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Strategy 1 - Don't Talk To Much
The communicative Approach
Get people talking, not just listening. If you (the teacher) talk to much, then their head is not engaged, and they aren't practicing the language. Get them talking, repeating, asking questions, talking to each other, using the language as much as possible. Even if they don't know how to say it, look it up, figure it out, and use it right then and there. It can also involve students repeating a phrase to each other over and over for 15-20 seconds.
Phonemes
Phoneme - any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat.
Babies can identify different speech sounds better then adults can. We tend to focus on sounds we hear often, and neglect sound we don't. There's 44 Phonemes in the English Language.
Flash Cards
Very useful, but have to use them correctly. Just having them as single words helps initlaly, but need to expound on them, need to add different details. Start with apple, then with apple is a fruit, then with apple is a fruit, it is red or green, it can be squishy, its used in apple pie, etc.
More things you know about something, stick it on the card. Generally made in groups of 10: 10 Electronics, 10 Fruits, 10 items for travel, etc.
Flashcards can be made as a class exercise. Make each group in charge of a set of 10, and then trade them out. Use magazines, catalogs, whatever you can get your hands on to make them.
Pimsleur Method
Very very effective method at learning langauges. Three main pillars.
Gradual Interval Recall
Has the user recall the word 10 seconds after learning it, then 20 seconds, 40 seconds, 2 mins, and double each time, reinforcing that word.
Backwards Build-Up
Learn the word from the back to the front, literally. We tend to remember the beginning sounds of the word better, but not the end. Start from the end, syllable by syllable, and build memory
Semantic Recall
Use differents way to recall the word. Ask questions like "how do you say Apple in English?" then "what's a red fruit in English?" then "Whats this?" pointing to a picture of an apple, etc.
Strategy 2 - Movement
Movement & exercise literally gets more blood to your brain. Sitting down listening lowers heart rate, lowers electrical brain activity, and puts you closer to sleep, and is terrible for actually learning something, or even working on something. Movement is the easiest way to get someone engaged and involved and interested.
Balloons
Easy to provide, cheap, etc. Have the student say a word when they grab the balloon like some sort of hot potato game, or repeat a hard to learn word while tossing the balloon back and forth, or repeat sentences, or count to 10, or whatever else your learning at that moment. In short, use the balloon to introduce another sort of challenge for the student to focus on, while also learning. Only suitable for beginner learning level.
Personal note: Can verify this. The mind somehow retains more the more pressure its under. Focusing on several things at once, passes the whole "analyzing" bit, and just sticks it in memory, which is excellent for learning languages.
Personal Phrase Book
Encourage each student to possess a personal phrase book. Its exactly what it sounds like. Each student has things they want to talk about, and care about. They can buy a dictionary and filter through it to find what they want, but that takes a while. Building/writing a personal phrase book, will let them focus on what they want to learn, and build their own vocabulary. As a bonus, they have a literal personal phrasebook that they can refer back to.
Word Frequency
Focus on more popular words in a language. These are often connector, grammatical words, that don't mean much on their own, but mastery over such means mastery over the language. A simple exercise is to take an article over anything, remove the words "a, an, the, and, to, of, in , and is", and then have the student try and insert them where they belong. Then have the students read their stories to each other, checking and correcting each other, inducing both movement, and communication.
There's only about 800 words that we use in the English language that make up 50% of the conversation.
Bilingual Exercise
Left side has students language, right side has target language (English). They will walk around the classroom in pairs of two, and read each language to each other. They both practice saying and repeating each side of the sheet, reinforcing both languages. As students progress, you can give them a text in English, or in their native tongue, and have them translate, also resulting in parallel texts of the same thing in different languages, which they can read to each other. Really is only suitable for monolingual classes.
Audio-Lingual Method
Students hear the language spoken, and repeat the phrases. Teacher serves as the model for the language, or the audio, and the students repeat it back, all at the same time. Teacher must speak slowly, loudly, and clearly, with an exaggeration of the articulation. it's important that the students all speak at the same time, so a bit of orchestration is in order. Keep things unpredictable and make students feel like they can be called on at any second. The energy you have is reflected in the class.
Yea this ones gonna be hard, it requires an insane level of high energy to be completely unpredictable, keep the students on their toes and on edge, but also enjoying the experience and having fun. As defined by Rassias, "This method is a dramatic interpretation of language, infused with an avalanche of energy, and an excessive stretch of imagination. All presented to the students with a warm embrace and an invitation to join in the action." Very much like your teaching in a rhythm, to a silent song that they can't hear.
