Do you struggle to reflect your value in your resume and cover letter? Ever wonder what exactly a hiring manager is looking for in the interview? Feeling stuck in your career and don’t know where to begin? We all seem to know there is a recipe for success when it comes to job competition, but few of us have sought professional guidance on what that is.
Let me introduce myself. I’m Catherine Crawford, a Certified Career Strategist and Resume Strategist, and I’m very excited to help support TESL Ontario members with career strategies for better outcomes.
Observing a student’s progress is an exhilarating moment in a teacher’s life. Creating, executing, and grading assignments however, constitutes the part of teaching that I enjoy the least. I invest a lot of time and effort in a fair and thorough examination of my students’ progress. Online English teaching has imposed new challenges, and opened new opportunities in assessing student progress.
Based on my experience, how you apply PBLA assessments depends on whether you are using synchronous or asynchronous online teaching. PBLA assessments can be conducted with some modifications in both formats.
In Part One, I talked about the background of literacy students and issues regarding their attendance. In this post, I’ll be listing some of the best teaching practices that I find useful from my personal experience teaching literacy students.
These tips and guidelines are meant for instructors and volunteers who are new to the field of literacy and intend to work with adult literacy learners. What makes this document different is that it is not based on research papers and teaching theories. Rather, it is based on my experience teaching literacy students from diverse backgrounds and various levels of literacy. It is also based on other teachers’ experiences and my learners’ feedback, which I always consider when planning my lessons. Despite the challenges, I find that teaching literacy is very rewarding and fulfilling.
Fellow TESL Community, whether you’ve benefited from workingwith a professional coach or not, join me in raising a proverbial glass in honour of coaches.
In March 2020, like some, or even many of you, I found myself suddenly unemployed. The private language school I had taught at for the two years prior was unable to keep its doors open to welcome local and international English Language Learners due to the swift pandemic measures that came into effect that same month. My experience, sadly, was not unique.
Over the past two years, I have been attending a lot of webinars, presentations, conferences, dialogues and online courses. I’ve also been reading blogs and articles as well as doing presentations and writing blogposts. I’ve gained knowledge and collected remarkable resources. Tools like the ones below can help us design tasks that will engage and motivate our learners.
I have been an English Language Teacher for 20 years. When I started my career, I didn’t think it would take much effort to teach others something I had learnt during my childhood and teenage years. I could even make some “easy” money while I was at it! “How hard could it be?” I thought to myself.
In a virtual or distance learning environment, social presence is essentially the feeling of being together. It can be quite challenging for both learners and instructors to project emotional and/or physical experiences in online learning, and this is a much-studied phenomenon. However, if we as instructors can consider this dimension of online learning in how we conduct our courses and interact with our students, we can help mitigate the stress and uncertainties of the sudden changeover to online delivery. Continue reading →
Consider how much time instructors and students spend in front of electronic screens and how essential technology has become within the last eight months. Meetings and lessons delivered via Zoom and other online platforms are the new normal. Given the challenging times that we are facing including new approaches to learning, living, and overcoming adversity, the idea of new materialism is gaining momentum.
What can EAP/ESL/EFL instructors do if they are laid off or have much reduced hours during COVID-19? This question concerns most of us. Like many others, I was laid off. I believe that with persistence and creativity we can stay positive. As examples to stimulate discussion, here are several things that I have found beneficial.