Salary Tutors in India

Salary Tutors in IndiaA person who is employed as a Salary Tutor in India is required to have experience and qualifications. A good professional should have a college degree and should have extensive experience in the field of tutoring.A CSP or Certification Service Provider is required to hold a high degree of professional discipline and should be able to demonstrate that they possess sound knowledge about the subject matter. A great deal of time and effort is taken while giving Training in the role of a Salary Tutor. For the best professional there are several facilities available.There are numerous facilities available to help a Salary Tutor. The top CSPs carry out a thorough interview process with a number of candidates and accept those that are deemed worthy. Once approved by the CSP, the CSP would start the training session. The Salary Tutor may attend all his sessions online or in person.Tutors from foreign countries come under a different set of rules and regulations than the Indian Tutors. It is important for the Tutor to carry all his credentials and his background checks. An effective Salary Tutor must be adept at dealing with his targets or his clients. In addition to this, he must possess strong communication skills and must be very well versed in the subject matter.Tutors are extensively trained to cope with the numerous tutoring institutes available. With a good background and a good set of credentials, the salary tutor is a very lucrative profession in India.A good Professional Income is the main attraction of Salary Tutors in India. With an expert set of communication skills and a sound knowledge of the subject, the salary tutor is bound to find it a lot of difficult to attract clients.The Salary Tutor offers a number of services like OnlineTutoring, Live Tutoring, Course Design and other related services. The effective Professional Income comes along with a vast network of skilled and experienced tutors and one can be a part of this network ea sily.

Prepare Students for NYS Common Core Standards

Prepare Students for NYS Common Core Standards How NYS Common Core Standards Affect Students If you're a parent of a New York school student you've likely heard of the Common Core State Standards. Implementation of these national standards is underway from coast to coast and schools, teachers, and students quickly have to adapt to the more rigorous academic expectations. The NYS Common Core Standards are already present in your child's school and now is a great time for you to learn more about the standards and how they will affect your child's school career. What are the NYS Common Core Standards? The New York Common Core Standards are part of a national effort to refocus K-12 education and provide a clear and consistent understanding of what students are expected to learn and master. The standards were designed to be both robust and relevant to practical, real-life applications. They reflect the skills and knowledge that are necessary for success in college and future careers and systematically build on previous learning. The consistency of the standards across the country and throughout New York State helps ensure that every student, regardless of school, is mastering the same material and being held to the same rigorous standards. How do the NYS Common Core Standards change a child's schooling? The NYS Common Core Standards are more rigorous than previous versions of state standards and require deeper understanding. Teachers are busy implementing assessment tools and innovative curriculums aligned with the standards and are working to ensure a consistent learning environment. The education that is now taking place in New York schools expects more from students and challenges them to work harder to master grade level and subject area standards. How can tutoring impact a child's mastery of the NYS Common Core Standards? There's no denying that the NYS Common Core Standards have had an impact on the academic expectations of New York students. The increase in rigor can present a challenge to students and your child may be experiencing frustration with the new academic expectations. This is where Huntington Learning Centers can help. Investing in academic tutoring with one of our professional tutors can help your child master the skills and knowledge required by the Common Core State Standards. Our tutoring programs are: Personalized Because no two students are alike all of our tutoring programs are tailored to meet students' individualneeds. Careful assessment allows our tutors to plan comprehensive tutoring programs that maximize your child's strengths while focusing on areas ofweakness. As your child learns and grows the expectations will shift and new material will be presented. Each session will be tailored to meet yourchild's needs and ongoing academic progress. Data driven Beginning with an initialassessment, your child's tutoring program is created based on clear andconcise data. Ongoing progress monitoring allows your Huntington LearningCenter tutor to know exactly what your child needs and the skills thatwill require additional practice. As your child demonstrates mastery thetutoring will shift toward mastering new goals. Linked to school In order for a tutoring programto be successful it must be linked to school expectations. Our tutors areadept at aligning the content of a tutoring program with school, state, and national standards. The shift to the Common Core Standards has provided even greater consistency between our tutors and your child's school. The clear and concise standards allow everyone involved in your child's learning to be working toward the same goals. If you feel this information would benefit others please click on one of the social media buttons above to share with interested parents.

