Skype Interview tips for ESL English teacher jobs

Before the job interview

Obviously it is wise to read up about the company and find out all you can about their schools, teaching methods, course material, requirements and any other details you can. Not only does it show initiative and that you are genuinely interested in job you are interviewing for but having a good understanding of the company allows you to make a more informed decision on whether that particular school is right for you. If you are planning on flying halfway across the world to teach somewhere for a year, you want to make sure it’s with a school you will enjoy being at.

Write down all the questions you want to ask before the interview and have them ready. The interviewer will be expecting you to have plenty to ask so make it as long as you want!

Getting ready for a Skype interview

Most interviews are done via Skype and are usually video calls so make sure you have tested your microphone and headphones, have a webcam ready and a fast internet connection. With Skype, you can set your profile picture too so make sure you have a professional one for the interview. Make sure you have added the schools Skype ID well ahead of time. Often there will be a time difference between the interviewer and candidate so make sure you have double-checked that you have the right time, www.timeanddate.com/worldclock/ is a good site to use.

It’s definitely worth finding a quiet, well-lit place for the interview. Not long ago I interviewed someone who was in a noisy, outdoor internet café with his baby son on his lap and a beer in his hand. The baby was climbing all over him and I couldn’t hear half of what he was saying, not the best way to go after a new job.

Dress professionally, as you would for a face to face interview, so a shirt and tie for men and smart clothes for women.

Tips for during the interview

Most interviews with schools will last from 45 – 90 minutes and usually start with some small talk. The interview will usually be split into three sections, beginning with the interviewer asking you questions, then moving on to telling you about the job, school and city and finally answering any questions you have.

Generally the interviewer will be asking questions related to your previous teaching experience (or if you don’t have any yet, then about your TEFL course), your views on teaching, how you would teach specific language or grammar points, classroom management techniques, dealing with discipline issues (especially if you are interviewing for a young learner job), teaching materials you have made, lesson planning as well as questions not related to teaching such as how you work with a team and cultural sensitivity perhaps.

English First interviews are generally conducted by the Director of Studies (DoS) of the school that you are interviewing for and typically will be just one interview. Typical questions asked in a teaching interview are listed below.

Disney English will typically have one interview going into detail on the topics mentioned above but with an added emphasis on any previous drama, singing and performance experience. The interviewer will not necessarily be someone working in the school that you are interviewing for.

Questions asked in an English teacher job interview

Sample interview questions for recent TEFL course graduates

• What did the course cover?
• What did you find most interesting?
• What did you find most challenging?
• What was the most useful feedback you got from your tutor?
• Did you make any of your own materials?
• Which areas do you still need to improve on?

Sample interview questions for experienced teachers

• Can you tell me more about your experience at (previous schools)?
• What further training have you received? (workshops, seminars etc)
• How do you deal with difficult students?
• Are there any specific areas of your teaching you have been working on?
• How do you motivate students?
• What courses books have you used? Any preferences?
• What is a good activity you have used recently?
• What kind of feedback have you got from observed lessons?
• Talk me through a lesson that went well
• How would you teach the present perfect?
• What are your goals for the future for your teaching?
• How do you teach large group sizes?
• Have you used interactive whiteboards before?
• How do you feel about having an “English only” rule in the classrooms?
• Language schools often use the ‘communicative approach’, what do you understand by that?
• What are the main differences in the approach needed to teach young learners versus adults?
• What are the main roles of a teacher?
• What are the keys to effective learning?
• What classroom management techniques do you use ensure your classes run smoothly?
• What makes a good lesson plan?

Ideal qualities the school is looking for in a candidate

Don’t expect the interview to be overly formal, the school will be looking to get to know you and find out whether you would be a good fit at the school. Schools in China generally have a tight-knit teaching team and it is important that everyone gets along. The kind of qualities they will be looking for are, of course, a genuine enthusiasm and passion for the job and plenty of energy especially if the job is for teaching young learners.

