Hi all, thanks for dropping by. To make things easier, I've decided to merge some of my blogs, which, including this one, can now be found at ELT World. I've been getting off my backsides and writing recently, so come over to the new URL and leave lots of lovely comments.
Wednesday, October 14, 2009
Sunday, April 6, 2008
Secrets of Those that Do the TEFL Hiring
What you need to ask at your TEFL interview
In March, Mishmumkin raised an issue of great significance to those of us who are looking for that dream TEFL job or are considering starting out in the profession: ‘If I've done my research correctly I should know a great deal about my potential employer before the interview. I'm curious what those who do the hiring wish their candidates asked about.’ So, what are recruiters expecting from their prospective employees at the interview? The forum members shared their wealth of experience in offering the following words of great wisdom. Here’s what those in the position to hire feel you should be asking your future employer at that interview:
Ask what you NEED to know
First and foremost, there is a consensus that you really need to ask what’s important to you as the employee: don’t assume that the person interviewing you knows what your priorities are. MELEE notes that, ‘mostly I'm just listening to see what they ask me. That will tell me what's important to them (the students, the curriculum, resources, housing, benefits, vacation time...). I do the interviews individually, but then report back to a panel - that conversation always includes letting the others know what questions were asked by the candidate.’ When applying for a job it’s easy to forget that, while it’s a one of event for you as the potential employee, the person doing the hiring is having the same interaction many, many times and, as noted earlier, is probably under time constraints. Therefore they are likely to try to get what they need from the encounter, leaving you to ask the questions you personally need answering. Justin Trullinger exemplifies the kind of things that he, from experience, feels teachers should ask at the interview:
'I do the hiring at the organisation where I work. It's not that I have a list of questions I want you to ask, because I don't know what's important to you but I feel very strongly that you SHOULD ask about whatever is. Some of the worst problems I've had with teachers have had to do with things that were important to them that they didn't find out about beforehand, or didn't ask for more details.' Some examples:
1) Clothing:
Teachers placed in elementary schools through us wear uniforms. They are told about this before hiring, and asked if they are okay with it. Depending on the school, these uniforms vary - some are very smart suit looking things, but some, especially at lower income schools, are sweatsuits with school logos. One teacher, very appearance conscious, was so horrified by wearing a sweatsuit that she was unable to continue, and we had to negotiate special permission for her to wear her own clothes. This made all the parents think she was the principal. It was a mess. Personally, I don't care what I wear, and would love to have a uniform, any uniform that meant I wouldn't have to shop for clothes, or try to figure out what color tie goes with things...but to her, it was an issue. She should have asked.
2) Costs of living:
Some things are very cheap in Ecuador. Some are more expensive. Computers are first world prices or higher. Having read online that the cost of living in Ecuador is low (in terms of rent and food, it is) one teacher decided rather than bringing a computer, to buy one here. But here, lap tops are high end luxury without much selection. He should have asked.
3) Housing:
We don't provide housing - but many of our teachers share apartments with each other - which is clearly stated in our pre-interview literature. This is because Ecuadorian apartments are mostly large family or multifamily units, and it would be hard to afford one on your own. A teacher who doesn't like to share simply assumed that he could find his own, and anticipated finding an apartment for the same cost as a room in a shared unit. Not a chance. Then he complains that it's hard to make ends meet...should have asked.
4) Teaching conditions:
Our teachers are expected to use text books, but not to spend the whole course using only textbooks. They also have to be creative and come up with their own supplementary activities and materials. Payment for this is included in their hourly rate - they are not paid for extra hours for doing it. This is standard enough that I didn't make an issue of it, though again, it says in the package that "teaching hours are paid for at $X per hour, and that this rate includes preparation..." Again, if this is a problem, ask, let's talk beforehand. Likewise, if you have any financial obligations outside of the country, like student loan payments, it would be good to ask about how feasible that is...
To that list I’d certainly want to add medical insurance and, if you’re thinking about staying in a country for an extended period of time, you might also want to look into their policies regarding work permits and social security contributions. Those of you who’re new to teaching may find it hard to believe but some of us end up staying for good. It would be a shame to find out several years down the line that you’ve been living illegally and that you’re presence in a country is no longer welcome, or that what could have become a reasonable state pension to supplement your retirement doesn’t exist as your employers never registered you. Ask!
Post-interview questions
Of course, sometimes as the interviewee, you’re going to feel overwhelmed by the situation. A natural consequence of this is forgetting to ask the questions that you really need answering, as Emma notes, ‘I've found in interviews that the interviewer has told me so much information about the school and teaching methods that I really can't think of anything when asked if I have questions. To ask about obvious stuff like salary when I haven't been offered a job seems presumptuous.’ This issue of asking about salary is something that I’ll return to later. Emma also asked the following question on the forum:
‘How do you feel about teachers coming back and asking questions before accepting the post?’
MELEE replied thus, reiterating the need to be time conscious, ‘I think it's great. I'd rather teachers ask only 2 or 3 of the most important questions in the interview, but that's because we interview over the phone and I'm under pressure to try to keep the calls around 30 minutes. I welcome additional questions by email, no matter how many. The sooner the better because really I'm using those questions to decide whether or not I'm going to make you an offer.’ Something I’ve always done at the end of an interview is ask the interviewer if I can make additional contact after our meeting, primarily because I experience the kind of information overload that Emma mentions. As MELEE quite clearly states, this is beneficial to both parties.
Time (not) to talk money
Now onto the issue that’s almost always at the bottom line, salary. Gordon shares his thoughts on the matter:
‘Prospective applicants should not ask about salary until they are offered the job. On the other hand, applicants should have a pretty good idea of the salary at this point anyways. I won't apply for a job unless I have a decent idea of the salary range, in many cases it would be a waste of everyone's time. I hate it when jobs don't give the salary in the ad or at least the salary range.’ It’s not impossible these days to get a fairly good idea of what you can expect to earn in a particular country or even at a certain school. Asking questions at the ELT World Forums is one good way to learn such information. Sherri adds, ‘I don't see why the salary should be such a big secret. I always tell the applicants what they can expect to make. I usually tell them over the phone before we schedule the interview. There is a pay scale so it is easy to figure out. All teachers have a copy of the pay scale once hired. If it looks like the interview is going well, I tell them how often they will be paid and when they can expect their first pay check. This is especially important for people who are relocating for a job.’ I also chipped in with a recommendation which has always seen me right in the past:
‘I think it's appropriate for the interviewee to raise the issue, such as, 'I'm sure once you've made your decision about hiring me, we can talk in more detail about the salary and benefits package you offer.' This lets the interviewer know that while this isn't your only motivation for wanting the job, it is something that they expect to be informed about in detail at some point.’
