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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 �C 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 �C 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."

Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves �C perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.

As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.

Teachers are focusing on these personal needs to help students achieve their actual goals. It��s likely you��ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student��s attitude towards learning the language �C and it may be necessary for you to adapt your teaching strategies for different groups of learners.

Teaching English to different groups of learners

Let��s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.

1. Adult learners

These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.

For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: ��I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.��

A motivation like Alice��s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support �C and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation �C keep people like Alice engaged and motivated to achieve her language goals. ��I cannot do it without them��, she says.

2. Professional learners

These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.

Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: ��I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I��m easily distracted.��

Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed �C that��s why learning at home works for them �C but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. ��I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,�� Vincenzo says.

3. Academic learners

Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.

Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.

Subra?says: ��I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.��

Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.

Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.

Kirsty Murray taught English for a year at a coll��ge (the French equivalent of a secondary school) in Villers-Cotter��ts: a town in the north of France known for being the birthplace of Alexandre Dumas. She taught mixed-ability groups of 11- to 16-year-olds, with classes ranging in size from 10 to 35 students. Here, she shares the five lessons she learned from the experience.