Be clear about your reasons for wanting to live and teach abroad and make sure you can show that you will be able to cope with the challenges. Reliability and professionalism are important as is the ability to be flexible, open-minded and culturally aware. The school will have Chinese as well as Western management, Chinese teaching assistants as well as a teachers room with teachers from all over the world, so it’s vital that you understand that different people have different ways of doing things.

The chance for you to ask questions in the interview

The interview is, of course, a chance for you to ask all the questions that you have and to really find out if it’s the right school for you. These will be both teaching and non-teaching related questions. Don’t be afraid to ask about the contract, compensation package as well as general questions about the city and way of life. Some of the common questions, to ask in a teacher interview, are listed below:

Interview questions to ask about the job and school

• What are the teaching resources like?
• How many classes are taught per week?
• How long are the classes and how many students in each class?
• Are teaching assistants available?
• What’s the technology like? Does your school have interactive white boards?
• How much flexibility are teachers given on how they teach?
• Are there any off-site classes or are they all taught in the school?

Interview questions to ask about the teachers accommodation

• Is the accommodation provided?
• Is it furnished?
• Am I responsible for paying the bills?
• Will I be sharing with another teacher? Do I have the option of getting my own housing?
• How far is it from the school?

Interview questions to ask about the city

• What is the population?
• What is there to do in the city?
• Are there sports facilities / gym / supermarket near the school?
• What kind of entertainment is there?
• What are my options for learning Chinese?
• What is the cost of living like?
• Are there any products not available that I should bring with me?

You might also want to ask about flight allowances, bonuses, appraisals, training, admin duties, promotion opportunities and the visa application process.

It is also often a good idea to ask for the email address or Skype ID of one or two current teachers at the school to ask them about the day to day life of a teacher there. Most schools will have no problem arranging for you to speak with them and it is an excellent way to get an insight into the work life.

After the job interview

After the interview, you can expect to hear from the school with a final result within 4 working days. The school may well be talking to a few other candidates but usually like to get a job offer out quickly to candidates they want to hire. A job offer will be sent via email and sometimes you will be given a deadline on when they expect an answer. Schools will usually send a sample contract along with the attachments (disciplinary procedure, accommodation policy, insurance policy etc) for you to have a read over however it is common in China for the teacher to not actually sign the contract until they arrive at the school and begin work. Sometimes schools will ask you to sign a “Letter of Intent” (LOI) which is in place of a contract and states that you have accepted the job and intend to teach at their school.

Once a job has been offered and accepted the school will begin the visa application process, which can take between three and five weeks. Once the visa is in your passport, the adventure begins and you can enter China where you will be met at the airport, taken to your apartment and then given a training and orientation course lasting around five days. To read some interviews with current teachers about their life inside and outside the classroom in China have a look at ourTalking To Teachers and Articles section.

So for the interview, remember to be well prepared and relaxed. It is a chance for you to really show why you are the right person for the job, let your personality shine through and ask plenty of questions. If all goes well you will have a handful of offers and be in the position to pick and choose the very best job. To take the first step, put in an application here.

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The source article is here http://goldstarteachers.com/interview-tips-for-esl-english-teacher-jobs/

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What If Assessment Was Used to Elevate Learning Rather than to Rank Students?

Thanks a lot for Ron Berger as I personally admired his article and wanted to share with my dear readers to make use of it with our kids and learners. Finally, I hope you enjoy reading this article. See you later! Bye bye!Hany Al Gamasy ESL TeacherAl Shabab Language SchoolShubra Khit, Al Buhaira, Egypt.

By Ron Berger January 8, 2015 2:30 pm

Imagine you are the coach of your daughter’s soccer team. Assessment would be important to you. You would hope that each of your players would have a clear sense of what she does well, what she needs to work on, and a commitment to improvement. It’s doubtful you would regularly give each girl a written test to determine her value as a player, and then sort each player into proficient, needs improvement, and failing categories.

