1.0 Teaching Guide

1.1 Arrival time and preparationThe standard time for an average academy is to arrive no more than one hour prior to the first class. This allows for ample preparation time andfor any problems such as schedule change or any messages that need to be relayed.Preparation materials textbooks, CDs, tapes, flashcards, newspaper articles, internet resources:o You should copy material you think is

relevant for any class. You will teach a book as a main focus, but it can be fun to digress to another topic to keep children’s attention. For example, a western media source congratulating Park Ji Sung for a goal he has scored for Manchester United might be far more interesting than Go-Go thedinosaur to a group of 14 year old boys.

o You ought to have a timetable which tells you which books you are to use for each class. If you don’t know, ask for a timetable, or make your own once you know which books are used for each class.

o Make sure that your books are ready prior toclass and that you aware where you left off last time in order to ensure a smooth progression. Try to teach the target language as thoroughly as possible. Speedilyflipping through pages will not be appreciated and learning will be negligible.

o Look through the textbooks and make notes onhow to expand the topic that you are teaching. This will assist you greatly in your preparation of any secondary material.

o It’s a recommendation that you keep a diary or schedule book in order to remember what you have taught and what you will teach. Include any ideas you might have to make it more fun for the students.

2.0 General Teaching

o The most important thing to consider when teaching, is that student’s will not all be at the same level. It is vital that different teaching methods are employed in order to reach the different types of students you will be faced with.

o You can research different methods on the internet where a wealth of ESL teaching material, including games and forums can be found.

o Please make sure that you are punctual for work and in classes on time. This will earn you respect in a society where diligence is crucial. Never allow your students to wait for you to enter a class.

o Seating arrangements can make a huge difference to behavior in the classroom. Onegood method is to sit boys with girls, and to find the potential trouble makers and sitthem at the front of the class.

o Another method can be to sit students in a horse shoe shape. This ensures that studentswill have a clear view of you, and the whiteboard. It also allows you to have a clear view of all of the students, and because they have no person directly next to them itstops them from fidgeting with a neighbor.

o Always stand wherever possible in your classes. It is generally frowned upon when ateacher slouches or sits down and it gives an image of laziness. It is also not a good way to display the energy that is crucial for a successful class.

2.1 During class timeo It is a good idea to draw up a lesson plan.

It doesn’t have to be too complicated, but more of a guide to have as to how you will utilize your time in the classroom.

o Most lessons last 50 minutes. Again, you canfind numerous resources on the internet for this purpose.

o Try to build up personal relationships with students. Not only is this highly rewarding,but also motivates the students to want to learn English in order to communicate with you.

o Students are often extremely embarrassed using English in front of their teacher and classmates. They are concerned about appearing stupid and making mistakes. Never criticize them, and be sure to employ supportive techniques like group work and pair work, putting weaker students together with stronger ability ones to counter this.

o Have fun and be creative. Use imaginative way to keep the classes interesting. If the students are having fun, they will behave and will co-operate. English challenges, acting, dancing, singing and a huge variety of games can be used for this purpose. Make sure that it is the children, and not yourself, who are doing the performing.

o If students ask permission to go the bathroom or any other requests, encourage full sentences in order to achieve what theywant.

o Try to make any games relative to the targetlanguage presented in the lesson

o Make sure that you are aware of what teaching methods work for each class level, it may be a case of trial and error when starting out, but don’t be afraid to ask students if they enjoy particular things, and to ask them for their input.

2.2 The classroom helper/ teachers assistantKoreans live in a society where social hierarchy is far more rigid than our sense of it is in the west. It is for this reason that the next method is particularly successful in the classroom.In my classes I enjoy encouraging students to speak and participate. I’ve employed a C/H (Classroom Helper), T/A (Teaching Assistant)

system for some time now, and it works well to encourage advanced participation and concentration skills. This can be done in a classof any level, but behavior must be controlled andthe C/H or T/A must be well drilled.

2.2.1 Role/function:o Student is chosen to help to instruct class

on a particular day. They may be responsiblefor writing vocabulary and sentences on the whiteboard, asking students for their homework, asking students questions about the lessons target language, and praising fellow students.

o The teacher can ask the CH/TA to write new word, previously learned vocabulary, a sentence, another student’s name, or to ask fellow students questions such as about their emotions, locations etc.

o The CH/TA is not designed to take care of discipline, however if a dominant figure is picked, then they can certainly help to enforce your will. The CH/TA is not to shun or ridicule other classmates.

2.2.2 Reasons for success:o Students love the chance to be role models

for the class, and enjoy helping their teacher and classmates.

o This method allows them to ask questions as well as answering them-too often students are only taught how to respond to, and not actually instigate conversation. It is a fresh, new and interesting approach.

o With this method ALL students need a chance to be a CH/TA at some point or they might feel neglected. Also remember that shy students might find it difficult, so don’t force anyone to do this that refuses.

2.2.3 Benefits:1.Students learn that they can gain an

understanding of English from their classmates.

2.Helps foster goodwill3.Encourages students to become familiar with

asking questions.

4.Students retain information better when it isverbalized and the TA/CH needs to do a lot oftalking.

