ESL Teachers

Teaching English has been and still is one of the greatest accomplishments of my life. I believe that education is the key to a jubilant future and helping others achieve their goals by imparting knowledge is something I am wholly passionate about.
Over the past four years, I have been working in different countries around the world teaching English as a Second Language. Throughout my time in different countries, not only have I bettered my teaching experience, but each country has taught me valuable life lessons. For example, Saudi Arabia taught me how to adapt to a completely different way of life and how to sensitize lessons to adhere to the culture. England allowed me to take a more academic approach to lessons, and Malta- being a somewhat party island- taught me how to balance work and pleasure.
I have taught all ages from young children/teenagers to adults, levels from A1 beginners to C2 proficient students, and short-term summer students to long term academic students. While working at EF Bournemouth, I taught Arabic scholarship students who started at a low level. My goal was to teach them English, but to prepare them to sit the ielts exam. This was a great achievement for me as when I started with them, their English levels were low. After only six weeks, the difference I noticed in their speaking was incredible- they had gathered enough vocabulary to expand on their answers, and their grammar in practice was better understandable and more coherent.
Before teaching, I studied English Literature and Creative Writing at university. Although I have always loved the English language and writing, my love for the subject strengthened when I got to dive deeper into English in a more academic way, and I could pull apart the reasons for why the language is the way it is. Throughout my degree, I tutored first-year English degree students- with this, I helped them integrate into university life and I assisted with more academic skills such as writing skills, referencing, essay preparation, further education, and taught modules. It was at this moment I realised teaching (and helping others) was my passion.

During my studies at University where I studied Korean TESOL and Linguistics I have gained many skills such as, communication, leadership, creativity,time management and also critical thinking skills. Whilst gaining these skills I realised my strengths were being able to listen to people and empathise with them, also I can adapt to new environments easily. Since studying my linguistics degree at university, the expereinced I have gained is being able to gain skils from being a teachers assistant in our General English program, this was twice a week teaching university level students from South Korea and Japan communicative English skills and knowing that it is a safe environment for them to express themseleves.

My main experience of working with children is being a camp Counselor in the USA. In this job I ensured the kids had a fun and engaging time to ensure they'll return the next year. I am a motivated, hard working individual. My enthusiasm for teaching is a great strength and will engage the kids in the lessons.

i have worked as a Cover Supervisor at Abbeyfield School, and so have experience teaching a wide range of age groups. It also gave me experience of the school environment and how to plan and deliver a lesson. I am a fun and personable guy, who makes friends easily and works well within a group. I have played rugby for 13 years now, and played at a high level. I also enjoy reading, with Romance and fantasy novels being my favourite genres. I also have an extensive knowledge of romantic comedy films, with the ability to guess the title of any rom-com with very little information. I have a classic received Pronunciation accent with excellent command of grammer and vocabulary. I gave a naturally loud and authoritative voice, able to take command of large groups with ease and have a fully developed teacher voice.

I am currently studying for my TEFL now and have about 1years worth of teaching experience. My speciality is in Animals and applied science. My strengths lie in my ability to communicate and connect with students on both a professional and personal level allowing me to teach my lessons smoothly. I have worked with a wide range of age groups and with children with disabilities. I am very hard working, a quick learner, easy to get a long with, very organized and efficient at anything I do. Some of the skills I have required over time are as follows;

• Organization and time management
• Social guidance
• Classroom management
• Lesson planning for multiple levelled groups
• Extracurricular activity planning
• Practical Sessions Teaching (Animals and Science)
• Timetable Management
• Managing large groups of 30-40 students
• Preparing multiple classes
• Meeting target goals
• Covering lessons for other staff
• Supporting students in and out of the classroom

Once settled into a new environment which does not take me long I work any job to the best of my ability and do so with efficiency and joy.

I am a passionate, positive, and patient teacher that can easily adapt to new environments. I am a fast learner, good with teamwork, and love creative projects. I have worked with children from the age of 2 years old up to 7th graders. I have worked both in Dubai (UAE) and South Africa with 2 years of experience working with children. My degrees include a Cache Level 3, TEFL certificate, and will soon finish my Bachelor's degree in Early Childhood Education.

