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6064, Purok 6, Kias, Baguio City

April 18, 2017

The School Administrator


Widest Asian Learners English School Incorporated
#4 Bukaneg Street, Legarda Road, Baguio city

Sir:

Greetings!

May I apply as an EFL teacher in your school. I am confident that my experience and skills
would be an asset to your students learning and progress.

I completed Bachelor in Elementary Education at the Ifugao State University, Tinoc campus last
March 30, 2015. I passed the Licensure Examination for Teachers given last September 27,
2015. I also finished a one year Medical Assistant Course at Meridian Paramedical and
Technical College, Baguio City last June 2007. Furthermore, I took up ICT Training at the
National Institute of Information Technology (NIIT) last March 14-19, 2016. Recently, I
completed the TALK ACADEMYs 32-hour training for ESL teachers conducted on July 26, 2016
to August 3, 2016.

My primary teaching experience was during my internship at the Tinoc Central School,
Poblacion, Tinoc, Ifugao last November 24, 2014 up to February 20, 2015. Moreover, I had
experience teaching English grammar to foreign students, Koreans and Taiwanese for three
weeks only. I am passionate, enthusiastic and love to be with young and adult learners.

I look forward to hearing from you soon at your convenience to further discuss my qualifications.
Thank you for your time and consideration.

Sincerely,

Maritess L. Bahiwag
Maritess L. Bahiwag
6064, Purok 6, Kias, Baguio City
Cell Number: 09061904432
Email: tetz_74@yahoo.com

Professional Summary
Seeking entry level as an EFL teacher. Enthusiastic about applying a passion for working with
students of diverse background that includes classroom experience through a completed
internship and solid knowledge acquired from relevant courses. Results-oriented, self-driven
and committed to helping learners reach their full potential by fostering a supportive and positive
learning environment.

Core Qualifications
Learning assessments
Classroom planning
Individual and whole group learning
Interactive learning
Appropriate discipline

Work Experience
o ESL tutor/teacher to foreign students, Koreans and Taiwanese
o Student teaching internship, Tinoc Central School, Poblacion, Tinoc, Ifugao
o Volunteer teacher for three months, Tinoc Central school

Maintained discipline, cleanliness and order in the classroom while assisting the
teacher with daily activities and lesson plan.

Prepare reading materials and coaching every learner in oral reading.

Assisted with the evaluation of students progress by providing input based on


performance of the learner.

Encouraged the kids/adult learners to interact and participate during class


discussion while displaying a positive attitude that help learners to feel at ease.

Education
Completed Bachelor of Elementary Education at the Ifugao State University, Tinoc
campus, Tinoc, Ifugao

Obtained a one year Medical Assistant Course at Meridian Paramedical and Technical
College (MPTC) Magsaysay Avenue, Baguio City

Finished 5 days ICT Training at the National Institute of Information Technology (NIIT)
and also TALK ACADEMYs 32-hour training for ESL teachers.

References
Mr. Benedicto A. Alhambra, Convention Center, Baguio City

Mr. Timothy Pudlao, Barangay Capt. Kias, Baguio city


Mrs. Linette Baucas, Coordinator, LTBC, Cruz, La Trinidad, Benguet

Maritess L. Bahiwag
#6064, Purok 6, Kias, Baguio City
Cell Number: 09061904432
Email: tetz_74@yahoo.com

Professional Summary
Seeking entry level as an Elementary or ESL Teacher. Enthusiastic about applying a passion for
working with students of diverse background that includes classroom experience through a
completed internship and solid knowledge acquired from relevant courses. Results-oriented,
self-driven and committed to helping learners reach their full potential by fostering a supportive
and positive learning environment.

Core Qualifications
Learning assessments
Classroom planning
Individual and whole group learning
Interactive learning
Appropriate discipline

Work Experience
o ESL teacher/tutor to foreign students, Koreans and Taiwanese
o Volunteer teacher, Tinoc Central School, Poblacion, Tinoc, Ifugao

Maintained discipline, cleanliness and order in the classroom while assisting the
teacher with daily activities and lesson plan.