2.3 Challenging negative behavioro Korean children are generally well behaved,

but there will sometimes be unruly children wherever you go. There are several positive behavior techniques to counter this. One method could be the ‘soccer system’, using ayellow card to warn, and a red card for somedisciplinary measure.

o NEVER hit a student. Korean teachers sometimes do that, but do not copy this behavior; it could get you into serious trouble.

2.4 Class diariesOften in academies, you will share a class with aKorean teacher, or even another foreign teacher. A good method of working together in harmony withthe Korean teacher is to keep a diary of what youhave covered.Fill out this diary after each lesson, and not only will it allow you and the other teachers to pick up where you left off last time, but also itcan be used as a reference for any purpose.

2.5 Writing a class diaryo Check attendance

o / : Attendanceo L: Lateo A: Absent

o Write your name, the textbook that you are using, the date, and the pages that you planto cover

o Write notes for each of your classes detailing the content and outcomes, here is a sample:o Time: 2.00o Teacher: Briano Subject: English travels, Pages 46-49o Special comments:

1.Greeting/warm up2.Spelling test/challenge3.Project review/presentation4.Reading/comprehension5.BL (best listener) BS (best

student) BP (best pronunciation).You can choose students for these categories. Give a star based system where students receive a prize after collecting a certain amount. Students will always work much better with incentives, and the prize need be no bigger than a

pencil case with a few mechanical pencils.Also note who has and has not completed the homework, who is absent, and who is late.You ought to be given a timetable at the academy. If you aren’t, be sure that you t talk with the director and ask about the classes and room numbers and create a timetable write it out yourself if necessary. Showing initiative will earn you respect, and it will ensure that you are organized.Note that not every academy operates a diary system; however, you could introduce the idea as a way of improving coordination with your co-workers.

2.6 Classroom behaviorAfter each unit evaluate students’ behavior.You can refer any problem students to the Korean teacher who can deal with them accordingly.

You can choose the best students and reward them. Competition is something Koreans respond very well to as a matter of course.

<Native teacher’s evaluation paper>Let’s Speak English, Unit 1Date: August 5th 2020Name: IanSpeaking: AListening: BWriting: B+Reading: CPronunciation: ABehavior: B-Here is an example of grading. Remember thatstudents ought to be graded in context of their level, i.e. relative to the rest of the class. You ought to include the evaluation paper in your class diary. Let the Korean teacher know who the weaker students are in order to assign them extra homework etc. to catch up.

2.7 Dealing with unruly behaviorKorean students are usually very well behaved, but they will sometimes test you for weakness.Your power is somewhat limited as to how youdeal with the students in comparison to yourKorean peers, so if things get out of hand

refer the troublesome student to the Korean teacher.o Be self-assured, confident, speak in a

loud voice and be engaging. Use plenty of exaggerated body language.

o Most importantly, try to be fun! Study time is for studying, but you should allow some games and free conversation.

o Remember that as long as they are using English, they are learning.

o Praise students repeatedly for positive behavior.

o Use phrases repeated as cues of encouragement, ie ‘good job!’

o Treat a child with disappointment ratherthan anger at first.

o If a child’s behavior gets better, smileat them and show gratitude with a positive comment.

o Should a child fail to modify their behavior you should issue a warning. Write their name on the board with a 3 strikes and out of the classroom ‘baseball’ policy, or a yellow/red card ‘soccer’ policy. Write their name on theboard and explain or act out why it is there. Continuation of the behavior ought to warrant a ‘time out’ but only for a maximum of five minutes. That ought to give the Korean staff enough time for a quick chat.

o Severe behavior should result in the child being sent straight outside.

o Make sure that the child is scolded by the Korean staff, and explain to them what the child has done to offend you.

Points to consider in your behaviour to help you best manage any difficult pupils:

o Tone of voiceo Facial expressionso Consistency/fairnesso Body languageo Ways to motivate the classo Do they know your expectations?o Are you showing a positive demeanor?o Are you praising desirable behavior?3.0 Tests

After finishing each unit, you ought to evaluate students understanding of the topicthat has been taught. It will help you to know which level each students are at. The best way to do this is to give a test.

<Unit>: Test will be about each unit studiedtarget language.<Time> After each unit, the teacher should be responsible for devising a test based on the material studied:

1.Speaking test2.Writing test3.Listening test4.Reading test5.Behavior3.1 Speaking Test1.3-5 Questions for each student, each

taking 1-2 minutes.2.Using books is a good way to ask

questions.3.Call the students to your desk

individually.4.Let them sit beside you on a chair

prepared prior to the test.5.Pronunciation can also be evaluated in

the speaking section, or you could have them read a paragraph and evaluate that independently.

3.2 Writing Test While students complete their oral tests individually, other students will have theirown test sheets t answer the questions. Thisought to ensure that a suitable environment is maintained for the spoken tests, and it is up to you as the teacher to rigorously enforce this.You should prepare a set of questions relevant from the unit studied and photocopyaccording to the number of students.

