What’s it like to teach English in Spain?

a teacher stood with two students sat a desk
Reading time: 2 minutes

Tim Marsh has been teaching English since 1985 and has taught over 3,500 students, with ages ranging from six to 65. He is therefore well placed to describe teaching English as a “difficult and demanding” job, as well as to share the five lessons he’s learned during his impressive time in his career…

1. Know your stuff

“The Spanish expect paid professionals to know everything about their expertise but there are few teachers of the English language who do know everything. We should prepare lessons adequately when teaching aspects we’re not entirely confident about.

Many CELTA tutors say that if you are asked a question that you cannot answer confidently, you shouldn’t panic but instead inform the student that you will check and give them the detailed answer at the following lesson. This may be useful when you first start out, but it shouldn’t happen frequently, as your honesty will not always be appreciated!”

2. Expect the unexpected

“Teaching English is very rewarding and can be full of surprises. As a result, it’s not a good idea to try to follow a rigid teaching plan. Write a plan that’s flexible enough to allow for a good dose of spontaneity to enter into proceedings. I can honestly say that not one single day is the same as another.

If a Spaniard is not in the mood for working on a particular skill, as will happen from time to time, then be prepared to change that lesson at the drop of a hat. It’s always a good idea to keep four or five ‘favourite’ lessons filed within easy reach for just such occasions – preferably skills lessons that can be easily adapted to the theme that you are currently working on.

Whatever you had planned for this week can always be done next week. The customer is always right and, when living in Spain, big lunches, high temperatures, Barcelona against Real Madrid and the after-match party can bring about very unexpected lessons!”

3. Stick to what you’re being paid to do

“The Spanish are extremely friendly people who love to talk and are happy to share – sometimes in great detail – the problems in their working and even private lives. In an effort to establish friendly relationships, they often create an intimacy: what is referred to in Spanish as ‘confianza’.

This is much the same kind of trust and confidence that we have with our doctors or lawyers, so, unless you’re careful, you can find yourself doubling as teacher and therapist, which will alter the dynamic of the classroom.

A teacher of English teaches English. Stick to what you know, stick to what you’re being paid to do and create a professional framework in which to do your best as a teacher and not as a therapist.”

4. Do not offer guarantees

“The busiest time of the year is often during the summer, when language schools begin to fill up as state-school exam results come in. Parents enroll their children on intensive or exam revision courses so that they can take their resits in September.

English courses are often expensive and parents will expect a guarantee that their child will pass the school English exam at the end of the summer. Never offer a guarantee! There are usually a number of reasons why the child has failed in the first place and it is better to lose a client than to make promises you can’t keep.”

5. Have a good pair of shoes

“Many years ago, the famous soprano Rita Hunter was asked what she considered to be the most important requirement when singing opera. She answered, “A good pair of shoes.” She went on to say that when she was appearing in a Wagner opera that started at 5.30 pm and didn’t finish until 11 pm, the most important thing to look after was her feet.

I’ve always tried to avoid institutions that insist on a uniform or on wearing a shirt and tie. Students often feel uncomfortable in a classroom where the teacher is formally dressed. I have always found the working environment much more relaxed when dressed in a similar way to my students. This and the fact that in Spain the temperature can hit the 30s in June and stay there into September mean that I dress casually, often in shorts. And I always wear a good pair of shoes.”

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  • Precision teaching with AI: Aligning GSE objectives with generative AI for targeted materials

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    English teachers today face increasing demands: create engaging content, differentiate instruction and address diverse learner needs – all within a limited time. The rise of Generative AI, like ChatGPT, offers a promising solution. But without proper guidance, AI-generated content can lack educational value. This blog post introduces a practical, research-informed approach to using AI tools aligned with the Global Scale of English (GSE). You will learn how this framework helps educators design accurate, personalized and level-appropriate English teaching materials quickly and confidently.

