I understand what YOU need to succeed with English. I know theessential
skills you need to develop to become an effective communicator in English.
I would love to teach you one-to-one!
I am available for private lessons on Skype or in my virtual
classroom. My online classroom is equipped
with a microphone, camera, whiteboard, media player, file sharing, and a
variety of other tools.
I have 25 years of experience teaching private English lessons
to adults and adolescents from beginning level to advanced.
My students have included business executives, professors, medicine
doctors, engineers, university students,
primary and secondary school students, and adults learning English for daily life.
I know I can help you make significant, fast ae well as adequateprogress
in English.
For your program, you can choose any of the topics listed
below or suggest additional topics. I will design the lessons to suit your
specific needs.
General Conversation Skills
Everyday expressions, idioms, slang, conversation topics and
situations, cultural issues, and skill-building in pronunciation, grammar, and
vocabulary.
Business English
Interview and CV preparation, oral and written reports and
presentations, formal and informal business meetings, entrepreneurial culture, office English, and skill-building in
pronunciation, grammar, and vocabulary.
Academic English
Interview preparation, university applications, oral
presentations, academic vocabulary, academic writing and research, academic culture, campus English, and
skill-building in pronunciation, grammar, and vocabulary.
Flipping Large Classes: Three Strategies to Engage Students
For large classrooms, you can assign a different colored hat to six
different sections in the room. Students within each section can work in
pairs or threes to analyze the problem based on the hat they are
assigned. This strategy can also be designed as an individual learning
activity. Provide worksheets or online tools for students to document
their thinking related to the hat they are assigned.
Blended learning offers
a balanced approach, focused on redesigning instructional models first, then
applying technology, not as the driver, but as the supporter, for high-quality
learning experiences that allow a teacher topersonalize and
make the most of the learning.
The technology helps to
supply instructors with data, expand student choices for educational resources
and learning materials, and deliver opportunities for students to practice and
to exhibit the high-character performance.
Broadly speaking, I am for blended learning, which means
taking advantage of both traditional f2f techniques and possibilities presented
by new technologies.
Flipped Classrooms generally provides pre-recorded material
(video or audio) followed by classroom activities. Learners watch the video
before or after the class, this happens outside F2F meetings. Thank’s to that
classroom time can be used for interaction, such as Q@A sessions, discussions,
exercises other learning activities.
This is the perfect way to “invert” doings in the class with
activities outside the teaching space.
Flipping is not just about video and technology.
Moreover, technology does not replace good teaching. It
enhances good teaching.
Flipping helps us to get the best use of class time. It is a
methodology that permits the instructor to involve students intensely in the
collaborative community and produce a shared problem-solving workshop.
I taught Polish as a foreign language in traditional settings at the Wroclaw University of Technology for about 41 years. I have been teaching English to speakers of other languages for over 25 years.
In 2000, I became an American Citizen.
In 2010, I started my online adventure mainly on WizIQ. Since that time I have been using technology in my classes.
I have been training in both face-to-face and blended learning arrangements.
Overview
Are you unsatisfied with your level of Spoken English?
Do you want to become a forward-thinking speaker and reach to a greatextent fluency?
Is joining English meetings very challenging? Is it difficult to participate and communicate efficiently?
If so, my course is for you!
Target Students
·Are you nervous about communicating in English with foreign colleagues?
·Do you have a good command of English, but feel like your flexibility may be lacking?
·Would you like to learn how to sound more natural when making small talk and discussing problems?
·Do you feel the need to improve your conversational skills?
When we decide to teach adults, the awareness, as well as comprehension of whom we teach and what we teach, is essential here.
1)Adults do not want to waste the time.
Some adults take language courses because of a job requirement while others have their specific goal to attain (such as a language exam or a professional interview ).
Adults expect direct, practical benefit. All of them will raise the similar questions
·Why,
·What for,
·How,
·Who (is my teacher?),
·What else could I achieve instead?
·Is the time well spent?
All lessons must have a clear outcome, perhaps even a practical takeaway. It is necessary to define specific profits at the end of the lesson and associate the benefits to the individual learning purposes.
2)Adults are reflective learners; they think about
·what is challenging or where I require more support
·individual learning strategies and self-evaluation
·maintaining a sense of responsibility for learning and achieving goals
3)Motivation is varied, and flexibility is crucial.
Teachers have to be flexible and ready for different approaches, wide-ranging content or even unconventional paths to lead to the same goal.
Creating a context for meaningful learning is one of the tasks.
4) Mature students feel the need for direct benefit as well as dominant language skills.
·Learners are looking for a solution to an exact problem at hand, immediately.
·The fundamental question is: “What should I do to get this to work?”
·Mature learners usually want to accomplish a particular task, or at least, see a noticeable benefit for the future.
·Adults want to use language for a real-world reason.
5) The different abilities of adult learners are evident.
I am against using grammar tables, linguistic terms and other abstractions in language teaching. However, if they can help the grown-up learner why do not explain the grammar rules?
