Thinking of Going IB...

IB Past papers

https://ibresources.org/ib-past-papers/

Extended Essay:

https://ibpublishing.ibo.org/extendedessay/apps/dpapp/guide.html?

doc=d_0_eeyyy_gui_1602_1_e&part=5&chapter=1

IB Textbooks:

https://ibresources.org/ib-textbooks/

Resources for IB Teachers:

https://ibo.org/programmes/diploma-programme/resources-for-teachers/

https://www.itseducation.asia/ib/

https://www.tes.com/teaching-resources/international-baccalaureate

IB Crash Course:

https://www.wikihow.com/Teach-IB-Classes

With the increasing trend in Hong Kong for International Schools and ESF (English Schools Foundation) schools to switch from country specific syllabuses to the IB many in Hong Kong have been left asking questions about what exactly the IB is and what it offers.

The IB program is an internationally recognized pre-university curriculum that offers year 12 and 13 students (or year 11 and 12 in some schools) an opportunity to gain a diploma based on a comprehensive and integrated curriculum that meets international standards.

There are currently 1,888 schools worldwide offering the IB diploma programme. In the Asia Pacific region alone there are 255 schools currently offering the IB.

The IB curriculum is a fairly traditional and broad based curriculum. There are many similarities to the United Kingdom AS and A2-level curriculums. One major difference is that students must take six subjects over two years in the major academic areas (native language, second language, individuals and societies, experimental sciences, mathematics and computer sciences, the arts).

As well as these subjects, students study ‘The Theory of Knowledge’ and are required to complete a certain amount of CAS (Creative Action and Service) plus undertake a major research assignment or extended essay (EE).

This comprehensive and advanced programme of study offers students an integrated approach to learning across different academic disciplines. The focus is for students to develop the knowledge and skills needed to meet the challenges of living and working in an increasingly interdependent and globalized society.

The International Baccalaureate is governed by the International Baccalaureate Organization based in Geneva, Switzerland and administered by the International Baccalaureate Curriculum and Assessment Centre in Cardiff, United Kingdom. The IB organization originated nearly 50 years ago in Europe. It was created by international schools looking to ensure quality educational standards for students regardless of where they lived or studied. The IB programme today seeks input from educators worldwide to make sure the curriculum is up-to-date, to train the teachers who deliver the programme and to assess students who undertake the program.

An IB diploma offers numerous advantages for students. One of the greatest advantages is that the IB was designed to ensure a cohesive and comprehensive education for students. This is still the key objective of the IB. The programme aims to prepare students not just for success in further education but also for success in their future lives. The IB allows students to gain a broad and general education and to postpone some choices about which area they wish to specialise in until a more mature age and outlook is achieved. Students gain a broader view of the world andare encouraged to follow in-depth approaches to academic disciplines. They improve and develop their time management, research & development and problem solving skills. These talents and skills will help students long after they have completed their IB diploma. The CAS allows students to become more community aware and gives them the opportunity to ‘put back’ something to the community they are living in.

The IB assessment is conducted over the two years of the programme using internationally-accepted performance standards. Student achievement is assessed in a variety of ways: examinations that are developed and marked by international examiners; oral language exams; science laboratory notebooks and experiments; art portfolios, computer science dossiers; essays and other projects. The student's final score is calculated from a combination of all these activities. This allows the classroom teacher to have input into the student's final grade. The philosophy underlying the IB assessment process is aimed at giving students the opportunity to express what they do know, rather than finding out what they do not know. The method that is used to achieve these objectives is based on the theory of criterion-referenced assessment, which has both internal (by the teacher) and external (by over 5000 subject examiners world wide) elements, over the two year period of the diploma. All internal assessment is externally moderated and standardized to ensure fairness and consistency.

In comparison to UK A levels, Oxford University on its website states that the exam results from the IB will generally be equivalent to the following: grades A, A, B or A, A, A in British A-levels will be considered equal to 38 points in the IB. Cambridge University states that 36 - 40 for the IB is normally sufficient to be considered for most courses. Cambridge also states that for some courses a seven will be required in specific subjects.

The final score is based on the following - Highest score is 45:

Group 1 First Language	Group 2 Second Language	Group 3 Individuals and Society	Group 4 Experimental Sciences
7	7	7	7
Group 5 Mathematics and Computer Science	Group 6 The Arts	Extended Essay Theory of Knowledge	Total
7	7	3	45

The International Baccalaureate® (IB) Diploma Programme (DP) curriculum sets out the requirements for study of the DP. 

The curriculum is made up of the DP core and six subject groups. 

Made up of the three required components, the DP core  aims to broaden students’ educational experience and challenge them to apply their knowledge and skills.

The three core elements are:

Theory of knowledge, in which students reflect on the nature of knowledge and on how we know what we claim to know.

The extended essay, which is an independent, self-directed piece of research, finishing with a 4,000-word paper.

Creativity, activity, service, in which students complete a project related to those three concepts.

The six subject groups are:

Studies in language and literature

Language acquisition

Individuals and societies

Sciences

Mathematics

The arts

There are different courses within each subject group.

Theory of knowledge

Theory of knowledge (TOK) is assessed through an oral presentation and a 1,600 word essay.

It asks students to reflect on the nature of knowledge, and on how we know what we claim to know.

TOK is part of the International Baccalaureate® (IB) Diploma Programme (DP) core, and is mandatory for all students.

Learn more about theory of knowledge. You can also find examples of TOK essay titles and read about how the IB sets deadlines for TOK.

You may also be interested in the other components of the DP core: creativity, activity, service (CAS) and the extended essay.

Learn more about TOK in a DP workshop for teachers. 

One thing to also consider (referring back to a correspondence I have referenced a lot just because of how relevant it is to new teachers and the surge in overseas hires that will be taking place later this year), is the quality of student/contract that schools using the IB brand should be presenting-vs. what some are actually presenting...this was in regards to a discussion with a colleague about OISS "Oxstand" located in Shenzhen,

"Hi Carmelo. Sorry for the late response. I haven't been on LinkedIn for a while and am unsure exactly when you sent the message so I apologise if its too late to be of any help. I'm unsure exactly how to apply for a job there as I am no longer working there. I originally got the job through a recruitment agency. Crs explore. Are you looking to join the Canadian programme or the IB/ pre IB programme? As a heads up I did enjoy it there but it was mainly down to the staff and the students in the Canadian programme. The pre IB has a varied range of abilities with the management accepting students who could barely say there own name in English when they joined. They take students even if they are doomed to fail. Also if you care about legality of stuff. The school tax dodge by making you sign a fake contract with an incredibly reduced salary which they use for the tax and Education burea. This also means they pay less towards your pension fund. So you could work there for years and barely get anything back when you decide to leave China. Unfortunately many schools do crap like this so be sure to find one which you can either be sure of the legality of things or be able to look by this sort of business."