Gordon summarises the issue perfectly when he states, ‘I think one doesn't want to appear as though money is the most important factor in the job decision, whereas we all know that it is.’ I would make it clear that you will want to have a clear idea about the kind of money you’ll be earning without making that the sole purpose for you having turned up for the interview.
How can you prepare for the interview?
What can you do before the interview? Gordon again offers advice:
‘Before an interview, I write a list of things (housing, resources, etc) that I want answered before deciding to take a job. Then, during the interview I take copious notes, and if the interview hasn't answered my questions, I ask them at the question time. Although, just thinking about it now, I haven't had a face to face interview for years now, so its easy to have my little list and notebook. Not sure how that would go down in a face to face interview.’
While Gordon may not have tried this in a face to face interview, this is a tactic that I myself have used and find that it has been received well. If you’ve taken the time to sit down and make a note of what you need to know from this potential employer, it gives the impression that you’re serious about wanting the job.
Another thing that makes a good impression is showing that you’ve given some thought about how you’ll fit in to the school. Sherri exemplifies, ‘I must admit, I like it when people ask about the students. I like it when they ask about the work atmosphere, but how the teachers work together, if they share and support each other. I like it if they show an interest in our program and show that they at least looked at our website.’ For the interview I had for my present job, I printed of the school’s entire website, annotated the points that interested me and highlighted other information I wanted to ask about. While there was no way for me to get through more than one or two points that I’d noted, it gave the impression that I’d really thought about why I wanted to work here, and was told as much later.
Don’t waste their time
Let’s now briefly assume you’ve been offered a job. Having noted earlier that recruiters appreciate you asking questions that will help you decide if you’re going to take the position, think about whether or not you’re realistically thinking of taking the position before making secondary contact. MELEE explains, ‘If I make the offer, then you hit me with questions that lead me to believe that this is not the best position for you, then you've wasted my time because I need to give you adequate time before I offer it to someone else rather than you.’ Think, at some point it could be you who misses out on an interview because someone was wasting the recruiter’s time mulling over an offer they didn’t intend to take.
One thing you also really need to do is prioritise what you need to ask. The interviewer will want to make a decision about you just as much as you want to decide if you want the job. One sure way to put off the person deciding whether or not to hire you will be asking questions to which you could easily find the answers elsewhere. Think about this: what would you rather know about, the number of hours you could expect to work in an average week or the colour of the tiles in the bathroom of the apartment you’ll be sharing? Prioritise what you need to learn about the school. Yaramaz explains this issue, referring to a recent incident in her efforts to recruit teachers:
‘We just recently recruiting for next term and have had an interesting time poring over applications. One woman included a jpeg list of over 100 questions for us to answer-- not even in word or PDF format! How can we even begin to answer 147 questions on a jpeg??? And most were really pointless questions that could be googled or asked in the interview, like "Do you have a photocopier?' and 'what is the climate of your city?' Aaaaagh!’ Aaaaaagh indeed. Imagine how you would feel if you received such a list of questions at a time when you’ve got to interview numerous people. How much priority would you give to someone who asked questions to which they could so easily find the answers themselves?
I’ll conclude by returning to the advice of Justin Trullinger: ‘It isn't a question of what you should ask - but ask everything that YOU need to know. I may not know what's important to you, but it's important that you ask about what you need to know. Do not assume! Whatever you need to know in order to make an adequate decision, you'll need to ask.’
In March, Mishmumkin raised an issue of great significance to those of us who are looking for that dream TEFL job or are considering starting out in the profession: ‘If I've done my research correctly I should know a great deal about my potential employer before the interview. I'm curious what those who do the hiring wish their candidates asked about.’ So, what are recruiters expecting from their prospective employees at the interview? The forum members shared their wealth of experience in offering the following words of great wisdom. Here’s what those in the position to hire feel you should be asking your future employer at that interview:
Ask what you NEED to know
First and foremost, there is a consensus that you really need to ask what’s important to you as the employee: don’t assume that the person interviewing you knows what your priorities are. MELEE notes that, ‘mostly I'm just listening to see what they ask me. That will tell me what's important to them (the students, the curriculum, resources, housing, benefits, vacation time...). I do the interviews individually, but then report back to a panel - that conversation always includes letting the others know what questions were asked by the candidate.’ When applying for a job it’s easy to forget that, while it’s a one of event for you as the potential employee, the person doing the hiring is having the same interaction many, many times and, as noted earlier, is probably under time constraints. Therefore they are likely to try to get what they need from the encounter, leaving you to ask the questions you personally need answering. Justin Trullinger exemplifies the kind of things that he, from experience, feels teachers should ask at the interview:
'I do the hiring at the organisation where I work. It's not that I have a list of questions I want you to ask, because I don't know what's important to you but I feel very strongly that you SHOULD ask about whatever is. Some of the worst problems I've had with teachers have had to do with things that were important to them that they didn't find out about beforehand, or didn't ask for more details.' Some examples:
1) Clothing:
Teachers placed in elementary schools through us wear uniforms. They are told about this before hiring, and asked if they are okay with it. Depending on the school, these uniforms vary - some are very smart suit looking things, but some, especially at lower income schools, are sweatsuits with school logos. One teacher, very appearance conscious, was so horrified by wearing a sweatsuit that she was unable to continue, and we had to negotiate special permission for her to wear her own clothes. This made all the parents think she was the principal. It was a mess. Personally, I don't care what I wear, and would love to have a uniform, any uniform that meant I wouldn't have to shop for clothes, or try to figure out what color tie goes with things...but to her, it was an issue. She should have asked.
2) Costs of living:
Some things are very cheap in Ecuador. Some are more expensive. Computers are first world prices or higher. Having read online that the cost of living in Ecuador is low (in terms of rent and food, it is) one teacher decided rather than bringing a computer, to buy one here. But here, lap tops are high end luxury without much selection. He should have asked.
