HUB

Dealing with disruptive or difficult students

03

Mar 2015

Dealing with disruptive or difficult students

Whatever kind of teacher you are, be it a maths teacher, an art teacher or a teacher of karate, there will come a time when you will have problems managing your class/group of students and if you cannot find a way to do it effectively your students can become uninterested, unmotivated or quiet, and will seldom reach your desired goal. By using rules, teachers can…

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The trials and tribulations of being a TEFL teacher

18

Feb 2015

The trials and tribulations of being a TEFL teacher

If you’re thinking of becoming a TEFL teacher you might want some information of what you get out of it from someone who has firsthand experience of being one. Helping people to learn another language is a great feeling. Seeing students understand what you’ve explained to them gives you a sense of satisfaction – it’s like teaching a child to ride a bike, you do…

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What makes a good ESL teacher. Preparation

12

Jun 2014

What makes a good ESL teacher. Preparation

What are the qualities that make a good ESL teacher? When asked at a job interview what makes a good ESL teachers, candidates often praise personal traits such as patience, creativity, knowledge, skills, empathy, experience… But what if you have just finished your TEFL course and are not that experienced yet. Does that mean you can’t be a great teacher? The answer is that this…

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30

Jun 2013

Why do we like this structure activity about inversion?

Structure: Expressing emphasis using Inversion: Inverted conditional sentences without “if”: (Sentences beginning ‘Were…’, ‘Should…’, ‘Had…’). Level: Upper Intermediate – Advanced Author: Daniel Hermosilla Being able to express inverted conditional statements in English is a sign of an advanced level of linguistic competence as this structure is quite complex and less commonly used in daily communication. At a high level students need to be acquainted with…

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30

Jun 2013

Every soldier carries a marshal’s baton in his pack

Dear trainee, You are about to start your TEFL course and join a great profession where people hungry for knowledge meet to learn from each other. You are probably full of enthusiasm but also doubts. What will it be like? Will I meet the expectations? Will I manage to do all the assignments, exams and course tasks? Will I make a good teacher?


28

Oct 2011

Oxbridge TEFL – Iain McGilchrist: The divided brain

httpv://www.youtube.com/watch?v=dFs9WO2B8uI “Psychiatrist Iain McGilchrist describes the real differences between the left and right halves of the human brain. It’s not simply “emotion on the right, reason on the left,” but something far more complex and interesting.” If your intention is to become a teacher, knowing a little bit more about the brain is very useful. Pay attention to the part that refers to languages. After…

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26

Sep 2011

Oxbridge TEFL – Teaching Methodologies – some examples…

Have a look at some of these videos about teaching methodologies… Let us know what you think of them. The Direct Method (also the Berlitz Method) httpv://www.youtube.com/watch?v=XiQvG-fvzLM         Audio Lingual Method httpv://www.youtube.com/watch?v=rVkaGw_M5mA         The Silent Way httpv://www.youtube.com/watch?v=sshhHFWwukM         Suggestopedia httpv://www.youtube.com/watch?v=yX4JFEUgqlg         Total Physical Response httpv://www.youtube.com/watch?v=bkMQXFOqyQA         Callan Method httpv://www.youtube.com/watch?v=1D2K-3WprHA  …

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21

Sep 2011

Oxbridge TEFL – How to remember tenses and tense formation in English

Have you missed this important session about tenses in English? Do you find it difficult to remember all these names with Latin roots? Do they not make any sense to you and just thinking about them makes you feel dizzy? Maybe if you think of them as combinatorics it will appear much easier to remember.


21

Sep 2011

Oxbridge TEFL – In the beginning was the word…

I wanted to pay tribute to the opening of the Bible (John 1:1) in relation to the upcoming No Pens Day initiative in the UK. I wanted to go back to the roots, to the origins of what we consider to be the beginning of all knowledge. I wanted to be original and once again go back to where it all begins: the word.



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