evelyn clemons

evelyn clemons TEFL certificate evelyn clemons  TEFL certificate


PROFILE


Professional pedagogue, educationalist, therapist, systemic consultant, mediator, coach and teacher with advanced knowledge in extensive pedagogical content knowledge, case-management, problem solving strategies, adaptation for diverse learning , decision making processes, perception of events, motivational strategies based on international standards; more than five years’ experience in counselling; proven ability to combine strategy with organizational change and people; construction of knowledge on different subjects, continuous monitoring and assessment of change as well as learning, strong record of increasing profitability and improving efficiencies, fast learner, easy to adapt to new surroundings, workspaces and people as travelling is a passion


PROJECTS


English & German professional French basic in words Spanish basic in words and writing (am still learning) Khmer basic Sign language basic Travelling


05.2017 OXBRIDGE BARCELONA 11. 2016 – 12.2016 USA INTERNATIONAL SCHOOLS – PHNOM PEHN, CAMBODIA English Teacher (Primary) 10.2011 – 12.2015 ARBEITER SAMARITAR BUND – SAARBRUECKEN, GERMANY Schoolworker (teaching social skills in primary) 02.2011 – 09.2011 BILDUNGSZENTRUM DES HESSISCHEN HANDELS GGMBH – KAISERSLAUTERN GERMANY Project Management, Jobcoach and Lecturer 01.2006 – 06.2006 KAISERSLAUTERN, GERMANY Tutor in Math and English



10.2011 – 12.2015 ARBEITER SAMARITAR BUND – SAARBRUECKEN, GERMANY Schoolworker  School-related youth social work including individual case management as well as conflictmanagament,  systemic counseling and therapy with pupils, teachers and parents as well as families  Crises and violence prevention as well as conflict and dispute resolution via mediation  networking and networking with other institutions  community work and public relations  social pedagogical group work  project planning and implementation on various topics such as pedagogy, education, development, communication, social skills  open leisure activities fot the youth  school development and innovation as well as upbringing  dokumentation of all activities via Programm Todo 02.2011 – 09.2011 BILDUNGSZENTRUM DES HESSISCHEN HANDELS GGMBH – KAISERSLAUTERN GERMANY Project Management, Jobcoach and Lecturer  Organisation, Coordination, Scheduling and assignment planning of the BaE,  authority of employees,  acquisition and networking wih varios companies,  control and submission of the requested documentation,  assesment, single consultation and case analysis  conflict management,  motivational and application training,  Strength-weakness analyzes,  labor market analysis and presentation 10.2008 – 07.2009 UNIVERSITY OF TRIER – TRIER, GERMANY Research Internship  Planning, coordination and implementation of the pilot research project "School Rooms" in the field of qualitative evaluation research at the Kurfürst Balduin Hauptschule in Trier - West;  Management of the groups ethnography and videoethnography;  Planning, conception and execution of interviews  Independent research, elaboration and completion of knowledge on the topic "Qualitative research and its methods" 02.2007 – 09.2007 EVANGELISCHES JUGENHILFEZENTRUM – KAISERSLAUTERN, GERMANY Internship  Mediation of life-skills;  Improvement of conflict and communication skills;  Assistanz in the overcoming of schoolrelated problems;  Supervision of homework  Participation in team meetings / supervisions 01.2006 – 06.2006 KAISERSLAUTERN, GERMANY Tutor in Math and English 02.2005 – 10.2010 KULTUR OHNE KOMMERZ KAISERSLAUTERN E.V. – KAISERSLAUTERN, GERMANY Voluntary  Planning, coordination, organisation and implementation of non-profit projects such as Beatclub, open space 1.0, family project days, lectures, Poerty Slams, Vernissage 09.2003 – 06.2004 UNIVERSITAETS KLINIKUM KAISERSLAUTERN – KAISERSLAUTERN, GERMANY Voluntary  Weekly care of children with cancer as part of a project Help children laugh 06.2002 – 04.2016 TKS KABELSERVICE KAISERSLAUTERN (VODAPHONE)- KAISERSLAUTERN, GERMANY Customer Service and Sales (Part time assistance)  Marketing of cable telephones, mobile telephones and Internet connections  Advising customers in German and English,  Managing a cash book,  Handling customer data,  Organizational activities,  Administration and document processing