3) Housing:
We don't provide housing - but many of our teachers share apartments with each other - which is clearly stated in our pre-interview literature. This is because Ecuadorian apartments are mostly large family or multifamily units, and it would be hard to afford one on your own. A teacher who doesn't like to share simply assumed that he could find his own, and anticipated finding an apartment for the same cost as a room in a shared unit. Not a chance. Then he complains that it's hard to make ends meet...should have asked.
4) Teaching conditions:
Our teachers are expected to use text books, but not to spend the whole course using only textbooks. They also have to be creative and come up with their own supplementary activities and materials. Payment for this is included in their hourly rate - they are not paid for extra hours for doing it. This is standard enough that I didn't make an issue of it, though again, it says in the package that "teaching hours are paid for at $X per hour, and that this rate includes preparation..." Again, if this is a problem, ask, let's talk beforehand. Likewise, if you have any financial obligations outside of the country, like student loan payments, it would be good to ask about how feasible that is...
To that list I’d certainly want to add medical insurance and, if you’re thinking about staying in a country for an extended period of time, you might also want to look into their policies regarding work permits and social security contributions. Those of you who’re new to teaching may find it hard to believe but some of us end up staying for good. It would be a shame to find out several years down the line that you’ve been living illegally and that you’re presence in a country is no longer welcome, or that what could have become a reasonable state pension to supplement your retirement doesn’t exist as your employers never registered you. Ask!
Post-interview questions
Of course, sometimes as the interviewee, you’re going to feel overwhelmed by the situation. A natural consequence of this is forgetting to ask the questions that you really need answering, as Emma notes, ‘I've found in interviews that the interviewer has told me so much information about the school and teaching methods that I really can't think of anything when asked if I have questions. To ask about obvious stuff like salary when I haven't been offered a job seems presumptuous.’ This issue of asking about salary is something that I’ll return to later. Emma also asked the following question on the forum:
‘How do you feel about teachers coming back and asking questions before accepting the post?’
MELEE replied thus, reiterating the need to be time conscious, ‘I think it's great. I'd rather teachers ask only 2 or 3 of the most important questions in the interview, but that's because we interview over the phone and I'm under pressure to try to keep the calls around 30 minutes. I welcome additional questions by email, no matter how many. The sooner the better because really I'm using those questions to decide whether or not I'm going to make you an offer.’ Something I’ve always done at the end of an interview is ask the interviewer if I can make additional contact after our meeting, primarily because I experience the kind of information overload that Emma mentions. As MELEE quite clearly states, this is beneficial to both parties.
Time (not) to talk money
Now onto the issue that’s almost always at the bottom line, salary. Gordon shares his thoughts on the matter:
‘Prospective applicants should not ask about salary until they are offered the job. On the other hand, applicants should have a pretty good idea of the salary at this point anyways. I won't apply for a job unless I have a decent idea of the salary range, in many cases it would be a waste of everyone's time. I hate it when jobs don't give the salary in the ad or at least the salary range.’ It’s not impossible these days to get a fairly good idea of what you can expect to earn in a particular country or even at a certain school. Asking questions at the ELT World Forums is one good way to learn such information. Sherri adds, ‘I don't see why the salary should be such a big secret. I always tell the applicants what they can expect to make. I usually tell them over the phone before we schedule the interview. There is a pay scale so it is easy to figure out. All teachers have a copy of the pay scale once hired. If it looks like the interview is going well, I tell them how often they will be paid and when they can expect their first pay check. This is especially important for people who are relocating for a job.’ I also chipped in with a recommendation which has always seen me right in the past:
‘I think it's appropriate for the interviewee to raise the issue, such as, 'I'm sure once you've made your decision about hiring me, we can talk in more detail about the salary and benefits package you offer.' This lets the interviewer know that while this isn't your only motivation for wanting the job, it is something that they expect to be informed about in detail at some point.’
Gordon summarises the issue perfectly when he states, ‘I think one doesn't want to appear as though money is the most important factor in the job decision, whereas we all know that it is.’ I would make it clear that you will want to have a clear idea about the kind of money you’ll be earning without making that the sole purpose for you having turned up for the interview.
How can you prepare for the interview?
What can you do before the interview? Gordon again offers advice:
‘Before an interview, I write a list of things (housing, resources, etc) that I want answered before deciding to take a job. Then, during the interview I take copious notes, and if the interview hasn't answered my questions, I ask them at the question time. Although, just thinking about it now, I haven't had a face to face interview for years now, so its easy to have my little list and notebook. Not sure how that would go down in a face to face interview.’
While Gordon may not have tried this in a face to face interview, this is a tactic that I myself have used and find that it has been received well. If you’ve taken the time to sit down and make a note of what you need to know from this potential employer, it gives the impression that you’re serious about wanting the job.
Another thing that makes a good impression is showing that you’ve given some thought about how you’ll fit in to the school. Sherri exemplifies, ‘I must admit, I like it when people ask about the students. I like it when they ask about the work atmosphere, but how the teachers work together, if they share and support each other. I like it if they show an interest in our program and show that they at least looked at our website.’ For the interview I had for my present job, I printed of the school’s entire website, annotated the points that interested me and highlighted other information I wanted to ask about. While there was no way for me to get through more than one or two points that I’d noted, it gave the impression that I’d really thought about why I wanted to work here, and was told as much later.
Don’t waste their time
Let’s now briefly assume you’ve been offered a job. Having noted earlier that recruiters appreciate you asking questions that will help you decide if you’re going to take the position, think about whether or not you’re realistically thinking of taking the position before making secondary contact. MELEE explains, ‘If I make the offer, then you hit me with questions that lead me to believe that this is not the best position for you, then you've wasted my time because I need to give you adequate time before I offer it to someone else rather than you.’ Think, at some point it could be you who misses out on an interview because someone was wasting the recruiter’s time mulling over an offer they didn’t intend to take.
