BOSTON 2015 C7 CELTA JULY 20 - AUGUST 14

Comment

Comment by Matthew Noble on August 11, 2015 at 11:43am

Come on over here! https://appear.in/celtaboston

Comment by Matthew Noble on August 11, 2015 at 11:41am

appear.in/celtaboston

Comment by Matthew Noble on August 11, 2015 at 8:53am

This is actually a FOLLOW-UP to our internet/tech session this morning, but since I have it on hand and may get busy later, I thought I'd post it now. It's a handy list of great online resources for teachers:

https://celtatrainer.files.wordpress.com/2014/08/resourcedirectory.pdf

Comment by Matthew Noble on August 10, 2015 at 10:12pm

For anyone interested in Boston-area ESOL jobs (English and life/job/computer skills, etc. for immigrants) here's a sample job ad from my inbox just this afternoon. FYI many of these jobs are P/T, like the one below. Some F/T positions exist. These jobs pay between 20 and 28 dollars an hour with additional pay for prep time. They are great to build some experience if you're here for a while before going abroad, and they can be VERY rewarding - these are learners who NEED English to survive in and integrate into American society, and don't have the money to pay for private language school, etc. I worked in these programs as a teacher and admin person for 4 years while doing my MA TESOL, before I became a F/T teacher trainer, and have lots of contacts in that world. I've helped a handful of former CELTA grads find work in Boston-area ESOL, and can put you in touch if interested.

------

Quincy Asian Resources seeks
PT Evening ESOL Instructor

Quincy Asian Resources, Inc (QARI) is a community-based multi-service center and the largest provider of ESOL programming in Quincy. QARI has an opening for a part-time ESOL teacher in our DESE-funded evening English program.

KEY RESPONSIBILITIES
developing and teaching engaging, learner-centered lessons and projects that hit State benchmarks and incorporate college and career readiness
attending all required State trainings (paid)
attending monthly staff meetings and common planning sessions
ensuring that students maintain a minimum of 80% attendance
maintaining accurate student records

QUALIFICATIONS
native-like proficiency in English; familiarity with Chinese or other languages a plus

BA and equivalent experience required; MA in related field preferred
experience teaching ESOL to adults of all levels required; experience in college or career advising preferred

basic computer skills required; familiarity with Google Drive preferred
eligibility to live and work in the US required; this job is NOT eligible for work visa sponsorship

Classes meet Monday, Tuesday, and Thursday evenings from 6:30 to 9:00.
Teaching begins September 1, but some preparation and planning work will need to be done in late August.

Pay is negotiable, commensurate with experience, starting at $20/hr. For every hour of teaching time, instructors receive 30 minutes of paid preparation time. For the right applicants, additional classes or coordinating hours may be available.

To apply, please submit resume and cover letter to Rob@quincyasianresources.org.

Comment by Mette Caton on August 9, 2015 at 2:35pm

You may have heard, but just in case: Kimberly asked us to bring our laptops in on Monday/tomorrow to work on the Professional Development Assignment in class.

Comment by James Mulkern on August 7, 2015 at 6:12am

Johanna,

Good morning. If you're doing a vocabulary lesson, you will need at least the LA (vocabulary) sheet.

Comment by Joanna W. Yu on August 6, 2015 at 10:56pm

I am going over TP 7 and was wondering I need to do LA sheet for vocabulary if I am not going to talk about P and F.

Comment by Mette Caton on August 5, 2015 at 10:34pm

Very helpful :) thank you!!

Comment by Matthew Noble on August 5, 2015 at 10:22pm

Excuse the typos...my excuse is I locked my computer in the office for the night (oops) and am typing quickly half asleep on my phone. ;)

Comment by Matthew Noble on August 5, 2015 at 10:19pm

Not silly Mette! Just a vocabulary LA sheet, yes. If you can do 4-6 entries fully that'll do. Choose from the useful task language (the form *might* focus on how it works in the overall text, etc.) and/or any other key words in the lesson. For example, if students were writing a poem, 'stanza' could be important. Consider that what is productive to analyze isn't necessarily what you spend the *most time* on in the lesson, if any at all. At the same time, if you've got words or phrases that you do want to clarify along he way and think an LA entry would help you plan an effective way to do so, go at it. What's most productive for YOU to go a bit deeper into a you prep YOUR lesson? LA entries hopefully are more that forms you fill out cuz you have to. They're part of what the lesson language has to teach YOU along the way.

Also, it's about quality more than quantity with this: 3 thorough, intelligent entires beats 8 tossed off ones any day!

Hope that helps.

• ‹ Previous
• 1
• 2
• 3
• 4
• …
• 7
• Next ›
• Page