The George Washington University (InternationalAffairs)
I'm an English teaching professional with a CELTA certification, and am currently working on a Cambridge Delta with a specialization in Business English. For about ten years, I've taught English in a variety of settings, focusing mostly on Business English as well as General English teaching. I'm highly sought after for English presentation, public speaking and e-mail writing skills and have extensive experience in one-on-one general English and business English tutoring as well as being experienced in IELTS preparation tutoring. My preferred teaching style differs depending on student needs. I'm most comfortable with a lexical approach or modified natural method, and for the right learner I might suggest a Dogme ELT approach (this is a very modern teaching style that doesn't suit all students, so I use it on an ad hoc basis only). I also have experience with communicative language teaching (a core ESL teaching methodology from the last few decades) and will occasionally weave the better aspects of Audiolingualism into my work, as appropriate, although again this depends on the learner. I have some familiarity with TPR (Total Physical Response) and TPRS (TPR-Storytelling) and would use them with the right learner.
For the past 8 years I've been teaching English in Taiwan and have earned my certifications along the way. Teaching - especially in a training or adult education capacity - is my passion. Back when I worked in an office, teaching is what I kept coming back to as a part-time job before I realized it was the right path for me. I'm excited by teaching, passionate about presentations and detail-oriented when teaching writing skills. I work hard to keep my lessons student-centered and thrill in the energizing force of watching my students progress.
I'm an English teaching professional with a CELTA certification, and am currently working on a Cambridge Delta with a specialization in Business English. For about ten years, I've taught English in a variety of settings, focusing
My rate includes travel time in the Kingston/Poughkeepsie/Newburgh area. However, if a tutoring opportunity is very close by (say, New Paltz or Marlborough, NY) I would happily consider a discount.
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I have taught IELTS test preparation for over a year at CES (Centre of English Studies) in Taipei, Taiwan where I was trained under two managers. I have taught five courses at varying levels (mostly pre-intermediate and intermediate) and focus on core skills and subskills as they relate to IELTS with a different approach to each (for example, I would spend a lot of time on synonymy and 'distractors' when doing listening, skimming/scanning as core reading skills for IELTS reading, and a genre approach to writing the two essay tasks). Along with this I focused on testing strategies, grammar or functional language only as it related to a particular use on IELTS (for example, comparatives when asked to write a Task 2 essay that asks a student to discuss both sides of an issue, or giving opinions insofar as the language could be used in IELTS speaking or writing), all within a theme-based syllabus designed around themes common to IELTS (such as "The Environment", "Public Buildings", "Crime and Punishment", "Studying Abroad", etc.)
In Taipei, Taiwan I worked for 5 years full time (7 years total, with the final 2 part-time as I built a freelance business) for a management consultancy firm that provided soft skills corporate training and English language training to clients. One of my specialties was presentations and public speaking - I helped clients in the tech, pharmaceutical, medical, manufacturing, transportation, marketing, sales and accounting/finance/banking industries prepare presentations for a variety of events. These events ranged from informal talks in meetings to sales presentations to full keynote speeches at medical or tech conferences. I specialize in public speaking for non-native speakers of English but believe I have the skills to help native speakers as well. I usually begin my course by asking the student to identify their purpose, subject and audience for the speaking they usually do. Then I ask them to prepare a short talk that they might typically give to that audience in order to identify needs (if they can't think of one, I'll give them a topic of general life or business interest related to their stated needs). For non-native speakers these might be linguistic as well as non-linguistic; for native speakers, needs would typically include organization (which entails not only a full outline but a strong, interest-arousing introduction using rapport-building techniques, rhetorical questions, hooks and more), rapport-building/being engaging, clear signposting, intonation and tone, body language and designing/presenting visual aids clearly. I may also go over how to handle non-Powerpoint visual aids (including handouts and demonstrations), using technology, networking and etiquette, and handling Q&A. (I'll also cover these with non-native speakers, and add language issues to that list). In terms of engaging listeners, I usually discuss shot-gunning, tripling, chunking, emphasis, dramatic contrasts, build-ups and take-downs, rhetorical questions, inclusion (use of "we" and "us" over "I" and "you"), storytelling techniques, hooks and other rhetorical tools - all based on need from the initial presentation. If the student has a particular presentation or public speaking event in mind, we'll build on that by adding and layering different competencies. If not, I may ask the student to create a presentation from scratch that he or she will deliver after sufficient learning has taken place (the student may wish to continue and learn new skills by building a new presentation after that), or through a series of smaller presentations leading to the creation and delivery of a larger public speaking task when the student and I agree he or she is ready.