    Why GSE and AI are a game-changing combination for ELT

    The Global Scale of English (GSE) is a CEFR-aligned framework developed by app, offering detailed "can-do" learning objectives. It includes nearly 4,000 descriptors across speaking, listening, reading and writing skills, offering more precision than traditional level labels like A2 or B1. At the same time, Generative AI tools such as ChatGPT can generate entire lessons, tasks and assessments in seconds. The challenge lies in ensuring this content is aligned with clear pedagogical outcomes.

    Pairing AI’s creative speed with the GSE’s structured outcomes offers a scalable way to meet learner needs without compromising instructional quality.

    Unlocking measurable, differentiated and efficient teaching with GSE and AI

    The GSE makes objectives measurable

    Unlike generic teaching goals, GSE objectives are specific and measurable. For example, a B1-level learner objective might state:

    “Can identify a simple chronological sequence in a recorded narrative or dialogue.” (GSE 43)
    This clarity helps teachers define outcomes and ensure each AI-generated task targets an actual language skill, not just generic content.

    Generative AI enhances productivity

    Teachers using Generative AI can create draft lesson materials in minutes. By inputing a structured prompt such as:

    “Create a B1 reading activity that helps learners summarize the main points of a short article.”
    ChatGPT can instantly generate content that meets the learning goal. When guided by the GSE, AI becomes a collaborative assistant as well as a time-saver.

    The GSE + AI combination supports differentiation

    Because the GSE includes descriptors across a wide proficiency range (from pre-A1 to C2), teachers can tailor AI-generated content to meet the exact needs of their students. Mixed-level classrooms or tutoring contexts benefit especially from this, as teachers can create multiple versions of a task with consistent scaffolding.

    Practical tips

    • Use the GSE Teacher Toolkit to select objectives based on skill, level or function.
    • When prompting ChatGPT, include the GSE descriptor in your input for more precise results.
    • Always review and adapt the AI output to match your learners’ context, culture and curriculum.
    • Create a prompt library mapped to GSE codes to save time in future planning.

    A step-by-step example of the GSE and AI in action

    Here is a typical application of the workflow:

    1. A teacher selects a GSE objective, such as:
      “Can write a basic formal email/letter requesting information.” (GSE 46).
    2. Within seconds, a sample formal email, accompanied by a short reading comprehension task and a vocabulary activity, is generated.
    3. The reading task serves as a model to help learners analyze the structure, tone, and key language features of a well-written email before attempting their own.
    4. The teacher then reviews and refines the output for clarity, appropriateness, and context relevance.

    This process supports targeted teaching while significantly reducing preparation time.

    Overcoming challenges: Ensuring quality and relevance

    Challenge: AI outputs may lack cultural context, level appropriateness or instructional clarity.
    Solution: Always pair AI with professional judgment. Use the GSE to check that skills match the intended outcome, and adjust the complexity of the language as needed.

    Challenge: Teachers may be unfamiliar with how to write effective AI prompts.
    Solution: Start simple with templates like:

    “Create a [skill] activity at [level] that supports this GSE objective: [insert objective].”

    Challenge: Risk of over-relying on AI for instruction.
    Solution: Use AI as a starting point, not the final product. Combine AI-generated content with classroom interaction, feedback and your own creativity.

    Teaching tools that make this easier

    • : for exploring and selecting level-appropriate learning objectives
    • : for generating customizable teaching content
    • GSE Smart Lesson Generator: an AI-powered lesson creation tool developed by app that uses the GSE framework to automatically generate high-quality activities and lesson plans
    • Google Docs or Word: for editing and organizing your materials before class

    Confidently transforming English teaching

    Combining Generative AI with the Global Scale of English allows teachers to design materials that are both fast and focused. The GSE provides the structure; AI provides the speed. Together, they offer a sustainable solution for personalized English instruction that respects both learner needs and instructional quality.

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    How teachers can use the GSE for professional development

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    As English teachers, we’re usually the ones helping others grow. We guide learners through challenges, celebrate their progress and push them to reach new heights. But what about our own growth? How do we, as educators, continue to develop and refine our practice?