As a highly creative individual with a strong passion for art and creative media, I am eager to apply my skills and experience to a new challenge. With a love for learning new languages and cultures, I have gained valuable insights into the importance of cultural sensitivity and empathy in all aspects of life. As a patient and encouraging team player, I have worked effectively with diverse teams in various work environments and educational settings. Additionally, I am highly organized and experienced in taking stock counts and scheduling classes, which will translate well into teaching. My commitment to teaching is demonstrated by my completion of a BA Honors in Japanese Language and current enrollment in a 120-Hour TEFL teaching course.

Hello to whom it may concern.

My name is Ashleigh Fourie and I am 23 years of age.

When it comes to my strengths, I consider myself an excellent communicator. At the moment I have 1 year and 5 Months teaching experience. Currently I am teaching English, History and Life Orientation.
I have a very strong personality and I work well in a team. I consider myself a great planner, I prefer to be well organized. I would say my organization skills are excellent too.
I am always up for any challenge and ready to tackle on anything that comes my way.

I always go above and beyond expectations.

I am writing to express my keen interest in the English teaching positions available throughout South Korea. With my native bilingual fluency in French and English, along with my diverse cultural experiences and ongoing studies in sociology, I am confident in my ability to contribute effectively to your organization and provide quality language instruction to students.

As a native English speaker from Canada, I possess the linguistic expertise and fluency of a native speaker. My bilingual background not only provides me with a deep understanding of English but also grants me insight into the challenges faced by language learners. I can empathize with students and tailor my teaching methods to address their specific difficulties, fostering a supportive and inclusive learning environment.

Throughout my academic journey, I have had the opportunity to study in several countries, exposing me to diverse cultures and languages. These experiences have cultivated my adaptability, cross-cultural communication skills, and ability to engage with students from different backgrounds. I believe that this exposure to various cultures and languages has given me a unique perspective that enhances my effectiveness as an English teacher.

I am excited about the prospect of joining your network of excellent schools and contributing to your solid curriculum and well-organized teaching materials. I appreciate the emphasis on teacher training programs, which I believe will support even those with little or no prior teaching experience. I am confident that I can adapt quickly to the life of an English teacher and provide valuable instruction to students in South Korea.

Moreover, I am committed to the success and well-being of my students. I am dedicated to creating a positive and engaging learning environment, leveraging effective teaching strategies and resources to ensure student progress. With my ongoing studies in sociology, I am equipped with a deeper understanding of social dynamics and the ability to foster inclusive and supportive classroom environments.

I am grateful for the opportunity to apply my skills and knowledge to teaching English in South Korea. I am available to start teaching at any time and welcome the chance to discuss my qualifications further. Thank you for considering my application.