Critical Reasoning Jamboree - Private Tutoring

Critical Reasoning Jamboree Critical Reasoning Jamboree BobbiM Jan 17, 2014 Critical Reasoning Jamboree Okay, our goal at PrivateTutoringAtHome.com is to help parents, students, and tutors alike be super successful. We know many of you are shaking in your boots as you prepare for the ACT and SAT and GED and GMAT and LSAT, and any other acronym standardized test you can think of. So, in honor of the standardized test, well be posting 1 question and answer this whole month and the focus will be on critical reasoning. Deal? Good. So join us daily for some seriously yummy critical reasoning buffet. Critical Reasoning Question 1 In Los Angeles, a political candidate who buys saturation radio advertising will get maximum name recognition. The statement above logically conveys which of the following? A. Radio advertising is the most important factor in political campaigns in Los Angeles. B. Maximum name recognition in Los Angeles will help a candidate to win a higher percentage of votes cast in the city. C. Saturation radio advertising reaches every demographically distinct sector of the voting population in Los Angeles. D. For maximum name recognition a candidate need not spend on media channels other than radio advertising. E. A candidates record of achievement in the Los Angeles area will do little to affect his or her name recognition there. Think you know the answer? The correct answer is D. An L.A. political candidate who buys saturation radio advertising will get maximum name recognition. In other words, such advertising is sufficient for maximum name recognition. If so, then is must be true that, as (D) says, a candidate can get such recognition without spending on other forms of media. (A) suggests that radio advertising is the most important factor in L.A. political campaigns, but nothing like this was mentioned in the stimulus, so its not something that you can infer. Nor were we told the specific results of attaining a maximum name recognition, so (B) is out. Similarly, we dont know precisely what is meant by saturation radio advertising, so we cant infer anything as detailed as (C). Finally, although we know saturation radio advertising is sufficient for getting maximum name recognition, we cant infer that other things, such as candidates record mentioned in (E), have little effect on name recognition. When I answered this question, I thought the answer was either B or C. Knowing both these answers were incorrect, helps me to understand that I need to work on assuming details not given.

How much can you save as an English teacher in Japan

How much can you save as an English teacher in Japan Teaching English in Japan has one of the most attractive salaries for ESL teachers while still giving you heaps of opportunities to save and travel. The cost of living can vary depending on where you live but the salary offered will more than cover any expenses you might have. And that’s without even considering the benefits. Japanese schools will typically include your flights, accommodation allocations, settlement allowances, health care and of course, there’s the minor benefit of unlimited access to Japan. But never mind that…we’re here to talk about the saving potential Japan has to offer! How much can I save while teaching English in Japan? Like with everything else, there’s no real concrete number when it comes to savings in Japan. It will ultimately depend on what kind of lifestyle you have. Teachers can easily save about $10,500 USD in a year. With a little effort, there’s no reason why you wouldn’t be able to bank upwards of $15,000 USD. It’s worth looking for things to do close to where you live so that you spend less on travel. Perhaps cooking some of your meals rather than always eating out, and being conservative with some of your utilities. Basically, employing the same sort of money-saving tactics you might use at home. The biggest mistake new teachers make is going mad with their first few pay cheques and leaving it too long before they start pocketing those extra dollars. One way of preventing this is to send a chunk of money home every month. If it’s sitting in another bank account, you won’t be as tempted to spend it (hopefully!) How much is it actually possible to save per month teaching in Japan? Saving about $1,000 per month is