Granted DMLIS (Dalian Maple Leaf's BC Curriculum is a joke in regards to student quality assurance-but its a given, its common knowledge that is treated as a dumping ground for students in general-difference between a school like this and the one mentioned in the correspondence is that DMLIS isn't trying to hide it-or be overly shifty with their contracts-makes me sometimes question if the IB brand is worth the time/money investment...whats the consequence a school like this must suffer for doing this to their staff and student body?

This is not to say that I think ML's "parallel" to IB is going to be worth a nickel...but I'm just saying sometimes its better to go with the tyrant you know.

International Open Academy (MOOCs)-Thoughts...

Hey there,

As I face the uncertain future of my career due to the virus outbreak I contemplate was to make myself qualified for jobs either outside of my qualifications or that require things like "Language Certifications" and "Administrative Experience".

My goal in taking these online courses is to take courses and provide feedback on how worthwhile they really are for people like-oh I don't know...teachers?

I mean, my hypothesis is that they are a money grab and a huge waste of time. However as a teacher in a social science area or even Culinary Arts (Technology Studies), one can assume that traditional modes of education are not always the most feasible (and however much better they may look on a resume), they are not always necessary.

This all started with a requirement asked of me by a perspective employer (QKids), they asked i receive my TEFL. I did-for free because they paid for it-THAT WAS HANDY!

After taking the course, I tried another "trial" one on Child Psych. ugh it was very much video based and not well scripted or fact checked at all-BUT it did play around the buzz acronym SEL (without saying SEL throughout the entire course-which I thought was either really silly or just showing of how little this person was qualified to deliver this course), I decided to see what other courses were at IOA...for free-not many or any I believe as they want you to order a subscription which I feel is not worth the money based on the courses I had already taken.

If the opportunity comes around again-I may try another in a different field of study...hopefully this tells you what you wanted to know about the legitimacy of IOA.

Updated:

With the COVID-19 situation, everyone and their uncle have access to MOOC's and they are no longer "enough" for upper management positions-especially within government office and the realm of Education. 

In NA online unversities to accommodate the COVID-19 era learner have made getting a MA so easy that we can expect anyone with an MA to be an equivalent with someone having a BA two-three years ago. It may have been turning into that over the last decade, but especially now, there is a noticeable paradigm shift in attainability and accessibility to post-secondary education.

In China actually now, there are many who are facing issues as the government in China is seeking to discredit online MA programs that learners from Mainland China are taking as they apply for different higher level positions-because again, everyone and their uncle are getting these MA from fly by the seat of your pants universities online.

Terrifying times to be job hunting.

Good luck to you!

TELL Specialist M2:Task 2-Struggles

Choose 1 of the 3 questions below to answer. In order to respond to your chosen question, incorporate the learning materials reviewed, conduct research, visit a school and/or interview an ESL teacher. Also, be sure to share any personal insight and/or experiences of your own in your response.

Question 1: What struggles do students that are newcomers can face in the educational system? As a leader in your school (going beyond the classroom), what are the steps you will take to ensure students do not get lost in the shuffle? What successful strategies have your encountered in your professional career? What are some obstacles you may face and how can you ensure success?


Question 2: ELL teachers have to consider and embrace the aspects that make students unique. This includes such things as race, culture, heritage, religion, political background, geography, history, language, etc. These are after all additional considerations that play into their rate of language acquisition. As a leader in your school (going beyond the classroom), how can you support language acquisition?


Question 3: As a leader in your school (going beyond the classroom), how can you best provide the parents of newcomer students support for their children/child’s education regardless of not being able to speak English?

Mental Health and Social Media of Students

Resources on Social Media-I'll be trying to find a way to work these into a media studies unit later on-great stuff!

https://www.psycom.net/social-media-teen-mental-health

https://www.verywellfamily.com/ways-social-media-affects-teen-mental-health-4144769

https://www.psychologytoday.com/us/blog/smart-parenting-smarter-kids/201709/its-complicated-teens-social-media-and-mental-health

Attendance Issues.

A coworker brought it up in office awhile back-"I have a student who was missing for 25 days plus..yet they are still enrolled. How does this look when they get back? This student is going to have 'X' amount of assessments-they can't all get excused."

This has been a recurring issue for ML, as we find that "enrollment in the school depends on the number of classes specifically that student is enrolled to" not to mention that the school is always worried about losing 15k or so when a student drops out-the school needs to prove that they exhausted (literally) all options before being about to expel or dismiss a student (yes, if if the student doesn't want to be there).

There are many other cards at play with a million other speculations but the purpose of this quick discussion/resource is the following,

When is missed class a missed class and when is it just-too far into truancy?

http://www.sncdsb.on.ca/blog/5-things-you-must-know-about-school-attendance

Spec Ed. 2-Presentation on "Eating Disorders"

Interesting Website for Caregivers/Support Networks
https://www.verywellmind.com/apps-and-eating-disorders-the-good-and-the-bad-3878432

List of Apps recommended in the presentation:

Screenshots can be found at these sites

https://www.healthline.com/health/top-eating-disorder-iphone-android-apps#recovery-record
https://www.buzzfeed.com/maggyvaneijk/17-amazing-apps-for-anyone-recovering-from-an-eating-disorde


Recovery Record, free for iPhones and Androids, is probably the most popular among apps designed to support recovery from an eating disorder. The free app for Apple and Android allows users to log everything they eat and how they felt doing it.

All of this information is put into a simple chart to help users and their caregivers track trends and achievement. Treatment-team members, including moms and dads, can long in to see what’s going on and how to best support the user. The app also has a virtual support network where users can share (only if they wish to) their progress and encourage one another.

Rise Up and Recover, designed by a woman who recovered from an eating disorder, is another free app for iPhones and Androids to support people dealing with eating and exercise issues.

Users can log what they eat and how they feel, in general, and they can export this to a PDF to share with their treatment team or family members. Users can also schedule motivational reminders to pop up and keep them focused.

Teenager Kirsten “Kissy” Hertog created The Kissy Project, a blog and app, while recovering from an eating disorder to motivate and support other teens seeking recovery. The free app for iPhones and Androids offers weekly appreciation tasks and “butterflies” as rewards, as well as motivational quotes, videos, and songs

MindShift is an app designed specifically to help teens and young adults face and cope with anxiety. It aims to help users change the way they think about anxiety, which is rampant in the mind of eating disorders.

Mental Health Awareness Campaign 2019 DMLIS

This is a bit of pipe dream campaign at this point...something that will never come-the school has made it extremely clear that their concerns with student SEL is at the bottom of their to-do list. No, telling students to hand in work late is okay-its just teacher pedagogy...

Another one of our students tried to take their own life. This was not a "cry for help" sort of situation either, it was done with intention according to sources. This is not the first time this has happened. The school simply lacks the professional services and supports needed in order to accommodate and deal with students who are suffering or experience difficulties mentally overall or at certain points in time.