Prepare reading materials and coaching every learner in oral reading.

Assisted with the evaluation of students progress by providing input based on


performance of the learner.

Encouraged the kids/adult learners to interact and participate during class


discussion while displaying a positive attitude that help learners to feel at ease
when asking for assistance.

Speaking the English language during classes and even during break time to
foreign students and co-employees.

Education
Completed Bachelor of Elementary Education at the Ifugao State University, Tinoc
campus, Tinoc, Ifugao
Obtained a one year Medical Assistant Course at meridian Paramedical and Technical
College (MPTC) Magsaysay Avenue, Baguio City

Finished 5 days ICT Training at the National Institute of Information Technology (NIIT)
and also TALK ACADEMYs 32-hour training for ESL teachers.
How to be an Effective EFL Teacher

1. Learn your students' names.


This cannot be overemphasized. You will be able to control your class better and gain more respect if
you learn the students' names early on. If you are one who has a poor memory for names, have all the
students hold up name cards and take a picture of them on the first day of class. On the second class,
impress them by showing them you know all their names.

2. Establish authority from the beginning.


Expect your students to use English 100% of the time, and accept it if they only achieve 95% usage. Do
not let them get away with speaking their mother tongue to communicate with their partner. Deal quickly
with inappropriate conduct in a friendly yet firm manner.

3. Be overly prepared.
If you don't have a clear lesson-plan down on paper, then make sure you have a mental one. You should
know about how long each activity will take and have an additional activity prepared in case you have
extra time.

4. Always consider the learners' needs when preparing for each lesson.
Why are your students studying English? How will they use English in the future? What do they need to
learn? If many of the students are going to study abroad at an American university, for example, then the
teacher should be preparing them for listening to academic lectures and academic reading to some
extent. If, on the other hand, most of the students have no perceived need for English in the future,
perhaps you should be focusing on useful skills that they may use in the future, but may not be
essential--skills such as understanding movie dialog, listening to music, writing an email to a pen pal,
etc.

5. Be prepared to make changes to or scrap your lesson plan.


If the lesson you have prepared just isn't working, don't be afraid to scrap it or modify it. Be sensitive to
the students--don't forge ahead with something that is bound for disaster.

6. Find out what learners already know.


This is an ongoing process. Students may have already been taught a particular grammar point or
vocabulary. In Japan, with Japanese having so many loan words from English, this is especially true. I
have explained many words carefully before, such as kids, nuance, elegant, only to find out later that
they are now part of the Japanese language.

7. Be knowledgeable about grammar.


This includes pronunciation, syntax, and sociolinguistic areas. You don't have to be a linguist to teach
EFL--most of what you need to know can be learned from reading the students' textbooks. Often the
rules and explanations about structure in the students' texts are much more accessible and realistic than
in texts used in TESL syntax courses.

8. Be knowledgeable about the learners' culture.


In monolingual classrooms the learners' culture can be a valuable tool for teaching.

9. Don't assume that your class textbook has the language that your students need or want to learn.
Most textbooks follow the same tired, boring pattern and include the same major functions, grammar
and vocabulary. The main reason for this is not scientific at all--it is the publisher's unwillingness to take
a risk by publishing something new. Also, by trying to please all teachers publishers force authors to
water down their materials to the extent of being unnatural at times. It is the teacher's responsibility to
add any extra necessary vocabulary, functions, grammar, or topics that you feel the students may want
or need.

10. Don't assume (falsely) that the class textbook will work.
Some activities in EFL textbooks fall apart completely in real classroom usage. It is hard to believe that
some of them have actually been piloted. Many activities must be modified to make them work, and
some have to be scrapped completely.
11. Choose your class textbooks very carefully.
Most teachers and students are dissatisfied with textbooks currently available. Nevertheless, it is
essential that you choose a textbook that is truly communicative and meets the needs of your students.

