I am a single, 27-year-old South African male from Northern Cape, South Africa. In 2017 I finished my postgraduate studies at Stellenbosch University and remain determined to further utilize my skills through teaching abroad.

In early February 2019 I finished a temporary adult training position as the main facilitator and educator for Media Work’s Chemical Industries Education & Training Authority (CHIETA) Course for a class of twenty-five adult students aged 18 to 35 in the the Northern Cape region. This was a semi-state sponsored Adult Education program (AET) focused on bettering Computer Literacy and English language speaking abilities that are aimed primarily at adult students residing in rural areas. Lessons involved oral presentation skills, financial management and other humanities-related topics such as public policy, financial management, geography, mining and minerals as well as codes of conduct in the workplace.

Before undertaking this project, I helped my country’s National Department of Economic Development and Tourism of South Africa to update their provincial Trade and Investment Strategy (TIS) within the Nama-Khoi Municipal region, a project which was crucial for the latest BRICS report, the first to include the region since 2015. This was done in conjunction with Urban Econ and involved data analysis as well as one-on-one interviews with local business in an effort to determine external investment potential. I have also participated in assigned projects throughout my academic career in geography and urban planning that required a high level of competency in terms of Geographic Information Science (GIS) and related-task management projects.

Most recently I finished a one year teaching contract in Tokyo, Japan for Shane Schools. Overall my students comprised of elementary, intermediate and advanced levels of instruction with a few Business level students. Throughout it was expected of me to teach constituents working at various financial institutions in the Shinjuku, Tokyo metropolitan area. I taught in Akabane, Iidabashi, Ogikubo, ShakujiKoen, Ikebukuro and Kunitachi.

I want to join the international workforce yet again and broaden my skillset in terms of bettering my method of instruction all the while reaching new audiences. I have been described as being a very confident teacher that brings out the best in my students. With a diverse background, and whether teaching in Japan or South Africa, I can positively state that I can handle any group dynamic I am fortunate enough to be a part of.

I have also studied and passed English on a tertiary level up until the end of my sophomore year (Stellenbosch University). In addition I have passed a two day TEFL UK practical classroom training session in Cape Town. This qualification was accompanied with a 168 hour online course that makes up for the requirements to pass a Level 5 TEFL UK Certificate. Furthermore i also obtained my 56 hour practical training certificate upon completion of my one year teaching contract in Tokyo as recently as March 1st 2020.

I have the required skillset and competency to teach younger learners as well as higher levels. I have been involved with Disaster Risk mitigation projects with i-RADAR South Africa that not only required fluent English language capabilities but also excellent presentation skills, the latter being essential in awarding me with the National Disaster Management Bursary in 2017, the only student from my university that qualified for the honor after successfully compiling a yearly report of backyard dwellers in the Cape Winelands District Municipality region.

I work well under pressure and can rightfully state that I will be a valuable asset to the integrity of your organization.

I hope to hear from you soon.

I graduated with my Bachelor of Education in June 2016. Since then, I have been teaching in a variety of fields. Tutoring, Private school, High School, Elementary school and coaching volleyball are all the different ways that I have used my degree. I then went back to school in September 2017 and got my Masters in November 2018. I find that my personality is complemented as approachable, where students are able to come to me with whatever is bothering them (socially, academically) and I will not judge them. They then become quite comfortable with me. In addition, my skills vary, but most importantly, I am qualified to teach IELTS and help ESL students through the process of enrolling in Western universities.

I enjoy learning languages as a hobby. Because of that I understand the common difficulties of learning a language and what are common mistakes language learners stumble upon. I also have taken linguistics classes and a history of the English language class. I purposely worked in Chinese and Korean restaurants in America to do language exchange with my co-workers, because of this I believe I am used to understanding people who are non-native English speakers. I'm currently learning: French, Mandarin, and Korean.

