Unlike places like the Middle East and some parts of Asia where you can save a lot, here in Latin America, you might not be able to pay off your debts, but you can live like royalty with little money. By working 35 hours a week, you can have a laid-back lifestyle, afford a maid, dine out daily, and still have money left over to travel is what draws people to Latin America. You can find lists of schools at The LA Job List.

Where to work

There are many countries in Latin America, starting way up north in Mexico and moving down to Argentina, each country is different and has amazing things to offer. The first thing that you should do is do a bit of research and see which countries appeal to you. Then see if there are opportunities for English teachers. Costa Rica and Mexico are popular destinations and it’s easy to find work there. Places like Panama, due to visa issues and Belize, due to language issues are harder to get into. Here are some things to keep in mind upon arrival.

Many teachers end up at language schools/institutes. You may have to work split shifts as they cater to business people or students. If you have more experience, you should try to get into a bilingual or international school, where you’ll get a higher salary and paid vacations. If you have qualifications and experience, you might be able to teach at a school. There are bilingual and international schools. International schools are more competitive. They require QTS (Qualified Teaching Status) in your home country and usually two years teaching experience in a primary or secondary school. Universities might be another option as well, you’ll have to have at least a BA and a couple years teaching experience.

Although many places want to meet you before having you sign a contract, it is possible to set up interviews and sometimes even jobs before you arrive. The best thing to do is start contacting schools and let them know you are interested in working for them. Tell them when you will arrive and try to set up an interview. The majority of teachers are able to secure teaching positions within one or two weeks. Wear professional clothes (no shorts, jeans, tank tops, or sandals) and go to the schools you contacted with your CV in hand. After interviewing you may have to do a short demo lesson, but don’t worry, relax and smile. Keep in mind that timing is also important. Coming during holidays, such as Christmas and New Year’s is not advisable since many people go on vacations and teaching jobs are limited during these times.

Most institutes will want you stay for at least six months, though some will accept teachers for shorter terms, such as three months. Universities and primary or secondary schools will want you to sign a contract for 1-3 years. Remember the longer you stay, the better pay and more benefits you will receive. If you do decide to leave, remember to write a letter 30 days beforehand and have it signed and stamped by the school. Keep one copy of the letter for your record.

Many institutes and universities will have you work split shifts meaning that you’ll get a break in the middle of the day to eat lunch and relax for a few hours. Sometimes classes finish at 9pm, or even as late as 10pm. Although at first it seems difficult, you will get used to it and can use the time in the afternoon to take a nap or run errands. Remember that you will usually only be teaching 20-30 hours a week, and then the rest of the time is prep time. If you manage your time well, you will have plenty of time to teach private lessons.

Signing a Contract

Remember that each school is different. Some institutes hire only those with working visas. Others hire teaching on tourist visas. Some will require you sign a contract, some require a working visa, and some are more flexible and just have verbal agreements. If your school uses contracts, then after you’ve passed your interview and demo lesson, you will be asked to sign.

Typical contracts usually include the minimum number of guaranteed hours, amount and frequency of pay, length of service, hours the teachers must be available to teach, whether teachers can teach classes outside of the school, and how the contract can be broken. Make sure you read everything, including the fine print. Some places have “no compete” policies. This varies from school to school and can mean anything from not being able to teach at another school while you work for them, not being able to teach privates, or even not being able to teach in the same city for X months after you finish their contract. So make sure you ask questions about anything you don’t understand.

Visas

Countries seem to be changing their visa regulations all the time. For example, Ecuador just cracked down on their visa laws, eliminating border hopping and visa extensions and now it’s almost impossible to teach on a tourist visa. On the other hand, Peru just changed its 90 day visa to 183 visa, making it easier to stay.

Be sure to check about visa rules beforehand and know how long you can stay and if visa extensions are allowed, and if they are, how much more time you can get. Some countries have a limit on the total numbers of days you can stay in a year, some enforce this law and others are more flexible. Others give you 90 days, and then let you renew your visa for up to three months, and then have you leave the country. Others make you pay a fine if you overstay your visa.

It’s not uncommon for people to work on tourist visas, it’s not legal, but it’s still done. Just don’t tell the authorities that you are. If you are working on a tourist visa, you may have to border-hop every once in a while. You simply leave the country, stay in another one for a couple of days, and then re-enter and are given a new tourist visa that’s good for X amount of days. Or, if the country you are in fines people who overstay, you could just overstay your visa and pay the fine as you leave. It might be cheaper than border-hopping. I know a handful of people who have been on tourists visas here in Peru for two or three years. They just border hop every couple of months. If you’re looking for short-term work and don’t mind working under the table, you’ll probably have no problems finding a job, just realize you won’t get the best pay.

Primary and Secondary Schools are more likely to get you a work visa than other places, although universities will do so as well. Check with your employer about what you need to bring. Often you will need to get your original university degree Apostillised in your home country before. If you enter on a tourist visa and you’ll need to find out if you can convert the tourist visa to a work visa, or if you have to leave the country, or even go back to your home country. If you have a business or work visa, what you have to do to get your residency ID card. Ask who is going to cover the costs for this and how long it takes to get it. You’ll need to know about the requirements. Sometimes you may need a medical check up or a police background check in order to get residency. And find out if you’ll get help to do all this.

If you’ve married a local, then you should be entitled to residency and a work visa, be sure to ask immigrations for more information.

