Training

Guide

2016.06.01
 Teaching Tips

Attitude:
-Try and be as fair as possible: dont pick on students or glorify only some, remain
neutral
-Stand in front of the class (try not to sit down unless in a small class)
-Be assertive: make the decisions, dont use can or may or they will say no, be
direct
-Control your classes with direct instructions and decisions
-You will need to change your voice speed for every class
-Make sure the students can hear you
-Circle (walk around) the class to make sure they are filling in their books and doing
the work, but not too much that it is distracting (some parents check their books so
always make sure everything is filled in)
-Reward students using signs or stickers for good use of vocabulary, a perfect
sentence, or completing the work in a timely fashion. But be consistent in order to
avoid students asking for more or being confused.
-When you are planning your classes, be aware of why the books are introducing
these skills and try to teach them in a way that will be applicable for them in the
future.
-Use the board even if they already know, they all learn differently
-Give explanations for why you are doing things, good use of communication

Using guiding questions: to help lead the students to the right answer
-Even if it is just yes and no for example in M and H level when they do not fully
understand the material
-Break down sentences for them: what is the subject, the verb, and the object
-Giving them options Do you think it is this or that?, Are they happy or sad?

Rules: Sometimes they will need to be enforced in every class but mostly when a
problem erupts
Every class will have different rules depending on the types of students, behaviors,
etc.

Beginning of Classes: Ask students how they are, their weekend plans, break the
ice.
-Collect phones right away especially for elementary classes; middle school classes
can be flexible
-Write page number on board and say it
-Use board clearly: dont write in cursive and make sure all students can read it
easily
 Rules

Never let the students speak Korean in class. Follow the English only policy.
Three warnings or ticks equal the student giving a sticker/sign to the teacher.
After three warnings/ticks, each of those is another sticker/sign. (Middle
School classes are exceptions unless the students are familiar with the
English only policy.)
No cell phones in class. All phones should be placed in the tray near the
podium.
Games should last no more than five minutes.
No food in class. (Exceptions: snack parties, Halloween, Birthdays, etc.)
No swearing. (One of the reasons of speaking only English is to prevent
students from swearing in Korean.)
No hitting or annoying students. Find out what limit each class has before
playing becomes bullying.
 English Only Rule

Used in all elementary classes (except for L level classes), and occasionally
used in some middle school classes depending on the students.
The rule is to only speak English in class. No other language must be
spoken.
If Korean is spoken, write the students name on the board and draw a mark
(l) beside their name. For every three marks, one sticker/sign is taken from
the students sticker pad. For example, [Bob-lll]. (Note: A bad word is worth
two marks or even one sticker.)
Although this rule might seem difficult for students, it is possible to do.
Reasons for English only vary.
It encourages students to practice their speaking skills. These students
do a lot of listening and writing; therefore, actually putting what they have
been learning into practice is very crucial. Moreover, parents pay a lot of
money to see improvement in their childs English abilities.
It helps keep the class under control. Sometimes the students see the
native teacher as someone who is always fun and playful but having this
rule does give the native teacher some authority over the class.
It assists in switching from speaking Korean to speaking only in English.
This will be especially helpful in situations where they must speak only
English.
One can speak with the students! It is so much fun talking to them.
It helps the teacher understand everything the student says. If speaking
in Korean, some students can get away with saying insults and curse
words.
How to take attendance

In every class, there is a folder with a ring that has a list of all the classes
held in that classroom.
Before starting every first period class, take attendance.
Look at the appropriate sheet for the class and under the correct date, draw a
circle if the student is there or a slash if the student is absent. If the student
comes late, then draw a triangle.
Sometimes there will be a star or something written in Korean stating that the
student will not be in class that day.
How to download things from the dropbox

On the Avalon homepage, click on the blue, black and grey object on the top
left hand corner.
Answer keys are found under the Avalon file.
There are answer keys for (Elementary) and (Middle School).
There will be a list of RED, BLUE, GREEN, and Renaissance Day links. Click
any color and it will then show a list of all the books answer keys.
Click the file you want to download and then click . (The button
will take you back to the list of files.)
When click the button, a window will appear asking for your ID
information. This information is on your Alien Registration Card.
After entering the information and clicking SUBMIT, three windows appear.
Click the button on the left on the first two windows. And the third window,
click the left button as well.
Now you are ready to click the download button .
A new window will appear. Click .
The button will let you choose where to save the file.
The final button to click is the download start button .
How to facilitate the Speaking & Writing Achievement Tests

