US$12
per class針對 10-13 歲青少年初學者和中級者的評估和諮詢
年齡 10-13
一次性直播課程
即時視訊會議
單堂課
35 分鐘
包含什麼
1 現場會議
35 分鐘 上課時間作業
Learners can receive a short reading writing and speaking quiz before or during the initial interview. For best results it is recommended to review the material in preparation for the interview, however it is not required.進度報告
After the initial consultation learners will receive a brief report on their level and a recommendation towards available courses or tutoring solutions.我們無法翻譯此文,請刷新頁面並再試一次。
課堂經歷
英語程度 - A2
美國 3 - 5 年級
Beginner - Intermediate 等級
Assessment & Consultation for Teens Beginners-Intermediates Ages 11-13 Ages: 10-13 Level: Beginner / Intermediate Class format: 1:1 Tutoring Pre-requisites: New learners joining my classes should take the initial assessment class so that we can mutually determine a suitable learning pathway. Special needs disclaimer: English language skills courses are primarily intended for learners of English as a second language (ESL), emphasising vocabulary building, grammar, memory, comprehension, critical thinking, conversation, formal writing, and exam preparation. Please write to inquire about how we can best serve your learners needs. Who this assessment is for: Adolescents ages 10-13 at beginner to intermediate level (B1) who want to understand their current English abilities and receive guidance on appropriate next steps in their language learning journey. The session includes: A 30-35 minute interactive demo class with age-appropriate activities Assessment of vocabulary, grammar, speaking, listening, reading, and writing and learner preferences Feedback, goal setting and recommendations about available group courses and private tutoring During the demonstration class, we'll assess: Vocabulary range and grammar knowledge through contextual activities Conversational abilities through guided discussion on age-appropriate topics Listening comprehension through varied input and response activities Reading comprehension skills through level-appropriate texts Basic writing abilities through short, structured writing tasks Description Through engaging, age-appropriate activities, the teacher will evaluate the learner's listening comprehension, speaking confidence, vocabulary, and basic literacy skills while observing their learning preferences or style and unique personality. Clients can receive a brief feedback report about how we believe we can support your learner’s strengths and areas for development through recommended courses and/or personalised tutoring. This is intended to help the client and the learner make informed decisions about our available services and how we can chart a path forward on the learning journey while giving the learner a positive, confidence-building introduction to our teaching approaches. We believe that teens of the ages of 11-13 learn best from through varied activities learner that invite the learner to engage in a low pressure setting, employing and adapting appropriate resources such as course books and curriculums from top publishers that teach a range of topics about our natural world and diverse global cultures with vivid photos, illustrations, and video. In addition, we believe that learners can thrive in their language development when offered the freedom to imagine through engagement with great works of literature and cinema of both classic and modern eras. We aim to challenge the learner, predominantly in areas of spelling, vocabulary and reading comprehension, improving speaking confidence through controlled and free practice, whilst also encouraging them with constructive feedback throughout our lessons. Learners who stay with us can progress to our more advanced course offerings as they grow and develop. At present we are also offering a range of exam preparation courses that can be suitable for young teens, where they can be challenged to develop their reading comprehension, critical thinking, formal writing skills. Outcomes for the class: Assess current English proficiency across key language areas (speaking, listening, reading, writing) Identify learning preferences, strengths, and specific areas needing development Provide clear feedback and personalised course recommendations Establish realistic language learning goals and expectations Material provided: Learners can receive a short reading writing and speaking quiz before or during the initial interview. For best results it is recommended to review the material in preparation for the interview, however it is not required. Feedback: After the initial consultation learners will receive a brief report on their level and a recommendation towards available courses or tutoring solutions. Rates & Pricing Options: Standard hourly rates: $25 per hour for individualised tutoring, or varying depending on terms of contract. $18 per individual per hour in groups of two or more. Inquire about discounts and special pricing options, sign-on and referral bonuses.
學習目標
Assess current English proficiency across key language areas (speaking, listening, reading, writing)
Identify learning preferences, strengths, and specific areas needing development
其他詳情
學習需求
English language skills courses are primarily intended for learners of English as a second language (ESL), emphasising vocabulary building, grammar, memory, comprehension, critical thinking, conversation, formal writing, and exams.
先決條件
New learners joining my classes should take the initial assessment class so that we can mutually determine a suitable learning pathway.