Don't forget to commend
Timing
The best timing a brain can use usefully, for memory, is eight mins. Teach for 8 mins, let the students exercise for 10 mins, repeat, and then do a longer 20min lesson. Much better use of an hour, that helps student retain.
Tactile Approach
Good for beginners, and uh, very much dependent on culture, but writing words and sentences on each others skin? Have much discretion here.
Idea Mapping
Based on Tony Buzan’s books, this note-taking technique stimulates the brain and increases retention. Idea maps actually resemble neuron connections in the brain!
The idea map style of note-taking puts the theme in the center of the page; main points branch out radially from the theme. More details and notes are added on further branches. Favor simple drawings over too much text whenever possible.
Use this style of note-taking whenever you are learning something new, brainstorming ideas, preparing a lesson plan, or writing vocabulary on a whiteboard.
Train your students to use this technique when they take notes during your lessons.
Juggling
Literally juggling. It's a high speed, high coordination required activity, that will require students to keep a very fast pace, and speak on the speed the language is usually spoken at. It's best to use something light and fluffy, as it will fall slower and give slightly more time, but practicing grammar points while juggling will force a student to retain more. You must speak while your juggling.
Word Association
Building a mental picture of what a word is. Example: Rice in Spanish is Arroz. Picture two arrows coming into your bowl of rice. Now you have a mental picture, a word association with Arrows into rice, meaning Arroz. The more outrageous and bizzare the word image picture is, the easier it is to remember.
Tip 1: This method will only work in a monolingual class (all the students speak the same native language). The teacher must also be proficient in the native language of the student, otherwise, it will be difficult to create meaningful associations that the students understand.
Tip 2: Begin training your students to use word association early on in your course. Task them to create their own associations. This is a technique that will prove invaluable to their long-term progress.
https://www.linkwordlanguages.com/
Walkabout
People love to talk about other people. Gossip, etc. In victorian era, people would "walk about" their living room (they were large), and talk about family, friends, people, etc. Same thing can be applied here. Not necessarily about really people, but just put up a picture of some people, mother daughter, married couple, friends, whatever.
For beginners, the teacher provides both the questions and the answers for the students, so they can just read and repeat and practice. For intermediate, we supply the questions, but not the answers. For advanced students, they make up everything
Tip 1: This activity is better suited to intermediate and advanced students who have enough vocabulary to engage in meaningful "gossip."
Tip 2: This activity works well in the middle of a lesson when student concentration may be lagging. Getting the students up out of their seats and having them walk around will oxygenate their brains and help them concentrate during the rest of the lesson.
Total Physical Response
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Teacher introduces four things (pictures of nouns), each associated with a direction (up, down, left, right)
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Teacher repeats the name of things twice
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Teacher gets students to point in the direction of the arrow as the teacher calls out a noun. Start with a few students together, end with the entire class doing it.
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Teacher now adds a verb to each noun, and acts them out. Does it twice
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Teacher gets students to obey as the teacher calls out the noun/verb actions. Start with a few students, end with the entire class doing it.
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Teacher now introduces two contrasting adverbs (quickly, slowly)
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Teacher gets students to obey as the teacher calls out noun/verb/adverb commands. Start with a few students, end with the entire class doing it
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Finish with the students writing down the commands, and then practice giving them to each other
Tip 1: The TPR method is ideal for teaching beginner students; intermediate and advanced students will likely find it too easy.
Tip 2: Pay attention to all the students when you call out the commands. Make sure they are all performing the right action before you issue a new command.
Tip 3: If the students are performing well, have some fun and issue two or three commands at once, e.g. "Wash your face and drink your milk."
EXAMPLE LESSON:
Lesson Theme: Out to Eat
Four Nouns: Burger, Money, Water, Table
Verbs for each: Eat, Give, Drink, Sit
Adverbs: Quickly, Slowly
Story: Pay for the food, slowly sit down at the table, eat the burger, then quickly drink the water.
Précis Explained
Means precision, showing a precise understanding of the lesson. Give students and article, and then have them reduce it to half its size, while keeping most of the original meaning. Half, or a quarter, or a third, or only 300 words, etc.