easy enough when teaching in Japan. This amount will leave you plenty of “fun” money while making sure your bank balance remains healthy. The cost of getting set up as an ESL teacher in Japan When you’re teaching English in Japan, it’s important to plan for how much it’s going to cost you initially. It’s advisable to have a small chunk of savings to get you to your first pay cheque. We’ve summarized the expenses you’re going to face in the early months so that you’re fully prepared. Knowledge is power…or at the very least an incentive to start saving for the first leg of your Japanese dream. With any luck, you won’t end up relying on packet-ramen for all your meals! Some of the programs will pay for flights up front, but not many. Usually, this cost is on you (and they will reimburse you once you’ve arrived). Flights can get expensive. We recommend scoping them out a couple of months in advance and using sites like Skyscanner to make sure you get the best deal. You can get cheaper flights if you choose longer flights with layovers. The cost of getting there will depend on your willingness to put up with discomfort. Most positions for teaching ESL in Japan come with a housing allocation. This means your first month might entail an apartment search. The cost of getting your foot in the door of a simple studio apartment will cost you anything from $1,500 2,800 USD a month (this includes deposits, key money, handling fees, gift money (!) and 1-2 months of rent). Your actual monthly rent after that will only be between $280 and $780 (depending on location and the kind of apartment you go for). Aside from that, you may want to budget for a phone and well…a month of feeding yourself! Sign up to Teach Away today for access to the latest teaching jobs around the world. The average cost of living in Japan (based on Tokyo - the most expensive city) Japan has a reasonable cost of living (despite the rumors). It’s the land of ramen after all. We’ve done some calculations so you can plan for the different costs that might affect your budget. Average cost/USD Utilities Basic (electricity, heating, air con, water, garbage) $93 per month (but some people pay a lot more…it depends what you use) Cell phone/data plans About $28 - $40 per month for a decent plan Food drink Average monthly budget for food $250 - 300 should feed most people Meal in a McDonalds $7 Meal in a Japanese restaurant (inexpensive) $11 Meal in a Japanese restaurant (mid-range) $25 Cappuccino (regular) $4 Okay, so how easy is it to get a job teaching English in Japan? Qualifying for teaching jobs in Japan isn’t the easiest. Because it’s so competitive, they tend to favor candidates with some classroom experience. As far as requirements go, a TEFL certificate and a bachelor’s degree will be more or less mandatory. Read this: How to land an English teaching job in Japan Ready to save big teaching in Japan? Wahoo! It’s time to start browsing jobs boards. Why not head over to our teaching jobs board and see what teaching jobs are currently available in Japan. Get your application in and who knows? Maybe you will be waking up in Japan in a few months time.

?? Top Tips for New University Students - Infographic

?? Top Tips for New University Students - Infographic Top Tips for New University Students - Infographic Starting university can be a daunting experience, especially for those who have never lived away from home. There’s a lot to adjust to but much more to be excited about!Whether you’re most looking forward to freshers week, meeting new people or getting stuck into your degree, the university experience is whatever you make of it. You will, however, be given much more independence than you had in school and this new responsibility can be hard to handle.Things like budgeting, cooking for yourself and managing your time might be completely new to you.These can be challenging things to learn, which is why we’re here to help! If you've been convinced that university is the right option for you and wish to apply, you can find our ultimate university applications guide here.As well as our best tips to beat stress during the application process.Created byKatie Myers - a writer forTranscribe It. As well as providing a range of high-quality transcription services, Transcribe It also produces online content relating to writing, language and academia.