All levels take the Achievement Tests except for L level, LN, NJW, and
TEPS.
Speaking
Each level has their own set of questions based on the topics discussed
in speaking class. The questions are also typically found in their textbook.
For J levels to M levels, the tests sections are usually on the e-Speaking
parts of the books.
For each level, one will have to rephrase the questions so that they can
be better understood.
Repeat the Listen and repeat sentences if necessary.
The speaking test is to see the students understanding of the topic, how
will they can form thoughts and sentences, grammar and vocabulary use,
and pronunciation.
Sometimes, the test might make the students nervous so start the
speaking with conversational questions like How are you?, What is your
favorite color?, and/or What did you do on the weekend?
One does not have to cover all of the questions.
Typically, one should test the students speaking one by one, but
depending on time, one might have to do two students at a time.
Writing
Before starting the class, the students should write some information first.
Their homeroom teachers name, - Their
native teachers name, the students Korean name, and
English Name the students English name.
Explain the topic to the students and one can include some guiding
questions to the essay topic. Remember to remind the G level and M
level students about essay format.
While the students are taking the writing test, take one student at a time
to an empty classroom for the speaking test.
Some students might need help with spelling. It is up to the teacher how
much they want to assist in the test.
No phones are allowed for using the dictionary and such.
When the students are finished with the test, one can prepare some fun
worksheets. For middle school classes, one can prepare the worksheets or
just have them rest.
How to enter Achievement Test/Term Test scores

On the Avalon homepage, hover over the button . Click on the second
button that says (). The page you are on should be titled
Daily Achievement.
In the left hand corner under Achievement/Term Test there are links to
Writing Test and Speaking Test. Stay on the Score Entry tab. This is
where you will input the scores.
Whether you are on the Writing Test or Speaking Test link, the process is
the same.
Under Campus, choose either (elementary) or (middle school).
Once you have entered that in, in the second part that says choose
if you chose elementary or if you chose middle
school.
Next, make sure to check the correct year and month that the test was taken.
Lastly, under Teacher, find your name and then click the Search button.
On this page you will find the list of your classes. Click on any class you wish
to input scores. You will then find the test under the Test bullet point. When
you click Check, the list of students appear and now you can enter in the
scores.
When you finished entering the scores, click the Save button. Two popups
will appear. Click on both popups. Now the scores have been entered
and saved.
Once the scores have been entered, it is possible to go back and change
them, but make sure to let your homeroom teacher know.
If a student did not take the test, ask the homeroom teacher or head teacher
if the student wishes to take the test.
For the term test, its the same process. Just make sure when you click
Check that you check the right test: Term Test.
How to do phone counseling

On the Avalon homepage, click the blue button that says, .

On the right hand corner, under and choose for
elementary and middle school. Check the boxes for both and
. Also, under , choose . This tab will provide the
English names for all the students. Lastly, type in a students name and click
.
Hover over the students name to see the picture to make sure it is the right
student. Click on the students name.
The students profile page will appear. On this page, you will find information
about the student, including their cell phone number , their
house number , and a parents (usually their mothers) cell
phone number located on the bottom of the page that says .
To enter in comments after the phone call, notice on the homepage that there
are tabs. Click on the second tab that says .
Click on the blue button on the top right corner that says .
Type in the comments when the page appears. Typically, a comment can
vary from 4 to 8 sentences depending on the reason for calling and
depending on the student.
Before finishing, make sure to check the Keyword tab. Enter in the reason
why you called. For example, Phone Counseling.
Lastly, click on the save button at the bottom of the page and the comment is
finished.
Note: phone counseling is not done when there is only one native teacher.
How to do Voca tests in the classroom

First, make sure to know which teachers want you to do the voca test in class
and which teachers prefer to do it in their class.
Voca tests must be done in the beginning of class.
Take a couple of minutes to let the students study.
Before handing out the voca tests, make sure every student has put away
their voca books and study papers.
Keep an eye on the students. (There have been some occasions where the
students were caught cheating. If a student cheats, tell their homeroom
teacher right away.)
Once the students have finished their test, collect them all and put the tests
and the answer key in the clear, plastic folder that has the name of the room.
Hang the folder outside of the classroom. One of the teachers will correct
them and bring them back. (Some teachers might want you to give the tests
back to the students. Talk to your teachers to figure that out.)
If there is time, the tests can be given back to the students. If the student
failed the test, their name will be written on a paper indicating that they have
detention in order to retake the test. This paper should be given to the
homeroom teacher.
The students will ask for more time to study or for hints. Make sure to discuss
with the homeroom teacher how much time the students have to study and if
they should be given hints or not.
How to enter in student comments

