Esl Teacher Resources Manager

Résumé

Octavio EA Araujo

Citizenship: Citizen of the United States

Native Language: English

Contact:

Phone: 424-***-****

Email: *****************@*****.***

Job Objective: Seek employment teaching English as a Second Language Professional Profile:

Throughout my life I have developed and used the ability to motivate and inspire others by listening and using positive reinforcement to assist them. Through my initial teacher training and tutoring English to exchange students in college I have become a better communicator and teacher. Having been exposed to many personalities and professions from living all over the United States while in the military and living in Miami and Mexico, I am assured that my communication and people skills will permit me to effectively teach students attending ESL classes at any level. Work Experience:

British Council

July 2019 – October 1st, 2022, IELTS Speaking Examiner—Chao Yang District, Beijing China

• Delivered 14-minute speaking exams to candidates (students)

• Assessed and rated language level

• Rated other examiners’ interviews for company accuracy Star River Bilingual School

August 2016 – present 12th grade Literature Teacher—Min Hang District, Shanghai

Teach British literature

Teach composition and writing

College counselor

Build curriculum in language, literature, and composition & Writing International Exchange and Training Center

July 2011 – July 2016 TESL teacher—Tianjin, China

• Teach elementary, middle school, high school, and college students pronunciation, grammar, functions, and vocabulary

• Create own lesson plan material and graded for proper language level

• Teaching methods include student centered lessons while minimizing TTT

• Class size average 45 students per class

• Build curriculum in language, literature, and composition & Writing Elite English. Wechat ID: danjiahao002

April 2013 – July 2016 SAT, IELTS, and TOFL Teacher—Tang gu, Tianjin, China

• Build curriculum in language e.g., IELTS & TOEFL

• Teach SAT reading and writing preparation

• Teach IELTS speaking and writing preparation

• Teach TOEFL speaking and writing preparation

New Oriental English School

December 2011 to January 2015 ESL teacher---Tianjin, China

• Build curriculum in IELTS & TOEFL

• Teach business, conversational, and everyday English to adults

• Teach grammar, vocabulary, and functions

• IELTS speaking and writing preparation

• Teach VIP students, catering to their specific and unique needs Global IETLS School

October 2009 to July 10th ESL teacher—Tianjin, China

• Teach business, conversational English

• Teach grammar, vocabulary, and functions

• IELTS speaking and writing preparation

• Teach VIP students, catering to their specific and unique needs Education:

Bachelor of Arts in Philosophy

graduated December 2001 Whittier College, Whittier Ca. Academic Achievements

Inducted into Phi Sigma Tau Society in Philosophy on November 2001 CELTA Certificate

January 6th to January 31st (My Teaching House Organization) TESL/TEFL Certificate

February to March 2009 LCC (Language and Cultural Coaching) UCLA, Los Angeles Teaching Skills:

After teaching for seven years, I have learned that students gain confidence when given an aim to achieve. And confidence is built when lessons are designed specifically addressing their weaknesses. Furthermore, designing grammar lessons is the most challenging and rewarding at the same time because grammar is the most difficult aspect of the language for Chinese students for the fact that their grammar has no verb conjugation nor direct present perfect verb tenses in their language. It takes patience and careful lesson planning to achieve this aim.

Most grammar lessons must incorporate a comparison of two different grammar structures like simple past verses present perfect. They confuse these two tenses all the time (but then so native speakers too). For example:

I have gone to that store three times this week. Vs I went to that store three times last week. Then I ask them Concept Check Questions like, in the first sentence is the week over? Yes or no? In the 2nd sentence is the week over? Yes or no?

Then when they guess what the answers by analyzing both sentences, I will teach that in the first sentence, even though the person has gone 3 times in the past, the week is still not over, which makes it present verb tense, hence the present perfect.

Whereas, in the second sentence, it specifically states the time clause last week; which indicates that the week is over.

Vocabulary is done the same way. I give my students definitions of words from the English dictionary. Then hand them Concept Check Questions to test if they understand the meaning of the word in English with no assistance from an English/Chinese dictionary.

Example:

Parlor: a store or business that sells a specified kind of food or service CCQ: Is an example of a parlor Walmart or TESCO? Yes/NO Then after all the testing, teaching, and retesting is completed, the controlled practice comes next to ensure for accuracy of the lesson by having students produce questions and answer them in the correct context taught to them. And Students are instructed to correct each other as well so that they catch each other’s mistakes as well as their own.

But what is most challenging is keeping them interested. So many different activities must be created to arouse their attention regardless of the aim of the lesson.

After teaching for EIGHT years, I have learned that most grammar lessons have to incorporate a comparison of two different grammar structures like simple past verses present perfect. They confuse these two tenses all the time (but then so native speakers too).

For example:

I have gone to that store three times this week. Vs I went to that store three times last week. Then I ask them Concept Check Questions like, in the first sentence is the week over? Yes, or no? In the 2nd sentence is the week over? Yes, or no?

Then when they guess what the answers by analyzing both sentences, I will teach that in the first sentence, even though the person has gone 3 times in the past, the week is still not over, which makes it present verb tense, hence the present perfect.

Whereas, in the second sentence, it specifically states the time clause last week; which indicates that the week is over.

Relevant Acquired Skills:

Communication Skills: During my professional career in the military, human resources manager, and building inspector I have developed the ability to speak concisely, listen attentively, and understand non-verbal messages in the workplace. While negotiating contracts and forming business relationships I learned how to facilitate group dialogues, provide appropriate feedback, and persuade. Moreover, developed the abilities to edit and write concisely in business.

Research and Planning Skills: I have developed the ability to foresee future developments and dilemmas while at the same time planned how to resolve the dilemmas before they became issues through proper investigation and analysis.

Human relations Skills: While working closely with successful individuals I used my ability to establish and maintain rapport, convey ideas, empathetic, and a team player. In my role as a manager and building inspector I have learned how to delegate firmly, effectively, and respectfully. Language Skills: While traveling since I was eight years old while living in Spain, to staying three weeks in Denmark in 1993 to see an old exchange student brother, to traveling throughout Europe in the summer of 2000, and living in Mexico twice to learn Spanish in 2002 and 2007, I have learned how to use my Spanish, English and body gesture skills to communicate in many other languages like Italian, French, Portuguese, and Czech.

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