PRÉCIS EXAMPLE
Original text (95 words)
"On a cool night lit only by the orange glow of fire, we rushed to my grandfather’s home as his decades-old barn burned to the ground. The firemen let us stand nearby as they pumped water from the creek a quarter mile away. We watched the barn go up in flames, which stirred memories of jumping off foot-wide wooden beams into the hay below. The real sadness came as my elderly grandfather, who did not get out of bed, quietly asked if his cows were safe. He hadn’t had dairy cows in a dozen years."
Tip 1: Use a large font size when you prepare the piece of text as this will be easier for the students to work with.
Tip 2: This method works best with intermediate and advanced students; beginner students will likely find it too difficult. Use a piece of text that is suitable for the students' level.
Reduced text (42 words)
"We rushed to grandfather’s home when his old barn caught fire. As the firemen fought the fire, we stood nearby and remembered playing in the barn. Sadly, grandfather, who was still in bed, asked if his cows were safe. He hadn’t had cows in a dozen years."
REVERSE PRÉCIS EXAMPLE
Headline: "The Ducks Have Won"
Actual news article on which headline is based:
The ducks on a small French smallholding may carry on quacking, a French court ruled on Tuesday, rejecting a neighbor’s complaint that the birds’ racket was making their life a misery. The court ruled that the noise from the flock of around 60 ducks and geese kept by retired farmer Dominique Douthe was within acceptable limits. “The ducks have won,” Douthe told Reuters after the court decision.
Color Inspiration
Color effects the brain. Go to the paint store, and the colors usually have some very descriptive names for their colors, which can help students. Have the students look at the colors, figure out what the names mean, and write a story about them. More for intermedeiate to advanced, but can work with beginners. Use if focusing on Creative Writing, and then have them present for public speaking
Red - Sweet, tastes like strawberries
Yellow - Sour, like a lemon
Green - Tart, like an apple
Blue - Odd, disliked
Colors mean different things to different parts of the brain.
We have two different types of system programs in our brain, dubbed System 1 and System 2. System 1 programs are fast, automatic, and generally outside of our control. They act reflexively, and might be something like instincts, or something developed through lots of practice. Example: Fight or flight, fears, simple calculations, detecting faces, etc. System 2 programs are slow, require attention and deliberation, and are usually within our control, and are learned. Things like Writing an essay, counting words on a page, complex calculations, etc. Colors are a combination of each system.
Colors mean different things in different contexts
Same colors can mean different things to our programs in different contexts. Humans tend to like blue. Humans hate blue when it comes to food. Humans don't really like blue when it comes to choosing a mate. There's no "general rule" for colors, becuase there's to many contexts that things just don't match in.
Human Languages develop words for colors in the same order everywhere
Black and white always come first. Then red, then green, then blue. For whatever reason, this is universal, and how languages picked up words for color. Interestingly enough, a culture that does not have a word for that color, does not experience that color. It exists of course, but they can't see it with their brains, it doesn't exist.
https://www.dulux.com.au/colour/
For lists of colors and their responses
Classical Dictation
Have a (good reader) student read the text in English, and then have the other students write it down. Then, right then and there, write down the correct text, and let the students self diagnose. After a couple times, let the students read their sentences to each other, to practice how to say it.
Strategy 4 - Inject Humor
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Stiumlates the brain, improving mood & spirit
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Exercises the heart and blood vessels for improved circulation
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Enhances respiration as an extra dose of oxygen circulates through the body
Comedian John Cleese said, “He who laughs most, learns best.” As an instructor, you need to develop the ability to laugh at yourself and encourage your students to do the same. The effect of laughter can be as stimulating as four cups of coffee! This makes it a powerful and essential tool in the classroom.
Studies show that humor decreases stress, allowing for better healing. Laughing before learning increases the cognitive abilities of the brain. We're not exactly sure why, but it just does.
Good News Bad News
Alternating good news and bad news lends itself to being funny, for whatever reason. Its also very easy to do. You can have the student write them in their native tongue first, then translate them to English. Once done, you can invite students to share their stories with the class. Have the class repeat the translated sentences. This can be done in groups, or alone.
Tip 1: This is an excellent method for practicing tenses. You can instruct your students to write each line of the story in a specific tense (simple past, simple present etc.)
Tip 2: This method is best suited to intermediate and advanced students. It can also be used with beginner students that are making good progress and have been learning for some time.
Instructions
Create a humorous, eight-step good news bad news story using the present tense for each line.
“The good news is, I found a great new dentist!” (Class cheers)
“The bad news is, I need two root canals.” (Class gasps)
“But the good news is it’s going to be free!” (Class cheers)
“But the bad news is it will take an entire month to do"
But the Good news is, I'll be asleep the entire time.
