I teach English as a foreign language. “TEFL” is the acronym for Teaching English as a Foreign Language, or simply, English language instruction for non-native speakers. Also known as Teaching English to Speakers of Other Languages (TESOL), English Language Teaching (ELT), and teaching ESL (English as a Second Language). My lessons are geared towards young learners in particular, but also adults of any age willing to learn English.
I plan my lessons according to the student’s needs. I let the student contribute to the class and feel part of the learning process by allowing him or her to bring material like books, newspaper articles, academic journals, songs or objects. I address the student’s weaknesses more consistently and thoroughly through regular assessments. I let the student go at his or her own pace so that he or she can work without pressure.
I use a mixture of different teaching methodologies:
· Based on the idea that humans learn best through a series of habit-forming exercises
· Uses drills/pattern practices (e.g. students listening then repeating what they hear; students completing structured phrases/sentences)
· Focus is on the use of grammatical structures, rather than grammar itself
Widely used around the world, e.g. in language labs where rows of students listen to recordings and repeat the language they hear.
· Based on the idea that students will learn best if the target language is used actively in the classroom
· Lessons cover both oral and aural skills and are taught using the target language
· New points of language are introduced orally, with vocabulary taught through the association of ideas or demonstration
· Carefully graded exchanges are used to build oral skills
· Accuracy (including correct pronunciation) and grammar are not emphasised.
This is a popular form of teaching, which is used by the Berlitz language school chain.
· Emphasises interaction and aims to reflect what will happen in real-life situations with a focus on functions (such as agreeing, inviting, suggesting, etc.) as opposed to reliance only on grammar and vocabulary;
· The basis of learning is communication, rather than activities such as translation or rote learning;
· Allows both social and linguistic context to be explored.
It can have a very positive effect on student motivation, as their desire to communicate is given prime position.
· Emphasis is on communication, rather than the conscious study of grammar;
· Learning is based on students’ needs and uses activities that are likely to be relevant/stimulating for them;
· Focus on maximising learner self-confidence and reduction of stress;
It is an example of the Communicative Approach, which usually also borrows from other methods.
TOTAL PHYSICAL RESPONSE (TPR)
· Aims to teach oral proficiency to beginners;
· Focuses on coordinating speech and action, linked to the belief that the more often something is repeated, the easier it is to recall;
· Students are taught through rote repetition, which can be combined with physical activity.
This is only usually used with beginners and children and is normally combined with other methodologies.
· Students are usually taught in their first language;
· Students analyse and learn grammar rules and use this knowledge to translate texts into and from the target language.
Popular in the past, but not generally used by TEFL teachers today.
COMMUNITY LANGUAGE LEARNING (CLL)
· Based on counselling techniques and aims to have a holistic approach to learning
· Involves techniques such as analysis, group work, recording, translation, free conversation, reflection, transcription, and listening
Teachers using this method need to be familiar with counselling skills and have specific training.
THE SILENT WAY
· Based on the idea that the teacher should remain as silent as possible in the classroom, with students encouraged to produce language themselves;
· Students aim to learn by discovery and association with physical objects and use problem-solving to help their learning;
· Involves the use of “Cuisenaire rods” – coloured rods developed by Georges Cuisenaire to teach mathematics.
Fairly uncommon approach to language teaching.
MY APPROACH IS ECLECTIC!
I draw on all the above methodologies rather than trying to shoehorn every lesson into a “one size fits all” approach.
For example, a class of eight-year-olds may learn enthusiastically and expertly when you use TPR to get the class hopping around the room while teaching commands. However, try this same method with a stony-faced group of senior executives learning English for business, and you may get somewhat different results!
The purpose of my eclectic approach is to build confidence so that the students become more excited about using the language, and more generally, learning and studying.
STRUCTURE OF A LESSON FOR YOUNG LEARNERS
Young learners tend to have short attention spans and much physical energy. This is why I do not spend more than 10 or 15 minutes on any one activity because children tend to become bored quickly. I keep them engaged by supplementing the exercises with lots of brightly coloured visuals, toys, puppets, or objects to match the ones used in the stories that I tell or songs that we sing. I try to make learning more fun by involving the students in the creation of the visuals or realia. Having children involved in creating the visuals that are related to the lesson helps engage students in the learning process by introducing them to the context as well as to relevant vocabulary items. When choosing materials or themes to use, I find ones that are appropriate for my students based on their language proficiency and what is of interest to them.
