IN BRIEF
Name: Pete Brewis
Age: 41
Nationality: British
Hometown: Manchester, UK
Former profession: Editor and writer
Teaching experience: CELTA B qualification, 8 months as Auxiliar de Conversasión in Andalusía.
Current placement: Comunidad de Madrid
MY STORY
At 41 years old, I am definitely at the older end of the Auxiliar-spectrum and my journey to the front of the classroom has been longer than most. On leaving the University of Liverpool in 2001 with a BSc in Geography, I embarked on a career in print journalism. This began as a an editorial assistant on an industry title that explored the world of international nightclub design and technology (lighting, sound systems, DJ kit). Rising through the ranks to the role of Editor, I then moved on to a title that focused on the work of lighting design professionals – those working alongside architects to illuminate projects in an aesthetically and environmentally appropriate style. During this period I also launched a sister title, focusing on the creation of decorative lighting and light art.
Throughout my career, I have worked extensively with both manufacturers and design practices around the world, bringing their latest projects to a global audience through in-depth project reports, profiles and long-form interviews. In addition to travelling the globe and learning about new cultures, I developed a variety of skills, from portrait and venue photography to video interviews and web-design.
In 2015, after more than a decade writing and editing international technology and design publications, I took to the road, for a year of travel (continuing to write freelance pieces from countries across South America, Australasia, South East Asia and East Asia).
It was in South America that I first began to learn the Spanish/Hispanic language(s) – a passion that I developed further on my return to the UK, studying at the Instituto Cervantes in my home city of Manchester, UK. When, through the IC, I first learnt of the Auxiliar de Conversacion program, I was excited by the opportunity it could provide me. It seemed the perfect way to fully immerse myself in the Spanish culture I had grown to love through my studies. It therefore came as something of a surprise when, during my first year as a teacher in the Andalusian town of Velez Malaga, I discovered how much I loved teaching.
LIFE AS AN AUXILIAR DE CONVERSACION
My first year as an Auxiliar saw me placed in a bilingual secondary school in the Malaga region. In Andalusia Auxiliares teach for eight months (in contrast to the nine-month placements in the Comunidad de Madrid). During this time, I taught Physical Education, Art, History, Science, Maths and the occasional English class to ESO 1-4.
Although a bilingual school, the English ability of the students could be very low indeed. In addition to this, their short (and sporadic) attention-span, coupled with a very ‘excited’ baseline classroom atmosphere, made it very challenging to teach specialist subjects in pure English.
In truth though, I learnt to love the ‘logic-puzzle challenge’ of capturing the attention of the class (without over-exciting them to the point of chaos) and delivering a lesson that could be understood and undertaken by all ability levels. By introducing a level of mystery to the start of lessons, I found it was possible to engage students and get them on board with a lesson. Adapting the exercises from the course book (e.g. developing interesting ‘warmer’ activities and putting a more dynamic spin on the course book material) proved very successful in building up successful lessons – and a great rapport with each class.
Much as I enjoyed teaching 12-15 year olds in my first year as an Auxiliar, for my second year I wanted to develop my skills by teaching older/adult learners. With this in mind, I requested adult learners for my second year – hence I am currently teaching in two Formacion Profesional ( vocational training or F.P.) colleges in the Madrid region (click on the Schools tab to learn more about them)..
During my summer break back in the UK, I decided to bolster my skills and experience as a teacher by completing an intensive 1-month CELTA course (the Cambridge certificate in teaching English to speakers of other languages). This bolstered my confidence, gave me vital tools and ideas for efficiently teaching and a framework for devising and developing effective lessons to adults.
Visit the Abilities and Expectations section to read more about my expectations for my second year of teaching and how the above experience have contributed to my teaching practices so far.
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TEACHER PETE 