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I am a predominately creative person, who encourages students to learn whilst also having fun and recognising that they are improving daily.
I have worked with people, in various forms, for all of my adult life, so my people-skills and communication skills are excellent.
Studying with The Open University meant that I had to work well solo and to a strict deadline, which improved my time management skills and self-motivation. It is a skill that I carry with me though every other aspect of my life.
In my free time, I am constantly learning something new, from physical activities (I have given myself the challenge of climbing a mountain a year, as well as bouldering), to languages (I have been studying Italian and Japanese for over a year now). I have also written a novel and am in the process of editing it with the goal of publishing.
As a person, I am enthusiastic about everything in life, and I take every opportunity that comes my way. I am adaptable and calm in stressful situations, and am able to work well as a team as my work has been in groups as small as a family business to working for a global company.

I have experience in ESL in Vietnam

I have extensive customer service experience, from which I have developed strong communication and problem-solving skills, working with a wide range of individuals, including families and children. This has also strengthened my ability to adapt to different needs. My degree in Psychology has given me an understanding of learning, behaviour and individual differences, which guides my patient and supportive approach. I am naturally empathetic, approachable and adaptable, and enjoy building positive relationships and helping others. Having recently completed my 120-hour TEFL qualification, I have developed a strong foundation in lesson planning and classroom management skills, including planning effective and engaging lessons for young learners using the PPP approach and I'm enthusiastic about applying my skills and experience in a practical classroom setting to help students build their confidence and ability in English.

Hello,

I'm Amara, an English language teacher and communications specialist. I graduated from the University of Birmingham in 2017 with a First Class Honours English BA and have since progressed my work as a language teacher and communications specialist. I've taught English learners across the globe and led virtual sessions with language schools in China, Brazil and Mexico.

Following my 120-hour TEFL training, I have worked with both adults and young learners and have experience with large and small group classes both online and in-person. Parents have trusted me with long-term teaching sessions because of my effective approach and confidence-inducing English sessions with young learners. In my teaching role at Minimundo Language School in Mexico, I managed a classroom of young learners and took responsibility for planning lessons, offering feedback to students and parents and grading work. Teaching a range of learners from CEFR levels A1 – C2 in both 1-1 and group sessions, the interactive classes are always tailored to the appropriate level and are designed to challenge learners to achieve native-level English and above all, confidence. I especially love teaching young children and seeing their confidence and communication skills soar.

As a facilitator in mindful meditation, I am confident in training and public speaking to large groups of people and creating an environment where young learners will feel comfortable to learn, speak and receive feedback. Working as a remote professional for the last 6 years has taught me how to deepen my time management skills, independent work rhythms, and communication with international teams. Supporting learners with their language-learning has been a rewarding part of my career and I am eager to continue working for a company that shares that ethos and knows the importance of purposeful and effective language programmes.

I’ve worked and lived abroad for the last 6 years and enjoy the balance of teaching English and learning about new cultures. South Korea is a country I have a lot of excitement to finally visit and live in for a long period of time. I'm looking forward to learning more about the team to discover how I can contribute and add to the learning environment with my skills, experience and enthusiasm.

Best,

Amara Ranger

**Experience:** I have a Bachelor’s degree in International Communication, a 140-hour TEFL qualification, and extensive professional experience in client-facing, marketing and commercial roles. This has given me strong experience communicating with people from different backgrounds, presenting ideas and building positive relationships.

**Personality:** I am warm, friendly, patient and approachable. I enjoy meeting new people and creating an environment where others feel comfortable, supported and confident.

**Skills:** I have strong communication, presentation, organisation and interpersonal skills. I am adaptable and creative, with a practical approach to teaching that encourages students to participate, speak confidently and use English in real-life situations.

I am an emotionally intelligent and patient person, and have a calm and logical personality. I am rarely flustered by anything and take new experiences in my stride. I have terrific communication skills, and an ability to effectively present information to a range of audiences, especially when under pressure. I also assess others very well, in terms of their ability, character, and personality, enabling me to interact with them as to best suit their needs. While I lack English teaching experience, I do have experience in running workshops in schools for a variety of ages, supplying them with valuable skills to assist in their education.

My strengths when it comes to my teaching abilities begin with my one year of teaching experience and my ability to build strong communities. I taught in Japan for one year across two islands: Amami Oshima and Okinoerabujima.