12. Don't neglect useful vocabulary teaching.


The building blocks of language are not grammar and functions. The most essential thing students need
to learn is vocabulary; without vocabulary you have no words to form syntax, no words to pronounce.
Help your students to become vocabulary hungry.

13. Proceed from more controlled activities to less controlled ones.


Not always, but in general, present and practice more structured activities before freer, more open ones.

14. Don't neglect the teaching of listening.


It is the opinion of many ESL experts that listening is the most important skill to teach your students.
While listening to each other and to the teacher will improve their overall listening ability, this can be no
substitute for listening to authentic English. As much as possible, try to expose your students to
authentic English in a variety of situations. The best way to do this and the most realistic is through
videos. Listening to audio cassettes in the classroom can improve listening ability, but videos are much
more motivating and culturally loaded.

15. Turn regular activities into games or competition.


Many familiar teaching points can be turned into games, or activities with a competitive angle. A sure
way to motivate students and liven up your classroom.

16. Motivate your students with variety.


By giving a variety of interesting topics and activities, students will be more motivated and interested,
and they are likely to practice more. With more on-task time they will improve more rapidly.

17. Don't teach linguistics.


Language and culture are inseparable. If culture isn't a part of your lessons, then you aren't really
teaching language, you are teaching about language.

18. Don't teach phonetics.


By all means teach the more important aspects of pronunciation, but don't bombard the students with
minimal pair drills that cannot be applied to real communication. They don't really understand the
meaning of any of those minimal pairs you teach anyway, do they? A more rational approach would be
to teach pronunciation in context, as necessary. For example, if you are teaching a section on health,
teach syllable stress with sickness words: fever, headache, backache, earache, constipation, etc.

19. Don't leave the learners in the dark.


Explain exactly what they are expected to learn in a particular lesson. Make sure that students know
what they are doing and why. The lessons should be transparent to the students, with a clear
organization.

20. Be enthusiastic! Don't do it just for the money.


You don't have to be an actor or clown, but students appreciate it when the teacher shows genuine
interest in teaching. Teachers who are jaded with EFL would do best to hide it, or consider moving on to
another profession.

21. Show interest in the students as individuals.


Treat students as individuals, not subjects. Don't patronize or talk down to them; talk to them as you
would any other person. Only in this way will true communication take place.

22. Allow opportunities to communicate directly with students.


Students want, more than anything, to talk with the teacher. Don't overdo pair and group work to the
point that they haven't had a chance to interact with you, too.

23. Allow time for free communication.


For speaking this would mean allowing time for free conversation, for writing doing freewriting, for
reading allowing time for extensive pleasure reading, and for listening, listening for entertainment sake.

24. Use humor to liven up the class.


Make it a habit to get the students to laugh at least once per lesson.
25. Show an interest in the students' native language.
This is especially important in the monolingual classroom. Ignoring their L1 causes some students to
think (erroneously) that you don't respect them. If possible, use the L1 periodically as part of the lesson.
If nothing else, it will show the students respect, and may loosen them up.

26. Don't have pets.


This is extremely hard to avoid, especially when a student is more outgoing or interesting than others.
Nevertheless, try to call on and attend to students as equally as you can.

27. Circulate.
Move about the classroom. At times sit with groups and monitor, as well as joining in on the
communication. At times walk about, listen and observe.

28. Make your instructions short and clear.


Demonstrate rather than explaining whenever possible.

29. Speak up, but don't break anyone's eardrum.


If the students can't hear you, you are wasting your breath. Not as bad, but still annoying is the teacher
who thinks s/he must speak louder to be comprehended. Research has already proven this to be false.

30. Don't talk too much.


Depending on the subject, you should be talking from about 5% to 30% of the lesson. For speaking or
writing, more than 10-15% would probably be too much. Most lessons should be student-centered, not
teacher-centered.