It's alarming to me, that after 6 years-no coordination from the school administration came out in regards to "how do we support students?"; yes academically we have an SBT team, but is that enough? A team of teachers and admin who meet once a week (if that now), and discuss the academic standings of students since its too early for teachers to really know how their students act on a regular basis? Chinese at our school are in some cases extreme introverts, and are not struggling with mental health wellness issues, but on the other hand-how would we know? Some students we have only meet and known for such a short time. How can minimal contact in an overpopulated class amount to a significant diagnosis of concern?

I don't know the student that tried to take their life-I know people who have. But it doesn't matter because "I care." No one should wake up feeling like they HAVE to be somewhere and HAVE to do something, its a school not a prison-there are many ways out. What was so horribly undefeatable that an individual contemplated and attempted the ending of themselves over jumping a fence? Calling their parents? Saying "I quit"? Or even, "I know, I'll call (insert name here)"?

The fact is that we don't know if it was the school's fault, the parent's fault, a bully's fault, the economy's fault or even bloody Trump's fault-but the fact is, we don't know, and "it matters".

"it matters that I care,"

I care that students in a school feel their life is hopeless,
I care that students don't feel there is no one to talk to,
I care that our school doesn't recognize mental health issues,
I care that our school functions like nothing happened afterwards,

because it did; and it matters,

it matters that no one had any idea,
it matters that there isn't time to talk to people,
it matters that marks are low,
it matters that parents live far away,
it matters that parents are disappointed,
it matters that people don't talk about mental health,
it matters that a teacher can't recognize tells in behaviour,
it matters that a student can't talk to friends when in need,
it matters that there are students who don't know how to manage emotions,

it all matters, and I care.
________________________________________________________________________________

This is something I hope I can incorporate (either in a video or with an audio by students-for students) to really drive the need for the community to come together and address this issue of "silent stigmas" where it counts-in the heart. No fluff, no messing around, just a straight heavy swift kick in the pants.

Tears are necessary, people need to cry, that is how people will come together. You know I think in most cases, mental health awareness day is light and fluffy in schools that it doesn't really matter but where it needs to be addressed, its not just a "fun day" with lunch activities, its a day in which people need to really COME TOGETHER, vigils, candles, but that's not what we can afford to do here, because the school takes it as a threat of their integrity.

I am now posed with the question, "what will this look like?"

The administration will expect it to be "light and fluffy" for sure. What am I going to do?
_________________________________________________________________________________

I really want that poem to be heard; I know that won't fly. But the "I care", and "it matters" is something that might be good to carry forward.

Bracelets? Uniform T-Shirts...that really attract the eye might be important and would be crucial with the slogan "I care" and "it matters" and "green ribbon".
-->could also be a green ribbon with a statement, "ask me about the ribbon."

No students will want to listen to a speech...
Buttons get lost and tossed shortly after...
A mural along with homeroom photos after individual homeroom activities?
-->could be something
"The Good Book" Campaign (this was done by my class 5 years ago and put into a school time capsule)
-->Each homeroom collects a page from eac student of positive stories, words or poetry about friends, family, times of despair that worked out (completely anonymous) and are photocopied and put on display for page flipping (altogether there would be something like 2000 or so pages per respective campus), this would be a display piece for the public and then the original copy in colour would be placed in the reference section of the library maybe? Add homeroom photos to each set of pages, would make students more interested in reading it from time to time?
-->there is a staff member who is actually dedicated to JUST photocopying things...therefore, that is no issue.
-->editing team? Homeroom teacher are the first line and then ENG Dept HOD's/teachers. Checking for vulgarity (NO EDITING other than straight page removals).
Green Ribbons (awareness)/better than buttons, but still not quite as "permanent"
-->stickers
-->made especially for teachers to wear

Video for mental health awareness, Artist, "Ren"

https://www.youtube.com/watch?v=hCsQDY8A6og

https://www.youtube.com/watch?v=s_nc1IVoMxc 

ELL Golden Resource of the Week!

A Colleague shared this through me while I was going through interviews with ELL teachers in ON Curriculum schools.

https://elltech.wordpress.com/

For your questions, I would approach Roger Hospedales. He's one of the ELL/ESL educators that I follow on Twitter. https://twitter.com/EducatorHoss. His email is probably Roger.Hospedales@ycdsb.ca. He teaches at Father Michael McGivney, a designated ESL centre high school in the York Catholic board. The work that they're doing is awesome!

TELL Specialist; Final Reflection

This final installment to my specializations in regards to TELL (Teaching English as a Second Language) has led me here, one step closer to my Principal Qualifications Program/Prerequisite!

These last 4 years of completing my AQ's through the OCT; Lakehead University and Trent University have been interesting, terrifyingly busy and ultimately some of the most valuable educational experiences I have EVER had. The school I have been working at couldn't even come class to offering professional development as engaging and thought provoking as some of the AQ's I have taken. My PLC is full of resourceful teachers and I would like to think that I am one of them. But when an administration hijacks the system to fulfill their own quotas and goals-regardless of how miniscule and irrelevant their topics of discussion may be-its a great way to tell the school community/PLC that YOU care. It is important though to note that every school has in house experts of varying varieties as well as staff who are participating in professional learning on their own bill. It needs to be realized that sometimes an administration needs to take time to recognize an area of need and meet it.

As a future administrator I promise to take advantage of my learned knowledge; strategies and experiences to benefit my staff. As an administrator I will value my staff, experts and PLC. If there is an opportunity for leadership and development, I will give that opportunity to another if they want it. I will note  excellence and commend it when I see it at every chance. My staff succeeds when they are able to build from each other's knowledge and experience in a PLC; I succeed when my staff succeeds.

I will provide the most up-to date information and guidance in regards to cases and expectations of teachers and staff from all sides in order to ensure that any school I work within is effective, ethical and equitable. As a person who has seen how beneficial an equitable system can be as well as how damaging an unsupportive system is, I find the TELL field to be of the up most importance in Canada as we experience our ever-changing identity in Canada. This is why becoming a specialist in the TELL field is so important to me.

Plan C: Central Okanagan BC

I recently spoke to a former colleague, close friend of mine. We were discussing the way one would go about getting a teaching job in Canada. Its not that easy. Not that I don't think (or they don't think) we are qualified, but being gone 6 years out of Canada and the with the way the government is at the moment, this is bonkers. I believe I would be LUCKY to find a full-time teaching position in 3 years in ON. Which is ridiculous when you have a wife and child you need to support.

Here I am though, I talked about some of the private schools I am applying to and the schools boards in Central/Southern Alberta that I am applying to, here is the 3rd option (used to be New Brunswick, but I don't think the wife would appreciate it much).

