| 
| JA No. : 3219 Y |
 Name |
w/Richard |
 |
| Gender |
Couple |
| Age |
32 |
| Marital Status |
Other |
| Hobby |
: -Poetry, fiction, plays -Songwriting -Essays -Photography -Hiking |
| Major subject |
English/creative writing |
| Minor subject |
|
| Information On Your College or University |
-Name : University of St. Andrews
-Location : City(St. Andrews) Country(UK) |
Teaching Certificate
(if you have) |
CELTA
|
| Degree You Have |
MA/MS Doctorate
|
| Nationality |
USA |
| Date Of Starting Work |
2017.Jan.15 |
| Desired Locations |
Not specified |
| Desired Pay Per Month |
Not specified |
| Type Of Housing Desired |
Not specified |
| Saturday Work |
Possible |
| Desired Teaching Levels |
Any level
|
| Teaching Experience |
In April 2015, I was conferred the CELTA from Bridge Education Group in Denver, CO. I have taught beginning and intermediate adult learners. Most recently I taught middle school at Annie Wright Schools. The students were 12 and 13 years old. Lessons were facilitated by real-world scenarios and various media that accommodated the individual interests of learners. I have prepared students for TOEFL exams. Beyond teaching, I have worked for Annie Wright's admissions department as secretary and recruiter. |
| Explain About Your Personality |
Personality: 1). My most outstanding quality as a teacher is my classroom rapport. I love teaching, and my enthusiasm for language radiates throughout my classroom, and inspires my students to learn.
2). I care deeply about my learners: their success, their shortcomings, their social dynamic, their personal interests. I take a holistic approach to teaching so that learners feel personally engaged with the material.
3). English is a rapturous language. It is flexible, precise, and robustly consonant-driven. I am fascinated by the English language through and through, from applied linguistics to etymology, denotation and connotation, phonetics, all of it!
4). My teaching style is influenced by the 'guided discovery' model. A little bit goes a long way in teaching English, and with target language pieces that students can analyze from a helpful context, curiosity alone drives learners through the learning process.
5). I like to emphasize 'guidance' rather than, say, 'lecturing' or 'dictation'. I want my students to not only attend class, but 'live life and look around' within a simulated space, by media, or even get outside on school premises in good weather, or take field trips so their world of English is a living world, not a sterile, academic chalkboard. The only way to create this for my students is to guide them: provide the conditions under which they can come to learning themselves so they desire to learn.
6). I like to have fun in my classroom: play games, draw portraits for learning anatomy vocabulary, have students write basic stories or plays and perform them, listen to music and rewrite lyrics, etc.
7). I am extremely organized. My lesson plans are thought out, and adapted from the Cambridge model.
8). I like researching how students from different backgrounds learn English so that I can address their particular, innate language structures and background.
9). I keep in close contact with colleagues so that students receive a coherent continuity of learning.
10). I helped build the curriculum alongside the head of middle school at my last job.
11). Being thrown into new territory does not daunt me, but presents me with new opportunity and challenge, which I confidently undertake as a rite of passage.
12). Patience with my students is fundamental for their well being. Even when learners misbehave I seek to understand what is amiss and why rather than immediately rebuking them. Furthermore, if students fall behind on work either due to assignment overload or difficulty, I alleviate their responsibility and provide alternative, shorter assignments, because what's most important to learning is not busywork but comprehension.
13). Positivity follows me into the classroom no matter how bad my day is going. With positivity I can put aside my personal life for my students.
14). Outside of the classroom, I embrace opportunities and extracurriculars to build a school lifestyle for students, colleagues and parents. I have planned and helped conduct scholarship events, school dances, themed parties, and clubs on campus.
15). Outside of work, I am an aspiring poet, essayist, guitarist, photographer and language learner. These qualities invariably spring up in teaching, lesson planning, and persona.
16). Criticism from peers and students is not only accepted by me, but invited. The best way to grow is to learn from one's mistakes, and I fully embrace my fallibility, not as a point of departure, but a new beginning. I am determined to improve, and defiant when justified.
17). I would approach Korean culture through excitement, exuberance, commitment. I would devote myself to the Korean language, its music, food and culture, and promote its virtues alongside those of English. I would ask that students use English in the classroom, but after class interact with them as much as I could in Korean to show learners that I cherish and value their culture. Furthermore, local teachers would influence my empathy and respect. I would work closely with local teachers to seek advice on how to best communicate with students and parents and staff, and I would partner with local teachers to continue lesson themes from other subjects through the medium of English. Where I worked would be viewed as a community, and I would invest myself within that community to ensure its success.
18). Technology is important in today's classroom and I would be quick to include it in lessons. English needs to be shown rather than told. Students would mimic sounds from audio clips, they would play educational games, they would use pictures; anything to make learning English easy and familiar.
19). I have prepared students for the TOEFL examination, and prepped students at differing levels all in the same classroom.
20). Finally, I would act as a model for my students. If an altercation between students broke out, I would show them how to get along and best resolve their disputes. I would ask them everyday, how is everyone!? I know you're going to do great, and I so happy to be your teacher. Just as class concluded I would remind them of how well they did, and encourage them to go home and use as much English as they can. |
  
|