Qualifications

Having a BA is often a basic requirement when teaching in Latin America, although you maybe able to get around that if you have life experience or teach at a more laid-back institute. TEFL certification classes will help you know about your subject matter and giving you practical teaching tips and experience teaching students. If you aren’t able to do a TEFL cert now, then at least go to your local library and do some research, observe some classes, or talk to some teachers. Whatever you do, you should prepare yourself before arrival. If you have teaching experience, all the better. You’ll know what to expect and might have some resources as well.

Money Matters

Many teachers end up at language schools, and they typically pay about 6 to 15 dollars an hour, depending on what country you’re in, the city, the type of institute and your qualifications. Some schools may offer you room, board, and a small stipend in exchange for teaching. Others pay you a salary. You may find yourself working at more than one language institute to pick up enough hours. Getting jobs at other schools are fairly easy, just make sure that if you sign a contract, you’re allowed to work at other institutes or teach private classes. If you’d rather just work in one school, try to take on a couple of private students. Private students aren’t difficult to pick up and once people learn that you’re a good teacher, you’ll have a full schedule. Try advertising at schools, universities, or try putting an advert in the local paper. Teachers usually charge between $5 and 20 USD an hour.

Taxes depend on the country you’re in, your immigration status and how much you earn. Check with your school for more details about taxes.

As usual, when moving to a new place, you should bring money to tide you over before you get paid. 1000- 2000 USD should be more than enough. Cost of living here in Latin America is pretty low compared to other places such as North America and Europe. Most teachers can easily earn 800 USD a month by teaching 25 hours a week. Most teachers can live off of 500 USD a month provided that they don’t expect to live in the lap of luxury and learn tips from the locals. For example, learning how to navigate the bus system and cooking at home are great ways to save money, meaning that you’ll have more money to use to study Spanish or explore Latin America.

Most teachers will want health insurance. Teaching and living in Latin America is exciting, but also poses many unpredictable situations, such as injury or illness in a foreign country. This is why teachers should secure international health insurance before arriving. Be sure to ask if they cover medically supervised emergency evacuations, emergency reunions or repatriation. Some places will provide health insurance for their teachers. If your institute does, be sure to ask exact what is and is not covered.

Some places will provide housing or assistance in finding housing. If housing is provided, be sure to ask for details, such as is it furnished? single or shared? are utilities covered? Other places wil offer free housing, meals and language lessons in exchange for English classes, read this article to find out more. If you have your own housing, find out about costs, such as utilities.

Sound fun?

If you want information, try chat with teachers already in Latin America with this Skype network available from Teacher’s International. If all these things sounds appealing, then dust off your CV and start applying for jobs, in a couple of months you could find yourself basking in the glory of living in Latin America. Don’t forget adapt to the local customs. See Respectful Travel for more information.

About the author

Sharon K Couzens de Hinojosa is the creator and writer for TEFL Tips, The LA Job List, and The Ultimate Peru List. She enjoys answering people’s questions about TEFLing and Peru.

I’m all for asking for reference letters when you’re about to finish your contract. Getting a reference letter now rather than waiting until later has it’s benefits. First, your boss will be more likely to remember details about your position. Second, your boss is still there. If she/he moves on, you could easily lose contact. Third, you’re still working there and can remind your boss. Let’s face it, our employers are busy and might forget.

However, if you’ve left a job and didn’t get a recommendation letter, don’t worry, it’s not to late. You can still request one. You might have to remind your boss about details, such as when you worked there or what your responsibilities were.

Whether you’re still working at the institute that you’re requesting a reference letter or you have moved on, there are essential pieces of information that every reference letter should include. It might help you to give your boss the template below. Sometimes you may be asked to help your boss write your reference letter, this is especially common if English isn’t their first language. Just follow the template below.

Asking for a reference letter
Dear (Name)

My name is (name) and I worked at your institute (dates) as a (job title). I am currently applying for a position in/at (country or institute). In order to apply for this position I must submit reference letters and I would like to know if you would be able to write a reference letter for me. If possible, could you please include two copies- one for my application and one for my personal records. I understand that you are very busy and have included a template to help you. I greatly appreciate your help with my application. Thank you so much for your time to get this done quickly.

Sincerely,
(Your name)
(Your postal address so they can snail mail you the letter)

What a reference letter should contain

This is the basic information that a good reference letter should contain. You might want to give this information to your boss to make sure that they include everything.

● How you know the applicant.
● What the applicant did for you and when.
● What would make the applicant a good candidate for the position they are applying for.
● Any additional responsibilites: workshops, newsletters, level coordinator, student placement, etc.
● Letters should be on professional letterhead.
● Include your contact information (address, phone, email address).
● Include your position.
● Signature in ink on paper.
● Make sure it’s dated.

About the author

Sharon K Couzens de Hinojosa is the creator and writer for TEFL Tips, The LA Job List, and The Ultimate Peru List. She enjoys answering people’s questions about TEFLing and Peru.

Probably the most common way to find a TEFL job is through one of the many TEFL employment websites. For jobs abroad, the process normally goes something like this:

1 The application

When you find a job which you like the look of, you’ll need to send your CV. You should emphasise points which are relevant to the position you are applying for – your TEFL qualification, and any relevant skills and experience, should feature strongly. Too many CVs cram all this into a couple of lines, and then list two pages of technical expertise developed during five years as a Software Engineer. Instead, briefly highlight a couple of skills that you developed in that job that could be relevant to language teaching – maybe you led training workshops which required self-confidence and enthusiasm, or worked on a project abroad for a year which meant adapting to a new culture.

If the school is interested, they will contact you to arrange an interview (possibly by telephone), usually with the School’s Director of Studies, or in larger schools, a Recruitment Coordinator.