Central Okanagan, BC Canada-School District No.23

http://www.sd23.bc.ca/DistrictInfo/Employment/teachingapplications/Pages/default.aspx#/=

http://www.sd23.bc.ca/board/Pages/default.aspx#/=

http://www.sd23.bc.ca/careers/Pages/default.aspx#/=

One nice thing about applying to schools in BC was that I didn't need to change up my application game-they use makeafuture.ca which is linked to the applytoeducation website. GREAT!

Buddy recommended School district No.83 as well.
_________________________________________________________________________________

I put the search through BC on halt for now as the COVID-19 messed up ALL plans of returning to Canada for a stable life/back to China (for friends abroad) which tells me two things...

1) No guaranteed work for teachers/OT in the 2020-2021 year...not to mention a higher cost of living as the economy crashes...

2) Lack of experienced teachers in China teaching...so those more interesting and professionally staffed schools with tenure teachers...might have a couple openings-sorry if that applies to you, but...I need to take advantage-I am mainly heading back to Canada for opportunity-something I didn't think I would find here in China-plus my family in Canada.

Nonetheless-I put halt on job apps in Canada to front the potential shortage of teachers here in China (in desirable locations with increased salary steps than the one I currently employed into).

But, still strongly considering the Okanagan in BC...good thing I didn't drop the BC certification. So far the teacher shortage in China is not working to my favour. Really need to get IB certs to make working in China a worthwhile career-or a MA.

My opinion...

How to repair a busted USB (file/data wise)

Ugh,

Had a sick little iPhone C-USB that was also installed onto a regular USB so that I could literally transfer files to an from Computer to phone (or vice versa).

The disk was purchased through an Aigo seller on TaoBao-dirty cheap and sick little piece of tech...a few months ago (cause yes, I was TOTALLY using it in class-are you kidding!? How couldn't you!? It makes all teaching with tech THAT MUCH EASIER AND ENGAGING!) and a student dropped it...I don't know if it was the drop or that they did something to it by accident while uploading their files to it...but its toast...and I did have a back-up cause its awesome! But, before I toss it-I would like to know if there is a way to recover the files on it OR at the very least-make it for use again because right now...its just dead.

This is the closest I have gotten to a positive look into the situation,

https://www.windowscentral.com/how-clean-and-format-storage-drive-using-diskpart-windows-10

Z Library...Hmmmm

An online free library database!?

Been looking for one of these after the crack down on them-rather monetization of them I mean.

Couple good reads recommended by a friend who appreciates a good travel read (as I do)...check them out!

https://b-ok.cc/book/3561732/156d7a

https://b-ok.cc/book/3561728/412eeb

120 hr. TEFL Course Module 10-Getting a TESOL Job: Hints and Help

To get a TESOL, are you required to have a college degree in the field?

What do you need to include on your resume?

What do employers most want to see in your work experience?

When is it important to do research in your preparations?

What should you do after a job interview is over?

Which of the following feelings should you expect when you leave home to teach English in a different country?

Average Salaries for International Teachers in China along with experiences had.

I have been teaching for 6 years...I have two specializations (ON curriculum) but no MA. or MEd.
Furthermore I have no IB teaching experience or Training

Here is where I am at with my job search and potential salaries observed
Blue is verified
Orange is unverfied
Yellow is information from a recruiter

LiaoNing:

240,000 RMB/Year
-->IGCSE Level-A
-->See the Dipont Education Contract for the Nanwai Wuxi Campus-same system therefore it should be of similar nature

Maple Leaf Education Systems (BC Offshore School)
-->Paid in Canadian/RMB as needed
-->HOD (Head of Department Stippend) is 3000$CAD/Year
-->EPC (Coordinator) is 10,000$CAD/Year
-->see salary scale below:

JiangSu:

Maple Leaf Education Systems
-->Paid in Canadian/RMB as needed
-->see salary scale below:

Changshu

401,000RMB/Year (This is English Lit and Head of Department)
-->CWA (China World Academy)
-->NO international medical insurance
-->Child tuition allowance
-->On Campus housing
-->Chinese Medical and Social Benefits Package (for the record-this is government mandated-and generally not generous)
-->The School opened/opens Sept. 2020
-->They apparently do not count years of experience outside of their school but first teachers range from 20-35k a month
-->IGCSE/IBDP

NingBo:

411,000RMB/Year for Teacher of 6 years' expereince
-->ESL/International Currciulum/IGCSE Prep (Nord Anglia)
--> Link to Contract:
https://drive.google.com/open?id=1hFIBdy1O3Rj11sElWRc2zo9xlkhx6vKI

HangZhou:

340,000 RMB/Year
-->ESL/International Curriculum/IGCSE Prep.
-->Appraisal of qualifications for 6 years of experience

WuXi:

372,000 RMB/Year (3 year contract)
-->International Curriculum/IGCSE Prep. (Dipont Education)
-->Housing allowance is decided from year to year
-->Bonus through appraisal at the end of each contract year
-->45,000 RMB completion bonus at the end of the contract
-->Link to contract exemplar:
https://drive.google.com/open?id=1CXpWRz7G9NeCVNEga_5stHlRoQRCsdEX


Shanghai:
General salary range of teachers (250,000-450k)

Maple Leaf Education Systems
-->Paid in Canadian/RMB as needed
-->see salary scale below:

372,000 RMB/Year (teacher with five years of teaching expereince+DH position)
325,000 RMB/Year (Teacher with 6 years)
-->BC Curriculum/SUIS (Shanghai United International School)
-->12,000RMB/Contract for flights (dependents need to be included in the 12,000 or not at all)
-->Housing allowance of 8000RMB/Year

GuanDong:

WARNING: each province has certain rules and regulations in place according to need of their employment rates; average salaries etc. but it seems like after a discussion with a teacher in Guandong that some schools are able to getaway with something like this-might be worth keeping on the radar while you are looking for work...

This is a correspondence between myself and Ed Dawes (teacher in Shenzhen) on his experience with OISS (Oxstand),

"Hi Carmelo. Sorry for the late response. I haven't been on LinkedIn for a while and am unsure exactly when you sent the message so I apologise if its too late to be of any help. I'm unsure exactly how to apply for a job there as I am no longer working there. I originally got the job through a recruitment agency. Crs explore. Are you looking to join the Canadian programme or the IB/ pre IB programme? As a heads up I did enjoy it there but it was mainly down to the staff and the students in the Canadian programme. The pre IB has a varied range of abilities with the management accepting students who could barely say there own name in English when they joined. They take students even if they are doomed to fail. Also if you care about legality of stuff. The school tax dodge by making you sign a fake contract with an incredibly reduced salary which they use for the tax and Education burea. This also means they pay less towards your pension fund. So you could work there for years and barely get anything back when you decide to leave China. Unfortunately many schools do crap like this so be sure to find one which you can either be sure of the legality of things or be able to look by this sort of business."


