Summary
We discussed our experiences with AI tools in teaching and the use of AI tools like OpenAI and Twee for research and lesson preparation.
We also discussed our work as independent trainers, the challenges we face, and we shared our experiences working with various organizations and clients, discussing the benefits and challenges of working independently as language trainers.
AI Tools in Teaching and Workflow
Janna talked about attending a TEFL training session called “The AI Driven Classroom” about using AI tools to automate processes and workflows in teaching. She presented a book titled “The Narrow Window” by Wilim Abrook, who led the TEFL training session, and she felt it could be interesting and potentially useful for integrating AI into the classroom.
Ian asked the group if they use any workflow automation tools in their work. Kathleen talked about being involved in a project related to workflow.
Integrating AI in the Classroom
We discussed our use of AI tools like OpenAI and Twee for research and lesson preparation, and agreed that AI can be a valuable tool for saving time and providing new perspectives, but also emphasized the importance of not letting AI take over the creative process.
Exploring AI Tools for Teaching
Ian shared his experiences with various AI tools, including Chat GPT, Quiz Wizard, and Twee, but also Magic School, which he recently discovered through the forum of a MOOC FUN training course he’s following on “Intelligence artificielle pour et par les enseignants”.
These tools can be used to save time and enhance learning, such as generating quizzes from video transcripts or, as Alison explained, finding relevant scenes from films.
Don’t hesitate to explore these AI tools further and consider using them for your own teaching and learning needs.
Earning Badges for Training Verification
We discussed the purpose and value of earning badges in training courses. Kathleen sees the badges as proof of completing training, which can be useful during audits. Janna said she used the badges to demonstrate her qualifications for training others.
However, Ian raised concerns about the value of badges. So, while not obligatory, having the badges on file can help showcase your training efforts, if you are susceptible to receiving audits.
Legal considerations of working as an external training provider.
Ian discussed experiences with schools and organisations that impose on independent trainers the exact details of the programme they have to teach, and even the timing of the programme, which is contrary to the principles and regulations of sub-contracting (la sous-traitance) in France. Basically, this boils down to the idea that if a school or organisation is dictating the training content and methodology of the external independent trainers they hire, then these latter are in fact being treated in the same way as a salaried trainer would be. The “magic term” in French is “l’absence de lien de subordination juridique permanente”:
The main distinction between a subcontracting contract and an employment contract is the absence of a subordinate relationship. The relationship of subordination, which characterises a contract of employment, covers the three powers of the employer, namely the power of direction, control, and (disciplinary) sanction.
Ian mentioned that in one case he had refused to follow their very detailed lesson plans and that the issue seemed to be resolved: schools and companies are generally acutely aware of the dangers of having their sub-contracting contracts deemed to be, in fact, employment contracts, and this can cost them dearly in terms of unpaid social contributions reclaimed by the likes of URSSAF.
Janna agreed that the school should not force their guidance on trainers and suggested that it could be a problem for some teachers more than others.
Roles and Interactions With Organizations
Ian, Janna, Kathleen, Marie, and Alisson discussed their work and interactions with various organizations. Ian explained the roles of the Language Network, Training People, and the Language Network Services. He clarified that Training People is an entity created by Claire to help teachers by working with them as subcontractors. He also mentioned that The Language Network Services is a training organization with clients like Cartier and asset management companies. Janna explained that the involvement of Training People is, amongst others, to work as an ‘umbrella organisation’ for doing CPF contracts.
TLNS Name Change and Leadership
Ian discussed the relationship between the three organizations, specifically TLNS, and their Business English Skills Tests (BEST). He mentioned that TLNS is undergoing a possible name change and is working with lawyers to become an official entity, separate from the Language Network. Janna brought up the change in leadership at Training People, from Sue to Stuart, who is now running the training program. The group also discussed the dereferencing of the CUP Linguaskill test from the RNC and hence for use in validating CPF courses.
European Competitiveness and Individual Learning Accounts
Ian shared a link submitted by Clare related to the Draghi Report on European competitiveness that mentions Individual Learning Accounts (LIAs), such as France’s CPF system. The report is interesting as it suggests Europe could support such initiatives rather than oppose them.
Ian also shared a report from the European Association for the Education of Adults discussing quality in non-formal adult learning, highlighting the challenges for small operators. While not the main focus of the meeting, Ian provided these links as relevant background information.
Independent Trainers’ Working Hours Discussed
We discussed our working hours as independent trainers.
Janna and Kathleen estimated their working hours to be around 35 to 45 hours per month, excluding administrative tasks and lesson preparation. Ian, who also works as an independent trainer, mentioned that, like other independent trainers, he declares his teaching hours as part of his ‘bilan pedagogique et financier’ (BPF). The team also discussed a study (thanks again to Clare for the link!) that found independents (all professions, not just trainers) work 422 hours a year more than wage-earning employees.
We discussed the source of the data for this article, which came from a questionnaire-based sampling method (INSEE, enquête Emploi 2003 à 2023). We also analysed the training hours, with Ian sharing that he had completed 724 hours of training so far this year and 838 hours last year. We questioned what they do with all the data collected and whether it was useful for comparison with other independent professions. We also discussed the potential for using this data for public debate and analysis.
Language Trainers’ Experiences and Challenges
We discussed our experiences working independently as language trainers.
Ian shared his work with different organizations, including his own clients, business schools, engineering schools, and various other training organizations.
Kathleen explained her work with various professional associations and companies, emphasizing the importance of word-of-mouth referrals.
Alison shared her twelve-year experience which started out by doing work that was offered her with clients from companies and explained that companies are increasingly getting their staff to do English training through their CPF.
Marie explained that she worked independently and directly with her own clients, prospecting companies through her network and described the challenges of working with companies with restricted budgets.
Janna discussed her transition from advertising and marketing to teaching, and how she has built her client base through word-of-mouth referrals.
We also discussed the benefits and challenges of working independently, with some preferring to work directly with clients and others preferring to work through other training organizations.
The conversation ended with plans to schedule the next meeting and share the recording.