2 The interview

The interview can last anywhere from 10 minutes to an hour or more (possibly influenced by the school’s budget for long-distance calls!) You will normally be asked the types of questions you would expect in any job interview, about your qualifications, experience, strengths and weaknesses, and so on. If the job is in a culture significantly different to your own, you may be asked why you are interested in that particular country, and how you would cope with the types of cultural differences you could expect to face.

Some interviewers ask teaching or grammar questions. “How would you introduce the past simple tense to a group of 12 adults?” for example, or “How would you explain the word ‘proud’?” These are difficult to prepare for specifically, but this is where your training course will come in!

The interviewer should give you an opportunity to ask any questions you have about the school, the city, the salary and so on. This is a good point to ask if you can talk to/email a current teacher. Teachers working at the school are a good source of what it’s really like. What are the working conditions like? The teaching resources? The nightlife? The boss? The accommodation? Do you get paid on time? Is there internet at the school? And so on. Make sure you are clear about things which are important to you. If the school works on Saturdays and you want your weekends free, for example, it’s best to find out at this stage!

3 The contract

All going well, the school will offer you a contract. A typical contract is for one year, renewable thereafter. Read this very carefully and don’t be afraid to ask if anything is not clear. A reputable employer will appreciate the fact that moving to another country to live and work is a big step (if you are dealing with the Director of Studies, he/she was in the same boat once) and should be forthcoming with help.

There is no set format for a contract, but it should at least be clear about several important points:

- Working days and hours, including the number of contact teaching hours – between 20 and 25 a week is normal.

- Holidays – how many days? Are they fixed?

- Probationary period – if so, how long?

- Start and end dates of the contract

- Salary, overtime and any bonus – when is it paid, and how?

For jobs outside the EU and North America, many schools offer return airfare as part of the deal, often paid on successful completion of the contract. Some offer free accommodation, others provide it but not for free. All should at the very least provide help with finding it. Schools should also sort out paperwork and legalities for you, or tell you exactly what you need to do.

In the EU and North America, things are often very different. You will more likely be expected to sort yourself out in terms of getting there, finding accommodation and sorting out paperwork. A job is often very much just that – a job, without such a network of support.

Other means of recruitment

Many schools, especially in some EU countries, use other means of recruitment, including TEFL recruitment agencies, newspapers and local expat magazines, and just relying on people to contact them directly or walk in off the street in search of work.

Some teachers choose to travel to the country where they want to work first, and look for work when they arrive. There are some pros and cons to this approach. On the plus side, some schools are more likely to hire you if they have met you face to face, and you are already established in a place. But the risk is spending a lot of time and money with no guarantee of finding a job, particularly if you are newly qualified and the majority of schools in that country require several years of experience.

If you choose this route then, get to know the typical requirements of schools first by looking at job adverts, or contact some schools directly before you go.

Things to look out for

The great majority of schools are reputable businesses and, except for the inevitable mishaps and inconveniences (broken photocopiers, cultural misunderstandings!) most contracts go without a hitch. But of course, as in any profession, there are some disreputable schools who seek to take advantage of unsuspecting teachers. So, make sure you research a school as thoroughly as you can. Get as much information from the school, other teachers, TEFL websites and forums that you need to feel comfortable in making a decision.

Here are a few things to look out for with every job that you apply for:

- Are they offering you a job without speaking to you first?

- Are they unprepared to put you in contact with current teachers?

- Are they expecting you to accept a job without seeing a contract?

- Are they asking you to send them money?

All going well, you’ve survived the interview and accepted your first job in a country where you’ve dreamed of living since embarking on your TEFL career. So now it’s time to get on the plane, meet your new colleagues, and start your new life!

About the Author

Keith Taylor runs http://www.eslbase.com/, providing free resources, advice and information for TEFL teachers. He also runs the language exchange, http://www.eslbase.com/language-exchange/.

With UK unemployment at a 12 year high, widespread redundancies and thousands of graduates lining up to collect degree certificates that by no means guarantee a job, the opportunities offered by teaching English as a foreign language are becoming increasingly attractive.

While TEFL was once seen as a niche area only for linguistics experts, the recent explosion in the number of TEFL teachers and TEFL vacancies has proved that it has much wider appeal, and can offer people an escape route from the jobs crunch in the UK.

At present there are around 20,000 vacancies for TEFL jobs posted on the internet each month, proof of the massive demand for English teachers across the world – everywhere from China and South Korea to Ecuador and Japan.

It is also much easier (and cheaper) than most people think to gain a TEFL qualification which will open the door to these opportunities. TEFL specialists i-to-i enable fluent English speakers the chance to qualify as TEFL teachers online for as little as £175 and also offer practical weekend courses. These run on a flexible timescale and tutees can get TEFL qualified in just two days, or study for longer at a pace that suits them, with online courses ranging from 40 to 100 hours.

Once qualified, taking the plunge and going abroad to teach offers an incredible number of benefits. Though many TEFL places are voluntary, an increasing number are paid, meaning it is possible to use teaching as a way of funding a career break or gap year in exotic locations around the world. Those who teach also find themselves welcomed and integrated into the local community, rather than just being treated as passing tourists, offering travelers a unique chance to gain an insight into a totally different way of life.

For graduates struggling to get their feet on the first step of the career ladder, teaching can provide valuable experience, boosting leadership and communication skills, as well as showing potential employers at home a spark of initiative and the ability to seek out opportunities.