But the Bad news is, I have trouble sleeping
But the good news is, they have sleeping pills
But the bad news is, I'm allergic to sleeping pills.
Video
Video involves listening, watching, enjoyment, etc. Mr Bean is actually really good, because its funny, but also has no dialogue, so students have to write their own dialogue for Mr Bean. You can use a freeze frame method to show a scene, pause, have a student describe it, and then have the class repeat the sentences, and write them down. By the end of the session, the students will have a script of what Mr Bean did, fully in english. Gilligans Island is also apparently good? Short episodes, short sentences, with lots of humor. Also use closed captions if needed.
Students learn better when they are telling a story to each other.
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Specific Ideas
Silent Viewing: Students watch a short video clip where there are people talking, but with the sound muted. Then discuss with the students. What are the actors saying? What is happening in the scene? Watch the same portion of the movie, but this time with the sound on, and see how close the students came to guessing the contents of the scene. Turn the TV off and discuss what the actors said (focus on one point in particular, such as verbs, grammar, adjectives, etc).
Freeze Frame: Pause the video and have the students repeat exactly what was said. For example, if the actor said, "Where are you from?", then the students would repeat these words exactly as they try to emulate the voice stress and gestures of the actor. Teach new vocabulary by having students identify objects or locations in the paused scene.
Role Play: Have the students form pairs and practice acting out a short scene they have seen in the video. Then have each pair act out their scene for the class.
Behavior Study: After every scene, stop and describe how the actors are feeling by using different adjectives. For example, the actor was irritated, angry, happy, etc. Have students imitate the actor’s movements. When the actor shakes hands, smiles, picks up a suitcase, etc., the students imitate his/her behavior. Watch a short clip and focus on non-verbal communication so as to introduce students to the practices and behavior of another culture. Then discuss, is the situation formal or informal? What are the differences between the target language culture and their own culture?
Prediction: Pause the video at an appropriate moment and have the students predict what might happen next. Then watch the rest of the clip and compare the students' predictions with the actual ending. Another activity would be for students to guess the title of a scene after viewing a clip.
Sound Only: Students do not see the TV screen (cover the screen or have the students turn their chairs around). As the students listen to the dialogue, they imagine what the people are doing, what they look like, and what kind of people they are. Is the character young, old, mean, scared, tired, etc.? Afterwards, let the students watch the video and compare their initial impression with what they see on screen.
Watching / Listening: Half the students watch a video clip while the other half have their backs turned and only hear the dialogue. The listeners then ask the watchers questions about what they saw.
Fill the Gaps: Students watch the end of a video clip, then guess/discuss what may have lead up to what they saw.
Community Language Learning
Humans collaborate. Works only for intermediate to advanced students, but the teacher decides the theme, and then the students provides the words to use and learn.
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Brief Introduction of a theme.
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Students talk to their neghbor about their experience of that theme
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Students write or think of keywords related to that theme
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Teacher write all the students keywords on the board, about 1 per student
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Class reads the words, and then the teacher repeats after them (Reverse feedback)
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Pronunciation - Students first, teacher repeats, until students satisfied+
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Students are offered further explanation of unfamiliar words.
- Each student explains their word, rather then the teacher explaining it.
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Students write or think of their own sentence, using their own word, plus 2/3 other words on the board
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Students read their sentences to the class
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Longest step, where every student tells every other student their sentence
End goal is for all the students, to understand all the words, collectively put forth by the community they are part of.
Instead of asking "is there any word anybody doesn't understand", because nobody is going to respond to that, point to a specific student and ask "What word would you like a dictionary definition of?" or "What word would you like to practice with me?" and then let the person who suggested that word, define it for them. About a half hour lesson, if done quickly and properly
Universal Language Generator
Where does the subject of a sentence normally go? Create column of about 20 words, that have to do with common subject, like "people", and these words would include things like I, you, mother, father, etc. Then the next column would be verbs. 10 positive verbs, 10 negative verbs. The next column would be 20 phrasal infinitives. (An infinitive phrase is a group of words that starts with an infinitive (often "to" plus a verb) and includes any modifiers, complements, or objects that clarify or complete the meaning of the infinitive). Fourth column are 20 places that people go to every day.
You can write this for your students, or have them build their own, but its basically a combination of words that can be used in tandem to create full sentences. Columns can be added to further expand, or words can be added to each column, and you just have this ever growing chart of words and sentences to make use of.