Growing up as a Korean-American, living within two cultures is difficult enough at times. Especially when I spend a majority of my time outside of home trying to become an American and socialize and follow the norms of being one, while at the same time, trying to maintain my Korean identity, valuing the traditions at home with my parents. However, I always faced the conflict of having to understand the ideal Korean values and principles for I was never exposed to them in society except at home. As I grew up, I realized how my being was also a non-being in a sense that I am not truly considered to be a Korean-Korean among my fellow Koreans in Korea, nor am I considered to be an American except for my passport which identifies me as one. The struggle to fit into or even be identified for who I am was a big question for me. Although I was lucky enough to get a view of both worlds, there are many times when I still struggle with trying to categorize myself as one or the other, along with having to take in certain values and principles because that is just who I am.
These curiosities have been an impetus for me to seek what it means to be living within two different cultures. My diverse experiences since high school and college includes volunteering as a Sunday school teacher, working with second-generation Korean-American students to help build and foster a learning community about our roots and in developing our identity within two cultures. Likewise, as students began to create and understand their identity, I took this opportunity to go on mission trips where students were unable to speak or understand the native language to gain another perspective of what it means to live in a global world. Within these experiences, my teaching philosophy rises from the idea of building a classroom community to help develop globally competent youths.
With the support of my educational background, I gained the importance of understanding child development and learning in order to provide an effective differentiated learning that meets the needs of all learners. While at Temple University, my previous experiences in classrooms range from working with kindergarten and first grade students in inner-city public and charter schools in the Philadelphia School District, where I learned to work with students from low-income families who often struggled with emotional support. I also had the opportunity to work in third and fourth grade classrooms that were ELL friendly, where building relationships with students to help them gain confidence was more meaningful. While working with early childhood students, I realized how being an educator is more than being just a teacher. Specifically for kindergarten students, I learned that this is the only opportunity where students grow and learn to practice behavior and social skills along with their academics in a safe environment for the first time before they practice what is expected of them in the upper grades.
As a teacher, I believe in young people and their impacts in the global world. Hence, we must help students discover their passions, and give worthiness to their dreams. Through working with children, I discovered the importance of helping students grow to become a global citizen which is grounded in empathy, understanding, and respect. English may be the dominant language, and many schools may focus on the importance of English, but learning the language itself for the mere purpose of trying to stay on the top of the tier is meaningless nowadays. With that in mind, I think it is important that learning is structured in ways that provides the students the opportunity to actively engage and wonder by focusing on the past, the present, and the future. My generation and moving forward will face unforeseeable and formidable challenges, and to overcome them we must understand not only our collective responsibility but also our collective power together. In order to build and practice these qualities, learning the language, culture, and the history can help us embrace and understand which can promote peace. With that in mind, I hope to secure a teaching position in Korea to work with students to better engage with the diverse and beautiful world. I believe that with my previous experiences working with a diverse body of people, I will be able to be contribute to the team of educators who fosters students the ability to give voice to their dreams through the various experiences they gain. Professionally, I believe that teaching in Korea will provide a great opportunity to practice and refine my teaching philosophies in making a difference with every action in our students’ lives that we impact. Just like the old saying about how it takes a whole village to raise a child, fostering students to build a community in the classroom has allowed me to refine my teaching goals and skills when working with a diverse student body. It is my goal to help create and foster a future where all children have a safe and caring community that they can build, taking advantage of the globalization and building strong cultural ties in developing their identity and dreams.
Thank you for your time and consideration.

Respectfully,
Alicia Chong

I have a Bachelor’s degree in Business and a Master’s Degree in Human Resource Management. In addition, I am TEFL certified (120 hours).
As a person, I am open-minded, warm, passionate and superbly patient with engaging bubbly fun side to me. While I do not have direct teaching experience, I do have three months of experience mentoring undergraduate students as well as supporting my friends’ kids with their revision for English SAT exams. I have several years of corporate experience including managing a small team which I genuinely believe will prove to be superbly useful when working with children.
Being studious myself, I appreciate the significance of my students' academic attainment. I take pride in my work and know I will place my best efforts to make this opportunity a success.

A recent graduate with a Bachelor’s degree in English Linguistics and a certification in teaching English as a Second Language. One year of experience teaching kindergarten and elementary students in South Korea, as well as, six months of involvement as a teaching assistant for ESL classes taught to high school students. I am also currently volunteering at a Montessori school, helping 1st-3rd graders with reading. During my teaching experience, I have developed a strong belief that a creative and versatile approach is the best way to engage and nurture all students. I am eager to continue my teaching career within a diverse community. I am passionate, energetic, hard- working, and motivated.