Finally, those who choose to make a career of teaching abroad can find that moving overseas opens the door to a better quality of life. Daniel Deacon, who completed an i-to-i TEFL course and taught English in Seoul, said: “It was very daunting at first, but I remembered what I had learned in my TEFL course and after a few weeks it became so much fun that I hardly felt like I was working at all. It felt as though I was getting paid to have a great time. In addition to that, I got to meet hundreds of new friends and see fantastic places all over the country.”

So, with so many benefits to teaching abroad it’s no wonder that the number of people deciding to escape the UK and take advantage of the opportunities offered abroad is skyrocketing!

To teach English abroad is the perfect opportunity for any English speaker to explore the world. A TEFL qualification is your ticket for the journey of your life.

About the author

Chris Soames thinks that teaching English abroad is the perfect opportunity for any English speaker to explore the world. Whether you’re a trained teacher or a complete beginner, he says, a TEFL qualification is your ticket for the journey of your life.

I wanted to talk about interviewing from both perspectives which are that of the ESL TEFL TESOL teacher looking for a new teaching job and that from the ESL TEFL TESOL school looking for a new teacher to fill their available teaching position. Keep in mind that this is just my advice and opinion on the matter. You should decide what you find useful and what does or doesn’t work for you.

Clarity is a very necessary ingredient to an interview whether it is for a teaching job or any other job. In a virtual interview, your interview questions and answers must be clear because you can’t rely on body language to make your point. Even most video interviews via web chat sites are only from the shoulders up. Also, remember to be concise. Rambling or long winded questions and answers can be confusing as well as paint a bad picture of your professionalism as a teacher and potential employee.

Once you have identified the perfect teaching job or teacher candidate based on the skills or requirements you are looking for, it is time to prepare for the potential interview. Interviewing is never an easy thing and having to be interviewed or conduct an interview virtually (via the internet or over the phone) can add a whole new set of issues.

Teachers: Remember to review your ESL TEFL TESOL teacher resume and cover letter prior to the job interview so that you can highlight your key points and don’t have to “fumble” for the information. You never know what the school has focused on and will want to talk to you about so review all your points for the teaching resume you sent them. Make sure to have your TESL TEFL TESOL teacher training certification prepared and ready to present along with your university degree.

Schools: Remember to have all your ESL TEFL TESOL teaching job information as well as school information ready for the interview. This would include a list of duties and benefits as well as links to your website to further explain the position. Teachers are very sought after and may base their whole decision on whether to take your teaching job based on the details of the information you gave them. For example, pinning your schools location on Google maps can help a teacher quickly locate you.

Finally for everyone, remember to show some passion (not too much) because it shows that you take an active interest in what you do and this is an active ingredient of any good TESL TEFL TESOL school and class.

The most important thing to do for any interview is simple…prepare!

Teachers:

o Know your positive and negative aspects so that you can highlight or negate any points raised.
o Research the school, company and position so you can ask relavent questions.
Schools:
o Know the positive and negative aspects of the position so that you can “sell” yourself or lessen any aprehension a teacher may have.
o Research your candidate so that they feel you actually took them time to consider them as an individual.

Here are some great online resources for both the interviewer and interviewee:

Teacher Interiew Questions Video: youtube.com/watch?v=HrxoIg9YRVc
Interactive Practice Interview Questions: career-advice.monster.com/job-interview-practice/home
Monster.com Quizzes – This has great stuff like resume readiness, virtual interviews and culture quizzes: resources.monster.com/tools/default.asp

About the author

Michael G. Hines is the Founder of Icon Group Thailand (IGT) – Educating the Future: TotalESL.com – ESL TEFL TESOL Teaching Jobs

I regularly receive emails from teachers asking whether certain ESL TEFL TESOL teaching job offers are ‘legitimate’. This interconnected world allows scam artists to thrive. As the global economic environment continues to change, the number of employment scams increases. In addition, the scams become much more creative and ingenious with their tactics. I would hope everyone follows a very simple rule when looking at teaching job offers or any type of employment offer: “If it sounds too good to be true, it probably is”.

Whenever I receive a complaint about an actual ESL TEFL TESOL teaching job posting from an ESL site, I investigate the ad to see if I can find anything questionable. Unfortunately, this doesn’t stop all unscrupulous individuals from contacting teachers with fraudulent offers even when there is no ad in question. Regardless, all scams tend to follow a general format: (1) make a very generous offer, (2) ask for a response with documentation/personal information, (3) make a request to send money for services (i.e. visa or airline ticket) or promise of employment. Since the scams ultimate goal is to retrieve money or something else of value such as personal information, I find the routine rarely varies because the end result is always the same: to obtain something of value from you, whether it is information or money.

In addition, you should do some very basic background work on any ESL TEFL TESOL teaching jobs offer such as:

1. Did they actually post the terms of the teaching job offer on a public job board or are they just contacting teachers at random? If they did post, do the terms they state match what they are offering or is there a very wide variance.
2. Ask for contact information for present teachers employed with the school and speak with them.
3. Ask them for their contact information (Name, Address, Phone Number, Website, school email, etc.). If they don’t give this, don’t continue with the application.
4. Google the school name to gather information about them. Double check it with the information given in item #3 above. If the school or agency has a website, contact them through the website to ask about the job offer in question.
5. Compare the job offer to others. If the terms and benefits are far greater than the industry norm then it is probably not legitimate.

Please note that some scams have become very sophisticated with glossy websites, etc. to attract the unwary. Best to always Google search potential employers and do some basic research prior to accepting a job offer or responding to an unsolicited job offer.

