Online English teaching is becoming more and more popular with many students and teachers communicating and learning through the medium of technology. It is now a growing business with many teachers opting to teach online. I have been teaching English for over a year now with one organisation and usually teach at the weekend. It is different to teaching in the classroom and there is greater flexibility for teachers as well as students. If you want to consider a career teaching English to students then there are some great opportunities available. In this blog post, Daniel offers readers five important tips to consider when starting your online ESL teacher career.
Our last blog contribution was from Kim Ooi about teaching in China, but in this blog post we are now looking at teaching in South Korea. Jackie Bolen has taught English in South Korea and she is offering 10 top tips for surviving as a teacher in this country. She offers advice with regards to understanding the culture more and also provides some invaluable insights to living and working in this wonderful country. So, if you are considering teaching in South Korea, look no further and read more about it here.
Teaching in China is becoming more and more of a popular destination for teachers of English who are keen to earn a decent salary and developing their career in English language teaching. Looking at recent job posts on this website, the majority of the job submissions are from China. So, what is the best way to survive as an English teacher in China? In this blog contribution, Kim Ooi attempts to answer this question.
A teacher training session looked at 20 ways to make your lessons more exciting and engaging. Please find below a video of the training session, the PowerPoint slides as well as a Handout which was provided to each of the attendees.
I was excited to receive one of the latest publications from Cambridge University Press, Interaction Online. The book is co-authored by Lindsay Clandfield, who has written other titles including the successful Global coursebook series, as well as Jill Hadfield, who has written the recognisable photocopiable resources: Communication Games. As with other Cambridge Handbooks for Language Teachers series, this latest publication is edited by Scott Thornbury.
“Interaction Online” is aimed for teachers who are keen to incorporate an aspect of online interaction as part of their course. It also encourages use with not just face-to-face courses but also with online or blended learning courses. As you read further into the Introduction of the book, the authors focus on interaction and tools to promote online interaction. These suggested tools include message or chat services such as WeChat or WhatsApp, audio or video tools such as FaceTime or Skype as well as discussion forums or message boards. The Introduction is logically organised and well paced with suitable information for any reader who is keen to implement an element of online interaction with their course. The final section of the Introduction provides a comprehensive breakdown of suggested interactive online activities in their corresponding chapters: ‘Personal interaction‘ (Chapter 2), ‘Factual interaction‘ (Chapter 3), ‘Creative interaction‘ (Chapter 4), ‘Critical interaction‘ (Chapter 5) and ‘Fanciful interaction‘ (Chapter 6).
You would think in this day and age with technology, the internet and people travelling around the world more than ever before that people would be more exposed to those from a range of different backgrounds, colours and creeds. Unfortunately, from a recent job advertisement on Ajarn Recruit, it is not the case. There is currently a job advert seeking an English teacher, but their main require: “no Asian face“!
We want you to be part of our teaching TEAM. We treat all team members with care and respect and want this to be a rewarding experience for all who join us, even if only for a year.
It is appalling that the recruitment website hasn’t taken the advert down and that the organisation seeking a teacher, which prides itself on treating “all team members with care and respect“, is willing to assess an applicant based upon their ethnicity rather than their suitability or experience to do the job.
In this post I have developed material for teachers to incorporate into lessons related to food – not such a good idea if you have any Arabic learners as Ramadan has just started. This particular lesson lasts around 45 minutes and is a good task for learners to become more aware of British food.
It is that time of year where a vast group of English teachers venture to the UK to continue their professional development for the IATEFL Conference. This year it was held at Glasgow. I believe it was five years ago, in 2012, when I went to the IATEFL Conference in Glasgow to give my talk based upon my research for my MA in Dogme ELT. You can read more about my dissertation and research in this post.
Anyhow, attending conferences can be overwhelming, challenging and intimidating, but it doesn’t have to be. This post looks at the best ways to make the most out of conferences and how to make the most of your time.
Last week, I was inducting some new teachers into our school: preparing them for their teaching career for the year ahead. We looked at various areas about teaching: classroom management, get to know you activities, games in the classroom, etc. The final area we looked at was about continuing professional development (CPD). We looked at formal and peer observations, attending workshops, contributing to workshops as well as blogging. All teachers with varying years of experience, including a teacher who had just completed her CELTA (or equivalent), had only come across the mainstream websites related to English language teaching (TEFL.com, Dave’s ESL Cafe or Teaching English) yet had not really considered blogging a tool for CPD.