– Preschool Teaching (2 years and eight months)
– Delegation (Teaching/Management)
– Leadership (Teaching/Management)
– ESL Teaching (4 years)
– Curriculum Planning and Implementation (Teaching)
– Grammar, phonetic recognition, reading, writing, speech and sentence construction teaching
– Conversational cultural lessons
– Parent Meetings
– Assessment and Observation (Teaching/Management)
– Report Writing (Teaching/Management)
– Enthusiasm
– Positivity
– Hard-working
– Creativity
– Diligent

An articulate and talented individual with over 2 years teaching experience. Enjoys both working in a team and independently. Has advanced IT skills. Thrives on excelling at targets and meeting deadlines. Keen to teach English as a second language, as a TEFL teacher. Available soon.

To whom this may concern,

I'm Jacqueline but most people call me Jay. I am African American. I have four years teaching experience(with all ages) as well as a bachelor's in Business Administration. I love drawing and nature. It's a lot of fun to include these topics with my lessons. I reside in the US with American citizenship. I can provide my passport on the interview. Thank you for your time.

Jacqueline

I have experience in promoting, organizing, fundraising, teaching, and sales. Self-motivated with excellent customer service and proficient in building and maintaining professional relationship. Bi-lingual in English and Korean with study abroad experience at Yonsei University in Seoul, South Korea. Additionally, I have experience in teaching English speaking and writing to Korean students. Reliable, personable, and persuasive in communicating creatively with a variety of customers from all cultures and economic levels.

My strengths are my ability to communicate effectively with others and adapt to changing situations. I am an advocate for interpersonal communication and how it can aid in the overall achievement and success of a student. Most of my experience relies heavily on good interpersonal communication as I have worked with several students at the university level. Personally I enjoy an environment that allows to to interact with and aid students in their pursuit of academic excellence.

During my time at school I always felt that I could achieve better than the grades I received, however, until I reached university I continued to hit something of a brick wall in my studies and never really achieved particularly highly. This was something that changed when I reached university, I found out about the self-referral process to an educational psychologist that they offered. This was the time that I found out that I was in fact dyslexic. Something that I want to be able to do it to help students who are feeling as if they are hitting this same brick wall that I did during this time in my studies.

Teaching was not a profession that I had considered pursuing during my studies. In fact upon applying and accepting my first role as a teacher in China my thought was that it was a good opportunity to travel, rather than a vocation. However, this is something I think has helped me develop a passion for teaching, as upon starting and continuing my role over the last two years I’ve developed an understanding and the reasoning in myself as to why teachers choose this profession. Being able to see people grow, develop and learn shaping into the adult they will become. It allows us to take a very personal, memorable role in somebody’s life. Particularly, History is a subject I have a great affinity with, I feel that the analytical skills it helps a person build, are something that essential in the world outside of the classroom. The knowledge of our collective past, analytical and research skills that develop through this study are the most important in the work place and the outside world.

I think my level of patience and my ability to look at the situation in an analytical way would allow me to shows that I have the ability to be a good teacher. In a teacher I think someone needs to show patience and compassion to allow for the students’ needs to be the forefront of all they do in the classroom.

I have gained some experience in both a very traditional learning method during my time in China and then modern techniques including planning in the moment during my time at the British School Yangon. It is something that has allowed me to experience very pertinent issues that teachers face in the UK educational system. Something shown through my time working with EAL student’s. In addition, I have been able to receive safeguarding training and many professional development programmes during my time there. During my time working in Yangon I have been able to work with secondary students whilst holding after school clubs at school.

I am a self-motivated and progress-driven English Language Teacher with an extensive background in teaching young children. I believe my strategies and methods will complement the values and mission of any organization Gloii would place me in. Throughout my teaching experience, I have honed a hands-on and creative method. I have become an astute problem-solver capable of prioritizing and managing class time and activities with proficiency.
In my previous roles, I exercised effective communication, motivation, and creativity in my contribution to team efforts and organizational improvements. I remain excited by and open to new developments in our field. I have been an effective and motivated teacher, with proficiency in problem-solving and collaborative work. I enjoy brainstorming and coordinated efforts, finding the results of both rewarding.
Thank you for your consideration.