I have added a ESL TEFL TESOL Jobs Employment Scams Listing to my site with some of the most infamous scams that I have been alerted to. This would be a helpful list for teachers to review though it is by no means complete. There are always new and unique scams being generated. Every time I confirm a scam, I add it to this list so that teachers can have a broad idea of how to recognize potential scams.

I would suggest reading through my article Evaluating ESL TEFL TESOL Teaching Job Offers so that you know what questions to ask. There is also some good Employment Scam Advice on Wikipedia.

Remember: Anyone using the internet to find any employment, regardless of the industry they work in, should use caution and discretion. In addition, you should limit any personal information you send/share (i.e. don’t send government ID numbers or credit card information) and never send money for a promise of employment. Legitimate employers do not ask for this type of up-front monetary guarantee. Finally, follow the simple rule: “If it sounds to good to be true, it probably is”.

If you are ever a victim of internet fraud and want to take action, you can report it to the Federal Trade Commission at uce@ftc.gov or to the Internet Crime Complaint Center (IC3). In addition, there are international agencies such as ICPEN that handle cross-border/international internet fraud.

Best of luck in your job hunt and wishing you continued success.

About the Author

The author is the founder of Icon Group Thailand – Educating the Future.

It’s all too easy to get settled into the student life and feel like you have all the time in the world, but it’s surprising just how quickly that time can go! Better to get out there and get travelling while you can….

From the moment you become a student you instantly acquire a reputation for doing very little work, getting terribly drunk and generally having the time of your life at every opportunity… and why on earth shouldn’t you? You’re only young once after all and once you get out into the big wide world of work things will become a whole lot more complicated. When they say that the university years are the best of your life they really aren’t lying, it’s your job to get out there and make sure you make the most of them!

As a student you’re not always aware of all the options that were available to you. Those 9 months of holidays are the perfect time to fit in all sorts of travelling adventures and new experiences! It’s time to get out there and see the world before you get that degree certificate and have to enter ‘the responsible world’……

3 months holiday

Let’s get this into perspective… When you were at school you had about six weeks of holiday over summer. Those six weeks felt like a lifetime didn’t they? Three months, that’s double your school holiday, two whole lifetimes in child-think! When you go out to work you’ll be lucky to get four weeks of holiday and the chances are you won’t be able to take it all at once. While you’re at uni you’re getting three times as much holiday as when you start work (and that’s not even including your Christmas and Easter breaks!).

Three months is enough time to earn a bit of cash, pay off your debts and buy yourself a nice little break in an exotic location. Not only will your friends be incredibly envious of your tan when you get back to university but you’ll come back with a completely new perspective that will do wonders for your work! Three months is also long enough to complete a teaching placement in Thailand or work as a fruit-picker in Australia! That’s three months of earning, travelling and spending, three months of exciting new cultures and extraordinary people, three months of CV-boosting international experience that will see you well on your way to success!

International discount cards

As a student you can get massive discounts on your travels and all you need is an International Student Identification Card! With this nifty card you get discounts on transport, entertainment and entrance fees across the globe and you’ll also get basic health and life insurance (you’ll still need to get travel insurance before you go). To get an ISIC card you need to be over twelve and able to prove that you’re studying at an accredited institution toward a diploma or degree. The ISIC card costs just £7/US$12. If you’ve just finished your studies and are officially a student no longer then not to worry, there’s a little something available for you to. It’s called the International Youth Travel Card and it will give you discounts on transport, accommodation and entrance fees across the globe. To get the IYTC card you must be able to prove you’re aged between 12 and 25. The IYTC card costs just £7/US$12. You can get all of these cards from STA Travel UK or STA Travel US.

UK discount cards

There are a number of discount cards available to UK citizens that will give you discounted prices at hostels across the world. The first of these is the Youth Hostels Association Membership which will give you discounts at 4,000 HI hostels across the world. Membership costs £10 for anyone under 26 and £15.50 for anyone above that age.

Another option is to buy a VIP Card for the country/continent that you’re travelling to. The VIP card will give you discounted prices on bus travel, flights, restaurants and a whole lot more. VIP cards are available in one or two year format and prices range from £10-20 depending on location and length of stay.

The final option for UK travellers is the Nomads Card. This card will give you discounts at over 600 hostels in 23 countries and also includes a Nomad Phone Card which gives members discounts on international calls. The card costs just £14 for one year’s membership but they’re currently running a 2 for 1 offer, so if you get in there quick you can get 2 years worth of discounts for just £14! All of the above cards can be purchased at STA Travel UK.

US discount cards

Citizens of the US are entitled to become members of Hostelling International. When they join up they’ll be given a concession card that will entitled them to discounts at over 4,000 HI hostels in 60 different countries. This will be invaluable if you’re travelling for a significant period of time! HI membership costs just US$28 and can be done through STA Travel US. A way to earn while you travel The days when you had to save for months to pay for your travel experience are long gone. Now there are so many other options available to you…

Teaching abroad

Teaching abroad is a great way to earn money as you travel so you don’t have to worry about funding your travels. All you need is a TEFL qualification and you could be well on your way to one down-right incredible travel experience anywhere in the world! This small investment can be made back in your first week’s wages and in most locations you’ll find yourself earning much more than you can actually spend, so you’ll probably go home with a nice little packet to spend on your next big night out!

Or working visas

If you’ve always wanted to travel to Australia or New Zealand but didn’t think you’d ever be able to afford it then the working holiday visa is just what you’re looking for. This is your opportunity to work and travel without breaking the law! Your earning will cover your living expenses and probably flight back as well (assuming you don’t spend it all on the local nightlife or at one of the massive shopping centres), so it really will make travelling to these incredible locations a lot more affordable.