Accelerated Reading
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Teacher provides paragraph in English. This has to be read slowly, loudly, and clearly.
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Students follow along, very very carefully, with their finger on the provided paper with the paragraph on it. To the letter, if possible.
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If the students are beginner, start with single words in the paragraph. Go back and repeat it, and then have the students repeat. Word by word. Painstakingly, but effective. Listening to the word, then reading, repeating, then going to the next word.
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Extend it to longer phrases as time passes and they improve. Same process though.
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Echo reading. The students read with the teacher. At the same time, like a choir singing.
The accelerated reading method brings multiple senses into play: sight, sound, and touch. This increases concentration and allows students to encode new words through multiple pathways.
Use this method in short bursts of 5-10 minutes. Also, encourage students to use this method to practice reading at home. All they need is a piece of text in the target language and the accompanying audio.
Chaos Theory
Brains are wired differently. We all my approach things, and do things differently. Each student will respond to the same simple task in a unique way. You can harness this potential for endless diversity in the following method. Task your students to write step-by-step instructions for performing a simple task such as, “How do you cook a perfect bowl of rice?” Then, invite students to read their instructions to the class. The difference in approaches will generate much humor and allow you to highlight important language lessons.
Tip 1: This method is best suited to intermediate and advanced students. Beginner students would likely find it too difficult.
Tip 2: This method is excellent for practicing the use of imperative commands, e.g. "put the rice in the bowl," "heat the rice in the microwave for ten minutes."
Comprehension Tests
Comprehension is a big part of learning the language, especially on tests the students will have to take for english fluency. Simply put, read something from a book, or let them listen, or both, and then ask questions on it, without them looking. Go through the answers with the students immediately after the test so they can see where they went wrong and self-correct.
Study Techniques
Highlighting and Underlining is mixed at best for effectiveness. It forces the brain to focus on isolated facts instead of the bigger picture, losing the forest to the trees.
Rereading also kinda meh. It helps about 10%, but not enough to warrant the time investment.
The method of constantly testing yourself is the most effective. Students would be much better off having a friend test them on the material, rather then rereading, or relistening to it. This is effective across the board, not just on specific questions, but also on general inference and knowledge about the subject matter. Can self test with flash cards. Read up on Cornell Note Taking System.
Dual Text Translation
To start off with, students need a language dictionary between the two languages, and then two identical passages of text. One in the target language, and one in the native language. Give them the native passage, ask them to translate it (give them a time limit so its done quickly, doesn't need to be perfect). When they finish, let them read their translation to the class, and then give them the "correct" translation, and let them correct any words that they need to. Mistakes are fine, its about the constant use, and flowing of the words through the mind.
Creative Genius
Bring into the class room a simple object, and then ask the student to write as many ways as they can think of to use that object in ways it wasn't intended for. After ~5mins, have students come up and share their sentences. Can have them do their own language, then translate it.
Beginners can be in groups, use dictionaries, think of ideas in their own language. Next do it without a dictionary.
Tip 1: Creative Genius works best with intermediate and advanced students; beginner students will likely find it too difficult.
Tip 2: Use the phrases generated by the students to highlight grammar. For example, explain the difference between, "You can use a chopstick to scratch your back" and "One can use a chopstick to scratch one's back."
Dynamic Dialogues
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Draw your scenario on the board
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Give a brief introduction (5 seconds)
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Act out the dialogue of the two characters, then repeat
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Audio-Lingual practice with the whole class
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Role Play with the teacher as one part, and the class as the other part
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Reverse roles
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Get sets of volunteers to act out the roles for the class
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Grammar Practice
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Students write down the dialogue from the board
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Students act out the dialogue with each other.
An attempt to immerse, only using English. This method can be used to introduce new vocabulary and grammar patterns.
Edu-Exercise 3: Gym Instructions
Writing exercise for students. Have a student think of a very simple motion (or show them), and have them write down the instructions to do this movement. Then have them read to other students and try to get them to do the exercise. Can split students into three groups. Group one goes outside. Group two acts something out. Group 3 writes down what group two did, invites group two back in, and tries to have them do the same thing.
Variation
The teacher sends two or three students out of the classroom. He then performs a short exercise routine for the rest of the class. The students create instructions for performing the teacher's exercise. The other students are then invited back into the classroom and stand at the front. Selected students are called on to shout out the exercise instructions they have prepared, and the students at the front try to act it out. Finally, the teacher again performs his exercise so the students at the front can see how close they were to the original exercise.