One thing you also really need to do is prioritise what you need to ask. The interviewer will want to make a decision about you just as much as you want to decide if you want the job. One sure way to put off the person deciding whether or not to hire you will be asking questions to which you could easily find the answers elsewhere. Think about this: what would you rather know about, the number of hours you could expect to work in an average week or the colour of the tiles in the bathroom of the apartment you’ll be sharing? Prioritise what you need to learn about the school. Yaramaz explains this issue, referring to a recent incident in her efforts to recruit teachers:
‘We just recently recruiting for next term and have had an interesting time poring over applications. One woman included a jpeg list of over 100 questions for us to answer-- not even in word or PDF format! How can we even begin to answer 147 questions on a jpeg??? And most were really pointless questions that could be googled or asked in the interview, like "Do you have a photocopier?' and 'what is the climate of your city?' Aaaaagh!’ Aaaaaagh indeed. Imagine how you would feel if you received such a list of questions at a time when you’ve got to interview numerous people. How much priority would you give to someone who asked questions to which they could so easily find the answers themselves?
I’ll conclude by returning to the advice of Justin Trullinger: ‘It isn't a question of what you should ask - but ask everything that YOU need to know. I may not know what's important to you, but it's important that you ask about what you need to know. Do not assume! Whatever you need to know in order to make an adequate decision, you'll need to ask.’
Follow this discussion over at the English Teaching Forums.
Thursday, March 20, 2008
Online Teaching: is it for you?
Are you thinking about hosting an online course for the first time? Maybe you've already taught online but are looking for some tips to help you become more effective? As TEFL teachers, this is an increasingly good opportunity for us to generate income. Here are a few points for you to think about...
One thing is for certain, the world of online learning is expanding at an incredible pace. More courses are being offered and more students are enrolling every semester. Of course, teaching an online course can be done while sitting at your computer in your undies, but becoming an effective online instructor requires a good deal of practice and preparation.
Of course, teaching online does take away the face-to-face involvement with students. Nothing can replace seeing a student smile after finally understanding a difficult language point, but online teaching can be even more rewarding than traditional teaching, when you do it well.
So, what makes an effective online instructor? While I would say that good teaching involves an incredibly large number of different qualities and techniques, effective online teaching focuses on three main points:
1) You really must be clear about your expectations. Because your student(s) aren’t sitting right in front of you, it’s extremely important to be very clear. How do you know if you are clear enough when you can’t see the students sitting with a puzzled look while nodding their head in apparent agreement? Well… ask the students. Carefully evaluate the quality of their work and how close the finished product matches the aims and objectives. Another good idea is to have a colleague read your material before the course begins. If student evaluations are distributed at the end of the semester, you can use the feedback to help you improve your course and teaching techniques but keep in mind that by then you can no longer help the students learn what you want them to learn!
2) You must communicate frequently AND effectively. Most students will expect you to be sitting at your computer – waiting feverishly - whenever they send you a question by email. Of course, that is not practicable, nor is it in any way reasonable. Therefore, it’s a good idea to give students a time frame in which you plan to respond, with 24 to 48 hours being fairly reasonable. Also, it’s not enough just to communicate frequently. You must also communicate effectively. While some students (especially new online students) will want you to lead them by the hand through each step, if you already have clearly written instructions, you can direct them to these instructions. Bear in mind that most students are not usually going to be asking you questions to annoy you, they just want to make sure they are doing what you want them to do. So, be understanding, even when you get questions that seem nonsenical. If you get the same questions frequently, it’s a good idea to save the questions and your responses to create an FAQ list.
3) You must let your personality shine through. If students just wanted to read a book, they wouldn’t need you to read it for them. So, when teaching online, avoid taking the easy way out by simply posting a few readings and having students answer the questions: Add a little of your personality to your assignments and communication (bear in mind when using humor that it is difficult to convey online). Give them real-life examples that you have learned from being the subject matter expert. Create interesting and interactive assignments to help students really learn the material.
Good teaching, like being good at anything, takes practice. If you are clear - if you stay in close contact with your students - and if you create an interesting learning experience, you will be the online instructor that students want to learn from. Sermon over!
One thing is for certain, the world of online learning is expanding at an incredible pace. More courses are being offered and more students are enrolling every semester. Of course, teaching an online course can be done while sitting at your computer in your undies, but becoming an effective online instructor requires a good deal of practice and preparation.
Of course, teaching online does take away the face-to-face involvement with students. Nothing can replace seeing a student smile after finally understanding a difficult language point, but online teaching can be even more rewarding than traditional teaching, when you do it well.
So, what makes an effective online instructor? While I would say that good teaching involves an incredibly large number of different qualities and techniques, effective online teaching focuses on three main points:
1) You really must be clear about your expectations. Because your student(s) aren’t sitting right in front of you, it’s extremely important to be very clear. How do you know if you are clear enough when you can’t see the students sitting with a puzzled look while nodding their head in apparent agreement? Well… ask the students. Carefully evaluate the quality of their work and how close the finished product matches the aims and objectives. Another good idea is to have a colleague read your material before the course begins. If student evaluations are distributed at the end of the semester, you can use the feedback to help you improve your course and teaching techniques but keep in mind that by then you can no longer help the students learn what you want them to learn!
2) You must communicate frequently AND effectively. Most students will expect you to be sitting at your computer – waiting feverishly - whenever they send you a question by email. Of course, that is not practicable, nor is it in any way reasonable. Therefore, it’s a good idea to give students a time frame in which you plan to respond, with 24 to 48 hours being fairly reasonable. Also, it’s not enough just to communicate frequently. You must also communicate effectively. While some students (especially new online students) will want you to lead them by the hand through each step, if you already have clearly written instructions, you can direct them to these instructions. Bear in mind that most students are not usually going to be asking you questions to annoy you, they just want to make sure they are doing what you want them to do. So, be understanding, even when you get questions that seem nonsenical. If you get the same questions frequently, it’s a good idea to save the questions and your responses to create an FAQ list.
3) You must let your personality shine through. If students just wanted to read a book, they wouldn’t need you to read it for them. So, when teaching online, avoid taking the easy way out by simply posting a few readings and having students answer the questions: Add a little of your personality to your assignments and communication (bear in mind when using humor that it is difficult to convey online). Give them real-life examples that you have learned from being the subject matter expert. Create interesting and interactive assignments to help students really learn the material.
Good teaching, like being good at anything, takes practice. If you are clear - if you stay in close contact with your students - and if you create an interesting learning experience, you will be the online instructor that students want to learn from. Sermon over!