Bonds International School
-->RMB payments
-->See salary scale below:
-->Link to contract Exemplar:

Maple Leaf Education Systems
-->Paid in Canadian/RMB as needed
-->See salary scale below:

-->4th year teacher salary 325,000RMB/Year
-->International Curriculum/IGCSE Level-A/IBDP/CBIS

-->4th year teacher salary 66,000USD/Year
-->BASIS Bilingual Curriculum (Shenzhen Campus)

Overall Feelings of the TEFL Course?

VERY HAPPY IT WAS PAID FOR.

NOT THRILLED-BUT, not disappointed either (too much), the last few parts of some modules were certainly fillers...

The reality is...its a requirement for some jobs that one doesn't REALLY want if they already have a a full teaching gig...but its something in a time that there may be nothing.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.15 Preparing to Join a Culture)

Module 10: Getting a TESOL job

10.5 Preparing to join a different culture

If you are deciding to use your TESOL talents to travel to another country and learn about another culture, make sure that you are prepared for the culture you are about to immerse yourself in. Research your destination and try to learn as much as you can about the culture before you get there. If you do this, you can avoid offending anyone accidentally and ease our way into the culture much more easily. Typically, you will likely experience this new culture in the following stages:

Beginning stage: Prepare for your journey by doing research about the culture, and make sure you are ready for your journey and your new environment.

Initial happiness: You are in a new place, and everything is unique and cool. You will initially feel so happy to be in this new place and excited to help the people you meet there. Even if you have a great experience, this initial euphoria wears off.

Frustration: Once the happiness begins to wane, you are likely to begin getting irritated with your new home. The culture is different, and much of what you loved about your home is rare or not available to you anymore.

Adjustment: You are beginning to get used to the new customs and culture of your new home. You find yourself less and less irritated by the things around you and are starting to feel comfortable with them.

Adaptation: Once you begin feeling comfortable with the culture, you will start to truly feel a sense of biculturalism, where you identify and even like the new culture you are experiencing. Everything that was once foreign and odd to you now feels comfortable and normal.

Reentry: When you leave this foreign culture to return home, you may find that you go through all of these stages all over again, albeit at a much quicker pace. You will probably always cherish your experience with another culture, but be very happy to be home where you are more comfortable.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.14 Possible Destinations)

Module 10: Getting a TESOL job

10.4 Possible destinations

While many of you are looking to teach English as a second language in your home country, there are many opportunities for teachers who would like to travel, see the world, and learn from different cultures. Here are some of the countries that are looking for the most help.



Europe

Spain, Portugal, Germany, France, Italy, Greece, Poland, The Czech Republic, Hungary, Russia.

Asia

Japan, South Korea, Taiwan, China, Indonesia, Mongolia, Turkey.

Latin America

Mexico, Costa Rica, Colombia, Chile.

Middle East

Saudi Arabia, Kuwait, United Arab Emirates, Qatar, Egypt, Jordan, Morocco.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.13 Common Questions)

Module 10: Getting a TESOL job

A common question that interviewers ask is why you are leaving your old job. Try to avoid saying anything negative about your old employer or company. Even if you frame it as a compliment to the interviewer or his or her company, it will still seem that you are being disloyal, and no one wants a disloyal employee. Give a reason that is steeped in positivism, such as you are looking to grow professionally.

Although you want to appear confident, do not bulldoze the interviewer. It is all right if you take control of the interview at times, but always let the interviewer know that he or she is in charge, or else he or she may be put off. Who wants to work with someone who is just going to drown them out?

Have an opinion, a purpose, and a set of standards. You have to strike a balance between confident and flexible. While no one wants to hire someone who is rigid and arrogant, no one wants to hire someone who just goes along with whatever he or she thinks the management wants.

Avoid being a cliché. The biggest cliché is answering the classic “What is your greatest weakness?” by turning it into a strength by saying something such as, “My greatest weakness is that I work too hard.” Your interviewer is not an idiot, and this is not going to impress him or her. Give an honest answer, but also provide the work you have done to improve on that weakness and how you handle your weakness on a daily basis.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.12 Do not do this in an interview)

Module 10: Getting a TESOL job

10.3.3 What not to do in an interview

Just as there are tips for how to act in an interview, here are some tips for how not to act in an interview. 

Try not to ramble. While you want to answer the interviewer‘s questions to the best of your ability, keep your answers to the point. You will show that you know what you are talking about, that you are listening to what they ask, and that you know how to get things done.

Be friendly, but do not be too personal. It is all right to make a joke, but it has to be a joke you would be willing to make to a stranger. The interviewer is not your friend; he or she is likely your potential boss (or at least a boss), so act appropriately.

Try your best not to look disinterested. If an interviewer has a group of candidates coming in to interview, why would he or she offer the job to someone who does not seem to want it? Pay attention to your involuntary actions and your body language, and make sure you are projecting enthusiasm.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.10 Interview Techniques)

Module 10: Getting a TESOL job

10.3 Interview techniques: what are they looking for?

Once your stellar resume has gotten you an interview, it is time to really show the potential employer what you are about. Up until now, you have just been words on a piece of paper, and though you obviously impressed the employer enough to stand out, you still need to come ready to impress.

10.3.1 Interview tips

Do some research: We already suggested doing this when you were creating your resume but look into the company or school again. Try to find out what exactly they are looking for, what they are lacking, and what their mission is. These are all pieces of information that will help you when you are planning for your interview.

Dress to impress: Be sure your clothes are clean and pressed. Even if you would not have to do so for the job, dress formally, and try to look proper. While it won’t necessarily hurt you to look a little flashy, you might be better off going with classic color combinations. You want to look stable, responsible, and prepared. 

Be prepared: Even though any good employer will have copies of your resume and other materials on hand, bring extra copies in a folder of some sort. If you know you are interviewing with a committee, bring enough to go around just in case. If you know they are going to ask you about something specific, have an example ready to go. There is no downside to being prepared, and in a best-case scenario, the employer is impressed by your preparation. 

Be enthusiastic and optimistic: It is a job interview, so it is OK to be nervous, but you should still be enthusiastic. You should be happy to be there and optimistic about your future with the company or school. Confidence is always an attractive quality, so remember that you have prepared for this and that you should let yourself be confident.

Do not be late: This should go without saying, but it is worth saying. Be early for your appointment, and if you are travelling a route you are unfamiliar with or that has the potential to be heavily trafficked, give yourself extra time.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.11 Interview Techniques cont'd)

Module 10: Getting a TESOL job

Pay attention to the person interviewing you: The interviewer will certainly be listening to your answers, so listen to their questions carefully. Not only will this ensure that you don’t seem uninterested, but it will also help you understand what they are looking for. You can tell a lot about what an employer is looking for by the questions he or she asks. Pay attention to the details and try to tailor your answers to what they are trying to get at. 