On my main island, Amami, I taught at two schools. One was a high school for students ages 15 to 18. I worked from 8:30 a.m. to 4:15 p.m., Monday through Friday, for three out of the four weeks of each month. I also joined a student club to build a better relationship with my students, staff, and fellow teachers.

The classroom sizes were generally 20 to 30 students, and I taught approximately six classes. Depending on the school schedule and exam sessions, I taught between one and four classes a day. The students had low-level English skills, so I used PowerPoint, realia, and YouTube videos to help them connect their textbook material to real life. The school had approximately 100 to 200 students and was a large, multi-building, multi-floor school.

The office environment was silent about 90% of the time, so I had to rely on myself and demonstrate professionalism. I learned to remain calm, prepare my materials effectively, maintain a good work-life balance, and stay focused without getting distracted by my phone. I received a nearly perfect score on my end-of-year school review. I was also regularly asked to lead either all or half of a class, depending on the teacher and lesson.

The other school I taught at was a special-needs school for students ages 6 to 18. I went to this school twice a year for one week each time. The students had a variety of disabilities, ranging from mental and developmental disabilities to physical disabilities.

Classroom sizes varied from 3 to 10 students in the primary school, 20 to 60 students in the middle school, and approximately 20 students in the high school. In the middle school, many students would come together in a lecture room, allowing me to teach students from multiple classes at the same time. This gave me experience working with a wide range of ages and accommodating students who needed additional assistance.

I ate with the students and played with them as well. Their English was basic, and I worked closely with their teachers. There were specific requirements regarding how they wanted me to teach, so we had to communicate and adjust our approach together. This experience taught me how to work effectively in a multilingual environment and follow different teaching expectations.

The final school I taught at was on my other island, Okinoerabujima. I went there every month, traveling by plane from my main island to a smaller island and then to the island where I taught. I was responsible for booking my own flights, accommodations, and food. I stayed on the island for approximately five out of seven days each week and took the bus to school.

This was a high school with approximately 300 students and nine classes. It was a large, multi-building, multi-level school, with buildings ranging from three to five floors. The students' English levels were higher than those at my other schools.

I led 100% of these lessons myself. The native English teachers generally observed my classes and found that I was efficient and effective. Because of this, they trusted me to prepare materials and lead the classes independently. The students were more rambunctious than those at my other schools, so I had to use classroom management skills while remaining calm and focused.

This experience strengthened my ability to lead lessons independently and adjust my teaching style to different students, teachers, and school environments.

This was a one-year contract. Despite being injured during the first month of the program and having surgery, I returned to school a few days afterward and continued fulfilling my duties while taking breaks and managing my physical limitations when necessary. I also used the vacation time and medical leave available to me when needed.

Overall, my year of teaching in Japan taught me how to manage my responsibilities across different schools and locations while remaining dependable, professional, and flexible. It also strengthened my ability to work independently, connect with students, and adjust to the needs of each school.

Psychology graduate with extensive experience in communication, training, group facilitation and supporting individuals with diverse needs. Experienced in adapting communication to different abilities, explaining complex information clearly, building rapport and encouraging engagement. I have supported vulnerable adults, children with special educational needs and colleagues undergoing workplace training.
Highly adaptable, patient and empathetic, with excellent interpersonal and organisational skills. Confident working independently and communicating with people from diverse cultural and social backgrounds. Seeking to apply these transferable skills to an English teaching role.

I am a warm and personable person who genuinely enjoys connecting with people from different backgrounds. I love meeting new people, making friends and learning about different cultures, and I have always naturally looked on the brighter side of life. I also really enjoy helping people and making them laugh, and I think bringing that positive energy into the classroom is important. I want my students to feel comfortable around me, enjoy coming to class and feel confident enough to express themselves.

I am also a very creative person, having worked in Graphic Design and Illustration for over four years. I would bring this creativity into the classroom by finding fun and engaging ways to present ideas and make learning more memorable for students. I am confident communicating ideas clearly and have experience presenting and working with people in a professional environment. I am comfortable communicating with people of different ages and backgrounds and adapting how I communicate depending on the person and situation.

I am naturally patient and understanding, and I recognise that every student learns at a different pace and may need a different approach. My experience supporting English lessons in a classroom in Colombia gave me the opportunity to work directly with children, helping with reading, pronunciation and speaking activities while encouraging them to participate. I believe my combination of creativity, communication skills and a warm, patient personality would allow me to build positive relationships with students and create a classroom where they feel supported and motivated to learn.