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Alice Pilkington qualified as a CELTA (Certificate in Teaching English to Speakers of Other Languages) certified teacher in October 2009. She started working in Rome before moving to Istanbul, where she’s spent the past three and a half years teaching English to “everyone from 8-year-olds to company executives; students to bored housewives”. Having taught in two very different countries to a diverse range of English learners, Alice shares with us the five lessons she’s learned:

1. Don't take things personally when you're teaching English

"I am probably not emotionally suited for this job. I take everything very personally and if a lesson goes wrong or an activity I have taken time and energy to plan doesn’t work, I feel like a complete failure. It’s a trial and error experience but when things go wrong, they can go very wrong, and it really makes you doubt your abilities as a teacher.

Having said that, the lessons that do go well can make up for these negative feelings. I shouldn’t take things personally; the majority of my colleagues don’t and it saves them a lot of sleepless nights"

2. Teaching English is incredibly rewarding

"There are very few feelings that I’ve experienced that compare to seeing a student use a word that you have taught them – it makes you feel like a proud parent. Equally, seeing a student improve over a series of months is so joyful.��I have been teaching English university preparation students for the past year.

In September, they could barely say what their name was and what they did over the weekend. Nine months on and they’re capable of reading academic texts and speaking at length about marketing strategies and environmental problems. It’s a wonderful thing to observe"

3. Teach more than just English

"Turkish students love hearing about how you appreciate their food and cultural traditions. Equally, they are genuinely interested in understanding how things operate in the UK and enjoy hearing personal anecdotes.��I tend to be very open with my students – even about my personal life.��I think it is partly because I have striven from the very beginning of my career to be seen as their equal.

Turkish students are used to having a huge respect for teachers, and there is a hierarchical system in schools here, which I can never go along with. In my first lesson with most students, I tell them that they must call me by my first name (usually you refer to teachers here as ‘hocam’ which means ‘my teacher’ and shows respect) and this can take a long while for them to get used to."

4. Failure to prepare is to prepare for failure... or is it?

"Lessons that you spend hours preparing for generally don’t go as well as you had hoped. There were several times when I’d spend hours cutting and sticking things on pieces of card and placing pictures all over the classroom, hoping it would get some vocabulary action going, only to start the class and receive no response from the students.

Conversely, lessons where you don’t feel very motivated or have no idea what you are going to do until you get into the classroom (which I call the ‘flying by the seat of your pants’ lessons) can turn out to be the best ones. I once had a lesson in which I was, admittedly, rather hungover. On the way to the lesson, I grabbed a book called ‘Taboos and Issues’, full of discussion topics, which I used as a basis for a rather impromptu lesson on addictions, which was very successful indeed."

5. Teaching English isn't easy

"Teaching English is a love/hate profession. There are weeks when you absolutely loathe it and want to quit, but then within the space of a lesson or two, you get inspired by something completely unexpected, rediscover your joy for it and love it again."

Why inclusive language teaching matters more than ever

You’ve probably heard the word “inclusive” more and more in recent years, though I first encountered it over 20 years ago. (I say 20 because that’s when I graduated, and we had a course on diverse learners called “individual differences.” But back then, actually meeting their needs wasn’t nearly as comprehensive as it is today.)

Today, learners come with a wide range of proficiency levels, cognitive styles, educational background, and personal goals. That’s why — it’s essential. In simple terms, inclusive teaching means making sure all learners feel they belong and can succeed.

It calls for differentiated instruction, flexible assessment and learning materials that respect individual needs. That’s where the Global Scale of English (GSE) comes in.

I've always been fascinated by language and writing: as a child, I wrote newsletters for my classmates and books about my imaginary friends' adventures. That love of words eventually led me into a career as a writer, editor and proofreader. Over my career, I've checked thousands of reports, articles and blogs – and I see the same grammatical mistakes time and time again.

In this blog series, I'll share my favourite tips and tricks to help you remember those tricky grammar rules; whether you're writing for work, to learn or just for fun, these posts will help you improve your English and write with more confidence. Here are the top three grammar rules that people ask me to explain:

1) "Which" or "that"?

2) "Less" or "fewer"?��

3)��"Me" or "I"?