Be specific: Many people come out of interviews happy with their performance because they gave good answers to the questions they were asked. But, if you are not specific, the employer might forget you by the time the next candidate walks in. Answer with as much specificity as you can so that the interviewer remembers your answers and can quantify your responses.

Ask questions: Be smart about the questions you ask, though. Many interviewers will end the interview by giving you the opportunity to ask questions. Ask questions that show you are interested in the job and the company or school. Do not ask how many vacation days you get.

Be cognizant of your body language: The interviewer is going to be evaluating everything about you, including your body language. Make sure you are projecting confidence, passion, interest, and enthusiasm. Do not act overly comfortable, but try to stay loose and appear that you belong there.
Anticipate questions: Many interviewers have prescribed questions to avoid legal issues, so searching the Internet for common interview questions and preparing answers could really pay off. You may even find that you end up with the same source that the interviewer used. 

Practice: Being prepared is important, but don’t be afraid to practice. If you have someone who will help you out, ask him or her to run through scenarios (such as an argumentative interviewer or an interviewer who is intentionally trying to cause you anxiety to see how you react). It seems like a lot, but if this is the career you want and the job you want, is there really such a thing as too much preparation?

Follow up: Lastly, follow up with the interviewer after the interview. Do not ask if a decision has been made yet; simply thank him or her for the opportunity to interview for the position and say that you look forward to hearing from him or her. Be pleasant and grateful, and you will make sure your name remains in their mind.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.9 Final tips)

Module 10: Getting a TESOL job

10.2.4 Final resume tips

Here are some extra tips for how to make your resume as strong as possible. Remember that your resume is what gets your foot in the door before an employer has even met you; make sure it is strong. 

Have a purpose in mind when writing your resume. Besides being organized and categorized effectively, your resume should have a purpose and tell a story. The more you know what that story is, the more a potential employer will see it. 

Pay attention to your diction. Look at the job listing and determine exactly what the employer is looking for, and use keywords that will draw their attention. If you are applying online, some employers will filter the resumes they receive using a keyword search, so make sure yours ends up on the top of the list.

Do not be afraid to discuss the future briefly in your resume. It can sometimes be helpful for you to let the employer know what your career goals are (as long as they are goals that show your loyalty to potential employers and how you want to build a career out of this job).

Use numbers and figures when possible. We discussed making your accomplishments quantifiable earlier, so if you can provide a number that displays your accomplishments, do it. 

It could be helpful to directly acknowledge any difficulties that the employer is facing that you could solve. Do some research, but only use this if you find something relevant. Do not just assume that the employer has a problem when they may not.

Whenever possible, use action verbs rather than “is” or “was.” This will highlight your role in whatever accomplishment you are noting.

Avoid pronouns even though you would typically use them. You are the implied subject of every sentence because it is your resume. Instead of writing, “I excelled in my undergraduate work, earning a 4.0,” write, “excelled in undergraduate work, earning a 4.0.” It gets more to the point and doesn’t bog down the space

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.8 Mistakes to avoid Cont'd)

Module 10: Getting a TESOL job

No focus: Most resumes include an objective or career summary. If your objective is missing or vague, you may not get a second look. This could be a great spot to tailor your resume specifically to each employer you’re contacting. Be specific and highlight what you are looking for and what you want to accomplish.

Too busy: Make sure that everything on your resume is in a logical place and that your resume does not appear too busy. If the employer can’t make sense of what you are saying, they are going to move on to the next one.

Missing important information: Now is not the time to be humble. Feel free to act humbly in your interview, but here you should be showing the employer everything that makes you desirable. Then, when you interview, they will have all those accomplishments in front of them as they ask you questions.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.7 Avoid these resume mistakes)

Module 10: Getting a TESOL job

10.2.3 Avoid these common resume mistakes

Even the best candidates make the mistake of submitting a below average resume and then wonder why they don’t get a call back. Do your best to avoid these common resume mistakes.

Being too vague: This may take a little more work, but you should be adjusting your resume for each specific job you are applying to. Every job is different and has different requirements, so why are you handing the same resume to every potential employer? You should not be changing anything dramatically, but look closely at what the employer is looking for and adjust your wording so it addresses their needs.


Focusing on jobs instead of experience: Telling the employer that you worked as <blank> for <blank company> does not really tell them anything about who you are and what you are bringing to the table. What was your focus at the job? What did you accomplish? Why were you a great employee for your former employer? Find a way to highlight your strengths and accomplishments.

Length: The old rule that your resume has to fit as a single side of a sheet of paper has been thrown out the window. That does not mean, though, that you should turn in a dissertation. Studies show that employers give each resume about twenty-five seconds of attention, so you have to make sure that your resume is tight. It is acceptable, though, to have a two- or three-page resume but only if you have a lot to show. Do not have a third page on your resume just to tell the employer that your hobbies are sports and movies. Use the space you need, be concise, but do not worry about fitting it onto one sheet of paper.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.6 Resume Builder Cont'd)

Module 10: Getting a TESOL job

Focus on accomplishments, not job descriptions: A potential employer does not need the definition of your current or former job; they need to know what you accomplished at those jobs that makes you a valuable asset to their company or school.
Mention your job title, but then describe what you accomplished and what you worked on at that job. Were you a manager? Great. That means you led a team of employees to . . . The point is to let the employer know you did a lot in your previous jobs and that what you did for your former employers you can do for your future employer.
Constantly ask yourself why the employer needs to know that you did what you are writing. If they do, highlight what they need to know. If they don’t, remove it.
Make sure that the accomplishments that you write are yours and not just your team’s or your company’s. The employer isn’t hiring your project team; they are looking to hire you.


Be specific: Being able to explain your former job in a fancy way is helpful, but that will not separate you from the field. Be specific about what you accomplished and give the employer something quantitative to work with. How did your work specifically improve your former workplace?

No mistakes: Read your resume over five times and have five friends read it too. This may seem like overkill, but something as simple as a typo is enough for an employer to toss your resume aside. This is especially true when you are applying for a job to teach English to new English language learners. If you cannot create a 1–2 page document that is error free, how can the employer expect you to be an effective English teacher?

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.5 How to make your resume look good)

10.2.2 How do you make your resume look good?

So you have all of your experiences and skills set up. Now how do you present it in a resume that represents you well and makes you look good to potential employers? There are some specific things you can do to make your resume stand out.

Formatting: You will want your resume to be clear and easy to read. You want the employer to be able to pinpoint any piece of information that he or she wants as quickly as possible.
Use wide margins to take advantage of space, but that does not mean you should fill every bit of space with wordiness.
Use a bulleted list to make things short, sweet, and easy to read.
Organize your experiences and skills into logical and clear sections that are marked accordingly.
Use bold and italic print sparingly but smartly to draw the reader’s eye to the information that you really want to highlight.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.4 Resume Builder Cont'd)

Module 10: Getting a TESOL job

Work experience: Of course it would look great if you have already worked in TESOL and have previously held a job in the field, but you are just starting out so that is highly unlikely. If you have teaching experience, that looks great so that is something you will want to highlight. If you don’t have either, that is all right. However, you should look into getting some intern or volunteer experience before you start looking for a job.