Young learners function well within a structured environment and enjoy the repetition of certain routines and activities. I have a strong, warm, dynamic rapport with my learners. While in Thailand, I would always start my classes with the “Hello Song!” and end the class with the “Goodbye Song!”. Having basic routines in the classroom allowed me to manage the children effectively. I greeted them collectively at the outset of the lesson and ceremonially together waved goodbye at the end of the class. This had, of course, the additional benefit of being subtle signalling of the structure of the lesson, elegant building of a respectful learning community and excellent tuition in good manners and graciousness.
At the end of each class, the children have to thank me for the lesson. I insist on this because it teaches children to be thankful and respectful. According to Daniel Fallon in the Case study of a paradigm shift (The value of focusing on instruction), teachers influence student achievement 20 times more than other variables, such as class size and poverty.
MEDITATION FOR ALL AGE
I do a five-minute meditation before each class. There are countless benefits to meditating. Several studies in school settings have shown that when children meditate, this improves their attention and behaviour. Children’s brains get tired quickly. Hence, meditating is the opportunity for them to take some time out, relax and focus. Meditation offers this break and helps kids function more effectively and clearly. This is why I incorporate mindfulness training into my lesson plans. I invite the child to sit quietly, resting with eyes closed, and bringing attention to his/her breath. When their attention drifts away, which happens very often, I simply remind them to usher their attention back to their breath without judgment. The benefits of this type of meditation are countless; they rest the mind, body, and spirit. This, in turn, has many mental, physical, and spiritual benefits.
There’s no doubt, however, that sitting still for any length of time can be difficult for some kids. For this reason, I often change the mindfulness meditation to a movement-based meditation — yoga. I teach yoga poses and exercises that children of all ages can enjoy to help cultivate self-health, relaxation, and inner fulfilment and body awareness. I never do any pose that can harm the child in any way.
I approach children’s yoga with an educational philosophy. I am a massive fan of Treehouse Yoga for Children’s philosophy. I aim to teach children life long strategies to deal with everyday life. With continued practice and time, I believe I can foster them with self and spatial awareness, kindness, community, and focus.
Yoga blends physical activity with breathwork and guided mindful movements to help children separate themselves from feeling stressed or anxious. Deep breathing exercises send signals to the brain, telling it to relax. Yoga focuses on the present moment and encourages children to leave their thoughts and worries behind. With a relaxed body and mind, children are better able to cope with their emotions, i.e. frustration, patience, sad, angry, excited.
While practising yoga, I ask the child to clear his/her mind and focus on moving his/her bodies through a sequence of poses. A regular yoga practice will help translate focus from the movements in yoga practice to schoolwork and other activities the child is involved in. Sessions scaffold from the first to the last class, building repetition, patterns, and memory. I encourage the child to tune in to his/her body and notice how they feel in each present moment.
Through yoga, children are taught to focus on themselves personally as well as how they contribute to the success of a group or community through partner poses and group poses. Through these activities, they build confidence with their practice and who they are as a person. Each child is taught to have an “I can” attitude with poses, and are trained not to give up even if a pose does not come to them easily.
HOMEWORK FOR ALL AGE
My lessons are dynamic and fun, and I challenge my students in many ways so that they can learn and study more confidently. Lessons are essential, but so is homework in order for the student to continue studying between classes. Homework plays a vital role in students' education.
There is a colossal homework debate in primary schools. Many teachers believe that homework only brings stress and anxiety to children once they are home. I disagree partly with this claim. I agree that homework can be stressful if it is not purposeful and misunderstood. But I believe that homework is essential for a child’s education because it helps him/her memorise and digest the information learned during the day/week. In order to experience the benefits of homework, the work being set should have a clear goal, as well as being worthwhile and purposeful to encourage student completion. Thus, I give purposeful and short homework to my students. Purposeful homework is intrinsically linked to quality homework, as opposed to quantity homework. I do not overload my students with a huge amount of homework. When I was teaching in Thailand, all my students were very excited to hand back their homework. I provided clear and detailed instructions and set engaging tasks that provided the students with a real reason to complete them.
I am a native French speaker. I grew up in France. I have learned English, Swedish, and Spanish at a young age. I studied at the Bilingual International School of Paris (EIB). I then graduated from high school with the French Scientific Baccalaureate: a comprehensive rigorous program that gives in-depth knowledge in every subject (mathematics, science, French and English literature, history, philosophy). On top of that, I was part of the Anglophone Section of my high school. I learned British, American, Australian and Canadian history.
My English-teaching qualification is the 120-hour TEFL (Teaching English as a Foreign Language) with a specialization in teaching young learners. I have taught as an EFL teacher in Thailand for two months, and Pakistan for one month.