Career prospects

It’s always been a bit of a controversial topic but the overall verdict is that global travel is a definite benefit for first-time job seekers. Not only will your travel experience give you a better understanding of the world but it shows that you’re forward thinking and able to work on your own initiative. While a package holiday may suggest you like to take the easy way out, independent travel shows that you thrive on a challenge!

The experience Travelling as a student may be cheap, it may be convenient and it might well be good for your future career prospects but the main reason to travel is because it’s an absolutely amazing experience. Never lose sight of that, because without it, travel is nothing!

About the Author

Catherine Luff represents ‘I to I Gap Year Travel’ and suggests that if you’re looking for a unique travel experience working abroad, look no further! i-to-i’s the perfect way to meet new people with our volunteer abroad & gap year travel programs. For interviews, images or comments contact: Catherine Luff – Marketing & PR – Email: catherine.luff@i-to-i.com

So, what are recruiters expecting from their prospective employees at the interview? The forum members shared their wealth of experience in offering the following words of great wisdom. Here’s what those in the position to hire feel you should be asking your future employer at that interview:

Ask what you NEED to know

First and foremost, there is a consensus that you really need to ask what’s important to you as the employee: don’t assume that the person interviewing you knows what your priorities are. MELEE notes that, ‘mostly I’m just listening to see what they ask me. That will tell me what’s important to them (the students, the curriculum, resources, housing, benefits, vacation time, etc.). I do the interviews individually, but then report back to a panel – that conversation always includes letting the others know what questions were asked by the candidate.’ When applying for a job it’s easy to forget that, while it’s a one of event for you as the potential employee, the person doing the hiring is having the same interaction many, many times and, as noted earlier, is probably under time constraints. Therefore they are likely to try to get what they need from the encounter, leaving you to ask the questions you personally need answering. Justin Trullinger exemplifies the kind of things that he, from experience, feels teachers should ask at the interview:

‘I do the hiring at the organisation where I work. It’s not that I have a list of questions I want you to ask, because I don’t know what’s important to you but I feel very strongly that you SHOULD ask about whatever is. Some of the worst problems I’ve had with teachers have had to do with things that were important to them that they didn’t find out about beforehand, or didn’t ask for more details.’

Some examples:

1 Clothing:

Teachers placed in elementary schools through us wear uniforms. They are told about this before hiring, and asked if they are okay with it. Depending on the school, these uniforms vary – some are very smart suit looking things, but some, especially at lower income schools, are sweatsuits with school logos. One teacher, very appearance conscious, was so horrified by wearing a sweatsuit that she was unable to continue, and we had to negotiate special permission for her to wear her own clothes. This made all the parents think she was the principal. It was a mess. Personally, I don’t care what I wear, and would love to have a uniform, any uniform that meant I wouldn’t have to shop for clothes, or try to figure out what color tie goes with things…but to her, it was an issue. She should have asked.

2 Costs of living:

Some things are very cheap in Ecuador. Some are more expensive. Computers are first world prices or higher. Having read online that the cost of living in Ecuador is low (in terms of rent and food, it is) one teacher decided rather than bringing a computer, to buy one here. But here, lap tops are high end luxury without much selection. He should have asked.

3 Housing:

We don’t provide housing – but many of our teachers share apartments with each other – which is clearly stated in our pre-interview literature. This is because Ecuadorian apartments are mostly large family or multifamily units, and it would be hard to afford one on your own. A teacher who doesn’t like to share simply assumed that he could find his own, and anticipated finding an apartment for the same cost as a room in a shared unit. Not a chance. Then he complains that it’s hard to make ends meet…should have asked.

4 Teaching conditions:

Our teachers are expected to use text books, but not to spend the whole course using only textbooks. They also have to be creative and come up with their own supplementary activities and materials. Payment for this is included in their hourly rate – they are not paid for extra hours for doing it. This is standard enough that I didn’t make an issue of it, though again, it says in the package that “teaching hours are paid for at $X per hour, and that this rate includes preparation…” Again, if this is a problem, ask, let’s talk beforehand. Likewise, if you have any financial obligations outside of the country, like student loan payments, it would be good to ask about how feasible that is…

To that list I’d certainly want to add medical insurance and, if you’re thinking about staying in a country for an extended period of time, you might also want to look into their policies regarding work permits and social security contributions. Those of you who’re new to teaching may find it hard to believe but some of us end up staying for good. It would be a shame to find out several years down the line that you’ve been living illegally and that you’re presence in a country is no longer welcome, or that what could have become a reasonable state pension to supplement your retirement doesn’t exist as your employers never registered you. Ask!

Post-interview questions

Of course, sometimes as the interviewee, you’re going to feel overwhelmed by the situation. A natural consequence of this is forgetting to ask the questions that you really need answering, as Emma notes, ‘I’ve found in interviews that the interviewer has told me so much information about the school and teaching methods that I really can’t think of anything when asked if I have questions. To ask about obvious stuff like salary when I haven’t been offered a job seems presumptuous.’ This issue of asking about salary is something that I’ll return to later. Emma also asked the following question on the forum:

‘How do you feel about teachers coming back and asking questions before accepting the post?’

MELEE replied thus, reiterating the need to be time conscious, ‘I think it’s great. I’d rather teachers ask only 2 or 3 of the most important questions in the interview, but that’s because we interview over the phone and I’m under pressure to try to keep the calls around 30 minutes. I welcome additional questions by email, no matter how many. The sooner the better because really I’m using those questions to decide whether or not I’m going to make you an offer.’ Something I’ve always done at the end of an interview is ask the interviewer if I can make additional contact after our meeting, primarily because I experience the kind of information overload that Emma mentions. As MELEE quite clearly states, this is beneficial to both parties.

