Ireen Mihalffy

Ireen Mihalffy TEFL certificate Ireen Mihalffy TEFL certificate


Enthusiastically out-going and pleasant individual. I am a good communicator, with strong clear command of both spoken and written English language skills. I always challenge myself to achieve that which inspires inner strength and others to creativity.


English, French and Serbian Computer proficiency in Microsoft packages, spreadsheets.

I went through ESL, education myself in middle school, of I.S.B. Yugoslavia graduated, and continued my pursuit of high school education in an English medium taught convent school of Roman Catholic sisters.

I worked in office administration , logistics, front office and customs operations in multi national companies and organisations. I also hold industry experience in hospitality and Tourism Management.

Diploma Cargo Airfreight Certificate in International Trade - Import/Export

My teaching approach

My teaching approach

Any acquired language  after any persons first, is referred   to as mother tongue, is  considered to be one´s second .The process by which people learn this  skill  is known as  acquisition.

Linguistics , socio-linguistics, phycology  , neuro-science  and general education make up fundamental parts in language analysis and application of learning methodologies. My basis for teaching thus lies between both applied linguistics , with a view to helping to understand real life situations, in relation to acquisition of both receptive and productive skills , whilst maintaining the direct method of teaching in referencing for adaptation purposes.

Research and studies in languages are still very much on- going, given the fact that they evolve in dynamics and time. This brings me to my most preferred method  and reasons just why , I would formulate my method of teaching around it.

The Communicative Approach, considered today as a modern technique , over the traditional direct method,   by using target language TL, as means of classroom communication.  The primary focus is on developing skills impeach, writing and reading, through activities such as role plays, games, debate, where errors are considered to be part of the learning experience. This method can be supported by the TPR, Total Physical Response  method, that will reinforce learning through physical movement, gesturing and praising of  learners, to provide a relaxed environment to overcome anxiety. Realia, or tools such as visual aids, help build and maintain conversation in TL, vocabulary in class management.

Whereas direct method has  may not be as flexible , and can be restrictive , to meeting the teachers objectives , as sometimes the materials are not authentic and out-dated  .  Another aspect is the placement of emphasis on reading and writing skills  whilst neglecting verbalising language, when the teacher directs classroom as an authority.

Oxbridge method does however, support the idea on the approach of assumption for one´s inability to write about something when one is not orally competent to communicate, and thus they do place emphasis  on  the  concept of .listening and understanding . One, method, commonly employed, is CCQ, Quick Concept Questions, aimed at eliciting understanding of lexical items and vocabulary that have been misunderstood  by learners. Its provides an opportunity  for clarification and correction.


As  an English teacher, my role will be to get the English language system across to learners without or preventing them from applying mother tongue or L1 rules,  to the English language structure. A process referred to as language transfer, learners  get torched into using re created interlanguage system of communication , mainly influenced by mother tongue  to predict and anticipate their needs being met, which of course is essence of communication.


This brings me to the methods for evaluating my learners level of acquisition , to find and create an appropriate  approach that is not only in their best interests, but covers all the learning objectives and outcomes for the specific purposes. Individualized, or  standard , proficiency, diagnostic and prognostic tests, can be  applied using the performance related results for learners assessments , thereby forming a basis for a plan of action , in syllabus or lessons adaptation and presentation.


In either a  asynchronous  learning environment where the teacher and learner happen to be in different places at  varying times,  or synchronous time, which in this case would be at a fixed  location or classroom setting, teachers well preparedness  and classroom management is absolutely cardinal. The teacher is the playmaker, role model and leader in creating rapport and dynamism for the students.


Using a planned course of study or a mere concrete lesson, including aims , assumptions, with anticipated problems  during a given session, consisting  all aspects of Jeremy Harmer´s , lesson plans stages, E. S.A., Engage Study  Activate.


Time  and classroom management, depend largely on various factors , for the teacher, adaptable to size of particular learners ,  or their age ,  language level , and content of materials and resources available to produce a well balanced lesson. Staging and sequencing of activities  for a lesson creates rhythm necessary  for a free flowing class. The one technique peculiar to Oxbridge Teaching method is what they term as Teacher Talking Time, (TTT) that suggest that being given an allocation in percentage to class instructional purposes of 20% and  Student Talking Time (STT) at 80%, committed to interactional needs by students themselves for learning language, for example through class debates, discussions, or role modelling. The QCC,( Quick Concept Questions)  also used by Oxbridge in warm up sessions  to class activity stimulate and relax learners to break out of their shells, especially for  the younger students , or perhaps daily routine for the adult learners, or  for simply just both groups. It equally gives structure to  a lesson to be given ,thereafter. Its important for  the teacher to  have a defined duration time of  activities in a lesson, where a mix of different tasks  in quick succession will keep the class engaged and stimulated at the same time. The teacher uses his or her aura of presence in direct interaction with learners in providing  learners a focal point to listening. I would suggest to the teacher, or do so my self, to walk around the classroom filling the energy into spaces, also using gestures and eye contact, in offering continuity and pace to my students. Praises, voice projection and bodily  modelling will work as well , even for students who might want or need to take advantage of various today´s modern  learning resources such web clases via the internet. Lessons could be conducted  and smoothly , saving  up more time and money for learners at their convenience to access and enjoy.


Taking all these  elements into consideration, I would say, that my personal experiences of living in a foreign country where I am not able to speak a word of Spanish, but have  had to communicate my needs somehow in way , on a daily basis to get by. I  do relate with Oxbridge ´s teaching style of  a functional  approach,  what it is for, then  explanation of meaning and eventually form of grammar, where  amongst these stages my fluency will improve naturally.

I do suppose therefore, that   formulating a methodology , and syllabus for teaching English in my case, does or might entirely be dependent on the needs and objectives,  specific purpose one does need to study English. In this light, a good mix of old tried and tested methods ,  in SLA stages be adapted to more modern communicative  methods with available technologically developed teacher´s  resources and tools  we have at our disposal today.


By  Ireen Mihallfy

Barcelona, Madrid, Beijing, seoul, U.S.A.. worldwide

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