Although I began my teaching career having trained in Religious Education, I have spent an extensive amount of time upskilling my knowledge and pedagogy to include the English Language and Literature British National Curriculum. I have spent an extensive amount of time teaching in the form of independent tutoring, both KS3 and GCSE for English Language and Literature. To improve my CPD knowledge, I have spent time studying the National Curriculum and requirements of both GCSE and A-Level Language and Literature, completing exam papers, and reviewing study guides. I have also done this for the IGCSE too, in order to prepare myself for teaching overseas. I am also in the midst of completing a 140 hour TEFL course which is near completion, so I am qualified to teach English as a foreign language. To aid with my teaching practice, I have also volunteered within a local secondary school environment, observing lessons and pedagogy to understand successful ways of teaching English, as well as having the opportunity to teach my own lessons.
Having also completed a Masters in Creative Writing, I have had extensive practice in the techniques needed to teach English successfully. As part of my Masters course, I was required to study the works of other authors, picking out techniques that draw their audiences in and analysing these in essays and commentaries, as well as creating original works myself that will aid me in teaching English. There was also an opportunity to study the works of my peers, providing essential feedback on their original work which provided me with excellent experience in being able to provide this for my own students within an educational setting.
The key aspect of my teaching pedagogy is to build positive relationships with my students and to foster a learning environment that is able to meet the needs of each of my students, as well as building relationships where students feel comfortable to be themselves too. During my time teaching, I have worked with students with various learning needs such as Autism, ADHD, selective muteness and a range of learning difficulties such as dyslexia. I have also taught students with whom English was not their first language, ensuring they were fully supported with tailored resources within my classroom. My approach is to ensure the student’s learning environment is as comfortable for them as possible and to understand how they learn best, so I am able to employ these techniques into my classroom and resources. During my time at Rochdale, I had a student with ADHD who struggled to break down large chunks of text for analysis. I designed resources that I knew would play to his strengths such as match-up activities, card sorts and other resources where he could be more practical with his learning. To aid his revision, I created memory games that he was able to play with his TA during study periods to foster that idea that there are fun elements to learning and revision. This proved to be such a success that his parents adopted similar strategies with him outside of college.
Whilst teaching a student with selective muteness, I would encourage different strategies within my classroom to aid discussion and ensure the student could get involved comfortably. Whilst generating ideas for discussion about texts or theories, I would use a ‘word cloud’ whereby students could submit ideas through their phones and it would appear on screen. I also encouraged the idea of ‘silent debates’ whereby I would put questions on the tables and students would walk round and write down their ideas and responses to questions and to one another. This alternative way of encouraging debate really helped to include all of my students within the classroom and created a positive learning environment. I was commended during my NQT year and training year for designing a lesson such as this one by my mentor and PGCE observer, and they sent a letter to the headteacher praising the way the students were able to hold such a mature debate for their ideas.
During my NQT year at Rochdale, because I was the only Philosophy and Religious Studies teacher, I had to run the department, attending meetings with senior stakeholders, taking part in several ‘data drops’ and organising the departments several Open Evenings and Open Day. Due to a curriculum change, I also had to design a complete new set of resources for my Year 12 and Year 13 classes which included booklets for each topic and unit, lessons plans and revision guides to aid students with their studies. I also had to create model answers and a scaffolded structure for completing practice essays which I had students embed into their practice to improve their critical analysis and debate. I would also mark work based on the exam specification and gave clear and thorough feedback to my students so they understand firstly, what they had done well and the points at which they could improve their analysis. I was commended for my ALPs scores for my Year 13 classes and they ended up getting fantastic results for their A-Levels, for which I was immensely proud of them for. I was also involved in extra-curricular activities and ran a debate club and ‘think tank’ and organised an ‘open mic’ session over a lunchtime where students were able to perform their talents in front of their peers.
I enjoy creating lessons that are interactive for students and employ an element of creativity to inspire students and foster that love of learning. To challenge my students during my time at Rochdale, I would debate with students, providing them with thought experiments to test their critical thinking. During my time tutoring independently, I would create games to help student’s learning. For the creative writing element, I designed a dice game to help them to structure their stories. Whilst teaching Plato’s Cave at Rochdale, I designed a tour of the college with elements of the allegory told throughout the college, to provide students with an interactive element. This ended up being a success for the student’s learning and provided them with a different environment with which to understand the story.
As part of my volunteering, I have taken small groups of students out of lessons to support with their learning and provide extra help where necessary. I have also had the opportunity to teach lessons to KS3 and KS4 classes. I have taught lessons in both English Language and Literature and created an interactive lesson on Shakespeare’s ‘Macbeth’ which included elements of drama to help students analyse the themes prevalent within the play, we then used this to write up part of a model exam question. The interactive nature of the lesson helped students to illustrate their arguments for analysis and also provided a fun element to their learning.
During my time at Rochdale, I had to design the majority of the resources myself based on the specification. I created booklets with different activities, which included model answers and exam-style questions that students could mark in line with the specification. I would also set students challenges based on their learning objectives for that lesson. I would run the challenges in line with the scheme of work, ensuring they ticked off the assessment objectives. I also made sure to incorporate IT into my lessons and to engage with students further. I created ‘Kahoots’ which is an interactive quiz game, to summarise learning with a competitive element and split students into teams and had a weekly leaderboard with prizes as a way to tie up the lesson. This was something I also employed in my English lessons most recently. I believe IT can be an excellent way of bringing students together in a competitive environment and also brings an element of fun to their learning which I always encourage within my classroom.
As part of my teaching experience, I have had extensive experience in pastoral care within a sixth form setting and this has aided my teaching practice. I learnt much from my colleagues in this role, having enjoyed being a part of a team and learning from my peers. Part of my role of being a Pastoral Mentor included a teaching element alongside my pastoral care. With my experience in pastoral, I feel able to support students with their emotional and social needs due to my experience within this setting. As part of this role, I was the primary contact for students and parents, creating excellent rapport with my students and strong relationships with parents. I also had to work with colleagues across departments within the college that included the safeguarding and wellbeing team, the careers team, and the learning support team.