外部資源
學習者無需使用標準 Outschool 工具以外的任何應用程式或網站。
認識老師
教師專業知識和證書
2 個學位
副學士學位 在 社會工作 從 George Brown College School of Community Services & Early Childcare
副學士學位 在 電腦科學 從 CDI College School of Business Technology & Healthcare
Background
In 2004, I graduated with a 3-year diploma from CDI College, School of Business, Technology and Healthcare as a Programmer Analyst & Internet Solutions Developer. My computer science studies provided a comprehensive foundation in programming techniques, web development, and designing solutions to complex projects from a systems analysis perspective. Throughout the program, I learned software engineering skills, programming in multiple object oriented languages including Microsoft Basic, C, Java, and SQL.
Following this, I spent a decade working in diverse professional roles including customer service, sales, technical support, factory and warehouse inventory management, spanning industries from telecommunications, automotive, and hospitality and retail, and logistics to name a few.
These experiences provided me with opportunities to apply my technical skills problem solving skills, whilst also developing my professional communication and leadership abilities.
Years later, adapting to the current economic challenges of the time, and becoming increasingly driven by a desire for personal and professional growth, I made the strategic decision to pivot towards the non-profit and social services sector. This led me to pursue a second diploma that would align more closely with my evolving career aspirations. In 2014, I completed one year in Liberal Arts studies and two years in Community Development and Social Services at George Brown College's School of Community Services and Early Childhood Education.
Perhaps the single most transformative experience during this period was a month-long sponsored volunteering opportunity with the Tata Institute in Mumbai, India. This immersive experience profoundly shaped my professional trajectory, as I worked as a volunteer and research student simultaneously in healthcare and education sectors. During my time at the Tata Institute, I engaged in two primary roles: assisting patients in healthcare settings and teaching preschoolers. As part of the sponsorship agreement, I was required to complete a formal research paper documenting my experiences and observations. It was from this experience that I made the life-altering decision to pursue a career as an overseas language instructor and to explore teaching in Asia.
To this end, I obtained two Teaching English as a Second Language (TESL) certificates. The firsts of which, I completed 100 hours of in-class training with Oxford Seminars, focussing on classroom skills such classroom management and student engagement. Following this I also obtained an additional 200 hours of online study through TEFL Express, where I deepened my understanding of complex grammar and also online course development.
International Teaching Experience
I have a rich ten year teaching journey. Starting in Canada, I mentored teens in middle schools teaching literacy after school, as well as teaching language skills newcomer adults with a well established Toronto based Charitable Literacy Organisation. As mentioned, also taught English phonics to preschoolers in India briefly.
The majority of my full time work was done both in China for up to eight years, working in private language training centres as well as public schools, both in the primary and middle school levels, in various parts of the country, as well nearly two years teaching at a prestigious language training centre for professionals and families in Moscow, Russia. Throughout this time, I built up my expertise teaching academic English and test preparation for teens and adults, as well as business English for individuals, small groups and even organisations. I hope that my growing catalogue of courses provided on this platform can attest to this.
Online Tutoring
Throughout the chaotic turmoil of the 2020 pandemic, I was fortunate to continue to grow in my teaching career, transitioning temporarily into online instruction. Due to the changing circumstances, I specialised in areas I felt were most appropriate to the medium, offering newly custom made courses focusing on academic reading and writing skills, and business conversations.
Some of my greatest accomplishments include teaching livestream courses to groups of as many as several hundred students. The majority of my teaching caters to high school and university students working on an intensive schedule, to prepare for and pass their English proficiency exams to go on to international study both at the undergraduate and post-graduate levels.
Coming out of this, I have developed dozens of courses, many of which follow the 12 week semester format, catered to different student age groups and levels, for various specific needs.
Personal Mission
I now reside in rural Quebec, Canada, with a dedicated mission to serve under-privileged areas through distance learning. My goal is to provide targeted support to students, particularly those in remote or marginalised communities, offering preparation for higher education. I continue to offer targeted preparation for English proficiency exams like IELTS, TOEFL, and various others, available on demand.
In conclusion, I feel that my because of my unique background spanning business and computers, social services, and language teaching, and an interest in lifelong learning coupled with extensive experience across various countries and educational settings, I teach with confidence, passion, and a profound commitment to creating meaningful change at both individual and community levels. In today's multi-cultural and rapidly evolving technological landscape, I recognise the critical need for comprehensive mentorship and continuous support for students. Young people are navigating an increasingly complex world, where technological advancements and social challenges require adaptive learning and continuous support, supervision and guidance. My mission is to bridge educational gaps, to inspire confidence, and to offer friendly mentorship, whenever and wherever I can.
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