Monday, January 28, 2008
The Key to Teaching in Latin America
Sharon de Hinojosa, whom members of the ELT World forums know better as Naturegirl321, has been kind enough to answer a few of my questions about her internet projects. After years of gathering information about teaching on the South American continent, she has decided to make this knowledge available to others via her excellent websites:
Why did you set up your sites?
I wanted to create a place where people could get information about teaching in Latin American, living in Peru, and hints to help teachers. I have three sites; two are about teaching and one about Peru.
Firstly, there’s the the LA Job List where in addition to giving information about teaching in Latin America, such as visas, how to find a job, etc. I have job lists for 19 Latin American countries.
TEFL Tips gives tips for teaching, such as Teaching English, Teaching Large Classes, Living in a Foreign Country, etc.
Finally, the Ultimate Peru List is a site which has information about life in Peru from working, immigrations, settling down, etc.
I have been gathering information on these topics on years and constantly update in order for people to have the latest information.
Why did you feel the need to start your teaching sites?
I feel that I have a bit of experience in teaching and living in Peru. For example, when I come to Peru I knew nothing, there was hardly any info on the web, so I had to struggle with things myself. I believe that now since I have more experience in teaching and Peru that I should share the info with other people. It makes the transition so much easier.
I suppose after you spend years posting in forums, people tend to know who you are and approach you for advice. I originally started posting information on forums due to the fact that people would email and PM (private message) me with the same questions. I thought posting the information would make it readily available to everyone. People’s questions were the motivation behind me creating the information that I have.
I only recently started the websites. I’m involved in several forums both about TEFL and Peru and had the information on those forums, I try to update as often as possible and it just became too difficult to update them all. I thought that instead of updating all the forums, I could just put the links in my signature and people could easily find the information on my website.
What's your background in teaching?
During university I got the chance to do some short-term teaching in China, Taiwan and Venezuela. Once I graduated I knew that it was what I wanted to do. I’ve been teaching for five years. I did my TEFL Diploma with the Boland School in the Czech Republic in January 2003. Then I went to teach for them in Suzhou, China, later I went to a kindergarten in Changchun, China. In August 2004, I moved to Lima, Peru to teach at a university and had the intention to stay a year, but ended up getting married a year later. In August 2006, we moved to Lima where I taught at a university and secondary school. In November 2007 I made the decision to come to Korea to work at a primary school in order to do my thesis, but will be going home to Lima at the end of January 2008.
I think that it’s important to keep learning about teaching, so I try to attend conferences and workshops every couple of months. I also have presented in some of them. My background isn’t in teaching, so I started my MA in TEFL in February 2006 in order to learn more about it.
What are your favorite teaching sites?
I like ELT World (www.elt-world.blogspot.com) because it’s a breath of fresh air in the TEFL World. The forums are mostly made up of TEFL oldbies who know each other so the atmosphere is very friendly. TEFL Watch (www.teflwatch.org) is also very useful for finding info about good and bad schools.
As for teaching material, I think that good sites are One Stop English (www.onestopenglish.com), Boggle’s World (www.bogglesworld.com), also the Mark’s English site (www.mes-english.com) as well as ESL Galaxy (www.esl-galaxy.com).
What do you think is the biggest challenge facing TEFL teachers today?
I think it’s to overcome the stereotypes. Unfortunately, some people still think of EFL teachers as backpackers who are only in it to see the world, but more and more we’re seeing people who are making a career out of teaching. Seeing people serious about teaching is good for the students and employers.
What's your most positive teaching experience?
I like playing games in class, so anytime I see students laughing and having fun while in class is wonderful for me. I like teaching children, so it’s fun to see them cock their head to one side and think how to say things in English and then they get a kick out of it when they can communicate with the teacher.
What are your future plans for your various websites?
I’ve had so much feedback about my sites and people have contacted me giving me heaps of suggestions about what to do, which I really appreciate.
For The LA Job List, I would like to have people add their stories about teaching in specific countries, so that people who want to teach in those countries can know what to expect as far as salary, numbers of hours, etc.
For TEFL Tips, I would like to continue adding more tips for specific teaching situations, such as teaching children, teaching business English, etc. I also hope to have people add their tips as well.
For The Ultimate Peru List, I have 50 Word pages of information and would like to work on the organisation so that people can easily find the info they’re looking for.
One thing that I think is important is giving people credit for what they’ve done. So many people have approached me and asked to help me out. I have a Credits section on The LA Job List where I list people who have helped me out with large portions of the website. When people give me small tips I always put their name next to it. Or if they add my website to theirs I do the same. I think it’s important for people to realise “what goes around, comes around.”
Visit the the LA Joblist, the Ultimate Peru List and TEFL tips websites:
http://www.thelajoblist.blogspot.com/
http://www.tefltips.blogspot.com/
http://www.theultimateperulist.blogspot.com
Why did you set up your sites?
I wanted to create a place where people could get information about teaching in Latin American, living in Peru, and hints to help teachers. I have three sites; two are about teaching and one about Peru.
Firstly, there’s the the LA Job List where in addition to giving information about teaching in Latin America, such as visas, how to find a job, etc. I have job lists for 19 Latin American countries.
TEFL Tips gives tips for teaching, such as Teaching English, Teaching Large Classes, Living in a Foreign Country, etc.
Finally, the Ultimate Peru List is a site which has information about life in Peru from working, immigrations, settling down, etc.
I have been gathering information on these topics on years and constantly update in order for people to have the latest information.
Why did you feel the need to start your teaching sites?
I feel that I have a bit of experience in teaching and living in Peru. For example, when I come to Peru I knew nothing, there was hardly any info on the web, so I had to struggle with things myself. I believe that now since I have more experience in teaching and Peru that I should share the info with other people. It makes the transition so much easier.
I suppose after you spend years posting in forums, people tend to know who you are and approach you for advice. I originally started posting information on forums due to the fact that people would email and PM (private message) me with the same questions. I thought posting the information would make it readily available to everyone. People’s questions were the motivation behind me creating the information that I have.
I only recently started the websites. I’m involved in several forums both about TEFL and Peru and had the information on those forums, I try to update as often as possible and it just became too difficult to update them all. I thought that instead of updating all the forums, I could just put the links in my signature and people could easily find the information on my website.
What's your background in teaching?
