This June, we are thrilled to spotlight Dr. Teshome Bekele from Hawassa College of Teacher Education in Ethiopia as our Member of the Month!
Dr. Teshome Bekele Sime is an accomplished English Language Teaching (ELT) expert, lecturer, and researcher based in Ethiopia. He was born in Western Hararghe, Oromiya Region, and holds a Ph.D. in English Language Teaching (ELT) from Hawassa University (2024). He earned his M.A. in TEFL from Addis Ababa University (2010) and a B.A. in Teaching English from Jimma University (2005).
With over 17 years of teaching and research experience, Dr. Teshome began his academic career at Bonga College of Teacher Education (2006–2012) and has been serving as an Assistant professor of TEFL at Hawassa College of Teacher Education (2012–present).
His research interests lie on blended learning, digital literacy, and technology-enhanced language instruction, which are central themes in his doctoral dissertation and ongoing scholarly works. He also holds several professional certifications from the British Council and the Ethiopian Ministry of Education.
As a passionate community facilitator, he has led four major Telegram discussion sessions on topics ranging from Blended Learning, Writing skills with Google Docs, motivational strategies in ELT to learner grouping. For his active engagement and contributions, he was honored as the 'Member of the Month' in March 2025 and continues to serve as a spotlighted member of the British Council’s English Connects communities of practice across Sub-Saharan Africa.
Special thanks to the dedicated team of community moderators in the British Council English Connects Telegram group—especially Ms. Blessing Epum, whose ongoing support and leadership have played a key role in creating a dynamic and inclusive space for professional dialogue and growth.
Highlights from Dr. Teshome Bekele's discussion session in June
On Mixed-Ability vs. Achievement-Based Grouping in ELT Classrooms
During the session he led on 6 June, Dr. Teshome explored the pros and cons of achievement-based vs. mixed-ability grouping. At St. Gebriel School in Hawassa, learners are dynamically regrouped monthly based on performance—motivating students through healthy competition. While this can improve outcomes and classroom management, it must be handled with emotional sensitivity to avoid negative labeling.
By contrast, mixed-ability grouping promotes inclusivity and peer support but poses planning challenges. Dr. Teshome emphasized that grouping should never become labeling—the goal is to drive learner progress, not divide them.
Tips for teachers:
- Regular reshuffling boosts motivation
- Peer learning and tiered tasks can support all learners.
- Create a respectful culture where all ability levels are valued.
On Motivating Learners with Low Proficiency or Learning Difficulties in ELT Contexts
During the second session he led on 23 June, Dr. Teshome stressed that motivation is a shared responsibility, not just the learner’s burden. He broke down four types of motivation—intrinsic, extrinsic, instrumental, and integrative—and asked teachers to reflect on their own reasons for joining English Connects.
For learners facing low confidence or learning barriers, he shared the following practical strategies for teachers:
- Using visuals and repetition
- Celebrating small wins
- Linking learning to real-life goals
- Creating safe spaces to take risks and make mistakes
'Motivation is fuel. If learners are running on empty, it’s our job to help refill the tank—with patience, praise, and relevance. The best thing we can do to support with Low Proficiency & Learning Difficulties is to hear what they have to say' – by Dr. Teshome Bekele