Time (not) to talk money

Now onto the issue that’s almost always at the bottom line, salary. Gordon shares his thoughts on the matter:

‘Prospective applicants should not ask about salary until they are offered the job. On the other hand, applicants should have a pretty good idea of the salary at this point anyways. I won’t apply for a job unless I have a decent idea of the salary range, in many cases it would be a waste of everyone’s time. I hate it when jobs don’t give the salary in the ad or at least the salary range.’ It’s not impossible these days to get a fairly good idea of what you can expect to earn in a particular country or even at a certain school. Asking questions at the ELT World Forums is one good way to learn such information. Sherri adds, ‘I don’t see why the salary should be such a big secret. I always tell the applicants what they can expect to make. I usually tell them over the phone before we schedule the interview. There is a pay scale so it is easy to figure out. All teachers have a copy of the pay scale once hired. If it looks like the interview is going well, I tell them how often they will be paid and when they can expect their first pay check. This is especially important for people who are relocating for a job.’ I also chipped in with a recommendation which has always seen me right in the past:

‘I think it’s appropriate for the interviewee to raise the issue, such as, ‘I’m sure once you’ve made your decision about hiring me, we can talk in more detail about the salary and benefits package you offer.’ This lets the interviewer know that while this isn’t your only motivation for wanting the job, it is something that they expect to be informed about in detail at some point.’

Gordon summarises the issue perfectly when he states, ‘I think one doesn’t want to appear as though money is the most important factor in the job decision, whereas we all know that it is.’ I would make it clear that you will want to have a clear idea about the kind of money you’ll be earning without making that the sole purpose for you having turned up for the interview.

How can you prepare for the interview?

What can you do before the interview? Gordon again offers advice:

‘Before an interview, I write a list of things (housing, resources, etc) that I want answered before deciding to take a job. Then, during the interview I take copious notes, and if the interview hasn’t answered my questions, I ask them at the question time. Although, just thinking about it now, I haven’t had a face to face interview for years now, so its easy to have my little list and notebook. Not sure how that would go down in a face to face interview.’

While Gordon may not have tried this in a face to face interview, this is a tactic that I myself have used and find that it has been received well. If you’ve taken the time to sit down and make a note of what you need to know from this potential employer, it gives the impression that you’re serious about wanting the job.

Another thing that makes a good impression is showing that you’ve given some thought about how you’ll fit in to the school. Sherri exemplifies, ‘I must admit, I like it when people ask about the students. I like it when they ask about the work atmosphere, but how the teachers work together, if they share and support each other. I like it if they show an interest in our program and show that they at least looked at our website.’ For the interview I had for my present job, I printed off the school’s entire website, annotated the points that interested me and highlighted other information I wanted to ask about. While there was no way for me to get through more than one or two points that I’d noted, it gave the impression that I’d really thought about why I wanted to work here, and was told as much later.

Don’t waste their time

Let’s now briefly assume you’ve been offered a job. Having noted earlier that recruiters appreciate you asking questions that will help you decide if you’re going to take the position, think about whether or not you’re realistically thinking of taking the position before making secondary contact. MELEE explains: ‘If I make the offer, then you hit me with questions that lead me to believe that this is not the best position for you, then you’ve wasted my time because I need to give you adequate time before I offer it to someone else rather than you.’ Think, at some point it could be you who misses out on an interview because someone was wasting the recruiter’s time mulling over an offer they didn’t intend to take.

One thing you also really need to do is prioritise what you need to ask. The interviewer will want to make a decision about you just as much as you want to decide if you want the job. One sure way to put off the person deciding whether or not to hire you will be asking questions to which you could easily find the answers elsewhere. Think about this: what would you rather know about, the number of hours you could expect to work in an average week or the colour of the tiles in the bathroom of the apartment you’ll be sharing? Prioritise what you need to learn about the school. Yaramaz explains this issue, referring to a recent incident in her efforts to recruit teachers:

‘We just recently recruiting for next term and have had an interesting time poring over applications. One woman included a jpeg list of over 100 questions for us to answer– not even in word or PDF format! How can we even begin to answer 147 questions on a jpeg??? And most were really pointless questions that could be googled or asked in the interview, like “Do you have a photocopier?’ and ‘what is the climate of your city?’ Aaaaagh!’

Aaaaaagh indeed. Imagine how you would feel if you received such a list of questions at a time when you’ve got to interview numerous people. How much priority would you give to someone who asked questions to which they could so easily find the answers themselves? I’ll conclude by returning to the advice of Justin Trullinger: ‘It isn’t a question of what you should ask – but ask everything that YOU need to know. I may not know what’s important to you, but it’s important that you ask about what you need to know. Do not assume! Whatever you need to know in order to make an adequate decision, you’ll need to ask.’

About the Author

If you liked this, read more great articles at the free ELT World journal. Keep up to date with the latest TEFL news at ELT World News.

Each learner and each learning experience is unique; yet educators can identify patterns in the learning process. Designing effective learning requirements requires a clear understanding of, and attention to, both commonalities and differences in the learners and the learning.

