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  • Exploring a new pedagogy: Teaching for Intellectual and Emotional Learning (TIEL) August 31, 2010
    The role of teacher educators is to develop the capacity in pre-service teachers for complex teaching that will prepare them to create and teach in “learning communities [that are] humane, intellectually challenging, and pluralistic” (Darling-Hammond, 1997, p. 33). To establish and maintain such learning communities, however, requires knowledge of intellectu […]
  • Teaching factual writing: purpose and structure August 26, 2010
    David Wray and Maureen Lewis remind us of the need to focus on the teaching of factual texts in primary classrooms. They offer one particular teaching strategy, ‘writing frames’, trialed by teachers in the EXEL (Exeter Extending Literacy) Project, as a useful strategy in assisting young writers learn to write factual texts. Introduction As members [...] […]
  • Who qualifies to monitor an ESP course: a content teacher or a language teacher? August 24, 2010
    As it is known, ESP materials are developed in order to respond to the specific needs of English learners. ESP is a branch of applied linguistics in which investigators attempt to put their fingers on the specific needs of individuals or groups of individuals in English in order to design materials related to their specific [...] […]
  • Defining whole language in a postmodern age August 22, 2010
    Can whole language be ‘defined’ in the true sense of the word? Lorraine Wilson believes that while whole language can never be ‘defined’ in the sense suggested by the word’s Latin root (definire = to finish, finalise), certain core principles and assumptions can be made explicit. In this article she describes how a group of [...] […]
  • Generic practice August 18, 2010
    In this article Jo-Anne Reid postulates the benefits of postmodern thinking in language and literacy education. She encourages literacy educators to think about what we are doing, each and every time, without relying on what we might accept (without thinking) as rules for the genre of teaching. Rather, she says, we should be engaging ourselves [...] […]
  • A guide to the advantages of a TESOL Course August 14, 2010
    TESOL is the condensed form of Teaching English to the Speaker of Other Languages, a globally acknowledged qualification. This course, suggests Manuel Kupka, offers you an insight into the fundamental approaches of instruction and learning in English. After finishing your course you will become a professional educator who can teach English to people who spea […]
  • Beginning reading: phonemic awareness and whole texts August 11, 2010
    By Paul Richardson It may be serendipity, or a function of the news media I sample during the course of each day, but I have increasingly heard it claimed from various sources that Australia is again facing a literacy crisis. Politicians, radio broadcasters and journalists have all claimed that a proportion of children in schools around [...] […]
  • Will an online TEFL course help me find jobs abroad? August 2, 2010
    There’s a lot of debate around online TEFL courses, notes Bruce Haxton. Are they as good as classroom TEFL courses? Do language schools accept them? And will they prepare you for a life of teaching English abroad? The truth is; they have their pros and their cons – just like classroom TEFL courses. For some [...] […]
  • How can speed reading be useful? June 27, 2010
    The second of two articles on speed reading by Adam Harley: Speed reading is an essential skill when you need to read large information quickly. Speed of reading means how many words you read in a minute. Different people have different speed of reading which can be improved by using different techniques and methods. It is [...] […]
  • An introduction to speed reading June 24, 2010
    The first of two articles on speed reading by Adam Harley: Speed reading isn’t too difficult. Try a couple of these tips and techniques, and you can already increase your reading speed. Speed reading is an enhanced form of reading. It uses many of the same methods and ideas, but enhances them to the point where speed [...] […]

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Writing a Teaching Cover Letter

By Sharon K Couzens de Hinojosa of the TEFL Tips website

Cover letters are just as important, if not more so than your actual CV. A Cover Letter is the first thing that an employer sees, so it has to make a good impression. Here are some tips on how to write a good teaching cover letter.

Dos

● Personalise it for each employer. You should address it to an actual person, not just Dear Sir or Madam, or To Whom it May Concern. Call the institute and ask who the director is and address your cover letter to that person.

● Briefly sum up your CV. Give a bit of information about your studies and experience.

● Tell why you want to work for them. Show the employer that you know something about them. If they are an IB school, state that you would like to put your theory into practice by working for them.

● Tell them what you have to offer. Why should they hire you? This is your chance to sell yourself. If you have experience creating exams, placing students, or being a head teacher, let them know.

● Be formal. There should be no contractions or informal language in your cover letter. Same goes for nicknames, use your legal name on your cover letter.

● End your cover letter asking for an interview. Remain positive that you will get the job and it will show the employer that you think you deserve the position.

● Write your contact information on your cover letter. Give your phone number and email so that they have a choice of how they would like to reach you.

● Go online and look for same cover letters. There are lots of examples out there.

● Have someone else read over your cover letter to make sure it makes sense and there are no mistakes.

● Update it when necessary. Take out the old information and put in the new.


Transparent Language


Don’ts

● Discuss subjects that aren’t related to your job or career.

● State that you only want to stay for a few months.

● Talk badly about past employers. There’s no reason why you should say why you are leaving your current job.

● Talk about other people in your cover letter. That’s great that your mom’s a teacher, but how does that relate to you? Unless you helped her teach or observed her, don’t mention it. And when you refer to your mom, use her legal name, not “mom”.

● Rehash your entire CV. A cover letter is suppose to entice people to read your CV. If they both have the same information, there’s no point in reading your CV.

● Wait until the last moment to update it. You should update it every time you have something pertinent to add. Did you organise a talent show? Put that down while the information is still fresh in your mind.


About the author

Sharon K Couzens de Hinojosa is the creator and writer for TEFL Tips, The LA Job List, and The Ultimate Peru List. She enjoys answering people’s questions about TEFLing and Peru.

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