Tip 1: This is a great follow-on activity after you have taught anatomy, directions, and/or movement.
Tip 2: This is an excellent method for oxygenating students' brains halfway through a lesson when concentration is lagging.
Massive Muscle Memory
If you use massive, exaggerated gestures while speaking words, you tend to remember them better. You as the teacher are the model for these gestures. Have all the students stand up, spread out, and imitate you as you teach them something, and that will help them remember. After they get used to this method, you can have them write their own stories, with big, descriptive gestures, and have them act them out to other students.
In the brain, language and motor areas are shared. Gestures are also closely tied to speech. Gesture and speech are two sides of the same thought.
Strategy 5 - Music
Music helps significantly with memory, and pronunciation.
Language is very good at communicating factual ideas. Music conveys the essence of the universal emotions of mankind.
Learning a song
A very simple way is just to help your students learn a song. Print it, get it on their phone, learn to play it, and then sing it and learn the language. Use songs that are clear and easy to understand, and use commonly used words. Beatles fill this role very well, apperently.
Synchronized Singing
Simply means singing along with the recording artist. Singing really focuses on the exact pronunciation of the language, so singing with the artists, will improve their accent. Youtube is full of songs, people singing, and the lyrics.
Musical Dictation
Same as normal dictation, play a bit of a song, have the students write it down, and then have them sing it back. Repeat, and go through the entire song that way. Listening to vocal music generates significantly more brain activity than listening to somebody speak. Musical dictation is therefore a highly effective and fun way for students to increase their listening, speaking, and writing skills.
Repeating Rhythms
Every language has it’s own rhythm and melody just like music. Tuning in to this rhythm will help students reduce their accent, speak at "street-speed," and sound more like native speakers.
You must first identify the rhythm patterns of the target language, and then turn everyday phrases and sentences into catchy musical chants that you can teach your students. For example, "Pass the bread and butter please," "Yes I will, no I won't."
When you teach the phrases, have the students repeat and clap along to the beat of the language.
Paraphrase
Rewriting something, using a bunch of different words, but keeping the same meaning. Another exercise is changing the meaning completely, as far away as possible. This is more for advanced students.
Tip 1: Use a song or story that is suited to the level of your students.
Tip 2: This activity works best with advanced and intermediate students; beginners will likely find it too difficult.
Grammar Tenses
Grammar is a pain, and tenses are even more so of a pain. Constant practice and speaking is what will help learn them
Teaching Idoms
Idioms are expressions we use, that aren't literal. "She melted in his arms". Not literal, but the meaning is there.
Tip: This method is only suitable for intermediate and advanced students. Beginner students need to build a core vocabulary before they move on to idioms.
List of stupid posters that are good for illustrating idioms - https://tebreitenbach.com/proverbidioms.htm
Additional Resources
Job Interviews
Demonstrate. Or specifically talk about them, as each one is on the certificate. The key is high energy. Walk in ready to teach, and show them that classes are exciting and fun and you know what your doing. Have balloons, have scarves, have lessons in mind and ready and waiting if they ask.
Job Board - https://excellent-lift-a76.notion.site/Job-Boards-e4852dbbd91646d79ad4a2918b18f0e0
Evaluating Students
Dealing with Homework
HOMEWORK SUCKS, SCREW THAT. If you have to give it, do something easy, and then the next day let students mark their own homework. Its part of the learning environment, and all learning together to do it in class.
Teaching Online
Its possible, but will take some serious adaption. It can get a bit stale one on one, so have your student invite their friends, relatives, mates, whatever, and have some fun. As a bonus, it opens up more clients to yourself.
Starting your Own Classes
Introduce yourself to the principal. Say you want to start a special intensive English class. We'd like to give your (the principals) children free lessons, pay a bit to you to use the classroom. Give out brochures to the students parents, say your teaching intensive English classes, and the rate is $1/hour. 30 people, is $30/hour. But, it aint free either, make sure you get paid.
Homestay
You can have students come and stay with you. More of like a BnB near a college. Probalby not a great option for us, lol.
Be Dynamic!
We have to be the exciting, dynamic, active teacher, that gets others out their shell. This requires us to get out of our shell. No shyness, balls to the walls full octane fun. Movement, Exaggeration, Teach as though your hair is on fire, and you'll be the best in the world.
All methods found here:
https://cie.world/online-course-work/teaching-catalog/
G O D S P E E D H O L L O W