Just as good soccer coaches do, teachers must help their students gain a clear sense of — and high standards for — what they do well, what they need to work on, and how to improve. The most important assessment that takes place in any school is not the end-of-year test; it is the assessment that is going on all day long in the mind of every student. Each student is continually assessing his or her attitude, behavior, understanding, and work — “Is this piece good enough to turn in?” “Do I actually understand this concept?”

If we hope to improve student learning, we need to get inside student minds and turn up the dial for quality. Most importantly, we need to build into every student agrowth mindset — the confidence that he or she can improve through hard work — and a passion for becoming a better student and a better person.

In many schools, assessment practices provide little of this information and inspiration for students and their families. Assessment is typically seen as something “done to students,” not as a set of tools they can use for their growth. For those who are regularly ranked below average (almost half the students in any school), assessment practices often take the heart out of personal motivation. At Expeditionary Learning (EL), we focus on student-engaged assessment — a system of eight interrelated practices that positions students as leaders of their own learning.

Our book, Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment describes these eight practices in detail. I will briefly highlight two of them here: Student-Led Conferences, and Models, Critique and Descriptive Feedback.

Join Teaching Channel’s Winter Book Club. We’re reading Ron Berger’s book,Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.

Student-Led Conferences

When I was in school, parent conferences happened once a year, and only when I was in elementary school. My mother would go in after school to meet with my teacher. I have no idea what they talked about. When she came home there were two possible outcomes: either I was “doing fine,” which meant I was not in trouble; or “I was not doing fine,” which meant I was in trouble.

In contrast, for schools in the EL network, parents come to school multiple times each year, whether their child is in kindergarten or eleventh grade. Their child runs the conference, presenting to them a full picture of his or her learning, challenges, growth, and goals. The teacher is there to listen and comment, but the student is responsible for showing evidence of meeting academic learning targets in all subjects, strong and positive work habits and character habits, and growth as a scholar and person. Unlike the parent conferences of my youth — which did nothing to build my skills or insight — these student-led conferences build in students a powerful mix of responsibility, motivation, and metacognitive skills and understanding.

Watch a student-led conference with seventh-grader Gabriella and her father at Washington Heights Expeditionary Learning School, a NYC district school in which 100% of the students are low-income, and 100% of graduates are accepted to college.

If you have a hard time imagining how young students could understand themselves well enough as learners to facilitate a conference effectively, watch kindergarten student Trinity share her work with her mother and father.

Models, Critique and Descriptive Feedback

What if, instead of being continually disappointed by the quality of work students turn in, we showed them exemplars? What if we analyzed that work with them to determine what the criteria should be for quality, to give students a clear vision of what they are aiming to create?

Often, we do share with students the rubrics of how they will be assessed. Rubrics can be useful tools, but absent a picture of what the final goal actually looks like, for many students they are just a bunch of words. Students need to see high-quality student essays, geometric proofs, experimental designs, book reviews, research papers — whatever the genre — so that they can understand and analyze what “good” is.

To see an example of how students can analyze quality work thoughtfully and build criteria for improvement, watch the Austin’s Butterfly video. If you would like to see what a classroom looks like where that same process of using models, critique and descriptive feedback produces extraordinary high-quality work, you can see thathere.

Assessment, when it is student-engaged, can be a more powerful, positive force than we imagine. It can give students the tools and motivation they need to truly be leaders of their own learning.

Ron Berger, Chief Academic Officer, Expeditionary Learning. 

The real article is here

https://www.blogger.com/blogger.g?blogID=4796684816832861490#editor/target=post;postID=2298054145816737879

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Monkey's Games Measure Reading Skill

Undoubtedly, games are an effective tool for inspiring and promising learning. So Visit  Monkey's favourite places and play 8 mini games to test your English. Unlock new games as you progress - but watch out, the games get harder as you go along!

• Exam level: Young Learners (Starters, Movers, Flyers)
• CEFR level: A1-A2
• Skills practised: Reading

http://www.cambridgeenglish.org/learning-english/games-social/monkey-puzzles/ 

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