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Of interest to teachers around the world - and to those who
are thinking about a teaching career overseas.
Issue No. 7: October 2000
Publisher: Sunbridge Institute of English
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ATTENTION: You are receiving this newsletter because you
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I THIS ISSUE
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1. A Note from the Publisher
2. How good are Distance Degrees?
3. Tips for Teachers: Not everyone WANTS to learn English
4. What do your Student Think of You?
5. Interesting Web Sites - Contemposcribe.com
6. Lesson Plan - Punctuation
7. Classified Ads
8. Teaching Positions
9. Subscription Management
10. Contact Information
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1. A Note from the Publisher
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More reasons to bookmark our web site:
a) We update our 'Jobs' page every week!
b) We update our page of 'Recommended Books'
regularly, too!
c) This newsletter now has its own page on our site!
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2. How good are Distance Degrees?
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In the 50's and 60's, items that were 'Made in Japan' were regarded as not being of very good quality. If something was made in Japan, it was suspect. Unfortunately, that perception is sometimes applied to distance degree and diploma programs. How good can they really be if students are not face to face with an instructor?
More and more universities are getting into distance programs because a) their enrolment is dropping and b) people are demanding that they offer courses this way. Paying for those ivy-covered buildings on huge tracts of valuable land is expensive! If traditional institutions want to survive as educational institutions, they have to restructure their programs to accommodate what people want. Many people are combining learning with earning. More and more 'mature' students are using distance learning and the Internet to take the next step in their personal development process. They don't have time to spend 4-6-8 years full time anymore. Distance programs permit them to fit continuing education into their schedules. It also allows students from around the globe to participate.
Professors and instructors who also teach in traditional colleges and universities are at the heart of the development of most distance programs from reputable institutions. The 'Made in Japan' perception will gradually fade away as more and more traditional institutions get involved, as graduates of distance courses establish themselves in the workplace, and as federal and local government take a positive stance and endorse distance learning. It is a process that takes time. It took Japan a long time to overcome the perception of poor quality to the point it is at today. Now, products from Japan are recognized as being superior to many others. They are desirable commodities and in some industries, dominate the markets. Distance learning is equally as good!
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3. Tips for Teachers: Not everyone WANTS to learn English
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Not all students want to learn everything they can about the English language. Some may be studying English because it is part of their curriculum and thus required. If you are going to achieve any appreciable 'transfer of learning', you will have to find a hot button - a reason to make your course interesting and relevant to their own priorities. Primary students are usually no problem. Teenagers are interested in music, movies and teen idols. If you can build lessons around those topics, you have a much better chance of accomplishing your teaching objectives.
Some adults only want conversational English - not all the grammar rules. Others may want to learn to read English so that they can read instruction manuals written in English.
When you know what your students want and need, you can better develop lessons to address those needs.
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4. What do Students Think about You?
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Many schools do periodic evaluations of courses and teachers. In some cases, overseas schools may be accredited by other institutions and those institutions could also have a teacher evaluation procedure in place as part of their accreditation requirements. What these evaluations are looking for is how successful you are in achieving the course objectives and transferring learning ability to your students. Working from a clear and concise course outline and suggested learning outcomes is key.
Many schools also ask students to evaluate courses and teachers. Teachers don't like the evaluation process much, and some are apprehensive about what the students will say about them. The keys to surviving student evaluations is to 'do your homework!' Be well prepared for your lessons, pace the lessons, vary the content if you can so students don't have cause to be bored, use handouts, use interesting strategies rather than always straight lecture and questions-response. Make your lessons interesting for the students and your evaluation will shine! Don't let yourself be upset with the occasional adverse comment - you can't please everyone all of the time. Use the evaluations as a tool to improve your delivery.
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5. Lesson Plan - Punctuation
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The following letters illustrate nicely how much we can misinterpret information if the punctuation is not correct. What is a wonderful Valentine letter if punctuated one way, becomes a "Goodbye" letter in the other. Punctuation is not just a few little
marks on the page. Punctuation is necessary for a correct understanding of the words and sentences they punctuate.
Excerpted from: Games Magazine, 1984
We examine two "Dear John" letters ...