These are usually done once every semester and are typically due during the
Term Test. (I recommend starting them as soon as one is familiar with the
students; they can take time to write.)
The comment should contain details about the students progress in English
and in class. You can include their behavior, what they are good at in
English, what they struggle with, etc. Explain as much as possible without
saying anything that could upset the parents or the students.
Tip: Try to start and end with compliments. In between, you can include what
the student struggles with or if they have any bad behaviors and such. (Make
sure to consult this with the homeroom teacher before posting the comment.)
On the Avalon homepage, click the tab. On the left, click
Achievement/Term Test. Under Achievement/Term Test, click on F.
Teachers Comment.
Under , you can select for elementary and for middle
school. The tab next to it will say either for elementary or
.
Next, under the first , find your name and click on it. The second and
third shows the year and month. Select the correct year and month
that you are entering the scores. Then click on .
You will then see the list of all the classes under elementary or middle
school. Click on any class you wish to input comments in. Then, under the
tab, you can choose the level, semester, and type of test. Typically the
correct options are at the top of the list. For example, if I want to enter
comments for DB for the Spring 2016 semester, I should select [2059][Dash]
16[SP] Term Test_Dash.
You will then see the list of all the students in that specific class. To enter in a
comment, click the View button. Type in the comment. When finished, click
. The comment has now been entered. Next, click on the close tab,
. A pop-up will appear and click . Another pop-up will appear and
click on the button that has the R on it. This will refresh the page.
How to tell if the comment was entered On the right, there is a list that says
Uninput. This means there is no comment. When the comment has been
entered, it will say, Input in bold.
Tip: Comments are usually entered for all students except for L level, LN
level, NJW level, HS level, and the third grade middle school students. Again,
check with Daniel to make sure what classes need comments and which
ones dont.
How to fill out a student-leaving-the-academy sheet

The homeroom teacher will often times hand out a sheet indicating a student
is dropping out/quitting the academy.
The sheet contains the reason(s) they are leaving, the homeroom teachers
comment, and the native teachers comment.
All you have to do it is make a few comments, write your name, and sign the
paper.
For the comment section, this is where one summarizes the student overall.
Some points to talk about is their English abilities, how the student behaved
in class, what they have improved on, etc.
Sample Comment: Melissa was a great student to have in class. She
participated a lot and always did her work. Although often times she did not
do her homework and was occasionally disruptive in class, she was
improving on her focus in class the last couple of weeks. Melissa is
exceptionally good at grammar, but often struggled with vocabulary. I will
miss having Melissa in my class, and I hope she continues to work hard in
English.
Hand this sheet back to the homeroom teacher after writing the comment,
writing your name, and signing it.
How to do bus duty

Bus duty is done once or twice a week.

After the last class of certain levels, if your name is on the schedule, go to the
door facing the hallway.
The students should be lining up.
Once all the students are lined up, lead them down the stairs all the way to
the first floor.
Take them outside and say bye to the students as they head to the bus.
Make sure no students go ahead of you. It is the teacher that leads the
students.
If there are any problems, let Daniel or another Korean teacher know.
 Levels & Books

Elementary (CHAMP)
DB DI DA JB JI JA GB GI GA LN
Dash 1 2 3
Together
Jump and 1 2 3
Catch
Glide with 1 2 3
Me
Smart All #
TOEFL iBT
Pre-Intermed
iate

Dash Together Practice Book, Speaking & Writing

Jump and Catch Grammar, Reading, Listening, Speaking, Writing
Glide with Me Grammar, Reading, Listening, Speaking, Writing
LN Pre-Intermediate SMART TOEFL iBT

Middle School (IVY)

HB HI HA MB MI MA T1 T2 T3 T4 NJ
W
TEP TEP TEP TEP
S S S S
Beyond 1 2 3
the
Horizon
Atop the 1 2 3
Mountain
TOEFL Impact 1 2 3
iBT
Formula
Books #
Vary
TEPS ? ? ? ?

