I really noticed a difference in my level of interest, enthusiasm and confidence towards using a textbook.
After completing the course, I have a toolkit up on my sleeve to use at any time when planning or teaching a lesson.
It was actually very useful to know your point of view on Mediation, because it´s quite different from the way they oblige us to teach and test it in Spain.
You literally spoke out the things that have been on my mind for some time already. Trying to use AI in teaching we very often just reinvent the tasks which can be found in the course-books.
You have done a really good job systemising everything there possibly is on the use of translation and, frankly speaking, it will be much easier for me.
An in-depth examination of teaching at low levels, especially enjoyed the focus on adapting materials and building up materials and dialogues with students.
I was able to see the importance of clearly stated teacher / institution beliefs about teaching and learning. And for this shared belief system to underpin our CPD … and teacher induction process.
a great … focus on formative assessment and the way it’s applied. Really grateful for the ideas and tools to be used in class.
Their production in English was much better. They used more complete sentences, and chunks… Many thanks for the idea. My students and I loved it.
It was really inspiring and now I am trying to integrate bits and pieces into my teaching.
When looking at a unit, I have a better understanding why a unit is written the way it is and how to take things further.
Dozens of teachers from different countries, contexts and levels use Stand Out Teachers to make sense of their classes every week.
Ever had these thoughts?
one membership
to resolve all your teaching doubts
-
no progress
My students need B2, but they’re falling short
Is it the students? The coursebook? O is it me!? Our courses don’t seek to blame, but help you understand. You see what language is, how learning works and what’s possible in a short space of time, and get the tools to create a happier classroom and better outcomes.
What you’ll learn:
- The problem with isolated words and rules
- Focusing on outcomes and tasks
- Choosing word combinations and grammaticalised lexis
- Working with emergent language
- Teaching in tune with evidence on memory and learning
- Managing your students’ and your own expectations
-
slow planning
You’re dedicated. You want to show you care, but that shouldn’t come at a cost to your non-working life. What you need is understanding and a system. Our courses and monthly planning clinics give you a clear framework for any coursebook at any level – even the ones you hate. You’ll know what to focus on and what to skip and why – without second-guessing every choice.
What you’ll learn:
- A Understand underlying principles of coursebooks and their weaknesses
- An outcomes mindset to guide your choices
- How to personalise classes without reinventing the wheel
- Exploiting language to the fullest by using students
- Effective, principled ways to teach spontaneously
-
Mixed levels
Half your class is bored, the other half is lost — every lesson.
Extra worksheets won’t fix this. Neither will pretending everyone’s the same level. You need task design and feedback techniques that stretch stronger students while supporting weaker ones — in the same activity. One methodology that flexes for the room you’ve actually got.
What you’ll learn:
- Task design that works across proficiency levels
- Questioning strategies to find what Ss don’t know – and teach it
- Feedback techniques that challenge and support simultaneously
- How to use student output as teaching material
- Effective use of L1 and interpreting – even in multilingual classes
-
flat lessons
You explain the rule, they do the exercise — then they NEVER use it in real speech.
Rules don’t become language. That’s not your failure — it’s how grammar-first teaching was always going to end. Our courses show you how to teach grammar through real usage and lexical patterns. Grammar becomes something students use, not something they “know” for tests and forget for communication.
What you’ll learn:
- Why grammar rules don’t transfer to real speech
- How to teach grammar through chunks and patterns
- Match language with tasks and outcomes
- Identify frequent vocab and patterns
- Extend from what learners know rather than say the same thing
-
out of touch
I see new trends but don’t see how they fit.
Teaching never stays still. Teachers face constant new demands – whether its tech, or mediation or critical thinking or … What you need is a clear guide that cuts the BS and shows you how new trends match our principles – or don’t. What you can incorporate easily and what you can leave out.
What you’ll learn:
- Clear constant principles of learning and teaching
- Jargon-free explanations of trends and approaches
- Frameworks for incorporating new skills into your lessons
- Low resource and quick planning alternatives to tech solutions
- Ways to adapt familiar tasks to new needs
-
career stuck
Years of experience. Same role. Same options.
You’re not missing skills — you’re missing the bridge. Nobody showed you how teaching expertise translates to materials writing, training, or management. Our career sessions show you how the same methodology that makes you better in the classroom opens doors outside it.
What you’ll get:
- How classroom methodology applies to writing materials
- What you need to train other teachers effectively
- Approaches to observing classes and mentoring teachers
- How to talk about your teaching in interviews and workshops
- The path from experienced teacher to specialist roles
-
Limited/No support
Nobody in my staffroom thinks about this stuff.
It’s hard to develop when there’s no one to talk to. Especially if you’re freelance or the only one who cares. Our monthly live clinics let you bring real questions to our expert trainers. Our forum connects you with other teachers with a similar outlook grappling with the similar issues People who get you.
What you’ll get:
- Monthly planning clinics — bring real lessons, get real feedback
- Monthly language clinics — ask questions that matter
- Monthly sessions on training and current trends
- A professional forum with teachers worldwide
- People who think about teaching the way you do
-
My students need B2, but they’re falling short
Is it the students? The coursebook? O is it me!? Our courses don’t seek to blame, but help you understand. You see what language is, how learning works and what’s possible in a short space of time, and get the tools to create a happier classroom and better outcomes.
