ERTAN - ESOL teacher - Calgary
ERTAN - ESOL teacher - Calgary

The email address and phone number of ERTAN have been verified.

ERTAN

  • Rate £21,125
  • Response 1h
  • Students

    Number of students ERTAN has accompanied since arriving at Superprof

    1

    Number of students ERTAN has accompanied since arriving at Superprof

ERTAN - ESOL teacher - Calgary

£21,125/hr

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  • ESOL
  • English Vocabulary
  • English listening
  • PET
  • Cambridge First Certificate FCE

ESL Education and Guidance, Elementary, Teenagers, Youth and Adults. Online or onsite.

  • ESOL
  • English Vocabulary
  • English listening
  • PET
  • Cambridge First Certificate FCE

Lesson location

About ERTAN

I give information about our play, and I make my audience set the scene together based on previously learnt knowledge. On learners’ level of English, I model the task, or I give the task and I ask my students to model the task on their previous knowledge as they are not empty vessels. I share my teaching burden with some of my students. Those students become a teacher role with me and help each other in the learning process. For low level learners I apply both visual and printed materials together. I try to find learning MUD sticky in order to improve memorization, something personal story about them, something in common. I use teacher talk during learning practice to make it personal . If I teach about technological devices I take my students to the Information Technology Lab, or science vocabulary. I took them to the science lab, even took them to the parking lot and I opened my car’s doors, boot, and bonnet to help them learn vocabulary. I encourage my students to set up the playing scene. During the learning process students act during role play and make the dialogue or learning task memorable in a safe place. I form the classroom a safe place where mistakes are not only accepted but sometimes encouraged and students easily take risks here to improve learning the language. Students memorize the language when they are involved in the activity as a game.

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About the lesson

  • Primary
  • secondary
  • Seconde
  • +11

    • levels :

    Primary

    secondary

    Seconde

    BTS

    Higher education

    Professional training

    Masters

    MBA

    Pre-primary

    Beginner

    Intermediate

    Advanced

    Professional

    Children

  • English
  • Turkish
  • Russian
  • +1

All languages in which the lesson is available :

English

Turkish

Russian

Ukrainian

I have been teaching ESL for more than 20 years to Natives and Non-Teaching Style
By Alkin
My teaching style.
I have been teaching ESL for more than 20 years to Natives and Non-natives as I have worked in a Private school, I had students from all over the world. I have moved to an English-speaking country, and I have been teaching newcomers to English. Most newcomers do not have time to study properly. They come to the course from work, or they are engaged with the work after the course. Start of the lesson is very important. I focus on gaining attention. As most of my students are from very different countries and cultures everybody must speak to each other in English.
I mainly apply the communicative approach from the very beginning (1980). My students mainly focus on Listening and Speaking skills rather than Reading and Writing because they live in an English-speaking environment during their job. Whenever they wake up and open their eyes, they have to face the native English speaking surrounding and the most important thing is communicating with others. The purpose of the communicative approach is to help learners communicate in that target language which they are already in. In the course I apply Portfolio Based Language Assessment specifications and design the content of learning materials or components that can help learners communicate better.

I use multiple approaches during my teaching English. I apply the Direct Approach (1900) and the Affective Humanistic Approach (1970) to respect the feelings of students as they learn a language. I use positive reinforcement to lower their ‘Affective Filter’ through games and songs. I always bring real life magazines, booklets, leaflets, maps, advertisements, restaurant menus, and a newspaper. I use Antonyms and Synonyms technique, which has strong associative qualities, which helps with memory. Moreover, another technique is used by Cognates giving students information which they are already familiar with around them. I use dramatization to help engage students and especially get their creativity.

I help my students learn language as it is the first language and make them feel the language, culture, and society. I apply the Comprehension Approach (1980) and with use of Simple Questions and Dialogues, the silent period and role reversal. I encourage my students to demonstrate their skills in role plays and processing the language. By gaining confidence they will be able to communicate in real-life situations.

My Teaching Techniques
By Alkin
There is no better magic key than a warm language. Besides a warm language I also use various teaching techniques during the teaching process. The most important part of the lesson is always gaining positive attention. Gaining positive attention is like setting the audience for the play. To gain attention I sometimes use songs, most of the time visual aids like clips, pictures, leaflets, magazines, objects or funny humoristic stories to lower the effective filter to motivate them to learn. When I introduce a new topic, I spend longer than usual but most of the time I spend 3-5 minutes.
I give information about our play, and I make my audience set the scene together based on previously learnt knowledge. On learners’ level of English, I model the task, or I give the task and I ask my students to model the task on their previous knowledge as they are not empty vessels. I share my teaching burden with some of my students. Those students become a teacher role with me and help each other in the learning process. For low level learners I apply both visual and printed materials together. I try to find learning MUD sticky in order to improve memorization, something personal story about them, something in common. I use teacher talk during learning practice to make it personal . If I teach about technological devices I take my students to the Information Technology Lab, or science vocabulary. I took them to the science lab, even took them to the parking lot and I opened my car’s doors, boot, and bonnet to help them learn vocabulary. I encourage my students to set up the playing scene. During the learning process students act during role play and make the dialogue or learning task memorable in a safe place. I form the classroom a safe place where mistakes are not only accepted but sometimes encouraged and students easily take risks here to improve learning the language. Students memorize the language when they are involved in the activity as a game.
I pay attention to learners having enough time to practice as 20 (teaching)/80 (practice) rule. During their independent practice I observe my students how they practice the learning material. If they struggle with the exercise, I provide help. Independent practice gives formative information on how I fulfilled the task and demonstrates aspects of weak sides to reinforce, or I measure the learning task before the test.
I schedule regular quizzes after each learning topic for an element of summative assessment. I prepare quizzes on learning tension based on independent practice feedback.
natives as I have wo

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Rates

Rate

  • £21,125

Pack prices

  • 5h: £105
  • 10h: £210

online

  • £21,125/h

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Tutor profile verified

The email address and phone number of ERTAN have been verified.

levels

Primary

secondary

Seconde

BTS

Higher education

Professional training

Masters

MBA

Pre-primary

Beginner

Intermediate

Advanced

Professional

Children

All languages in which the lesson is available

English

Turkish

Russian

Ukrainian

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