You can send out applications while you are getting the experience, but it will look good if you have direct experience in the field even if it is unpaid (in some cases, it will look better if it is unpaid because it shows a great passion and commitment). As we discussed in the previous section, some of these intern and volunteer opportunities could lead to part- or full-time employment in the field, so look closely at the companies and schools that are offering these volunteer experiences.

Related work experience: Even if you are not experienced at all in the TESOL field, this section is where you should display any work experience that is even tangentially related. Have you ever worked with children? Have you ever worked with non-English-speaking people (worked helping them, not just worked alongside a non-English-speaking individual)? Think about what it takes to be a TESOL teacher and if you have used any of the same skills in a different job.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.3 Building Your Resume)

Module 10: Getting a TESOL job

10.2 Building a resume

In this section, we will discuss how to write a great resume, but we will first discuss what you can do to build a great resume. This means looking at the activities, jobs, and interests that will catch the eye of potential employers and getting experience in them. With that in mind, let’s split this section up into two.

10.2.1 What looks good on your resume?

Before you even think about sending out your resume, you should think about what you need to have on it to make it impressive and something that will help you stand out in a stack of viable candidates. Let’s take a look at the kinds of experiences that employers are looking for.

Education: This does not mean that you have to run out immediately and get a Master’s Degree in TESOL, but rather that employers want to see that you have education that is relevant to the job. As we mentioned in the previous section, most employers are looking for candidates who have either a BA or BS. If you don’t have a college degree, your options may be limited, though the windows of opportunity are not closed to you.

Employers ideally want you to have a BA or BS in a relevant field of study, though that is not a deal breaker. If you have a degree in a related field, then that is great; if you don’t, that just means you will have to make up for it in other parts of your resume. This course will look great on your resume because it shows that you are committed to learning about TESOL, and it shows you have educational experience in the direct field in which you are applying.

Some employers might require a further certification, which depending on the situation may require you to take an extra test or a short supplemental course. Again, whatever you are lacking in this section, you will just have to make up in a different section.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.2 What you need)

Module 10: Getting a TESOL job

10.1 What do you need?

There is much demand for qualified individuals to become teachers of English as a second language, so the most important job we now have is to ensure that you can find your way to the schools, companies, and organizations that are looking for someone like you. In this section, we will look specifically at what you need to get a job in the TESOL field, helping students who want to develop their proficiency in English.

College degree: Most schools and organizations will look for you to have at least a Bachelor’s Degree to become a TESOL teacher. That does not mean you need a BS or BA in TESOL, although there are majors that are more desirable than others. The majors that employers like to see, for example, are English, Language Arts, TESOL, Education, and Linguistics. Again, though, the demand for individuals is high in this field, so a BS or a BA in a different major does not count you out.

Close study of TESOL: Courses like this one give you the background that you need to look desirable to an employer. You may be required to get a specific certification, but many employers are looking for a background in TESOL, which you now have.

Work experience: For many of you, this course is your first step towards becoming a teacher or becoming a TESOL teacher, so you may not yet have work experience. However, many organizations and schools welcome interns and volunteers at different levels of commitment. Some of these organizations and schools offer a track towards full employment from these volunteer or intern positions. Other organizations and schools are looking for talented individuals to manage their volunteering staff, which could give you good experience that you can segue into a career as a TESOL teacher. Showing that you are passionate enough about your future career to work for free towards it will go a long way in the eyes of a potential employer.

A strong resume: We will discuss how to build and write a resume in the next section.

A good interview: We will also discuss interview techniques in great detail in a later section.

120 hr. TEFL Course Module 10-Getting a TESOL Job (Pt.1 Intro)

Module 10: Getting a TESOL job

You’ve learned everything you need to know, and now it is time to think about taking the next step and getting a job in the TESOL field. Regardless of the training you have, getting a job in any field can be difficult, so we will discuss how you can differentiate yourself from others when you are seeking employment. In this module, we will discuss what you need to start the process, how to build and write an effective resume, the best interview techniques, and other skills you will need to display your value to potential employers. Everything we have done so far has led up to this, so get ready to start marketing yourself to the kinds of employers you would like to build a career with.

Module 10: Getting a TESOL job

10.1 What do you need?

10.2 Building a resume

10.3 Interview techniques: what are they looking for?

10.4 Possible destinations

10.5 Preparing to join a different culture

120 hr. TEFL Course Module 9-Classroom Management (Pt.1 Intro)

Module 9: Classroom management

Curriculum and lesson planning are extremely important in helping your students find success, but you also need to be able to handle a classroom to make sure you can carry out your plans. Classroom management is probably the biggest struggle for new teachers who are still trying to determine their style and do not yet have the tricks that a veteran has. In this module, our focus will be on making you feel like a veteran before you enter the classroom so that you can implement your plans and help your students excel. No one has perfect classroom management, but we will help you feel comfortable enough to control your classroom the way you see fit.

Module 9: Classroom management

9.1 Setting expectations

9.2 Respect

9.3 Accountability

9.4 Choosing your battles

9.5 Unique strategies

120 hr. TEFL Course Module 9-Classroom Management Exam: Hints and Help

How can it be helpful to have your students create the class expectations for behavior?

How do routines help teachers with classroom management?

When is it a good time to discuss respect with your students?

Why do many teachers avoid holding students accountable?

Why is it helpful to choose your battles in the classroom?

120 hr. TEFL Course Module 9-Classroom Management (Pt.9 Unique Strategies)

Module 9: Classroom management

9.5 Unique strategies

While the best strategy for creating a positive classroom environment involves everything we have discussed so far in this module, sometimes you need to employ fresh tactics to encourage positive behavior. Here are some unique strategies that can help you take confrontation out of classroom management.

Countdown: There are many strategies like this, but essentially the countdown involves having some sort of signal to the class that they need to calm down. If you do this properly, you can get students to modify behavior without saying a word. When they get out of hand, simply start the timer and let them regulate themselves.

Commercial break: If you have a very loud or social group, you can set up a routine where students are rewarded for positive and diligent behavior with a commercial break or a period of time during which they can break from work to get up and walk around and talk to friends socially. You will need to regulate the time for the commercial break carefully and keep it short (two minutes is probably best since that is the traditional length of commercial breaks).

Buddy system: Pair up your students and hold them accountable for each other. If one of the partners missed the directions, the other is there to explain it. If one of the partners is acting up, the other is there to try to deflate the situation. Handle problems with one of the students as problems with the pair to keep them linked in both reward and punishment. This will not work, however, if one student is not compliant and always causing the problems.