31. Don't talk too slow.


How do you expect your students to understand real English if you don't speak at a fairly natural speed?
Oversimplified and affected speech will hurt your students in the long run. Shoot for moderate
complexity and more repetition if needed.

32. Be sensitive to your students.


Watch their faces and reactions. Do they understand you? Are they interested or bored? Try to be aware
of what is going on in your classroom at all times. If you are starting class and one student is still talking,
try to gently get him/her to stop. If you are sitting with a pair of students on one side of the room, try to
be attentive to what is happening in other groups as well. There may be a group across the room that is
confused and doesn't know what to do.

33. Don't be a psychiatrist.


Shy, introverted students are not going to change their personalities overnight in order to learn English.
Give these students opportunities to talk in small groups, but don't expect them to shout out answers in
front of the whole class.

34. Respect both "slow" and "fast" learners.


Language learning is not about intelligence; the important thing to stress is that the students are improving.

35. Don't lose your cool.


If you do, you will lose hard-won respect. Even if you have to go so far as to leave the classroom, do it in
a controlled manner, explaining to the class or student why you are unhappy with them.

36. Be frank.
Praise your students when they are getting better, and encourage them when they are not doing as well
as they can.

37. Be a coach.
At times you must be more of a coach than a teacher. Push the students to write those few extra lines,
to get into their groups faster, to extend their conversations.

38. Be fair and realistic in testing.


Teach first and then test; don't test things that haven't been taught. Also, remember that the main
purpose of language is communication. This means that when marking a dictation portion of a listening
test, for example, a "What [ ] your name?" response should get nearly full points because the listener
has demonstrated full comprehension.
39. Don't overcorrect.
For example, when correcting a narrative composition at low-intermediate level, it doesn't make much
sense to correct mistakes with relative clauses. Likewise, if your class is practicing simple past tense,
don't correct article usage at the same time. If you think a student can correct their own mistake, don't
supply the correction for them, rather allow for some self-monitoring.

40. Be reflective.
Think about your own teaching. After each lesson is over take some time to reflect. Was the lesson
effective? What were the good and bad points? How could it be improved?

41. Keep in shape.


EFL teachers don't have to become jaded with teaching. Get into it. Look at new course books and
teacher training books to get new ideas. Share your ideas with colleagues. Go to conferences.

Skills required
Youll need:

strong spoken and written communication skills


good listening skills
confidence and a lively personality
patience and a good sense of humour
the ability to get on well with people of all ages, and from different backgrounds and cultures
the ability to adapt your teaching style to suit your students
creativity, to plan lessons that are both practical and enjoyable

What you'll do
Youll teach English to people whose first or main language isnt English.

Your day-to-day duties may include:


preparing and teaching language lessons and activities
producing learning resources
encouraging talking, to develop language and understanding
setting and marking tests and exercises
organising social and cultural activities, like sports, social events and trips
You could also specialise in teaching English for particular purposes, like business or entry to higher
education.

Teaching English as a Second Language (TESL): TESL involves teaching English to speakers
of other languages and it most often interchanged with the term ESL teaching/teachers.
TESL/ESL teachers may work for public or private PK-12 schools; private tutoring companies;
companies/organizations; and colleges/universities, just to name a few.

Teaching English as a Foreign Language (TEFL): TEFL involves teaching English abroad
where English is not the primary language. TEFL educators may work for international schools,
international companies, international organizations/associations, and international universities,
just to name a few.

English to Speakers of Other Languages (ESOL): The term ESOL is generally used when
describing programs outside of a PK-12 setting that are designed for ELLs who seek proficiency
in social and academic language; ESOL programs, which may also be referred to as English as a
Second Language programs, generally teach basic grammar, vocabulary and colloquial terms
and phrases to ELLs in a community college, community program, or online program setting.
However, states like Florida utilize the ESOL title to describe its academic endorsement for public
school teachers and it is commonly used interchangeably with ESL and TESL.

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