Experience Summary
While working in a very prestigious school in Quito, I was granted a scholarship as an exchange teacher in the United States with the AFS visiting teacher program, and it was the best experience in my life. My job was to teach Spanish to High School students and visit other school to talk about my country and culture. After my return from the United States, I decided to go abroad again to study. I went to Italy and became a simultaneous translator in English, Spanish and Italian. While studying, I was given a job as an English teacher. When I came back from Italy, I decided to become a University Professor in various Universities in Ecuador for 10 consecutive years. My first classes were as an English teacher for E.S.L (English as a second language) in basic to advance levels. I believe that it gave me enough experience to be able to motivate my students to learn not only English, but other languages. Teaching is the only thing that I have ever wanted to do, and although time consuming, it has given me the possibility to explore my students creativity; make them understand that our world needs to function together as one in order to succeed, and that being able to speak more than one language gives us the opportunity to expand our minds and develop in this ever changing world. After my first two years as an E.S.L. teacher, I was given new teaching subjects such as Business English. The opportunity to teach these course changed my perspective of teaching completely, especially because I had to apply new innovative teaching techniques students were bilingual and were learning specifics linked to their business career in Spanish. I am currently teaching these subjects and am in charge of the International Students program as the Regional Director of International Program and Languages. I have to organize my students logistically and help them choose their subjects according to their educational program in their own Universities. One of my current project is Global Classroom. I am responsible of the interaction between the University and our partner Universities, which include discussion topics, analysis of cultural reality, comparisons of realities in their different countries etc. I also am a certified administrator for the TOEFL examination, which gives me the opportunity to manage the technical aspects of the exam. I decided to prepare myself in virtual classrooms, and got a title as expert in e-Learning, my job is to train teachers and students with the use of virtual classrooms, with the application of technological tools and methodology appropriate for e-L My goal is to become part of an organization that gives me the opportunity to become an asset to Ecuador, helping all citizens acquire more educational skills in order to become better human beings. I have an extent knowledge of the new educational system of Ecuador, and the requirements and indicators used to enhance the Superior Educational System for the benefit of our young people.
I am currently responsible for various projects in my current job, that require organization, planning, management and evaluation, collaboration and team work.
Teaching Style
One of the most exciting things about teaching E.S.L. is the feeling that one is learning something new every day. I vividly remember several groups who taught me so many things related to education more so than books. My goal was to search for new ways of becoming a better teacher. In particular, I benefited from working in different places and with students of many ages.
The beginning of my career started off as a constant problem because I had to deal with my student’s affective and cognitive development and their low level of linguistic competence in their target language. My students needed activities requiring limited language that could none the less be made cognitively and effectively challenging. My students wanted to bring their past experiences to the class with the language they imperfectly commanded, without the loss of self-esteem and the sense of hopelessness. It was easy to notice that having fun when learning was very important. I was determined to provide my students with fun activities. I found many language games, and also did some research on E.S.L. activities to offer them an opportunity to use their language skills in a less formal situation. I wanted my E.S.L. students to maintain motivation and be able to practice language skills without being aware of it, participating without feeling intimidated by formal classroom situations. Students did not have to see me as a forma instructor either, but as a monitor or organizer of activities where they could enjoy participating in. I found that fun activities reduced teacher-student distance or conflict. These fun language-activities brought down the domination by the teacher and increased the student-student communication. It also gave me an opportunity to test the students as well, in the sense that they exposed areas of weakness and the need for remedial work.
During those same years, I also learned that students needed to cooperate with each other, that is to say work in groups. The relationship within the group became meaningful, thus bringing success to the activities the students performed. They developed harmonious relationship between group members. Students wanted to act as helpers for each other. I learned that in some cases competent students had to be with other competent students and less stronger students with other less strong students. The advantage was notorious since students worked at their own pace without feeling overshadowed or held back by other group members. Alternatively, groups and pairs were composed on a mixed ability basis, even so less stronger students with more capable students. The advantage here was also great, less stronger students were helped to gain confidence guided by their peers.
I also understood that vocabulary was important because many learners of a foreign language knew that words are essential, and the lack of them leaded to a feeling of insecurity. Learning vocabulary became significant when it was related to the students interest. The vocabulary they learned faster was that one concerned with community affairs, subjects of their interest, and daily life activities. For example I began to use song´s, TV shows, movies, etc.
Furthermore, learning a foreign language is not just a matter of memorizing a different set of names for the things around us; it is also an educational experience. Our language is closely linked with our personality and culture, why not us e the process of acquiring a new language to gain further insights into our personality and culture? For example, learning to talk about their likes and dislikes may bring a greater awareness of values and aims in life. I believe learning is more effective if the learners are actively involved in the process.
I am planning to move to the United States in August 2015, and have the possibility to share my knowledge and experience, not only with the students but also with other ESL teachers, and administrators, etc.
Other Comments
I am moving to Cleveland-TN in August 2015.