Beyond the Horizon Reading, Listening, Speaking & Writing

Atop the Mountain Reading, Listening, Speaking, Writing
TOEFL iBT Formula Impact Speaking & Writing, Grammar
TOEFL iBT Formula Grammar, Reading Listening, Speaking, Writing
TEPS 1 2016-2017 English Connections: Developing English Fluency
L Level Teaching Tips

Very beginner so it can be difficult to communicate. Never hesitate to ask

help from a Korean teacher.
If possible, one can use the English only rule but it might be too difficult for
some of the students.
Thirty minutes before every e-speaking class, turn on all the tablets.
Click the Student app and for the teachers tablet, click the Coach app.
On the teachers tablet, login and slide the screen to the left.
Take attendance and then log the students to their account according to
their tablet number. (Do one at time.)
Direct them to the speaking section and they can click on the unit that
needs to be covered.
When the student finishes, make sure they turn off the tablet before going
back to class.
The teacher can decide whether to start with the book or tablet. (One might
have to cover some vocabulary words before the tablet part.
The student will have homework usually after every unit. This includes
reading a dialogue several times and then having a parent sign, filling in
blanks and then having a parent sign, and rewriting the dialogue.
Dash Together! Teaching Tips

Usually the younger elementary students.

Talkative, friendly, and eager to learn.
Need to speak very slowly and clearly. Try not to speak in full sentences
unless they are familiar with the sentence.
Draw a lot of pictures on the board if needed to explain further to students.
Be as animated as possible.
The English only rule can be applied for this level.
For Speaking & Writing homework, you can use the speaking pages so that
the students can listen to the CD and read it several times. Sometimes its
hard to explain English to D level students but constant repetition really
helps.
Another form of homework can be the Grammar/Writing Practice. (Make
sure to explain the grammar before assigning the homework.)
For the Storybook, read over the section for the day and then cover a unit.
D level students also tend to be hyperactive and sometimes hard to control.
But the Korean teachers are always willing to help if there are any problems
or miscommunications.
Depending on the schedule, sometimes one might have to cover either 1 1/2
to 2 lessons in one day.
Sometimes the Speaking & Writing class is shared with a Korean teacher.
Make sure to communicate with the other teacher about the homework,
where the teacher left off, and how many units one should cover in a day.
Jump and Catch! Teaching Tips

Usually talkative classes with students who like to participate.

Speak slowly using a mix of words and full sentences. Will have to do a lot of
explaining in these classes as well.
Draw lots of pictures of necessary to explain things. These students are good
at visual learning.
For writing, the students are not yet familiar with the essay writing format so it
doesnt have to be stressed. Instead, students should focus on punctuation,
capitalization, and spelling.
Speaking homework is typically the Online Activities which can be done
online on the Avalon website. Students do the homework and record their
answers in the book.
Writing homework varies but typically Change Up and the first page of every
even unit is homework. It also depends on how much can be done in class.
Make sure the students write the essays that will be covered on the
achievement test.
Glide with Me! Teaching Tips

Students are quite fluent (especially GA).

Try to talk in full sentences, still slowly, but with more fluency.
Fun to have conversations about anything; dont be afraid to initiate
conversations.
Focus on grammar and length in writing. By now, the students should be
familiar with the essay organization and format.
Encourage the students to work on using more difficult vocabulary and assist
them if they make any mistakes.
For writing, students should also be learning the basic transition words: First,
Second, In conclusion, However, etc.
For speaking, the online activities are usually for homework. Make sure
students write in full sentences.
For writing, I try not to give a lot of homework and do as much as possible in
class. However, sometimes rewriting the essay is homework or the mind
map.
Students will also need a notebook or blank piece of paper to write their
essays.
Make sure the students write the essays that will be covered on the
achievement test.
Renaissance Day Teaching Tips

Many students have expressed how much they dislike Renaissance Day, but these
books are a perfect way to incorporate games.

Speaking
Students love to create stories so for the speaking situation, have students
team up or be alone and make a fun dialogue. It can be humorous, well
written, or simple.
It also can be done with the class as a whole.
If the class has talkative and confident students, one can have them present
their dialogue in class and even act it out with props.

Writing
A fun activity to do with the writing section is work on writing while under
pressure. How to do this is have the students draw a picture or mind map
about one of the two topics. They have 15-20 seconds to do this. Then on the
Outline, they have about 15 seconds to write only words about the picture.
For the essay section, they have 60 seconds to write a story about the
picture and words.
The students can also follow the books explanation by drawing a mind map,
filling out the outline, and writing the essay.