June Language Challenge Update Ivans Update

June Language Challenge Update Ivans Update The italki June 2015 language challenge has not gone smoothly for me, and that in itself has taught me a great deal about achieving my goals and learning a language. It was an exciting, difficult, but ultimately rewarding journey. There are many things that I have re-asserted to myself throughout the process of the challenge: taking notes, importance of review, fundamental advantages of speaking with a person to learn language. Still, I want to make the emphasis on sharing some of the more unusual insights from the experience: Ivan who is on our #marketing #team is struggling taking the #languagechallenge #learningchinese. His goal was to learn #HSK level 4 #chinese and hes almost there! #worklifebalance #scheduling #pressure #goalsetting A photo posted by Italki (@italki) on Jun 28, 2015 at 11:45pm PDT Lesson 1: My main struggle was caused by poorly picking my goal The way I formulated my goal was simple: cover HSK 4 Level vocabulary (This is somewhere around C1 level, and combined with the previous levels of the test covers approximately 1200 Chinese words). Since starting the challenge I have realized that this was definitely too ambitious. What’s worse, I have procrastinated for two weeks before finally starting classes. I have managed to compress my language challenge into a 2-week battery of lessons with several teachers. The goal wasn’t granular enough. I was lazy, and decided to attach my goal to a testable standard. Though, I imagine that instinctual decision was not a bad one, it did lull me into a false sense of security. I didn’t break my goal down into quantifiable pieces. What’s worse, I didn’t design my goal give me any feedback of my progress. By this I mean that my goal didn’t give me any feedback about my performance. In the future, I plan to make smaller sub-goals. I also plan to phrase the goals in terms of proving an ability instead of consuming material: “Discuss social change in context of education using a set list of vocabulary” “Be able to read through this passage naturally with correct tones” “Be able to provide three example sentences for each of the vocabulary words in today’s vocabulary set” Lesson 2:  â€œLe mieux est l’ennemi du bien” There seems to be a natural tendency in us to avoid action, when the embarrassment of being unprepared is expected. I imagined myself striving into the challenge in control, relaxed, confident, and breezing through the month. A week passed, and I haven’t scheduled any lessons. Every day something seemed to come up, I haven’t looked at the vocabulary independently, I haven’t made the right flash cards, I haven’t reviewed the Anki deck, and ultimately, I had 3 more weeks to make sure that I will do my studying according to the perception of a well-planned experience in my head. The second week passed with touches of panic, though I still held onto my mental model of how I will study language. By the time I took my first lesson, this fantasy has been shattered and evaporated. I realized that I would have to take lessons almost daily to complete the challenge. I went on a lesson-requesting binge, requesting lessons with teachers primarily based on their time availability and willingness to teach lessons specialized for HSK. I have wound up with a schedule that had me take a class almost daily, with a team of teachers and the rest of my week booked. There was no going back, I was going to finish the challenge, even if it meant I would drag myself through the hours kicking and screaming. I took my first lesson, worked through some vocabulary with my teacher, some basic conversation (the necessary “Who are you and where are you from?”) and I started feeling good about the class. Half an hour into actually doing the challenge, my level of panic and anxiety subsided, and then disappeared. Somehow in the process of imagining doing the challenge I had managed to create a mental model that actually got in my way of actually learning. Over the course of two weeks I had reinforced that feeling. Lack of preparation, not being mentally in the mind-set to study, not finding the time to do the review beforehand all these are barriers to entry, not reasons not to attend the class. Once I started actually doing the work, speaking with the teacher and taking notes, I have noticed not only the improvement in my feelings about the learning process, I started noticing progress in my ability to recall the vocabulary, use it topically, and actually finding it easier to engage in Chinese conversation outside of the study sessions, spontaneously. I think this is a great take-away to find in this challenge: Having a perfect lesson is less important than just having lessons, consistently, without abandoning the process or or letting self-doubt creep in. Lesson 3: Try different teachers I had scheduled many classes, primarily orienting myself towards the pace of lesson-taking rather than trying to concentrate on any specific facet of content. This turned out to be a great idea. My assumption has always been that sticking with the same teacher will limit my exposure to variety of styles, or even individual peculiarities of pronunciation. Still, I noticed a bit of psychological friction when scheduling lessons with multiple teachers. This seemed uncomfortable primarily