- If the CV you sent with your original application didn’t include referencesand an up to date photo, please attach one with your answers to the following questions. As soon as you can forward them back completed, we can arrange a Skype-Interview. I´d also like to ask you to record a short clip of yourself introducing vocab to kids, please see for inspiration following web link:
Upload then your movie on youtube.com and email me the weblink. Please name the video „sample_video_your name“
Thanks a lot for your time.
Full name: Miles D. Koblin
Skype address: mojomilesk11
Teaching and working related questions
1) How would you characterize the atmosphere of a typical young and very young learners’ classroom? Think about pace, timing, interactions etc…
A very young learners classroom best includes lots of visual objects, which are related to the subject being taught. Also using sound from a stereo or other sources for teaching is highly likeable by children. Examples with the use of toys etc. making jokes and having fun teaching the subject. A young learners classroom should be quite similar, however not so child like. Some children at this age like to think they are already grown up, so childish toys etc. and way of speaking to them must not be the same as a very young learns age.
2) What qualities do you think make a good teacher of young and very young learners? Which of these qualities do you think you possess? Which of these qualities do you think you might need to work on?
I think it’s important to be a charismatic and inspiring teacher by using animated body language with visual and audio tools to explain theory and how grammar works! In real life experiences It’s important to have fun with the teaching and interact with the children, and have them interact with each other. It’s important to find a balance between these two, in order to ensure learning efficiency in the classroom. Experience talking with children is a must since their communication style is different than adults. I fortunately have this experience interacting with my many young Czech family cousins. While I have confidently taught children music around the ages of 3-6 I am excited to take on the challenge of teaching children in groups.
3) How might you convey the concept of „have“ to a group of young learners? What ideas and activities come to mind when considering the following:
- a) Creating interest b) Conveying meaning c) Practicing form and meaning
- a) Creating interest
Start out with games, use interesting objects, and physically demonstrate examples in funny but meaningful ways.
Funny puppets are a good idea to create interest and grab the children’s attention.
- b) example with puppets…
[Black puppet] [says]: “I have the pretty doggy!”
[Blue puppet]: Laughing, Runs and takes the doggy away. [Says]: “No, you don’t have the pretty doggy, now I have the pretty doggy!.”
[Black and Blue puppet] [say:] “We both have the pretty doggy!” (holding dog together)
These type of examples work good.
- c) Practicing meaning, same types of examples but, “You WILL have the pretty doggy, after me.”
Children can act out puppets too if they want with the teachers direction.
For more fluent speakers use more examples with numbers and adjectives.
4) Please note down how you would go about introducing and practicing the following new question and answer patterns to young and very young learners.
- a) What is it? It’s a car b) Who’s coming? It’s Petr
Explain “What” – it’s a question asking for a thing.
Explain “it” – it’s a thing.
Give multiple examples, using toys and mimes, for “It’s a _____.” And start to ask students questions.
The same goes for young/very young learners, just more advanced grammar and mature questions for older students.
Explain “who” – its someone.
Explain “coming” – someone coming towards you. Have a student walk to you and say, “johnny is COMING to me. “
Give him an animal mask “The elephant is coming to me!”
Put everything together now using examples with toys, mimes, and other students. Puppets.
[Teacher] [says:] “Who is coming? “
[Children]: “It’s the pink pony!”
For more older students, use different toys / mimes. More advanced grammar, maybe with adjectives such as.
[Teacher] “Who is coming?”
[Children] “The silly white monkey is coming!”
Write and explain adjectives the students can use for these examples. The monkey is black! (show what the color black is, on the board)
5) Please suggest one or two ways you might highlight and correct the following mistakes:
- a) It’s a Petr. b) It’s a bird yellow. c) He no sleeping
We use “A” for talking about a general thing, not a specific name or specific person.
Eg. general “It’s a person” “It’s a human”
Eg. Specific “It’s Petr.”
A Isn’t used with a proper noun.
The adjective comes before the noun. The thing we are describing comes last.
- c) (adverb?)
6) Please describe the ways you might use to help communicate the following commands:
- a) Look at this b) Stop and Listen c) Repeat all together
- Point at my eyes and then point at the object while saying “look at this”. Widening eyes when I say “look” and nodding my head towards “This”
- show face of hand while saying “stop”, with head gestures. “And listen” point to ears.
- c) “Repeat” hand gesture coming from tongue like I want them to say something, and circular movement with my hands around the whole class.
7) Do you think translation is important, and how do you go about dissapline or working with shy children? Good examples?
Translation can be important so they can understand it in their own langauge which will help them have a firmer grasp on the subject.
Discipline. If a student keeps disrupting make him sit on the outskirts of class and he cannot participate in the games.
Shy children, try and make them laugh, find something teaching methods they like and can make them have fun. Be open with them.
8) Any experience with Non-English speakers?
9) Have you lived abroad before?
Yes. I have been living her efor 6 months, and before that I spent some time living here too. I am now living here permanently .
10) Why the Czech Republic/Slovakia?
I met a girl here and so now I have finally moved out here permanently. I also attend the Prague Music Conservatory for school.
11) Short to mid term plans?
I hope to improve my english teaching skills and teach in this country Long Term.
Thank you very much for completing all questions and can´t wait to meet you on skype soon.
Thank YOU for reading! J
Mgr. Michaela Pavlátová