Version 1: (-:
Dear John,
I want a man who knows what love is all about.
You are generous, kind, thoughtful.
People who are not like you admit to being useless
and inferior.
You have ruined me for other men.
I yearn for you.
I have no feelings whatsoever when we're apart.
I can be forever happy--will you let me be yours?
Gloria
Version 2: )-:
Dear John,
I want a man who knows what love is.
All about you are generous, kind, thoughtful people,
who are not like you.
Admit to being useless and inferior.
You have ruined me.
For other men, I yearn.
For you, I have no feelings whatsoever.
When we're apart, I can be forever happy.
Will you let me be?
Yours,
Gloria
Take some time to analyze the difference.
Where are the commas and periods and question marks?
How do they affect the meaning of the sentences?
Do you see the importance of not letting sentences run on,
if the meaning is affected?
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6. Interesting Web Sites - Contemposcribe.com
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One of my teachers showed the above lesson plan to me. It comes from the following web site: <http://www.contemposcribe.com/wvcabe/>
You'll find a good selection of lesson plans, often using humor - one of the techniques we refer to in our TESOL course.
Know of any other interesting sites? Email them to us at <[email protected]>. We'll check them out and share them in future issues.
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7. Classified Ads
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Our distance learning courses mean that you can complete the course wherever you are in the world - and at your own pace. We are constantly making changes to our site to make it better for you. Why not bookmark it so you can check it regularly? http://www.teachesl.org
The Canadian School of Management offers pre-graduate, graduate and post-graduate level diploma programs. Graduates of the Sunbridge TESOL course can apply their certificate towards a graduate level course.
Web site: http://www.c-s-m.org
Contact: [email protected]
Berne University offers distance learning degree programs. Graduates of the Sunbridge TESOL course can apply their course as the prerequisite TESL qualification needed for the Berne University Master of Education or Master of Arts in Education Degree.
Web site: http://www.berne.edu
Email:[email protected]
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8. Teaching Positions
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Some teaching positions available as of September 26, 2000. There are over 700 positions here:
Africa (1), Armenia (1), Australia (8), Bahamas (1), Belgium (1), Bosnia(1), Brazil (2), Brunei (1), Canada (3), Chile (2), China (51), Costa Rica(1), Cyprus (1), Czech Rep. (14), Denmark (1), East Europe (1), Ecuador (6),Egypt (3), Estonia (1), Finland (1), France (7), Germany (20), Georgia (1),Greece (7), Hong Kong (33), Hungary (1), Indonesia (9), Ireland (1), Italy(61), Japan (45), Kazakhstan (1), S. Korea (31), Kuwait (1), Latvia (1),
Libya (1), Lithuania (3), Macedonia (1), Malaysia (2), Mexico (9), Mid East(1), Mongolia (1), Morocco (2), Norway (1), Oman (4), Pakistan (1),Palestine (1), Peru (2), Poland (30), Portugal (13), Qatar (1), Romania (1),Russia (9), Saudi Arabia (9), Singapore (9), Slovakia (2), Slovenia (2),Spain (92), Taiwan (35), Thailand (34), Turkey (26), UAE (2), UK (43), USA
(43), Uzbekistan (1), Vietnam (4), Volunteers (6), Worldwide (8).
During our course, we’ll show you how to apply for any of these positions!
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9. Subscription Management
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10. Contact Information
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Sunbridge Institute of English
10 Lower Jarvis St., Unit 127
Toronto, ON Canada M5E 1Z2
Tel/Fax: 800-282-6299
Email: [email protected]
Web site: http://www.teachesl.org
In the US, contact us at:
Sunbridge Institute of English
PMB 155
1025 N. Central Expwy, Suite 300
Plano, TX 75075-8806
Tel/Fax: 800-282-6299
Email: [email protected]
In Asia Pacific, we may be contacted at:
Sunbridge Institute of English
302/120 Central Condominium
Latphrao Soi 1
Latphrao, Bangkok 10900 Thailand
Tel: (66-1) 854-7846
Fax: (662) 513-1110
Email: [email protected]
Remember: Teachers Have Class!
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