because I could already feel the awkwardness of speaking with a stranger for the first time. I had to distance myself from the process and followed a simple algorithm: Pick the time, filter by price and willingness to teach HSK, send lesson request, schedule the next class. Quickly my schedule filled up and I was on-track to finish the challenge. Whatever awkwardness I felt about meeting half a dozen new teachers in the span of two weeks I had made a commitment to it, which seemed to help somehow. After finishing hour 4 or 5, I realized how helpful it is to have multiple teachers in a short period of time. Each one had a different approach, and a natural propensity to concentrate on a specific aspect. After a particularly intense hour concentrating on tones, I realized how useful it is to have a team of teachers, rather than picking one and sticking to them only. I’ve realized that I want to take more classes with each one of the teachers I’ve tried, and I’m designing my future class schedule with purpose: reading a grammar with one teacher, casual conversation and organic use of vocabulary with another, intensive tones and pronunciation practice with a third. I can’t recommend trying this enough, as it seems like such a counterintuitive approach. So, did I reach my goal? No, I wouldn’t say that I have, and that is actually a good thing. I have learned to create a plan better, and opened myself up to more diverse experiences in terms of language-learning. I’ve realized the importance of making achievable, feedback-oriented goals, which is crucial if I plan to stay motivated in my language-learning. Above all, though, I have discovered several great teachers that can help me practice specific skills in my quest not just to pass a test, but to gain a comprehensive and deep understanding of Mandarin. June Language Challenge Update Ivans Update The italki June 2015 language challenge has not gone smoothly for me, and that in itself has taught me a great deal about achieving my goals and learning a language. It was an exciting, difficult, but ultimately rewarding journey. There are many things that I have re-asserted to myself throughout the process of the challenge: taking notes, importance of review, fundamental advantages of speaking with a person to learn language. Still, I want to make the emphasis on sharing some of the more unusual insights from the experience: Ivan who is on our #marketing #team is struggling taking the #languagechallenge #learningchinese. His goal was to learn #HSK level 4 #chinese and hes almost there! #worklifebalance #scheduling #pressure #goalsetting A photo posted by Italki (@italki) on Jun 28, 2015 at 11:45pm PDT Lesson 1: My main struggle was caused by poorly picking my goal The way I formulated my goal was simple: cover HSK 4 Level vocabulary (This is somewhere around C1 level, and combined with the previous levels of the test covers approximately 1200 Chinese words). Since starting the challenge I have realized that this was definitely too ambitious. What’s worse, I have procrastinated for two weeks before finally starting classes. I have managed to compress my language challenge into a 2-week battery of lessons with several teachers. The goal wasn’t granular enough. I was lazy, and decided to attach my goal to a testable standard. Though, I imagine that instinctual decision was not a bad one, it did lull me into a false sense of security. I didn’t break my goal down into quantifiable pieces. What’s worse, I didn’t design my goal give me any feedback of my progress. By this I mean that my goal didn’t give me any feedback about my performance. In the future, I plan to make smaller sub-goals. I also plan to phrase the goals in terms of proving an ability instead of consuming material: “Discuss social change in context of education using a set list of vocabulary” “Be able to read through this passage naturally with correct tones” “Be able to provide three example sentences for each of the vocabulary words in today’s vocabulary set” Lesson 2:  â€œLe mieux est l’ennemi du bien” There seems to be a natural tendency in us to avoid action, when the embarrassment of being unprepared is expected. I imagined myself striving into the challenge in control, relaxed, confident, and breezing through the month. A week passed, and I haven’t scheduled any lessons. Every day something seemed to come up, I haven’t looked at the vocabulary independently, I haven’t made the right flash cards, I haven’t reviewed the Anki deck, and ultimately, I had 3 more weeks to make sure that I will do my studying according to the perception of a well-planned experience in my head. The second week passed with touches of panic, though I still held onto my mental model of how I will study language. By the time I took my first lesson, this fantasy has been shattered and evaporated. I realized that I would have to take lessons almost daily to complete the challenge. I went on a lesson-requesting binge, requesting lessons with teachers primarily based on their time availability and willingness to teach lessons specialized for HSK. I have wound up with a schedule that had me take a class almost daily, with a team of teachers and the rest of my week booked. There was no going back, I was going to finish the challenge, even if it meant I would drag myself through the hours kicking and screaming. I took my