My name is Edward. I am glad you have taken the time to read my profile.
I have twenty years experience teaching ESOL (English to Speakers of Other Languages), sixteen of those years as a NYC public high school teacher. The other four years I have taught ESOL to adults in colleges and language schools in the NYC area and tutored children and teens in all academic subjects. I have also taught English for 12 years in high school and taught one year of 3rd year Japanese. My experience includes teaching students of all ages, skills, and backgrounds. In all subjects and years, I helped students pass and succeed on various rigorous exams. I hold New York State licenses in ESOL (K-12 and for adults) and English (grades 7-12), as well as New York City licenses in ESL (elementary and secondary schools). Although I do not hold a license in Japanese, I comfortably passed the New York State Teacher certification examination in Japanese. I took this exam in February of 2011, and my Japanese has improved greatly since then.
Over the last ten years, studying Japanese has been my primary personal interest and academic study. My intensive study of a foreign language sensitizes me to the needs of ESOL students and provides linguistic insights daily on how better to learn English.
In both my teaching and personal study, I strive to practice all four language skills (speaking, listening, reading, and writing) by using authentic materials, such as newspaper articles, song lyrics, and television segments. More than other academic subjects, language learning has the potential to be a fun experience for the student. And it is the responsibility of the teacher to make it a fun experience! Technology in 2014 makes this real life endeavor easier for the teacher than in the past. For example, if a student shows an interest in a song by a particular band, the video of which, and very likely with the lyrics scrolling at the bottom, can easily be found on a site such as YouTube. Listening and reading are incorporated into the lesson by watching the video, which then can be discussed and written about in a response to be posted. In this manner, all four language skills are employed by the student. Of course, it is also the teacher's responsibility to isolate particular grammar points, whether in a song, or another source, for analysis. I take pride in my ability to evaluate a particular grammar point: how frequent and in what linguistic manner it is used by native speakers; how it may best be acquired by a learner of English. This is how I prefer to teach grammar: not as a means in itself but a way to understand and utilize the language.
The YouTube example is given to provide you with an idea of my teaching style and philosophy. It is by no means the sole measure of my teaching abilities or philosophy. I have a wide-range of teaching techniques and materials accumulated over the years to satisfy a very broad array of student needs. I also have many other ideas about teaching a second language, refined over my twenty years of experience.
My rates are negotiable, but please keep in mind that WyzAnt keeps 40% of the hourly rate. I am available many places in the NYC region. Discounts are given for multiple hours (i.e. more than 90 minutes a week) or after a set number of lessons (e.g. the 11th lesson free). Compensation would be required for NJ Transit travel.
I look forward to hearing from you. I have references and credentials to supply at your request.
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