Hi! I'm hoping to apply for a PGCE at UEA next year. I used the q/a format on the TDA website, some examples from the web and zee leedle grey cells. What do you think? I'd very much appreciate anyone's input... Thank you! My journey to teaching was a natural progression from my passion for languages. As I have gotten older, I have devoted considerably more time both to autodidacticism and language classes on an individual and group level. Hence, I have encountered and investigated a plethora of teaching materials, styles and methods; adapting what I felt to be useful for my own education. The process of discovering my inchoate appreciation for pedagogy has driven my interest in instructing and guiding others. After travelling to Egypt four years ago, I became an English and French teacher. My experience has given me an unparalleled opportunity to foment, enrich and endear the study of language amongst my many students and classmates. For me, language teaching is synonymous with cultural exchange: by fostering an interest in language, we stimulate intercultural awareness and empathy for others. As an English teacher for 11-14 year olds in my Egyptian school, I was presented on a daily basis with the same challenges facing a teacher of the same age group in the UK. Yet, with one key exception: I was interacting with students possessing different life experiences and cultural backgrounds to those in the UK. My interpersonal skills, notably my affinity with Arabic and my profound cultural appreciation, ensured that I could maintain an excellent relationship with my charges. Through my awareness and interest in my students as individuals, I was able to tailor my teaching methods and our activities to facilitate their learning. The relaxed classroom environment was conducive to education on a number of levels: I was able to learn as much about my students as they were from their teacher. A passion for languages and the cultural exploration that multilingualism entails has permeated my entire life experience hitherto: I have taught both English and French, have lived and worked in France, Spain and Egypt, and have frequently acted as both a translator and interpreter in diverse environments. Yet, it is primarily my experience as a teacher of English and French in Egypt that has led me to seek a career teaching MFL in the UK. Whilst working in institutions as diverse as the British Council and an Egyptian international school, I have devoted my energies to essential skills such as materials design and classroom management. My interest in web-publishing, using platforms such as WordPress and Moodle, has inspired me to discover and implement key methodologies for interactive learning and flexible curriculum provision. In short, I relish the opportunity to design, manage and evaluate learning systems for languages: watching formative minds encounter and experiment with new language gratifies me immeasurably. Teaching English in Egypt presents a number of challenges, and the most effective way to overcome these is by observing other teachers in action: one of the most important lessons that I gleaned from successful practitioners was their ability to adapt to the mood of the class and the specific learning objectives at hand. An experienced teacher will never allow his or her methods to dominate the classroom environment. On the contrary, the 'invisible hand' of the teacher can be perceived from the seamless integration of activities, the atmosphere of the students and the accomplishment of the lesson's objectives. Learning appeared to take place effortlessly, without coercion or ostensible classroom management. In effect, a successful teacher would 'impose' his or her teaching methodology on the group with their informed consent. These teachers were not necessarily the most knowledgeable subject-wise, but demonstrated their consummate professionalism through superior preparation, an awareness of the diverse learning styles within a group, and their expert handling of learner error. On a pastoral or extracurricular level, I am multilingual, and can confidently communicate in French, Spanish and Arabic. My linguistic ability and my experience living and working abroad would allow me to communicate to teachers, parents and students from a diverse range of backgrounds. I am a devoted student of Islamic and Christian studies and inter-religious dialogue, giving me the confidence to stimulate and maintain links with individuals of other faiths. Amongst my many hobbies are several sports, including football, cricket, hockey and rugby. My superior knowledge of these sports allows me to coach, referee or umpire any number of extracurricular activities. My familiarity with Egypt and the history of the ancient and contemporary Middle East would enable me to supervise clubs and stimulate interest in an important diverse cultural heritage.