03.2017 - 05.2017 OLE LANGUAGES Intensive Course (Spanish NIVEL A1 & A2) 10.2015 SOCEITY FOR COMMUNIATION SAARLAND How care good for others! 02.2015 ARBEITER SAMARITER BUND, KOELN, GERMANY NLP - Neuro-Linguistic Programming (24 hours of training) 11.2014 INSTITUT FUER PRAEVENTIVES HANDELN SAARLAND Conflict processing in classes with approaches of mediation and confrontational pedagogy 02.2014 - 07.2014 STATE INSTITUTE FOR EDUCATION AND THE MEDIA SAARLAND The team - Qualification for schoolworkers and teachers - Successful cooperation in tandem (80 hours of training) 09.2013 - 06.2014 STATE INSTITUTE FOR EDUCATION AND THE MEDIA SAARLAND Systemic Family Counseling - Basic Education (70 hours of training) 10.2013 STATE INSTITUTE FOR EDUCATION AND THE MEDIA SAARLAND School refusal 09.2013 UNIVERSITY OF APPLIED SCIENCES SAARLAND Social work in the context of school 08.2013 - 02.2014 STATE INSTITUTE FOR PREVENTION SAARLAND Mediation - a building block for constructive conflict management (50 hours of training) 06.2013 PROGRAM ACTION – YOUTH AID - What does education / education mean today? 01.2013 STATE INSTITUTE FOR PREVENTION SAARLAND Lead Children to peace and relaxation 11.2012 NON- PROFIT EDUCATION INSTITUTION DGB GMBH – My child at your school - let's design our school! 11.2012 STATE INSTITUTE FOR PEDAGOGY AND MEDIA SAARLAND Fascination Silence - How to bring my class / group to rest 10.2012 SOCEITY FOR EMERGENCY MEDICINE Life Retirement Immediate Measures - First Aid Training 09.2012 HEIDELBERG PREVENTION CENTER Violence prevention program 04.2012 DOTORS CHAMBER OF SAARLAND "Clinical diagnostics for suspected child abuse" 04.2012 MINISTRY OF LABOR, FAMILY, PREVENTION, SOCIAL AFFAIRS AND SPORTS Conversation with children in primary school 10.2011 MINISTRY OF LABOR, FAMILY, PREVENTION, SOCIAL AFFAIRS AND SPORTS Resilience (over) life strategies for strong children 09.2011 MINISTRY OF LABOR, FAMILY, PREVENTION, SOCIAL AFFAIRS AND SPORTS Aggressive behavior in groups 11.2011 – 01/2010 UNIVERITY OF TRIER Certificate course for the training of the sign language for deaf people

My teaching approach

Teaching as a passion

As an educationalist, consultant, systemic therapist, mediator and teacher Id liked to embrace the Idea that ALL students can learn. So in my opinion building a creative learning space, caring about my students, as well as being passionate about teaching, meaning, helping my students learn how to learn and adapting on various levels to meet the needs of my students is essential.

Therefore, teachers with passion, like myself, inspire their students to get interested and excited about what they are learning, as we value others, their voice and the need for choice. Independent interests, autonomy, emphasizing a tolerant, down-to-earth culture as well as subjects that are particularly interesting to the students are mainly focussed, because the development of personal qualities and possibilities are high motivational factors and influence quality. You might even think you aren’t learning and will be surprised afterwards.

By communicating in English or German depending on which language you want to learn, I will be using immersion, in which my students will be immersed to the given language to absorb innovative words initially by listening, which will help with your comprehension. Combined with the natural approach there will be little correction of mistakes to encourage to obtain the language in the beginning to motivate feeling comfortable to use the language. The learning itself will take place by the students being exposed to language that is comprehensible or made comprehensible to them.

To help stress and help remember unfamiliar words, visuals such as pictures, props, body language or flashcards, exaggeration, as well as audios or videos will be used. I will only translate if the word after explaining with various forms still isn’t clear. So, in the beginning, I find it important, that my students receive information. I will be using a hybrid, or blended style of teaching, taking many things into consideration. It will blend my personality with the students’ needs and curriculum-appropriate methods.

The pronunciation of words will be focussed a bit later.  Here target sounds and target language will be taught using phonetic symbols to represent the sounds.  Tongue twisters for example could be used to challenge my students but also help create a fun playful learning atmosphere.

Communication depends on factors such as relating to words, using vocabulary and communicational structures also including non-verbal communication. So, after learning these basics, your knowledge will increase immeasurably in time, which is why identifying words by reading will be focussed, thereafter.

Here is when task-based learning will be introduced. The focus will be on the completion of an interesting tasks, where a topic that interests my students will be studied for a while. Several tasks will be assigned, including reading, searching the internet, several books or magazines, listening to taped material or watching videos. This is inevitable because it is related to the ability to write the words that you have learnt by reading and listening.  Group activities in moderation and in small groups that will be conducted to empower you to use the language in a functional way and later in real life situations.