    The Global Scale of English (GSE) is often seen as a tool for assessing students. However, in my experience, it can also be a powerful guide for teachers who want to become more intentional, reflective, and confident in their teaching. Here's how the GSE has helped me in my own journey as an English teacher and how it can support yours too.

    About the GSE

    The GSE is a proficiency scale developed by app. It measures English ability across four skills – listening, speaking, reading and writing – on a scale from 10 to 90. It’s aligned with the CEFR but offers more detailed learning objectives, which can be incredibly useful in diverse teaching contexts.

    I first encountered the GSE while exploring ways to better personalize learning objectives in my Business English classes. As a teacher in a non-formal education setting in Indonesia, I often work with students who don’t fit neatly into one CEFR level. I needed something more precise, more flexible, and more connected to real classroom practice. That’s when the GSE became a turning point.

    Reflecting on our teaching practice

    The GSE helped me pause and reflect. I started reading through the learning objectives and asking myself important questions. Were my lessons really aligned with what learners at this level needed? Was I challenging them just enough or too much?

    By using the GSE as a mirror, I began to see areas where I could improve. For example, I realized that, although I was confident teaching speaking skills, I wasn’t always giving enough attention to writing development. The GSE didn’t judge me. It simply showed me where I could grow.

    Planning with purpose

    One of the best things about the GSE is that it brings clarity to lesson planning. Instead of guessing whether an activity is suitable for a student’s level, I now check the GSE objectives. If I know a learner is at GSE 50 in speaking, I can design a role-play that matches that level of complexity. If another learner is at GSE 60, I can challenge them with more open-ended tasks.

    Planning becomes easier and more purposeful. I don’t just create lessons, I design learning experiences that truly meet students where they are.

    Collaborating with other teachers

    The GSE has also become a shared language for collaboration. When I run workshops or peer mentoring sessions, I often invite teachers to explore the GSE Toolkit together. We look at learning objectives, discuss how they apply to our learners, and brainstorm ways to adapt materials.

    These sessions are not just about theory: they’re energizing. Teachers leave with new ideas, renewed motivation and a clearer sense of how to bring their teaching to the next level.

    Getting started with the GSE

    If you’re curious about how to start using the GSE for your own growth, here are a few simple steps:

    • Visit the GSE Teacher Toolkit and explore the learning objectives for the skills and levels you teach.
    • Choose one or two objectives that resonate with you and reflect on whether your current lessons address them.
    • Try adapting a familiar activity to better align with a specific GSE range.
    • Use the GSE when planning peer observations or professional learning communities. It gives your discussions a clear focus.

    Case study from my classroom

    I once had a private Business English student preparing for a job interview. Her speaking skills were solid – around GSE 55 – but her writing was more limited, probably around GSE 45. Instead of giving her the same tasks across both skills, I personalized the lesson.

    For speaking, we practiced mock interviews using complex questions. For writing, I supported her with guided sentence frames for email writing. By targeting her actual levels, not just a general CEFR level, she improved faster and felt more confident.

    That experience reminded me that when we teach with clarity, learners respond with progress.

    Challenges and solutions

    Of course, using the GSE can feel overwhelming at first. There are many descriptors, and it can take time to get familiar with the scale. My advice is to start small: focus on one skill or one level. Also, use the Toolkit as a companion, not a checklist.

    Another challenge is integrating the GSE into existing materials, and this is where technology can help. I often use AI tools like ChatGPT to adjust or rewrite tasks so they better match specific GSE levels. This saves time and makes differentiation easier.

    Teachers deserve development too

    Teaching is a lifelong journey. The GSE doesn’t just support our students, it also supports us. It helps us reflect, plan, and collaborate more meaningfully. Most of all, it reminds us that our growth as teachers is just as important as the progress of our learners.

    If you’re looking for a simple, practical, and inspiring way to guide your professional development, give the GSE a try. It helped me grow, and I believe it can help you too.

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