3.3 Listening testWhen you conduct the oral test, you will askquestions to the students. Their level of understanding of your questions ought to be how you grade them.3.4 Reading testWhile students are taking their writing test, they will read the questions on the paper and if they understand their questions, they can answer and if not, they will not be able to answer.Grade is based on grammar, effort, creativity and overall cohesion.You can also grade this in conjunction with the pronunciation test when students have toread a paragraph whilst doing the speaking test.

3.5 Grading policy

‘A’ range:A++ (This should be reserved for trulyexceptional work)A+AA-

‘B’ range: 

B+BB-

‘C’ range:C+C

‘F’ range:: No effort, disastrous performance

3.6 Pronunciation and speech testing

‘A’ range1) Best attempt2) Errors are corrected by the student3) Few errors4) Great attitude, prepared for class.

‘B’ range1) Some distraction2) Corrects some errors3) More errors4) Acceptable attitude

‘C’ range1) Very distracted2) Corrects a few errors3) Many errors4) Poor attitude

‘D’ range1) Almost no focus2) Almost no correction of errors3) Constant errors4) Very poor attitude, discipline necessary

‘F’ range1) No focus2) No correction of errors3) Constant errors4) No effort5) Need for serious discipline

 

Don’t be too harsh with your grading! Note that students should be encouraged in a positive way, especially those who can be seen to try hard.Any student getting below a ‘C’ grade shouldbe referred to the Korean staff.This grading system is designed with some flexibility in mind and is meant to be a general guide.

3.7 TOEFL TeachingThe TOEFL test is an internet based test designed to assess non- native English speaker’s proficiency. It is a kind of Holy Grail for non-native speakers, and a high score can open up many employment doors for Koreans.Therefore, if you are teaching any students of a reasonably high English level then you can expect to come across this book.Results improve chances of admission into

the most challenging academic high schools; however government agencies, universities and many other establishments use this test as a method for placement too.

It is your job to help these children to maximize their potential, and this brief common sense guide is a good first step.

3.7.1 The testThe TOEFL test is broken into four sections that measure writing, listening, reading andspeaking. It is approximately four hours long.You must prepare the students for the first three sections of the test; however, there might be times when a native instructor’s advice and experience are needed to clarify certain grammatical queries.

It is especially the speaking part that you ought to be able to help the most with.

3.7.2 The speaking sectionThe speaking part of the test lasts for 20 minutes and is worth 30 points. Students

must organize speech around describing personal experiences/preferences whilst speaking clearly and accurately with attention to grammar, vocabulary, and pronunciation.The next section of the chapter seeks to refine the skills from the previous section and adds synthesizing information in the form of understanding information presented to them in reading and listening passages. The hope is that the students develop skillsfrom recognizing a speaker’s purpose and attitude, paraphrasing information, taking notes, and highlighting information.

The last part of the chapter focuses on supporting an opinion from a section of reading.

The second chapter in the text focuses on making speech coherent and turns student’s attention to the flow of a response, timing a response, making clear topic statements, watching transitions between thoughts, and using concrete examples.

These responses are asked to be no longer than 60 seconds long, with eight sentences attempted. There is also a further consideration of skills to be developed withnods to what potential scorers might want tohear in any given section.

The last chapter attempts to teach students how to speak naturally in terms of both fluency and clarity. In this chapter

students are exposed to things such as appropriate speeds of speech, stressing syllables correctly, speaking in sentences and phrases-not word by word, and watching intonation.

It is interesting to note that this section can be the most enjoyable and frustrating for students; on the one hand they get to see their hard work put into practice, on the other, there is a long way to go to perfection!

Finally, the book has many opportunities to review, test, and expand on vocabulary. These sections of the book are marked clearly, and appear throughout the chapters.

4.0 Meetings

Some institutions will ask you to attend a weekly meeting in order to discuss ways to improve the business or to inform you of information.

You ought to be on time for these meetings if you are asked to attend.

Try to give innovative ideas or opinions in the meeting. It is your chance to show your merit as your classes will not be watched ina usual case.

Take some notes during the meeting to help you achieve this, similar to a lecture, and use this to stimulate your feedback.

5.0 Market day

Every month or two, private institutions will often have an event called a ‘market day’. This is usually a fun day where the students are allowed to take a rest from study (but of course still use English) and spend their good behavior coupons, or dollars, in the ‘market’. The students who have worked the hardest throughout this period will have the most paper dollars or coupons. It will be your job to sell the different merchandise to the students. Students should speak English to ask questions.

STEP 1 – Preparation: At the start or end of classes, practice for market day: Teach someuseful expressions for market day.STEP 2 – Actual day: Sit students in a row. Make sure you have their attention. Ask questionsfrom a quiz you have prepared, i.e. ‘What amI?’Teacher:  I’m big fierce and stripy, I’m a big cat!Student, hands raised: A tiger!

Give a coupon/dollar to the students who give correct answers.STEP 3 – Start: Start market day. Row by row, allow the students to buy their goods. Ensure it doesn’t get too crowded.STEP 4 – Class: This is a rare chance for the students to have some fun instead of just having their head buried in a book. Think ofsomething innovative to allow some fun that requires speaking English of course!