I am a student at University College London (UCL). I study Philosophy full-time.
I can help you prepare for the FCE, CAE, IELTS and TEFL.
I have the IELTS (8.5). I possess all certificates for safeguarding children in general, and in education specifically.
I am a member of The Chartered College of Teaching, the Cambridge Primary Review Trust and the National Association for Primary Education.
Classes cancelled without a 24-hour notice will be charged.
My rate is quite high compared to the average hourly price of EFL teaching in London. This is because I offer exceptional teaching. My aims are to:
-Promote a love of learning and your intellectual curiosity;
-Ensure that there are plenty of opportunities to actively explore in contexts that are meaningful to you and stimulate intrinsic motivation;
-Set provocations: to absorb your fascination, to witness and watch your focus and challenge so that exploration is genuine;
-Enable you to find their own voice and style, not simply imitate others;
-Find your preferred learning style: visual, auditory or kinaesthetic:
-Value your self-initiated activity by being available and interested;
-Help you acquire excellent written, speaking, writing and listening skills;
-Work along with your side as a more experienced learner modelling learning together;
-Extend learning by encouraging critical reflection;
-Offer constructive feedback and encouragement during an activity;
-Craft appropriate questions to encourage you to work to communicate your ideas for yourself and thus deepen your own commitment to learning;
-Give you the time to respond to my questions and comments.
2019: Introduction to Safeguarding Student Diploma (Level 1)
2019: Advanced Safeguarding Children Diploma (Level 2)
2019: Safeguarding Children in Education Diploma
2019: Challenging Behaviour Training Diploma
2019: First-Aid Certificate
2019: TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL) / Qualified TEFL 120-Hour Level 3 TEFL Certificate with a specialisation in Teaching Young Learners
2020: CELTA (Certificate in Teaching English to Speakers of Other Languages)
2016-PRESENT: BA Philosophy, University College London
Expected to graduate with a First in June 2020.
-Developed intellectual skills (e.g. critical, analytical, synthesizing and problem-solving skills) through weekly seminars, lectures, classes, group discussions, essays, and examinations
-Writing skills are practiced in weekly essays, submitted essays and dissertations
-Communication skills fostered through philosophical discussion, and oral presentations
-Organizational skills (e.g. working independently, taking initiative, time-management.)
-Inter-personal skills (e.g. ability to work with or motivate others, flexibility/adaptability)
-Elected as Treasurer of Student Society (1 year), Students’ Union's Halls’ Accommodation Representative (1 year) and UCL National Union of Student (NUS) Delegate for 2018 Conference.
-Responsible for social media and student society’s website
2016-2019: INSTITUT DE LA TOUR, PARIS, FRANCE
-Junior School Certificate, High Honours (16/20)
GCSE English (16/20), GCSE Maths (17/20), GCSE Biology (14.5/20), GCSE Physics (16.5/20), GCSE French (16/20), GCSE Spanish (16/20)
-French Scientific Baccalaureate with specialization in Biology, High Honours (16.86/20)
French Written: 14/20
French Oral: 20/20
Team Work: 16/20
Optional art: 17/20
Summer of 2013: NEW YORK FILM ACADEMY (NYFA), 4-week workshop in digital filmmaking
-Participated in a summer camp in digital filmmaking (4 weeks)
-Acting, Directing, Editing, Photography skills
SEPTEMBER 2019: SUNBERG PRIVATE LIMITED - English Teacher for Pakistani Staff
I was teaching each member of the company's staff based in Karachi, Pakistan. I gave lessons to five adults over 30 years old. I developed their reading, listening, speaking, and writing skills. I taught them Grammar and Vocabulary. I displayed patience when the students faced difficulties and motivated them to become confident English speakers. It was a great experience as I was selecting and planning the kinds of lessons that were most appropriate for each learner.
JUNE-JULY 2019: BANTHAMAKA SCHOOL, Kanchanaburi, Thailand - English Teacher
I had the initiative and courage to head off to another country to teach English to children from grade 1 to grade 6. I managed a class in an organized and structured way. I had to work with students and people from different cultures and backgrounds. I learned to inspire students and found myself inspired by the fantastic abilities and personal qualities children can reveal. This experience sparked my desire to become a primary school teacher.