Since ancient times, the learning process has been a subject of study for philosophers, educators, and scientists. This curiosity continues to drive forward the methodologies used in a classroom. One major change in educational philosophy brought on by this research is the shift in paradigm from a teacher-centered classroom to a learner-centered classroom. This shift makes the students (learners) more responsible for their education, forcing them to draw upon previously learned skills in order to learn new materiel. Gone, then, is the simple task of memorization; replaced with an active, educational process. How does a teacher create a learner-centered classroom? Simple; by following these eight suggestions (the first four given now, the second four given in my next installment), a teacher can not only create a learner-centered classroom, but also shift his/her classroom position from simple lecturer to a knowledge facilitator.

Step 1: Effective learners link new information to prior knowledge.

Meaningful and lasting learning is a cumulative process that connects previously learned material with new knowledge. Background knowledge creates a context and foundation for new material. Unsuccessful students often do not have the skills for linking previous learning to new information. They often lack essential retrieval strategies. Prior knowledge and experience remains inaccessible for these students.

The instructional challenge is to help students get in touch with what they already know. Learners need a repertoire of strategies to help them access this knowledge, as well as strategies for organizing new information into patterns that will help them make connections and integrate new understandings. Some strategies that can aid in this process include (but are not limited to):

1. Visualizations of past learning experiences.

2. Quick (five minute) reviews.

3. Brainstorming and grouping.

4. Venn Diagrams.

5. Semantic mapping.

6. Group or class discussions.

Step 2: Effective learners engage with process and context simultaneously.

Motivating students’ mental engagement is critical to successful education. Engaging instruction is student-centered, designed to instill a sense of wonderment, build self-esteem, and foster creativity. Open-ended experiences, with no “right or wrong” answers allow students to practice generating alternatives to simple memorization of facts, and choose actions and answers based on judgment and not just what they think the teacher wants to hear. In this way, context comes alive as knowledge and skills are applied in context actively and interactively.

When students are given a choice in the when, what, and how of learning, they are more likely to embrace learning goals and increase their commitment to learning tasks. This idea is particularly important to students who feel they have little control over many aspects of their lives. Teachers who provide flexibility will most often get a higher level of responsibility from their students. Methods to accomplish this include:

1. Choices in assignment time frames.

2. Various levels of difficulty for assignments.

3. Different formats for final products.

4. Different methods for task completion.

5. Options for either individual or peer work.

Step 3: Effective learners access and organize information.

The ability to organize information is fundamental to effective thinking and learning. Skilled learners are able to organize information by recognizing and developing patterns both “in and out of the box.”

Learning-focused teachers move from isolated skills lessons to learning strategies lessons, sending the message to students that information gains value when we understand it and apply it. In this way, students gain a tool kit for building, shaping, and connecting information. Teaching students various organizational tools (along with constantly modeling them) provides cues for thinking, frameworks for accessing and retaining information, and the transfer of learning to other settings. This tool kit can contain:

1. Venn diagrams.

2. Story maps.

3. Concept maps.

4. Graphically displayed patterns and connections.

5. Sequence charts.

Step 4: Effective learners require international and external mediation.

In a meditative learning environment, open-ended questions are the norm and both praise and criticism are limited. Students are encouraged to articulate “thinking in progress” as they experiment with both ideas and materials. The goal here is to transfer the external meditative voice of the teacher to the inner voice of the student. This self-talk and student-to-student talk guides the work on topics at hand and provides ways of focusing on and thinking about the materials at hand.

Meditative teachers and their learners mutually develop challenging goals and criteria for success for units and projects. Reflection and self-assessment along the way are critical components of such classrooms. To accomplish internal and external mediation, these tools help:

1. Journals (single-subject and general thought).

2. Learning logs.

The concept of learning and teaching has come a long way from the simple lecture. Teachers now need to take a proactive hand in aiding and developing the learning process as well as teaching students how to learn. Unfortunately, most standard four-week TEFL courses do not include this kind of information during their learning and certification process. It is my hope that these first four suggestions for creating a learning-centered classroom augment your prior knowledge gained through training and experience.

About the Author

Douglas Brown is a moderator and writer for http://www.totalesl.com, a free resource helping the ESL/EFL community in Asia and the Middle East for jobs, resumes, schools, resources, yellow pages, classifieds, information and lessons.

TotalESL.com-First Stop for Your Second Langauge Needs

Many people around the world would be interested in living abroad. Some would like to permanently emigrate, whereas others would only like to live abroad for a short time, possibly as students or to take part in a work abroad program, as more and more employers place value on having employees who have international experience. When one would like to stay in a foreign country for longer than a few weeks, there’s normally the question of how to support oneself in the country. People from English-speaking countries might have the possibility of supporting themselves as English teachers.

Teaching English offers many advantages. For starters, English teachers are often well-paid. They can also often find part-time positions, and flexible hours, which might make it an option for students who are studying abroad. However, although native English speakers are always sought after by language schools abroad, there are a number of factors to consider.

The first factor is the qualtifications which are required. A student should consider the fact that the first bachelor’s degree is required by most language schools. Therefore, teaching English probably won’t be an option while one’s still studying for the first.I understand that the Berlitz schools don’t require a bachelor’s degree, as they train their teachers with their own teaching method. However, this is an exception to the rule. Also, most schools require a TEFL or TESOL certificate.There are many schools which provide this certificate located around the world, and there are also distance learning programs which offer this course. And it’s not tremendously expensive. One online course is offered for $190(US).

Also, there’s another thing to consider if one wants to teach basic

Although English language teachers often have a good income, it’s worth considering the fact that the income is paid in the currency of the host country. According to tefldaddy.com, the amount of money is often much less when it’s converted into the currency of the teacher’s native country. In countries like China and Taiwan, the cost of living is much lower than it is in Western countries.