first lesson, worked through some vocabulary with my teacher, some basic conversation (the necessary “Who are you and where are you from?”) and I started feeling good about the class. Half an hour into actually doing the challenge, my level of panic and anxiety subsided, and then disappeared. Somehow in the process of imagining doing the challenge I had managed to create a mental model that actually got in my way of actually learning. Over the course of two weeks I had reinforced that feeling. Lack of preparation, not being mentally in the mind-set to study, not finding the time to do the review beforehand all these are barriers to entry, not reasons not to attend the class. Once I started actually doing the work, speaking with the teacher and taking notes, I have noticed not only the improvement in my feelings about the learning process, I started noticing progress in my ability to recall the vocabulary, use it topically, and actually finding it easier to engage in Chinese conversation outside of the study sessions, spontaneously. I think this is a great take-away to find in this challenge: Having a perfect lesson is less important than just having lessons, consistently, without abandoning the process or or letting self-doubt creep in. Lesson 3: Try different teachers I had scheduled many classes, primarily orienting myself towards the pace of lesson-taking rather than trying to concentrate on any specific facet of content. This turned out to be a great idea. My assumption has always been that sticking with the same teacher will limit my exposure to variety of styles, or even individual peculiarities of pronunciation. Still, I noticed a bit of psychological friction when scheduling lessons with multiple teachers. This seemed uncomfortable primarily because I could already feel the awkwardness of speaking with a stranger for the first time. I had to distance myself from the process and followed a simple algorithm: Pick the time, filter by price and willingness to teach HSK, send lesson request, schedule the next class. Quickly my schedule filled up and I was on-track to finish the challenge. Whatever awkwardness I felt about meeting half a dozen new teachers in the span of two weeks I had made a commitment to it, which seemed to help somehow. After finishing hour 4 or 5, I realized how helpful it is to have multiple teachers in a short period of time. Each one had a different approach, and a natural propensity to concentrate on a specific aspect. After a particularly intense hour concentrating on tones, I realized how useful it is to have a team of teachers, rather than picking one and sticking to them only. I’ve realized that I want to take more classes with each one of the teachers I’ve tried, and I’m designing my future class schedule with purpose: reading a grammar with one teacher, casual conversation and organic use of vocabulary with another, intensive tones and pronunciation practice with a third. I can’t recommend trying this enough, as it seems like such a counterintuitive approach. So, did I reach my goal? No, I wouldn’t say that I have, and that is actually a good thing. I have learned to create a plan better, and opened myself up to more diverse experiences in terms of language-learning. I’ve realized the importance of making achievable, feedback-oriented goals, which is crucial if I plan to stay motivated in my language-learning. Above all, though, I have discovered several great teachers that can help me practice specific skills in my quest not just to pass a test, but to gain a comprehensive and deep understanding of Mandarin. June Language Challenge Update Ivans Update The italki June 2015 language challenge has not gone smoothly for me, and that in itself has taught me a great deal about achieving my goals and learning a language. It was an exciting, difficult, but ultimately rewarding journey. There are many things that I have re-asserted to myself throughout the process of the challenge: taking notes, importance of review, fundamental advantages of speaking with a person to learn language. Still, I want to make the emphasis on sharing some of the more unusual insights from the experience: Ivan who is on our #marketing #team is struggling taking the #languagechallenge #learningchinese. His goal was to learn #HSK level 4 #chinese and hes almost there! #worklifebalance #scheduling #pressure #goalsetting A photo posted by Italki (@italki) on Jun 28, 2015 at 11:45pm PDT Lesson 1: My main struggle was caused by poorly picking my goal The way I formulated my goal was simple: cover HSK 4 Level vocabulary (This is somewhere around C1 level, and combined with the previous levels of the test covers approximately 1200 Chinese words). Since starting the challenge I have realized that this was definitely too ambitious. What’s worse, I have procrastinated for two weeks before finally starting classes. I have managed to compress my language challenge into a 2-week battery of lessons with several teachers. The goal wasn’t granular enough. I was lazy, and decided to attach my goal to a testable standard. Though, I imagine that instinctual decision was not a bad one, it did lull me into a false sense of security. I didn’t break my goal down into quantifiable pieces. What’s worse, I didn’t design my goal give me any feedback of my progress. By this I mean that my goal didn’t give me any