Perhaps the best way to introduce myself would be to direct your attention to the ESL positions I have held at Phipps, CAMBA, Cypress Hills, P.B.I., and MCI. More than two-thirds of my teaching experience has been with students whose background and academic goals were identical to those of students in your organization.
In all my classes, I keep explanations to the minimum needed in order to provide ample opportunity for the students to read to fellow classmates, ask questions,...
Perhaps the best way to introduce myself would be to direct your attention to the ESL positions I have held at Phipps, CAMBA, Cypress Hills, P.B.I., and MCI. More than two-thirds of my teaching experience has been with students whose background and academic goals were identical to those of students in your organization.
In all my classes, I keep explanations to the minimum needed in order to provide ample opportunity for the students to read to fellow classmates, ask questions, answer questions, give oral presentations while I intervene only when essential corrections are to be made.
I don't believe that ESL lessons can be taught in a vacuum without making the students fully aware of their potential, academic capabilities, and opportunities that lie ahead. I have also learned that adults motivated by a dedicated teacher react positively to a logical explanation as to why they need to engage in a given academic activity.
Most mature individuals respond well to a teacher who can delineate to them the short-term and long-term objectives of the class and demonstrate how he/she is going to achieve them and with what tools. At McGuinness, I developed a curriculum that raised the success rate of the students on the TOEFL by 25 percent.