Number your students: Of course you want your students to feel like individuals and not just numbers on a sheet, but assigning each student a number can be helpful. When you need them to act quickly, either getting into groups, presenting ideas, or some other behavior, save time by calling out numbers. “We’re going to have a debate; all the even numbers get on one side of the room, and the odd numbers get on the other side.” This will cut down on a lot of the wasted time of organizing students and will also promote compliance and classroom harmony.

Tight schedule: Building up a tight routine can really help you encourage diligent behavior. If you create a routine of bell work and exit slips, your students know they need to begin working immediately as class begins, and they know they are accountable for something before they leave. This may seem very simplistic, but it sets up a class routine and promotes appropriate behavior. Students know they need to do this every day and come in ready to work.

120 hr. TEFL Course Module 9-Classroom Management (Pt.8 "Picking Your Battles Wisely")

Module 9: Classroom management

9.4 Choosing your battles

With everything that we have said about holding students accountable and creating a classroom environment that is based on respect and having control over your classroom, it is still important that you choose your battles. Your goal as a teacher is to help your students find success, and that can’t happen if you are kicking your students out for every little infraction. This is especially true in the case of a volatile student. This does not mean that you should let him or her get away with anything that threatens the environment in your classroom, just that you need to decide what behaviors are worth the fight and what behaviors are not. Here are some things to consider when working with a child who is prone to confrontation:

What is causing this behavior? Many times the answer to this simple question will tell you how you need to act. If the student just has a problem dealing with a confrontation, then you can correct his or her behavior by quietly approaching it in a way that does not make a scene. If the student needs to be able to speak to someone when he or she is having a tough time, it might be smart to have a routine set up so that he or she can go see a counselor or school psychologist when he or she feels an outburst coming.

With volatile students, try to focus your attention on prevention rather than reaction. Get used to seeing the signs of a problem, and try to head them off before it gets to the point where you have to impose a punishment or start a confrontation. Quietly approaching a student when he or she seems to be having a bad day shows that you care and might compel the students to take control of their behavior.

While students do not like it when someone gets different treatment than someone else does, you need to remember that fair and equal are two different things. Just as you need to differentiate your instruction to account for students who struggle with a skill, you need to differentiate your management for students who have difficulty behaving.

Talk to the student. Ask what triggers outbursts and how you can best approach him or her in a time of stress. Often, the student will know what will help. When he or she does not, work together to try to come up with a set of rules and routines that hold the student accountable while still giving him or her some breathing room.

Enlist the help of other students, with the consent of the volatile student of course. Does the student have a friend who can help calm him or her down in stressful situations? If so, you can deflate tensions by giving the friend a signal to step in so that you do not have to start a confrontation every time the volatile student acts out. That being said, the friend is a student also, who does not deserve to bear all of the weight of his or her friend. Use the friend as a resource rather than a crutch to bear the weight of the disciplinary actions you should be imparting.

120 hr. TEFL Course Module 9-Classroom Management (Pt.7 Being Vigilant)

Module 9: Classroom management

9.3.2 How do you keep vigilant?

With all of these reasons to let things go, how do you remain vigilant? We all agree that the right way to act is to punish inappropriate behavior with a reasonable teacher response, but how do you make it easier, less stressful, and less disruptive? There is no easy answer, but here is a strategy that might make things a little bit easier for you:

It’s not me; it’s you: Think about it. Most of the concerns listed in the previous section stem from being the enforcer as the teacher. So, the best way to make things easier on you is to remind the students that they are controlling their behavior. Instead of being the enforcer, be upset that they have done this to themselves and will have to be punished. This shift in attitude mentally shifts the confrontation and makes the student realize that their actions are what are causing them problems. Of course, this only works if you have clear rules of conduct for their behavior already in place.

As much as you may feel bad when you are doling out punishments, remember that you are doing nothing wrong and have done nothing wrong. You are not the one who misbehaved or acted inappropriately; they are. Put the burden back on the student, and watch how many of them begin to check their own behavior.
When a student gets in trouble, your attitude and behavior should reflect the following ideas:

The student is the person who chose to break a classroom rule.

The student is the person who had the choice in this situation, not you.

You are forced to punish the student because of the rules you all set at the beginning of the year.

This is going to help your students, so let go of your guilt

When a student misbehaves, treat it like you are on their side and upset they will now have to face a punishment. This makes the process seem like both of you are experiencing the punishment, and you are beholden to the rules. The rules become the enforcer, not the teacher. “Oh no, Billy. That’s the third time you had your phone out, now you have to get detention.”

Notice how this shift in attitude helps you keep your students accountable without making you feel the guilt you usually would. You will see this is actually easier than letting behaviors go and seeing your classroom slowly de-evolve and break down.

Students will begin to take more responsibility for their actions. They will realize it is their behavior, not the teacher, that is causing them to face punishments. This shift will help you create the classroom environment you want without making you be the bad person or the disciplinarian.

120 hr. TEFL Course Module 9-Classroom Management (Pt.6 Accountability)

Module 9: Classroom management

9.3 Accountability

While most discussions of classroom management focus on managing classroom behavior, accountability is an important aspect that you can control in many other areas of your class. It is a pretty simple idea: set expectations for your students and then hold them to those expectations. Why is it, then, that so many teachers have problems holding their students accountable? Here are some possible reasons:

9.3.1 Why is accountability so hard?

Why is it hard for teachers to sometimes hold students accountable? If we all admit it is important, why isn’t it just second nature?

Holding students accountable requires a confrontation. While teachers know that student behavior will be better if they hold the students accountable, that does not make putting their foot down any easier. While instinct tells you that the right thing to do when a student acts inappropriately is to punish him or her accordingly, it can be hard to actually do it because you know it will often end in an argument.


When you are trying to build an atmosphere of mutual respect, it can be difficult to know when you are overreacting and when you just aren’t being strict enough. If a student clearly acts inappropriately, then it may be easy to punish him or her immediately. What happens, though, when the student toes the line of inappropriate behavior? At what point do you act, and at what point do you let it go? This can be a very difficult decision.

If you come down too hard on students, it could encourage more inappropriate behavior rather than appropriate behavior. If students feel they are being punished unfairly, they are more likely to act out in defiance.


Some students are terrible at dealing with confrontation, and it can just be easier to ignore their behavior. While this might be a good strategy with some students as long as they are not being disrespectful and are doing their work, it could have a negative effect on the class environment. Students do not like it when they are held to stricter standards than their classmates, so if you make too many concessions, you end up either making concessions for the entire class or upsetting the students who are acting appropriately.

Confrontations are stressful, and it is easier to just let something go or pretend you didn’t see or hear it rather than make an issue of it.

Every student has a different story, and when you know that one of your students is going through a tough time or has a less than satisfactory home life, you feel compassion towards him or her and want to cut him or her some slack.

No one strives to be the mean teacher, and as much as you want to believe that you don’t care what your students think about you, you will care.