feedback about my performance. In the future, I plan to make smaller sub-goals. I also plan to phrase the goals in terms of proving an ability instead of consuming material: “Discuss social change in context of education using a set list of vocabulary” “Be able to read through this passage naturally with correct tones” “Be able to provide three example sentences for each of the vocabulary words in today’s vocabulary set” Lesson 2:  â€œLe mieux est l’ennemi du bien” There seems to be a natural tendency in us to avoid action, when the embarrassment of being unprepared is expected. I imagined myself striving into the challenge in control, relaxed, confident, and breezing through the month. A week passed, and I haven’t scheduled any lessons. Every day something seemed to come up, I haven’t looked at the vocabulary independently, I haven’t made the right flash cards, I haven’t reviewed the Anki deck, and ultimately, I had 3 more weeks to make sure that I will do my studying according to the perception of a well-planned experience in my head. The second week passed with touches of panic, though I still held onto my mental model of how I will study language. By the time I took my first lesson, this fantasy has been shattered and evaporated. I realized that I would have to take lessons almost daily to complete the challenge. I went on a lesson-requesting binge, requesting lessons with teachers primarily based on their time availability and willingness to teach lessons specialized for HSK. I have wound up with a schedule that had me take a class almost daily, with a team of teachers and the rest of my week booked. There was no going back, I was going to finish the challenge, even if it meant I would drag myself through the hours kicking and screaming. I took my first lesson, worked through some vocabulary with my teacher, some basic conversation (the necessary “Who are you and where are you from?”) and I started feeling good about the class. Half an hour into actually doing the challenge, my level of panic and anxiety subsided, and then disappeared. Somehow in the process of imagining doing the challenge I had managed to create a mental model that actually got in my way of actually learning. Over the course of two weeks I had reinforced that feeling. Lack of preparation, not being mentally in the mind-set to study, not finding the time to do the review beforehand all these are barriers to entry, not reasons not to attend the class. Once I started actually doing the work, speaking with the teacher and taking notes, I have noticed not only the improvement in my feelings about the learning process, I started noticing progress in my ability to recall the vocabulary, use it topically, and actually finding it easier to engage in Chinese conversation outside of the study sessions, spontaneously. I think this is a great take-away to find in this challenge: Having a perfect lesson is less important than just having lessons, consistently, without abandoning the process or or letting self-doubt creep in. Lesson 3: Try different teachers I had scheduled many classes, primarily orienting myself towards the pace of lesson-taking rather than trying to concentrate on any specific facet of content. This turned out to be a great idea. My assumption has always been that sticking with the same teacher will limit my exposure to variety of styles, or even individual peculiarities of pronunciation. Still, I noticed a bit of psychological friction when scheduling lessons with multiple teachers. This seemed uncomfortable primarily because I could already feel the awkwardness of speaking with a stranger for the first time. I had to distance myself from the process and followed a simple algorithm: Pick the time, filter by price and willingness to teach HSK, send lesson request, schedule the next class. Quickly my schedule filled up and I was on-track to finish the challenge. Whatever awkwardness I felt about meeting half a dozen new teachers in the span of two weeks I had made a commitment to it, which seemed to help somehow. After finishing hour 4 or 5, I realized how helpful it is to have multiple teachers in a short period of time. Each one had a different approach, and a natural propensity to concentrate on a specific aspect. After a particularly intense hour concentrating on tones, I realized how useful it is to have a team of teachers, rather than picking one and sticking to them only. I’ve realized that I want to take more classes with each one of the teachers I’ve tried, and I’m designing my future class schedule with purpose: reading a grammar with one teacher, casual conversation and organic use of vocabulary with another, intensive tones and pronunciation practice with a third. I can’t recommend trying this enough, as it seems like such a counterintuitive approach. So, did I reach my goal? No, I wouldn’t say that I have, and that is actually a good thing. I have learned to create a plan better, and opened myself up to more diverse experiences in terms of language-learning. I’ve realized the importance of making achievable, feedback-oriented goals, which is crucial if I plan to stay motivated in my language-learning. Above all, though, I have discovered several great teachers that can help me practice specific skills in my quest not just to pass a test, but to gain a comprehensive and deep understanding of Mandarin.