During university I got the chance to do some short-term teaching in China, Taiwan and Venezuela. Once I graduated I knew that it was what I wanted to do. I’ve been teaching for five years. I did my TEFL Diploma with the Boland School in the Czech Republic in January 2003. Then I went to teach for them in Suzhou, China, later I went to a kindergarten in Changchun, China. In August 2004, I moved to Lima, Peru to teach at a university and had the intention to stay a year, but ended up getting married a year later. In August 2006, we moved to Lima where I taught at a university and secondary school. In November 2007 I made the decision to come to Korea to work at a primary school in order to do my thesis, but will be going home to Lima at the end of January 2008.
I think that it’s important to keep learning about teaching, so I try to attend conferences and workshops every couple of months. I also have presented in some of them. My background isn’t in teaching, so I started my MA in TEFL in February 2006 in order to learn more about it.
What are your favorite teaching sites?
I like ELT World (www.elt-world.blogspot.com) because it’s a breath of fresh air in the TEFL World. The forums are mostly made up of TEFL oldbies who know each other so the atmosphere is very friendly. TEFL Watch (www.teflwatch.org) is also very useful for finding info about good and bad schools.
As for teaching material, I think that good sites are One Stop English (www.onestopenglish.com), Boggle’s World (www.bogglesworld.com), also the Mark’s English site (www.mes-english.com) as well as ESL Galaxy (www.esl-galaxy.com).
What do you think is the biggest challenge facing TEFL teachers today?
I think it’s to overcome the stereotypes. Unfortunately, some people still think of EFL teachers as backpackers who are only in it to see the world, but more and more we’re seeing people who are making a career out of teaching. Seeing people serious about teaching is good for the students and employers.
What's your most positive teaching experience?
I like playing games in class, so anytime I see students laughing and having fun while in class is wonderful for me. I like teaching children, so it’s fun to see them cock their head to one side and think how to say things in English and then they get a kick out of it when they can communicate with the teacher.
What are your future plans for your various websites?
I’ve had so much feedback about my sites and people have contacted me giving me heaps of suggestions about what to do, which I really appreciate.
For The LA Job List, I would like to have people add their stories about teaching in specific countries, so that people who want to teach in those countries can know what to expect as far as salary, numbers of hours, etc.
For TEFL Tips, I would like to continue adding more tips for specific teaching situations, such as teaching children, teaching business English, etc. I also hope to have people add their tips as well.
For The Ultimate Peru List, I have 50 Word pages of information and would like to work on the organisation so that people can easily find the info they’re looking for.
One thing that I think is important is giving people credit for what they’ve done. So many people have approached me and asked to help me out. I have a Credits section on The LA Job List where I list people who have helped me out with large portions of the website. When people give me small tips I always put their name next to it. Or if they add my website to theirs I do the same. I think it’s important for people to realise “what goes around, comes around.”
Visit the the LA Joblist, the Ultimate Peru List and TEFL tips websites:
http://www.thelajoblist.blogspot.com/
http://www.tefltips.blogspot.com/
http://www.theultimateperulist.blogspot.com
Wednesday, October 17, 2007
Volunteering Abroad: Costa Rica
An article by www.abroaderview.org
In 1502, on his fourth and last voyage to the New World, Christopher Columbus made the first European landfall in the area. Settlement of Costa Rica began in 1522. For nearly three centuries, Spain administered the region as part of the Captaincy General of Guatemala under a military governor. The Spanish optimistically called the country "Rich Coast." Finding little gold or other valuable minerals in Costa Rica, however, the Spanish turned to agriculture.
Mention Costa Rica and people think paradise. The country's Disney-like cast of creatures -- ranging from howler monkeys to toucans -- is prolific and relatively easy to spot. The waves are prime; the beauty is staggering and the sluggish pace seductive.
Costa Rica, despite being such a tiny nation, draws well over a million visitors every year - and you can see why. The incredibly varied topography means you can cruise a cloud forest one day, climb a volcano the next, and finish passed out on a hot sandy beach.
Costa Rica is a tropical country and experiences only two seasons: wet and dry. The dry season is generally between late December and April; the wet season lasts the rest of the year. The highlands are cold: San José and the Central Valley get an 'eternal spring' with lows averaging 15°C (60°F) and highs averaging 26°C (79°F). Both the Pacific and Caribbean coasts are pretty much sweltering year-round - get ready for some bad-hair days. Temperatures vary little between seasons; the main influence on temperature is altitude. The humidity at low altitudes can be oppressive.
______________________________
We offer the following programs in Costa Rica: (1-4 week placements - Optional start date)
Program Length: 1-4 weeks Program Date: Flexible Start & End Date Work Schedule: Monday-Friday, 8 hour per day Accommodations: Local home stay or hostal Meals: Yes, 3 meals a day Requirements: 18 years +, Basic Spanish knowledge, an able body, can-do attitude, self-starter and adventurous nature.
Animal Welfare/Turtle Conservation: Placements are available in wild-life refuge which receives animals that have been in captivity or have been sold illegally by animal traffickers. The main objective of this project is to rehabilitate the animals and reincorporate them back into their natural habitat. Volunteers will feed animals and clean and repair cages. In addition, they will help build new cages and improve existing facilities. Volunteers will ordinarily work about 8- 10 hours per day, depending on the projects they are involved in. Most refuge centers offer on-site shared volunteer accommodation, including meals. These accommodations typically have electricity and running water, and shared bathrooms. Proficiency in Spanish is highly recommended. *2 week minimum suggested.
Indigenous Community: Live and work among the people of a multiethnic indigenous community with members of different ethnicities. The community obtains their income from fishing, agriculture, hunting, and horticulture, combined with handicrafts, communitarian tourism, conservation and reforestation. Volunteers will be involved in a wide range of exciting activities including teaching English at the local school, working at the children's day care center, rain forest restoration projects, horticultural and fish farming projects and infrastructure construction projects including work on a Women's Center. This is a great opportunity to experience the life and culture of the local indigenous people. Volunteers live with a local host family in a shared room; all meals are provided by the host family. Proficiency is Spanish is required, as well as an adventurous spirit. *2 week minimum suggested.