What you’ll learn:
- The problem with isolated words and rules
- Focusing on outcomes and tasks
- Choosing word combinations and grammaticalised lexis
- Working with emergent language
- Teaching in tune with evidence on memory and learning
- Managing your students’ and your own expectations
-
You’re dedicated. You want to show you care, but that shouldn’t come at a cost to your non-working life. What you need is understanding and a system. Our courses and monthly planning clinics give you a clear framework for any coursebook at any level – even the ones you hate. You’ll know what to focus on and what to skip and why – without second-guessing every choice.
What you’ll learn:
- A Understand underlying principles of coursebooks and their weaknesses
- An outcomes mindset to guide your choices
- How to personalise classes without reinventing the wheel
- Exploiting language to the fullest by using students
- Effective, principled ways to teach spontaneously
-
Half your class is bored, the other half is lost — every lesson.
Extra worksheets won’t fix this. Neither will pretending everyone’s the same level. You need task design and feedback techniques that stretch stronger students while supporting weaker ones — in the same activity. One methodology that flexes for the room you’ve actually got.
What you’ll learn:
- Task design that works across proficiency levels
- Questioning strategies to find what Ss don’t know – and teach it
- Feedback techniques that challenge and support simultaneously
- How to use student output as teaching material
- Effective use of L1 and interpreting – even in multilingual classes
-
You explain the rule, they do the exercise — then they NEVER use it in real speech.
Rules don’t become language. That’s not your failure — it’s how grammar-first teaching was always going to end. Our courses show you how to teach grammar through real usage and lexical patterns. Grammar becomes something students use, not something they “know” for tests and forget for communication.
What you’ll learn:
- Why grammar rules don’t transfer to real speech
- How to teach grammar through chunks and patterns
- Match language with tasks and outcomes
- Identify frequent vocab and patterns
- Extend from what learners know rather than say the same thing
-
I see new trends but don’t see how they fit.
Teaching never stays still. Teachers face constant new demands – whether its tech, or mediation or critical thinking or … What you need is a clear guide that cuts the BS and shows you how new trends match our principles – or don’t. What you can incorporate easily and what you can leave out.
What you’ll learn:
- Clear constant principles of learning and teaching
- Jargon-free explanations of trends and approaches
- Frameworks for incorporating new skills into your lessons
- Low resource and quick planning alternatives to tech solutions
- Ways to adapt familiar tasks to new needs
-
Years of experience. Same role. Same options.
You’re not missing skills — you’re missing the bridge. Nobody showed you how teaching expertise translates to materials writing, training, or management. Our career sessions show you how the same methodology that makes you better in the classroom opens doors outside it.
What you’ll get:
- How classroom methodology applies to writing materials
- What you need to train other teachers effectively
- Approaches to observing classes and mentoring teachers
- How to talk about your teaching in interviews and workshops
- The path from experienced teacher to specialist roles
-
Nobody in my staffroom thinks about this stuff.
It’s hard to develop when there’s no one to talk to. Especially if you’re freelance or the only one who cares. Our monthly live clinics let you bring real questions to our expert trainers. Our forum connects you with other teachers with a similar outlook grappling with the similar issues People who get you.
What you’ll get:
- Monthly planning clinics — bring real lessons, get real feedback
- Monthly language clinics — ask questions that matter
- Monthly sessions on training and current trends
- A professional forum with teachers worldwide
- People who think about teaching the way you do
Everything you need.
Nothing you don’t.
60 hrs of self-paced methodology
Level. Language. Coursebooks. Skills. Testing. Feedback. Creating lessons. Tech & Trends.
5-to-30-minute lessons in structured chapters and courses.
Take them in a free period. No deadlines.
36 Live Sessions Per Year
Monthly coaching on planning, materials and training.
Plan for your context. Work on your language and tasks. Develop your ideas.
Advice from experts in teaching, writing and CPD.
Professional Community
A forum of teachers who’ve faced your exact problems. Ask your questions. Share your solutions. Get help without judgment.
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We know you need high value CPD at a low cost that fits your busy life, because we had to pay for our own career development too.
Built by teachers who still teach
Andrew Walkley and Hugh Dellar have trained teachers in over 40 countries, they’ve written the methodology book Teaching Lexically and they have written coursebooks like Outcomes which have been used by millions of students.
But here’s what matters: they still teach classes every week. Every principle, every technique, every idea comes from people solving the same problems you face — not academics theorising from a distance.
Andrew Walkley
Hugh Dellar
Teachers solving real problems
I really noticed a difference in my level of interest, enthusiasm and confidence towards using a textbook.
After completing the course, I have a toolkit up on my sleeve to use at any time when planning or teaching a lesson.
It was actually very useful to know your point of view on Mediation, because it´s quite different from the way they oblige us to teach and test it in Spain.
You literally spoke out the things that have been on my mind for some time already. Trying to use AI in teaching we very often just reinvent the tasks which can be found in the course-books.
You have done a really good job systemising everything there possibly is on the use of translation and, frankly speaking, it will be much easier for me.
An in-depth examination of teaching at low levels, especially enjoyed the focus on adapting materials and building up materials and dialogues with students.
I was able to see the importance of clearly stated teacher / institution beliefs about teaching and learning. And for this shared belief system to underpin our CPD … and teacher induction process.
a great … focus on formative assessment and the way it’s applied. Really grateful for the ideas and tools to be used in class.
Their production in English was much better. They used more complete sentences, and chunks… Many thanks for the idea. My students and I loved it.
It was really inspiring and now I am trying to integrate bits and pieces into my teaching.
When looking at a unit, I have a better understanding why a unit is written the way it is and how to take things further.