Case Study How this unique international school finds 80% of their native English-speaking teachers with Teach Away

Case Study How this unique international school finds 80% of their native English-speaking teachers with Teach Away Background The International Trilingual School of Warsaw first opened its doors to two students 10 years ago and today serves over 450 students. As the only trilingual school in Poland, and one of the rare trilingual schools in Europe, spaces at the school are in high demand. Rapid growth comes with challenges for any organization, but for a school as unique as this, the challenges are magnified. Such a unique school requires equally unique teachers and the school's founder, Anna, takes her recruitment very seriously. She recruits almost all of her staff herself and because the school offers instruction in five languages (English, French, Spanish, Polish and Chinese), she spends about five times more time on recruitment than other international schools. Finding and attracting teachers with the right skill sets was critical to the success of the school and, for Anna, was a constant challenge. The Challenge The teacher profile that Anna was looking for was unlike that of a typical international school. First, excellent language skills were a must. Good English was essential, and she needed native language instructors for the school’s five languages of instruction. She also needed licensed teachers who, with five different curricula in operation, could be highly flexible and adaptable. The school’s location contributed an additional recruitment challenge. Without the international prestige of other European cities, many teachers were reluctant to move to Warsaw, and the city’s small expat community made local recruitment impossible. High taxes in Europe and the school’s lower tuition fees also meant they couldn’t compete with high international school salaries in other parts of the world. In her previous recruitment efforts, Anna struggled to find the right candidates through various ESL and domestic teacher recruitment sites. Either the candidates didn't match her criteria (as they were ESL teachers rather than licensed teachers), or if they were qualified, they weren't interested in relocating to teach abroad. The school’s location and compensation quickly ruled out candidates motivated by money or an expat lifestyle. Anna needed teachers who were motivated to become part of the school’s community out of curiosity about nurturing trilingual students and shared enthusiasm for her multicultural vision. Our Solution Teach Away’s annual subscription proved to be the long-term solution Anna needed. After finding us through an online search three years ago, Anna was pleasantly surprised when she posted her first job ad on Teach Away. She received lots of responses from certified, native English-speaking teachers who were interested in relocating overseas â€" exactly who she was looking for. “What attracted me to Teach Away was that they worked with a large variety of clients. As we are a small school, they give us the ability to attract candidates who consider very different positions â€" not only candidates looking to make a certain amount of money or work in a certain international system.” She liked her initial experience so much that she upgraded to an annual subscription, giving her access to unlimited job posts on our platform all year round, for a set fee. This means Anna can take her time finding candidates that are a perfect match for the school, and feel confident that her job ads will get in front of a network of teachers who meet the profile she’s looking to hire. The Impact Since they started working with us, the International Trilingual School of Warsaw has filled 80% of their English teaching roles through Teach Away. Using our platform gives Anna peace of mind that she’ll get plenty of good candidates for each job posting, giving her the autonomy to make the right choice for her school at her own pace. So far, she’s found a teacher that’s the right fit every time she’s posted a job with us; in fact, 35% of the school’s current teaching staff were hired through Teach Away. “Through Teach Away I get a variety of candidates, enough candidates to meet my needs, and peace of mind that I can find the candidates I need for the upcoming school year.” Once Anna finds something that works, she sticks with it. The International Trilingual School of Warsaw plans to keep using Teach Away’s platform to hire the right candidates as they grow in the future. Hire like the International Trilingual School of Warsaw We know that hiring teachers is hard, and as the world’s most trusted resource for international educators, we aim to make it easier. Talk to a recruitment expert today