Social/Welfare Service:. Volunteers work at a local children's home which doubles as an orphanage and day care. The children range in age from infancy to 12yrs old, some with mild handicaps. Volunteers assist the local staff with the basic needs such as feeding, bathing and clothing; as well arrange games and day trips with the kids. Teaching English, math, as well as manual labor (sweeping, painting, and gardening) may be involved. Basic/Proficient Spanish is required, as well as a positive, self-starter and flexible attitude.
Education/Teaching: Volunteers can teach, or assist the local teacher with English classes. The kids vary in age and most do not have any proper schooling. By speaking English, new opportunities are available to the children that would otherwise be destined to stay in the cycle of poverty. Volunteers do not need previous teaching experience, although it would be helpful. Basic/Proficient Spanish is required, as well as a positive, flexible and committed attitude. Volunteers will need to create their own lesson plans with the help of the local teachers.
Program Includes: Homestay or local guesthouse or on-site volunteer accommodations at orphanage. Includes three meals a day. Airport (or bus) transfers on arrival and departure. Our local Project Coordinators will provide orientation briefing, city tour, half day Spanish lessons. Introduction and placement in a volunteer work project. *Additional Spanish classes can be arranged for you locally.
The project coordinator is available 24/7 in case of emergency, health-related or otherwise. They can assist in arranging sightseeing excursion before, during or after the volunteer program.
North Caribean Limon Region National Park
Covered by virgin forest, and located inside tropical wet forest, with altitudes ranging between 110m and 1,617m. It contains a large quantity of plant and animal species, many of them rare or endangered. Its main attractions are Dantas River, Ayil Lagoon, and Tigre Hill, and the area of Dos Ramos.
Indigenous Community and Social/Welfare Service: "City of the Kids", 350 youngsters, technical school different areas. Areas that you can help: health, sports, English, computers, help them study, library, ecology planning, Ecotourism and environment impact of the programs.
South Caribbean National Park Tortuguero
On the province of Limón, on the Atlantic coast, 84 Km northwest of Limón city. National Park created 1975. It is the most important area in the entire west half of the Caribbean for the nesting of the green turtle. Other species of marine turtles, such as the leatherback and hawksbill, also nest on the extensive beach of the park. A natural system of navigable canals and lagoons of great scenic beauty cross the park from southeast to northwest. They are the habitat of seven land turtles, which pose on tree trunks on the water or on the floating vegetation islands; of the manatee, one of the most threatened species; of the crocodile; a great variety of crustaceans and some 30 species of freshwater fish.
North Pacific National Park Baula
North of the district of Tamarindo, in the county of Santa Cruz, province of Guanacaste. On the northern side is the San Francisco estuary, and to the south a rocky platform. This park was created for being one of the most important nesting sites of the leatherback turtle (the largest marine turtle in the world). Langosta Beach has a length of 1,300 meters, white sand, a strong swell, and is the most important of the four beaches in this park where this turtle nests. Capacity for 15 volunteers, there is internet, phone and banks nearby.
Central Pacific National Park M.A.
On the Pacific coast, 157 Kms from San José and 7 Km south of Quepos. Established in 1972, it has 693 Hectares on land and 55,000 Hectares on the sea. In the year 2000, 1,080 Hectares were added. Playa del Rey is one of the most beautiful National Parks in the country. It has endangered flora and fauna, and part of the forest is in the process of regeneration, since in the past it had been used to extract wood. It i s a very wet tropical forest, protecting parts of primary and secondary forests, mangrove, beach and marine vegetation, islands, and a 14 Hectare lagoon.
About the Author
AbroaderView.org
1001 Dell Lane Suite B, Wyncote, PA 19095, USA Volunteer Abroad Project Tel: 1-215-780-1845 volunteers@abroaderview.org - www.abroaderview.org
Mention Costa Rica and people think paradise. The country's Disney-like cast of creatures -- ranging from howler monkeys to toucans -- is prolific and relatively easy to spot. The waves are prime; the beauty is staggering and the sluggish pace seductive.
Costa Rica, despite being such a tiny nation, draws well over a million visitors every year - and you can see why. The incredibly varied topography means you can cruise a cloud forest one day, climb a volcano the next, and finish passed out on a hot sandy beach.
Costa Rica is a tropical country and experiences only two seasons: wet and dry. The dry season is generally between late December and April; the wet season lasts the rest of the year. The highlands are cold: San José and the Central Valley get an 'eternal spring' with lows averaging 15°C (60°F) and highs averaging 26°C (79°F). Both the Pacific and Caribbean coasts are pretty much sweltering year-round - get ready for some bad-hair days. Temperatures vary little between seasons; the main influence on temperature is altitude. The humidity at low altitudes can be oppressive.
______________________________
We offer the following programs in Costa Rica: (1-4 week placements - Optional start date)
Program Length: 1-4 weeks Program Date: Flexible Start & End Date Work Schedule: Monday-Friday, 8 hour per day Accommodations: Local home stay or hostal Meals: Yes, 3 meals a day Requirements: 18 years +, Basic Spanish knowledge, an able body, can-do attitude, self-starter and adventurous nature.
Animal Welfare/Turtle Conservation: Placements are available in wild-life refuge which receives animals that have been in captivity or have been sold illegally by animal traffickers. The main objective of this project is to rehabilitate the animals and reincorporate them back into their natural habitat. Volunteers will feed animals and clean and repair cages. In addition, they will help build new cages and improve existing facilities. Volunteers will ordinarily work about 8- 10 hours per day, depending on the projects they are involved in. Most refuge centers offer on-site shared volunteer accommodation, including meals. These accommodations typically have electricity and running water, and shared bathrooms. Proficiency in Spanish is highly recommended. *2 week minimum suggested.
Indigenous Community: Live and work among the people of a multiethnic indigenous community with members of different ethnicities. The community obtains their income from fishing, agriculture, hunting, and horticulture, combined with handicrafts, communitarian tourism, conservation and reforestation. Volunteers will be involved in a wide range of exciting activities including teaching English at the local school, working at the children's day care center, rain forest restoration projects, horticultural and fish farming projects and infrastructure construction projects including work on a Women's Center. This is a great opportunity to experience the life and culture of the local indigenous people. Volunteers live with a local host family in a shared room; all meals are provided by the host family. Proficiency is Spanish is required, as well as an adventurous spirit. *2 week minimum suggested.
