Anna Hasper

Anna Hasper is an experienced teacher development specialist and has been involved in English language teaching since 2002. She trained as a primary teacher and worked as an ELT teacher and DoS before moving to the Middle East. Over the years, Anna has worked as a teacher and trainer in a wide variety of contexts and roles. She is currently based in Dubai where she works as a CELTA tutor and assessor and designs and delivers training courses for Ministries and leading educational publishers. Alongside this, she is involved in course and content writing. She is super passionate about anything related to making better learning happen! Her research interests concern language teachers and language teacher educators' professional learning and educational psychology with an emphasis on social emotional wellbeing and motivation which is also the focus of her current doctoral studies. Anna’s passionate about educational psychology and teacher learning and runs: www.teachertrain.org

What’s in a name?

Have you ever had your name mispronounced? Have you ever taught a group of students with names that were foreign to you? Have you ever had a student come up to you requesting you call them by a different name? Let’s explore the importance of using names and pick up tips to make all your learners feel valued in class.

Creating a culture of welcoming mistakes

As the new term starts, what kind of learning culture do you want to establish in your classroom? How much thought do you give to it? What impact might improving the learning culture have on the learning outcomes? Read on to discover some practical ways to establish psychological safety in the classroom, and how it encourages learners to try out new language, whilst daring to make mistakes.

The emotional rollercoaster of being a teacher educator

The article looks at ways of developing emotional competence and awareness in order to be supportive of teachers in training and other students in a learning situation.

Paper-light teaching: the way forward

Paper-light, or materials-light, teaching not only helps teacher do their bit for the environment, it can also lead to more student involvement, wise use of technology and creative use of images and realia in the classroom.

How about a social-emotional approach?

The article looks at the socio-emotional factors which should underpin our teaching. Social awareness and relationship building are now key skills.