-Responsible for teaching 10 classes of students, from grade 1 to 6
-Managed classes of over 30 primary school students with limited supervision
-Assisting with various extra-curricular activities
-Presentation skills: can lead a class in a structured way
-Planned lessons according to students’level and needs
-Engaged students through creative lesson plans and teaching games
-Cross-cultural understanding: knowledge of how to work with students and people from different cultures and background skills
-Get up and go: initiative and courage to head off to another country to teach
01/10/2018-06/06/2018: Students' Union UCL - UCL Halls and Accommodation Representative
I was elected to represent the views of students living in UCL residences. I was in close contact with UCL Residences. I made sure every student had a good experience in their home. This job involved a lot of dealing with students' complaints and problems, as well as solving conflicts between students and Halls' managers. My general aim as Hall Representative was to fight for affordable, quality accommodation for all students in UCL halls.
30/09/2017-30/05/2019: MITCHELL & BUTLERS - Team coach of a pub
-Responsible for coaching, managing and supervising the team of the pub.
-Assigned tasks, trained, coached and provided feedback to employees
-Mediated interpersonal conflicts, and implemented company procedures
-I motivated staff through acknowledgment of hard work, achievements and instilling accountability while leading by example
-Integrated talented individuals into a team to exceed all customer and corporate expectations with regard -to service, food safety, and restaurant cleanliness
-Excellent listening and communication skills when dealing with employees problems and customer dissatisfaction
-Awarded “Employee of the Month” twice for paying great attention to detail
-Communicated effectively with the kitchen to serve food to the table quickly
-Worked well under pressure, noise and loud music with an upbeat attitude
-Energetic, clean and organized with strong multi-tasking skills
01/10/2017-10/04/2019: National Union of Students (NUS) UK - UCL's NUS Delegate
NUS delegates represent the views of their university's union at the National Union of Student's National Conference. I expressed the voices and concerns of UCL students at the 2018 conference. I stood for a fair and democratic society run by students and staff for students and staff. I voted on measures that offered support to a general struggle against all forms of oppression on campus, austerity, and attacks on public services. Moreover, I voted for motions on free education.
09/01/2017-22/12/2017: Students-Union UCL - Treasurer of Student Society
I was responsible for maintaining and designing social media pages, creating events, and managing the financial assets and liabilities of my Society. I demonstrated leadership and teamwork by working closely with the President and our Students' Union contacts to ensure the efficient running of the Society. I gained experience in general administrative duties. I improved my IT skills using MS Excel and by creating the website of our society.
Perfect! Emilie is an impressive teacher!
Communication is crucial within a business. I am the head of the company, “Sunberg Private Limited”, based in Paris. Most of my staff work in Karachi, Pakistan. They speak amongst themselves the local language but only speak English with me. Their English level is not very advanced. I believed that my company needed English as the primary language to communicate more effectively.
To improve communication between my staff and between my team and myself, I hired Emilie as an English Teacher. She taught all the members of my staff individually every day for a month in Karachi. She was a fantastic teacher. My staff’s English speaking, listening, and writing skills have significantly increased. Their improvement has helped advance communication within my company. Emilie was always on time, prepared, and enthusiastic about teaching my staff.
Here are a few reviews from my team, which I believe are proof of Emilie’s competence as an English teacher:
“Emilie really knows English very well and has helped me improve greatly. The lessons are really focused around my needs and my level. We go through Grammar together. She made me talk more than her so that I would improve my speaking skills. I would really recommend Emilie as a teacher” (Sanawwar)
“Emilie is a great teacher. She is able to explain things clearly so that I can understand. My English level was very basic before I started with her. But after four-weeks of classes with Emilie, I feel more confident in speaking and writing in English. She is so good at what she does. She does not make learning boring. I have learned so much vocabulary useful for work.” (Salahuddin)
“Emilie has a lot of energy and enthusiasm. It is very contagious. When my boss told me I was going to do English lessons with a teacher, I was not very excited. During a day of work, I tend to be tired. The idea of going to English lessons felt like a burden. But from the first class, I was surprised by Emilie’s knowledge, her methodology and how she answered my questions. She really works according to students’ needs and levels. Once I started with her, I wanted to go to the classes every day. They were the light of my day. I am very sad that she is gone now, she is greatly missed” (Munawwar)
For all these reasons, I would highly recommend Emilie as a teacher.
I have known Emilie for a while now and I can say that Emilie is a happy and joyful person,and loves teaching kids and always has a smile on her face.i work at reception and I see her every day,her apartment is so nice and friendly beautiful place for kids to lean with Emilie.i would recommend Emilie without hesitation.emilie is such a wonderful person and I know that any child will be happy to have Emilie teaching them,also that Emilie will go out of her way to help others
At UCL I took a formal logic class with Emilie as part of our philosophy degree. I was really struggling to understand how to complete derivation proofs in first order logic. Emilie was able to explain to me where I was going wrong very clearly and effectively. As a result of her help, I grasped the procedure; and in our exam the following week, I achieved a first class.