I have 3 years of teaching and working experience for a Korean academy (hagwon) in South Korea. In addition, I obtained the 100-hours TEFL certificate and have gained first hand experience and knowledge of what is like to teach ESL students.

Previously, I have worked in Canada where I taught students of all abilities and ages (from kindergarten to middle school). My last job was working as an after school supervisor for Sidney Ledson Institute, a well known and reputable school in Canada. I am now teaching elementary and middle school students in Iksan, South Korea.

One of my strong points is that I am a passionate and enthusiastic English teacher and I like to make learning fun! My aim is to improve students' confidence in speaking English, and I can help students from all ages improve their reading and writing skills as well. I'm willing to teach young learners and adults from a beginner to upper intermediate level.

In terms of my personality, I am very friendly and also very optimistic in where I will take any challenge that comes my way.

I will soon be a graduate of UCLA with a major in Molecular, Cell, and Developmental Biology and a minor in Biomedical Research. I have experience both in private tutoring high school students in Chemistry and English, and serving as a student teacher in the classroom, teaching Math, English, and Science to a first-grade class. I have taken the SAT, MCAT, and various AP courses, and am looking for an opportunity to help others learn in order to best prepare for their future. I will be attending medical school in the states next year, and I am grateful for the tutors and teachers I had growing up to help me get to where I am now. I hope to offer the same help for others!

In February, I taught English as a Second Language at International House in Bogota, Colombia and earned the CELTA certificate. I believe I am the ideal candidate for this position because I have a passion for teaching and learning, and I possess a positive, compassionate, fun spirit. Integrity, accountability, and professionalism are principles that I value. I am confident in my ability to become a valuable member of your teaching staff.

My experience includes in-class (9-13 learners) and one-on-one lessons with adults (ages 22-50). There was a wide range of student levels, and I planned lessons with a variety of focuses and methods. In addition to adapted coursebook materials, I created authentic texts to target students’ needs. For example, my pre-intermediate group practiced their writing skills through adapting a cover letter using various exponents within a marker sentence, while my upper-intermediate group discovered informal vs. formal language through role-playing while searching for a suitable Air B n B.

In December, I taught children (10-14 learners, ages 0-3) English as a Second Language in St. Maarten, N.A. at Just Kid Inn, a multicultural, Montessori-inspired school. One of the most effective ways that I assist students is by developing and presenting comprehensive and stimulating lesson plans that facilitate learning styles and levels. My goal is to foster and maintain an honest, communicative, and supportive learning environment, where each student feels safe, secure, special, and appropriately challenged. I am sensitive to students’ unique needs, and I offer positive encouragement and reinforcement to keep students focused and motivated.

I view teaching as a valuable service, and my management experience through running my own mobile massage business, being a certified yoga teacher, and health/life coach has helped me develop vital teaching skills. Conducting personal consultation sessions with my clients has strengthened my leadership abilities while working with people from various ages, economic backgrounds, and cultures have helped me to communicate with all sorts of women, men, and children. These skills along with my creative and compassionate approach to language education make me a strong candidate for the position of ESL teacher. I can assure you that I will represent your company in the best way possible and that I will be a tremendous asset.

Dynamic and detail orientated. Able to work well with people and easily adapt to different environments. Demonstrated ability to proactively approach and review current systems and procedures in order to make recommendations and implement changes to improve and streamline any given area of responsibility. Equally possesses a strong drive to achieve set goals/objectives by always delivering high standards of service excellence in line with the company’s vision.

I have worked as a Tutor at the university of Pretoria where I tutored first year anthropology.
Some of my duties included:
– Support student learning
– One-on-one consultations
– Marking tests and assignments
– Attending module lectures
– Attending tutorial meetings
– Keeping records of attendance and other relevant administrative tasks
– Providing structured feedback to the tutor co-ordinator and relevant lecturers
– Monitor the success of tutoring by requesting evaluative feedback (anonymous) from students
– Preparing for and conducting tutorials for 3 classes
– Expanding on themes taught in lectures
Skills:
– Assertiveness
– Time management
– Ability to clarify themes
– Ability to read people
– Interpretative skills
– Questioning
– Listening

I have also worked as a volunteer tutor for high school children at an orphanage in Pretoria through the Psyche society from the University of Pretoria.