Social/Welfare Service:. Volunteers work at a local children's home which doubles as an orphanage and day care. The children range in age from infancy to 12yrs old, some with mild handicaps. Volunteers assist the local staff with the basic needs such as feeding, bathing and clothing; as well arrange games and day trips with the kids. Teaching English, math, as well as manual labor (sweeping, painting, and gardening) may be involved. Basic/Proficient Spanish is required, as well as a positive, self-starter and flexible attitude.
Education/Teaching: Volunteers can teach, or assist the local teacher with English classes. The kids vary in age and most do not have any proper schooling. By speaking English, new opportunities are available to the children that would otherwise be destined to stay in the cycle of poverty. Volunteers do not need previous teaching experience, although it would be helpful. Basic/Proficient Spanish is required, as well as a positive, flexible and committed attitude. Volunteers will need to create their own lesson plans with the help of the local teachers.
Program Includes: Homestay or local guesthouse or on-site volunteer accommodations at orphanage. Includes three meals a day. Airport (or bus) transfers on arrival and departure. Our local Project Coordinators will provide orientation briefing, city tour, half day Spanish lessons. Introduction and placement in a volunteer work project. *Additional Spanish classes can be arranged for you locally.
The project coordinator is available 24/7 in case of emergency, health-related or otherwise. They can assist in arranging sightseeing excursion before, during or after the volunteer program.
North Caribean Limon Region National Park
Covered by virgin forest, and located inside tropical wet forest, with altitudes ranging between 110m and 1,617m. It contains a large quantity of plant and animal species, many of them rare or endangered. Its main attractions are Dantas River, Ayil Lagoon, and Tigre Hill, and the area of Dos Ramos.
Indigenous Community and Social/Welfare Service: "City of the Kids", 350 youngsters, technical school different areas. Areas that you can help: health, sports, English, computers, help them study, library, ecology planning, Ecotourism and environment impact of the programs.
South Caribbean National Park Tortuguero
On the province of Limón, on the Atlantic coast, 84 Km northwest of Limón city. National Park created 1975. It is the most important area in the entire west half of the Caribbean for the nesting of the green turtle. Other species of marine turtles, such as the leatherback and hawksbill, also nest on the extensive beach of the park. A natural system of navigable canals and lagoons of great scenic beauty cross the park from southeast to northwest. They are the habitat of seven land turtles, which pose on tree trunks on the water or on the floating vegetation islands; of the manatee, one of the most threatened species; of the crocodile; a great variety of crustaceans and some 30 species of freshwater fish.
North Pacific National Park Baula
North of the district of Tamarindo, in the county of Santa Cruz, province of Guanacaste. On the northern side is the San Francisco estuary, and to the south a rocky platform. This park was created for being one of the most important nesting sites of the leatherback turtle (the largest marine turtle in the world). Langosta Beach has a length of 1,300 meters, white sand, a strong swell, and is the most important of the four beaches in this park where this turtle nests. Capacity for 15 volunteers, there is internet, phone and banks nearby.
Central Pacific National Park M.A.
On the Pacific coast, 157 Kms from San José and 7 Km south of Quepos. Established in 1972, it has 693 Hectares on land and 55,000 Hectares on the sea. In the year 2000, 1,080 Hectares were added. Playa del Rey is one of the most beautiful National Parks in the country. It has endangered flora and fauna, and part of the forest is in the process of regeneration, since in the past it had been used to extract wood. It i s a very wet tropical forest, protecting parts of primary and secondary forests, mangrove, beach and marine vegetation, islands, and a 14 Hectare lagoon.
About the Author
AbroaderView.org
1001 Dell Lane Suite B, Wyncote, PA 19095, USA Volunteer Abroad Project Tel: 1-215-780-1845 volunteers@abroaderview.org - www.abroaderview.org
Sunday, September 16, 2007
This Guy is Teaching Abroad: Teaching in Mexico
You may have noticed a new addition to the moderator team over at the forums: Guy Courchesne. Guy also has a very interesting blog in which he chronicles the many experiences he’s had teaching English in Mexico. In fact, the blog goes far beyond detailing get togethers such as the one in the picture below, Guy also reflects on the day-to-day aspects of living in Mexico, as well as covering many topics that we as English teachers should be more aware of. Examples of recent topics on Guy’s blog include:
Appreciating Spanish:
As an English speaker, learning a new language can be both a difficult and enlightening experience. So tied up in culture is language that it is next to impossible to arm-chair learn the language of a foreign land and a foreign people…
Guide to English TeachTeaching in Mexico - A State by State Look:
A state-by-state look at Mexico - a work in progress…
What to expect when seeking a TEFL job abroad:
For the newly minted TEFLer, one of the first questions that often comes up is what about the job? What should you expect for a job interview and what are schools looking for?
Fear not…here are your answers…
Photo from Guy’s blog.
Expect to see more from Guy’s blog in my regular columns section and, more importantly, take the opportunity to chat to him yourself over on the ELT World forums.
Guy Courchesne is the moderator for the Americas section of the ELT World forums.
Subscribe to David's English Teaching World by Email
Tuesday, August 14, 2007
Intercultural Resources Pack for Latin America
The joint BBC / British Council website, Teaching English has made available a free pdf downloadable book entitled the ‘Intercultural Resources Pack for Latin America’
From the website:
This Resource Pack provides practical activities for teachers to be used in the classroom primarily in Latin America, although these can be adapted to suit other international contexts, as a tool for understanding other cultures and promoting reflection in order to avoid cultural bias and challenge stereotypes. This pack represents the outcome of a project proposal started at the Hornby Summer School Brazil 2006 where we had the opportunity to explore the concept of Intercultural Competence in depth, as well as its implications for the current ELT scenario.
You can download the free book here .
Learn more about teaching English around the World at David’s ELT World website.
From the website:
This Resource Pack provides practical activities for teachers to be used in the classroom primarily in Latin America, although these can be adapted to suit other international contexts, as a tool for understanding other cultures and promoting reflection in order to avoid cultural bias and challenge stereotypes. This pack represents the outcome of a project proposal started at the Hornby Summer School Brazil 2006 where we had the opportunity to explore the concept of Intercultural Competence in depth, as well as its implications for the current ELT scenario.
You can download the free book here .
Learn more about teaching English around the World at David’s ELT World website.
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