Since Emilie was able to so excellently help me grasp this complex process in university level logic, I have every confidence in her ability to offer effective tuition to children of all ages.
Attentive, patient and very kind, Emilie has remarkable qualities in her contact with children. It allows them to gain confidence and make rapid progress. I don't regret trusting her and my children are looking forward to seeing her again in France.
Emilie is a dedicated, passionate, and perceptive individual. She has a natural way with children and is able to adapt her teaching style accordingly. She enjoys reading and is dedicated to keeping up-to-date on relevant research about education. Emilie is passionate about teaching and recently spent time in Thailand teaching English to primary school students. She returned with a renewed fervor to be the best teacher she could be.
Emilie has lived and traveled abundantly which makes her sensitive and respectful to different cultures. Traveling has provided her with an open perspective which allows her to work with the diversity that is present in education. Furthermore, she is very punctual and good with communication.
I am an elementary school teacher and have been teaching for the past 5 years. I have know Emilie for over 2 years and I would highly recommend her as a tutor. I am positive she will be an excellent classroom teacher once she has finished her PGCE which she has been ardently preparing for.
I am a primary school teacher and have known Emilie for a year. She has a deep understanding of her students and their individual needs and capabilities. She demonstrates a vast array of knowledge and remains current and well-versed in educational methodology. She embodies the right qualities to captivate one’s attention. She builds confidence and facilitates thorough understanding of lesson content. I absolutely recommend Emilie as a teacher for the attainment of your learning goals.
As Emilie's personal trainer, I can say that she values and takes very seriously the quality of her work in her training and nutritional habits. When we are learning a new exercise, Emilie takes her time to learn and master the mechanics before slapping on the weight - a real perfectionist! She is also quite hilarious and a real joy to be around. It is very easy to work with such a professional and sociable person.
Emilie was one of my best Spanish students in high school. Emilie is a naturally curious young woman who is always trying to deepen her knowledge by all possible means: conferences, reading, trips, and museums. She is passionate about history, politics, cinema, philosophy and is a real encyclopedia in certain domains! At ease and dynamic in spoken work, she always takes part in debates organized in class and is a driving force in these discussions. Her written work is equally of high quality and pertinence. Her motivation, work and participation are all very consistent and precise and she is always very mature in her reflection and argumentation. Emilie is a very charming, funny, original young woman, a real intellectual and an artist who also has a good sense of humour.
Emilie is a former student. I helped her with her maths Baccalauréat in France, before she entered UCL. She got 17/20 at the exam, which is an excellent grade. She is hard-working, serious, kind, extremely polite, fun, with a growth mindset, and I must say I am very much impressed – however not suprised - with the wonderful work she’s done so far as a primary teacher. I would recommend her without hesitation to anyone with children in primary school.
In 2017, I met Emilie at a students' demonstration fighting for free education. It was organised by the National Union of Students (NUS). Subsequently, we were both elected as NUS delegates for the 2018 Conference. During the conference, Emilie demonstrated herself as a warm, approachable, enthusiastic individual, with wit intelligence and time for everyone. Emilie's communication skills were on fleek. She was confidently able to put her ideas across without condescension. I would highly recommend her as a primary school teacher because she can combine the above attributes with a creative and innovative approach to education.
I've known Emilie for many years. We met at UCL during a meeting about free education. I was working as a brand manager for Teach First, an educational charity based in London. I immediately befriended Emilie due to our mutual passion for education and the need for good teaching for a child's development. It's not often that you meet someone with the dedication and drive for educational excellence, which instantly drew me to Emilie. Since then, I have seen Emilie engaged in the movement for free education and push for access to education in the UK. Early years education is crucial for later development and building the basis for a child to succeed. I know that Emilie is serious and passionate about primary education for children of all backgrounds: children from low-income housing and ESL housing. These children often lack the resources and tools to succeed in our society. Emilie wants to make a change in these children's lives and give them a chance they deserve to learn and grow. Through no fault of their own, these kids are less likely to be taught by high-achieving teachers. This is because fee-paying schools offer salaries that attract the best teachers. Emilie is in this for real charity and egalitarian reasons, which is genuine and refreshing. And therefore, I know that Emilie would make a great early-years teacher.
|at her home||at your home||By webcam|
|1 hour||£35||Not available||Not available|
|5 hours||£125||Not available||Not available|
|10 hours||£250||Not available||Not available|