuine adult learners provides immediate, practical application of the concepts introduced in input sessions.

Core Theory & Terminology

Teaching Practice requires candidates to adapt their instruction to adult learners across two distinct CEFR proficiency levels.

Essential TP Mechanics

  • Assessed Time: Candidates complete 360 minutes (6 hours) of observed teaching, typically divided into 8–12 individual lessons lasting 40–60 minutes each.
  • Two Level Requirement: Teaching must occur at two contrasting levels (e.g., Elementary/Pre-Intermediate and Intermediate/Upper-Intermediate) to test candidate adaptability.
  • Guided Observation: In addition to teaching, candidates must complete 6 hours of directed observation of experienced teachers (live or recorded) and observe their peers’ TP sessions daily.

Clarifying Language: MFP Framework

When introducing new grammar or vocabulary, candidates must guide learners through Meaning, Form, and Pronunciation (MFP) before moving to practice activities:

In the classroom

During observed lessons, course tutors assess candidate performance against specific classroom management criteria.

During feedback sessions, candidates must participate actively in analyzing peer performance and accept constructive criticism from course tutors gracefully.

Practical Classroom Application

Use this structured stage plan to keep your teaching practice lessons centered on student interaction and activity.

45-Minute Receptive Skills Staging Model

  1. Lead-in (3–5 mins): Engaging visual or discussion prompt to activate background knowledge (schema).
  2. Pre-teaching Vocabulary (5–8 mins): Clarify 3–4 essential blocking words using MFP.
  3. First Reading / Gist Task (5–7 mins): Quick task (1–2 minutes reading time) checking overall understanding. Pair check and feedback.
  4. Second Reading / Detailed Task (10–15 mins): Targeted comprehension questions (e.g., True/False or multiple choice). Individual work, pair check, class feedback.
  5. Productive Follow-up (10–12 mins): Speaking or writing task allowing learners to react to the text topic.

Quick check

Why is it important to drill pronunciation before writing the target language on the whiteboard?

Correct.

Quick check

What is the primary purpose of Instruction Checking Questions (ICQs)?

Correct.

Reflection & Further Reading

  • Reflective Question: How do you react when receiving immediate critical feedback, and how can you turn tutor action points into concrete improvements for your next lesson?
  • Key References:
    • Scrivener, J. Learning Teaching (Chapters 5 & 6: Classroom Management and Staging).
    • Harmer, J. The Practice of English Language Teaching (Chapter 10: Managing the Classroom).
    • Underhill, A. Sound Foundations: Learning and Teaching Pronunciation.