Congratulations! You have razzle-dazzled the department manager with your small-talk skills and your memorable elevator pitch and have received the exciting news that you have a job interview. After giving yourself that well-deserved pat on the back, you realize that it’s time to start preparing. You set out to craft the most powerful and impactful answers that will not only impress your audience, but will also demonstrate how you CAN and WILL add tremendous value to their company. What might that answer look like? Continue reading
To be remembered, you must first make yourself memorable.
To fully understand the power of a great elevator pitch, I first have to come clean with you. After many years of teaching Business English in Korea and China, I returned to an oversaturated ESL / ELT job market, filled with passionate and qualified language instructors who were all vying for the same jobs; yet, I had to compete in an environment where I had no network, no one to sing my professional praises, no advantage of native “Englishness”, and no real understanding of how to sell myself. Six jobless months passed, and I knew it was time to finally take stock. Clearly, it was me, not them and, with this humbling realization, I set out to Continue reading
Close your eyes for a minute and picture being at a networking event, and the manager of the school you’ve been dying to work at walks up to you and strikes up a conversation. The first think you do after saying hello is effortlessly introduce yourself with your well-crafted and powerfully supported elevator pitch but, with that finished, what do you do now? Your mind goes blank, and you see the manager starting to shift her body away from you. You’re losing her and, with each passing second, your opportunity at a future interview starts to disappear. In that moment, how could you have saved the conversation?
The answer is simple Continue reading
One of the best things teachers can do for their students is to help them learn to help themselves. To promote learner autonomy, we need to build students’ self-confidence and give them strategies for teaching themselves. Some of the ways we can do this include the following. Continue reading
During the fall term, I was privileged to teach a group of 10 ESL Literacy students. Although in the past I had volunteer-tutored a literacy student and had taught various computer literacy classes, teaching a whole class of beginner ESL students with literacy needs was a whole new challenge. I have to say it was thoroughly rewarding Continue reading
I find myself asking this question often, but in all seriousness, where has the time gone?
I can’t believe November is a week away! It’s fair to say that some of us don’t have that drive we once had at the start of the school year to get up first thing in the morning, eager to start the workday. And honestly, no one can be blamed for feeling run down already. Our profession can take a lot out of us. There’s no
denying that. And with the influx of newcomers – due to what’s been happening in the world – it hasn’t lightened the load any. So teacher burnout is a real possibility.
So much demand is placed upon teachers, and the needs of the students can really affect your will and drive to stay motivated. Especially around this time of year, it’s easy to Continue reading
As I’ve shared with you in previous blogs, one of my ongoing interests is finding ways to empower my students to become better writers of English. What is the formula?
- Vocabulary skills are important (Checked √)
- Grammar is important (Checked √)
- Controlled practice is important (Checked √)
…Wait a minute… Modeling is super important…
According to Cumming (1995), language teachers need to not only provide text models of a good writer’s final product (what an assignment is supposed to look like at the end), but also model the cognitive process of writing. In other words, we as teachers should model writing-as-a-process that mimics the actions performed by effective writers (hint: we need to write a lot to be one too). Continue reading
I’m privileged to have been teaching newcomers for the last few weeks. It’s definitely been an interesting class, more so because of the extreme level differences in learning. Having a multilevel class can be quite challenging because you want to ensure that no one is bored and everyone is engaged.
Forming questions to match answers is a great way to challenge your students at any level. (Although I wouldn’t recommend this to first time English language learners). I’d say it works anywhere from from a high CLB 2 or low CLB 3 and up.
The usual Q & A
I’ve been working on getting my students to think about asking and answering questions, and up until last week, it’s been the usual — I ask and they answer – the same concept applied on their worksheets. They read the questions and answer accordingly. Continue reading
Diane Ramanathan has been a LINC Home Study instructor with The Centre for Education and Training since Feb 2014. She is also a part-time professor for the TSL program at Algonquin College.
Transcript: Continue reading
Food allergies are on the rise, so it’s safe to say that you may know at least one person who has to stay away from common or obscure dietary allergens and intolerances. With both adults and children affected, (mine included), you will inevitably come across someone dealing with food allergies in your classroom. In fact, this topic may have already been covered in your work module. Here are some good facts and tips that may simplify this topic, helping to create a healthy discussion amongst coworkers and students alike.
Disclaimer: The following content is for information purposes only. I’m not a health expert, but I know a lot from personal experience. Always seek advice from a trained professional. Continue reading