Job Discussion Forums

DKStuntz · Joined: 07 Sep 2012 Posts: 1 Location: Gresham, OR, USA

I think I am a good candidate for certain types of EFL/ESL jobs, because I have some language-related, and teaching-related strengths, including (to name just a few):

-- a deep understanding of grammar and sentence structures, and how it varies between different languages. Cool

-- the ability to explain concepts in a clarifying way, and giving good examples and analogies, to help the learner learn the concept. Cool

-- The ability to identify potential confusion and to correct it. Cool

-- I often have very creative ideas. Cool

-- I have an online TEFL certificate in addition to a BS degree. Cool

However, I am terrible at student-behavior management (such as motivating the students, disciplining them, and giving marks, etc.). Sad

On my last job, I found it too difficult to control/manage the students' behavior, and ended up letting the students goof-off. After a few months, I had to quit because I felt I wasn't doing my job properly. I also have great difficulty with lesson planning when I'm "on my own" and have no guidelines or structure to follow. Confused

I think I would do much better in a team-teaching job (where I co-teach with another teacher), and/or teach self-motivated adults. When I'm not burdened with issues that target my weaknesses, my strengths can really come out and be put to good use.

Now for the question -- Are there many EFL/ESL jobs out there, that would be suitable for me, with my given set of strengths and weaknesses? If so, where should I look? I would greatly appreciate an opinion. Thanks.[/b]

spiral78 · Joined: 05 Apr 2004 Posts: 11534 Location: On a Short Leash

From your post, it would seem that you have the knowledge of the language, but not the knowledge about how to convey this to students.

To be honest, some of the absolute worst EFL/ESL teachers I've worked with over the years have held MAs in English. They know plenty about the language, but nothing about how to teach it.

Have you taken a CELTA or other entry-level course?
They are focused on giving an introduction to approaches and methods for effective language teaching. This would be an excellent start.

It really takes both sets of knowledge - language and teaching skills - to be effective in a language learning classroom.

Even the intrinsically-motivated adult learners you mention need more than explanations, regardless how well they are done, to develop their skills with the language.

fluffyhamster · Posted: Sun Sep 09, 2012 5:32 pm Post subject:

It will often be difficult to bring your creativity to bear if team-teaching in e.g. the JET Programme style of TT. And even when in sole charge of e.g. self-motivated adults, bear in mind that not all of them will share your tastes or be interested in doing even half of what you might propose.

Generally, I'd suggest you try to develop an interest in developing supplementary materials if not syllabuses, so as to bring what you claim are your powers of analysis and creativity into the mix; doing so may help give you some control (or at least some feeling of control) over your apparent problems with lack of direction, and student behaviour (lack of interest, motivation etc). Ultimately, you will need to assume more responsibility in order to become a better teacher, and there can only be so many jobs available that won't "burden" you with such responsibilities sooner or later.

On-site certs and/or practicums may help, but will be expensive, and again will assume you'll be quite proactive and gung-ho in the long term.

santi84 · Joined: 14 Mar 2008 Posts: 1317 Location: under da sea

Have you thought of a proper teacher training program?

coledavis · Joined: 21 Jun 2003 Posts: 1838

Get up to speed on Business English?

fluffyhamster · Posted: Wed Sep 12, 2012 1:42 pm Post subject:

Hmm, there can be a fair bit of pressure with Business English, Cole, and student motivation isn't always as high as it should be.

coledavis · Joined: 21 Jun 2003 Posts: 1838

Fair comment, although it is a bit different from kiddy misbehaviour.

fluffyhamster · Posted: Wed Sep 12, 2012 2:53 pm Post subject:

The biggest problem with adults misbehaving is that you can't go as nuclear on 'em! Evil or Very Mad

johnslat · Posted: Wed Sep 12, 2012 4:07 pm Post subject:

Dear fluffy hamster,

Having taught both Head Start and university, I'd say it just the reverse. I can - and have - "gone nuclear" with adults, but never with kids.

Regards,
John

fluffyhamster · Posted: Wed Sep 12, 2012 5:12 pm Post subject:

Actually, I've never gone nuclear (though I've had to sometimes be firm, resolute) with either age group, John, but I suspect that kids are the easier target for the more "radioactively-inclined" teacher.

johnslat · Posted: Wed Sep 12, 2012 7:19 pm Post subject:

Dear fluffy hamster,

I guess it depends on what one's definition of "going nuclear" is. I had to toss a few adult students out of my class in Saudi.

But anyone who "goes nuclear" on kids is, in my opinion, just a bully.

Regards,
John

Sashadroogie · Posted: Wed Sep 12, 2012 7:23 pm Post subject:

Ageist bullies! Tsk tsk!

fluffyhamster · Posted: Wed Sep 12, 2012 7:56 pm Post subject:

Maybe we can start compiling a "goin' nuclear" checklist? (Tick more than a certain number or type and chances are you have indeed exploded with atomic force in the megatons plural range). How about these for starters:

-Your voice went over the mid 80s in decibels

-You started hyperventilating like a verrry angrrry Ren Hoek

-You dangled a student from a window

-Your veins popped like Michael Ironside's in Scanners

-Somebody's head exploded for reasons police are still determining (you insist it was simply the day's grammar item that did it)

spiral78 · Joined: 05 Apr 2004 Posts: 11534 Location: On a Short Leash

Only management's ever provoked such a mode in my case, fluffy.