Using Target Language methods inactively and practising target language is more after very important in all levels of learning.  Different contexts imaginary but also real life situations will be embedded into the lesson planning. Music, debates, roleplays and games are nevermore included to help create a relaxed atmosphere and therefore a motivational learning environment.

As you can see, different student-based methodologies such as inquiry based learning or cooperative learning will be bringing diversity into learning a new language, helping my students construct situations and learn in cooperation.

Thus, it is important the class is structured by using topics that my students are interested in. So, a topic-based syllabus is chosen, in which structures are simplified in the beginning and will increase in complexity in time.

Teachers are responsible for students with a diverse range of learning abilities. My role is to recognize that a student’s success is very complex and should only be measured by using authentic measures. Teaching isn’t a one way linear process, which is why decreasing the teacher talking time and increasing the student talking time in consideration of the student level is aimed.  Evaluation and assessment will not be recognized by my students and used solemnly for measurement. By asking many questions and initializing projects such as small presentations (in which form can be chosen freely) and letting old subjects flow into new ones will enable me to check your fluency as well as accuracy. 

My focus is based on guidance and the production of language increasing fluency and accuracy step by step, helping the learning process become meaningful and functional.

 

Conclusion

Teaching is an evolving subject. Successful Classes exude an aura of excitement and optimism, a sense of order and purpose.

 For me the combination of using many techniques paired with the motivation of the students wanting to learn themselves is very essential. Passion cannot be faked and the reality is that I enjoy teaching almost as much as I enjoy learning. 

With enthusiasm, imagination and a lot of creativity, I will help make learning a language exciting; I am teaching using parts of different methodologies and taking into consideration that:

·         Visual, seeing the material,

·          Audio, hearing the material, and

·         Kinaesthetic feeling the material

helps one to learn faster with a better understanding. I my myself have learned second, third and fourth languages in this way helping to learn and the experience of learning a language more interesting. So, I am not holding on to old directive ways as times are changing. The duration time of a class is not important and should also be picked by the students who are ready to learn. An ½ hour can be as effective as 1 ½ hours, depending on one’s own state, schedule and level of intake for learning.

To conclude, helping students and being prepared, organized and ready to create successful enthusiastic learning environment, where participation in discussion and working together is embraced to achieve the common goal of learning - is a way to success.

My method will consist of curriculum that is challenging as well as rewarding. Therefore, the students will be comfortable and confident asking questions, seeking guidance and learning continuously.

 

Example Lesson (Level Intermediate)

Goals could range from

  • Fluency in production of several ideas

  • Flexibility in the production of ideas or products that show a variety of possibilities

  • Originality as well as elaboration in the production of ideas that are unique and display intensive detail or enrichment

in a foreign language.

 

Activity 1:

Quick questions, as I find, are inevitable. They will be used in the beginning to get in the habit of responding and using grammar correctly and authentically.

Activity 2:

 Using existing objects around the classroom, objects that I will bring to class, pictures, videos or audios, I will ask my students asking questions such as:

What or who else can you think of? Other ingredients? Other material? Other power? Place? Time? Purposes?  Parallels? Order? Form? shape? What to add? More time? frequency? Higher? Longer? Thicker? Asking for other uses or innovative ways to use as is? Other places to use? Other people, to reach? Smaller? Lower? Shorter? Lighter? Positives and negatives? Opposites? Turn it backward? Turn it upside-down? Reverse roles?

Activity 3:

The class will be creative, which is why creative thinking will be produced and practiced in class by developing own by brainstorming on topics in English or German, because “Imagination is more important than knowledge, for imagination embraces the world” – Albert Einstein.

Rules for Brainstorming:

·         No criticism allowed meaning free flow of ideas

·         Quantity – because quantity breeds quality

·         Hitchhiking is welcome meaning enhancing similar ideas

·         Freewheeling meaning humorous or so seemingly not important ideas are also welcome.

To practice, pairs or small groups of students choose an idea from the brainstorming list and add flourishes and details to develop this the idea more fully. And then present and share your innovative ideas.

Activity 4:

My students will find their own problem create a solution. I will guide them by asking questions. The students will list the problems that need to be solved. By listing pros and cons for each possibility they can predict the outcome or possible solution. They can also ask each other questions. And to ensure critical thinking the following questions could be asked:

Is my idea practical? Is it as simple as possible? How much would it cost? Is it useful? Is my idea new? Is my idea like something else?

Activity 5:

Checking Target language but also unfamiliar words and phrases which have been spoken about in class.

Homework is not assigned but I will encourage you to read, write, watch or listen the chosen language in your free time. 



Barcelona

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