It’s easy to become stuck in a view of language as something like a massive file of information that students need to download into their brains. I find it more illuminating, not to mention more interesting, to see a language as a kind of activity, one always unfolding and in process. An activity with an huge range of forms and contexts, but always something one does (at whatever level of proficiency, and in whichever areas of interest or experience) and not as an object one has to “know.”.
My teaching philosophy is built on this view of language as activity, not static object. In my own teaching, I tend to ask my students questions and elicit information or discussion through visual, speaking, and reading exercises. These classroom dialogues are a way of making students, even at lower levels of proficiency, autonomous and responsive. Over-explanation and teacher monologues tend to get in the way of this, at least in a second language context. The aim here, of course, is practice: the students should speak for the majority of the class. Apprehension comes from direct experience: in this case, direct experience of speaking, reading, writing, and listening to a particular language.
The nuts-and-bolts of grammar, usage, and pronunciation should be taught both explicitly and implicitly, and sometimes the distinction between these two views is more abstract than real. I am, however, convinced that teaching grammar and usage inductively, through authentic materials, is likelier to lead to a deeper engagement with the language.
In my teaching I also try emphasize the different modes and registers of English speech and writing: conversational, professional (e.g. job interviews), and the more concentrated and idiosyncratic styles of literature. Another important (and underrated) aspect of teaching, I think, is physical movement: a teacher should try to walk around the room and speak from different positions. It holds the students’ interest, and movement like this hopefully mirrors the intellectual movement of the learning process.
The ancient Greek writer Plutarch wrote that “Education is not the filling of a vessel but the lighting of a fire.” This is a more concise statement of everything I consider important about teaching and learning. For one, it implies that students aren’t passive vessels for information, but take an active part in generating their own education. Plutarch’s aphorism also calls to mind the enthusiastic curiosity needed for any true learning to take place. I try to cultivate this enthusiasm and curiosity in my teaching, perhaps above all other things.
I've been teaching ESL (both as a straightforward subject and through "content-based" classes in literature, art history, and American culture) for about 5 years now. Before teaching and tutoring in Georgia State University's Intensive English Program I taught mostly at adult education non-profits geared towards immigrants and refugees, first in New York City and then in Atlanta. I've also taught a summer semester at the University of Lower Silesia in Wrocław, Poland.
But beyond all of these CV details (it's attached below, of course), you'll find that I'm always eager and enthusiastic when it comes to working with international, second-language students, and that my wide range of interests allows me to teach a course like American Popular Culture in an informed and precise way.
PROFILE- I work as a teacher and tutor in various subjects related to English, writing/composition, and history. I have extensive ESL/EFL teaching experience, and I write professionally for several publications.
(references available upon request)
Georgia State University Intensive English Program
Teaching ESL writing/composition to IEP students
Tutoring IEP students in writing/editing, pronunciation, vocabulary
Facilitating conversation activities for IEP students
Directing activities for visiting ESL teachers in the IEP program
Catholic Charities ESL/Civics Program
Taught ESL and Civics to immigrant students applying for citizenship
New York, NY
Taught ESL, literature, art history, and courses in American culture and history
University of Lower Silesia EFL Program
Taught English to upper intermediate-level Polish students
New York NY
Tutor in English, writing/composition, history, French
Institute for Immigrant Concerns
New York, NY
ESL teacher with extensive experience at all levels
Published in Wonkette, Creative Loafing, Bookslut, Black Herald, Spolia, Big Red & Shiny
Georgia State University
MA in Applied Linguistics and TESOL
The New School University
Certificate in TESOL (Teaching English to Speakers of Other Languages)
St. John’s College
MA in Eastern Classics
King’s College, University of London
BA in Comparative Literature (with minor in Film Studies)
Graduated with honors
King’s College routinely ranked as “Top 100 Global University”
(writing samples available upon request)
Big Red and Shiny magazine
Essays on the visual arts
Co-editor and contributor
Black Herald magazine
Essays, stories, and poetry translations (from French and Spanish)
Literary essays and book reviews (poetry, travel writing, novels)
Articles about art and entertainment (literature, visual arts, film, television)
Political commentary and book reviews
ESL lessons close by? Here's a selection of teacher ads that you can check out.
Superprof can also suggest vocabulary - english lessons to help you.
Learning isn't a problem, oral expression - english lessons for all!
Taking writing comprehension - english lessons has never been easier: you're going to learn new skills.
|at his home||at your home||By webcam|
|1 hour||Not available||$30||$20|