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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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Things to Consider Before Accepting a Job

By Sharon K Couzens de Hinojosa from the TEFL Tips website

Before accepting a teaching position, there are many things that you need to know. Don’t be afraid to ask questions, the more you know, the more informed your decision will be. Find out as much about the school as you can. Good places to start are yahoo groups, ESL forums, such as eltworld.net and country specific forums. Ask to be put in touch with current or past teachers. If a school refuses to put you in contact with their teachers, that’s not a good sign. Move on to the next school.
Below are some questions you should ask before accepting a position.

School

● Who are the clients, students, who owns the school, manages it, runs it?
● Is there a particular methodology or pedagogical philosophy to be followed?
● How is management structured?

Hours
● How many a week maximum?
● How many a day maximum?
● How many in a row without a break?
● Are extra hours/relief compulsory? If so how much notice is given?
● Morning or afternoon shift? Split shift? Weekend work?
● How many different classes and or levels in a week?
● Are the hours guaranteed?
● Are there breaks?
● What about overtime?
● Is there sick leave? How much? Is there compensation if sick days aren’t used?



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Students
● What’s the typical student like?
● How many per class?
● How expensive/cheap is the school for students?
● What sort of students are the client base?

Duties
● Who makes the quizzes? How often are they?
● What other responsibilities are there?

Money
● How often is the pay?
● How is it decided? How will the salary differ with a certificate/degree and work experience?
● How much is the tax?
● Are there bonuses? How often are they given?
● Is there help with opening a bank account?
● How much is needed to live?

Conditions
● Holidays – paid or unpaid? When you want them?
● Is there reimbursement for flight?
● Is there airport pickup?
● Is accommodation provided? What is included? Is there help to find a flat?
● Is transport provided?
● What is done about organizing visas and who pays?
● Is medical insurance private? Or local state system?
● Is there relocation allowance?

Resources
● What books are used?
● Is there a syllabus to follow?
● Is there a library? Computers? Internet/email?
● Is there a Language lab? Video camera? Tape and video recorders?
● Is there a mentor or buddy system?

Once you do accept a position, you’ll need to start getting accustomed to the school and area. Here’s some suggestions to help make the transition easier.

Before You Start Work
● Book a flight and inform your school when you will be arriving.
● Ask if you can observe some classes
● Ask if you can come in to familiarize yourself with materials
● Start getting materials together
● Talk with current teachers and ask them for tips.
● Bring in all the paperwork necessary in order for you to get a work visa if they haven’t already gotten you one.
● Familiarise yourself with the town.

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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