Note: The Renaissance books are supplementary material and do not have to be
covered if there is no time.
Beyond the Horizon Teaching Tips

Students fluency is a bit low. So, try speaking slowly, sometimes in broken
sentences. In time, the sentences that students are familiar with can be
spoken in class.
Repetition usually helps but because this is usually a middle school class, the
students get bored easily.
Encourage the students to speak in full sentences.
Sometimes H level classes are still energetic and like to play games.
Check a lot of grammar for both speaking and writing. For the speaking units,
let the students read some of Build-up sections out loud.
For writing, really focus on the students writing in full sentences.
I usually dont give homework for writing class, but for speaking, the online
activity is the homework.
Make sure the students write the essays that will be covered on the
achievement test.
Atop the Mountain Teaching Tips

In MB classes, one might still have to speak slowly with broken sentences,
but by MA, one can speak in full sentences but still a bit slower.
Usually students at this level are willing to talk more about life topics.
Emphasize the use of essay organization and format. (Introduction, Body,
and Conclusion.)
Encourage the students to be speaking and writing in full sentences as much
as possible.
Explain key vocabulary words based on the topic of discussion. These also
should be used in their essay writing.
Sometimes the students are not as talkative so the teacher might have to do
a lot of lecturing/talking.
Depending on the schedule, one can skip the even units if there is not
enough time. If there is more than enough time, one can use the case studies
which are found in the native teacher folder.
Online activity is usually the homework assigned.
For writing, if some things are not finished, they can be assigned for
homework.
Make sure to have the students write the essays that will be covered on the
achievement test.
TOEFL iBT Formula Teaching Tips

T2 needs the most explanation. T3 and up doesnt need as much explanation

but maybe review.
Although teaching styles and orders change, it might be easier to teach the
speaking types in order rather than cover the units in order.
For writing, one does not have to have the students write an essay every
single week. Instead, one can focus on one specific area like the introduction,
examples, organization, grammar, etc.
Make sure to print out some sample essays so the students can have an
idea of what the independent and integrated essays look like.
Practice timing exercises so that students get comfortable with writing and
speaking under pressure.
For the speaking, the teacher can demonstrate each speaking type to the
students so that the students have an example to follow.
T1 also does not need a lot of explanation; the books are self-explanatory.
Pass out the speaking and writing cheat sheets in all the T level classes, LN,
and NJW. Go over them together. (This is optional but can highly help the
students find a format for which to go by.)
Emphasize the use of transition words.
TEPS Teaching Tips

New class of the Summer 2016 semester

Because of time, two units can be covered in one day.
Note: The English Connections: Developing English Fluency textbook has a
Grammar Reference, Listening Script, and Expression Bank that can be
useful.
One of the native teachers top reasons for teaching is the speaking part
in English. Therefore, one can focus more on the phrases and idioms.
This will better help the students conversation skills and writing skills.
For the group/partner work, sometimes the students dont know each
other very well, so this kind of work is might be more comfortable doing it
alone or together in class. If you think the students are pretty comfortable
with each other, group/partner work is a good idea.
For the listening parts, dont be afraid to listen to the track more than
once. Sometimes students might have missed some information. In
addition, it is important to listen to it, discuss it, and listen to it again so
that the students thoroughly understood the topic.
TEPS classes do not take the Achievement Test but have a TEPS exam.
Although the native teacher is not responsible for preparing anything, discuss
with the homeroom teacher about the date and information regarding the
test.
There is no need to assign homework, but if there is so much to cover in the
book or if one is behind, then homework can be assigned. (Middle school
students dont always do their homework though so one can sometimes
motivate them with stickers.)
Because some of the students will be at different levels of English, one might
have to speak slowly and explain carefully.
LN and NJW Teaching Tips

LN and NJW students are basically fluent; however, they still might struggle
with grammar and vocabulary.
It is still important to talk a bit slowly, but the students are far ahead so it just
depends on the students listening skills.
Just because the students might be familiar with the TOEFL process doesnt
mean they dont need review. It is always important to review, especially if
there is something they need to improve on.
Encourage a lot of conversation regardless of being outside of the topic.
These classes are usually more expressive and willing to share.
Never put the students down if they make a mistake. At this level, some
students might be sensitive when they make a mistake but that doesnt mean
they are bad at English. They are still very good and need to be aware that
making mistakes is helpful for learning.
Usually LN students might comment when the teacher makes a mistake.
Dont let this discourage you or make you feel embarrassed. If you handle it
wisely, they will learn to handle their mistakes wisely as well.
For speaking and writing, homework is not usually given. Occasionally it can
be given if the work was not finished in class. However, students at these
levels are quite busy so its better to avoid it if possible.
For literature/debate, sometimes reading and/or research homework is
required.
LN and NJW do not have to take the Achievement Test but do take the
TOEFL test which is done on the computer.
For the TOEFL test, the teacher observes the students to make sure they
are taking the test properly.
Debate Class Teaching Tips

Debate class is typically for G level and/or LN level classes.

Encourage the students to express their opinions freely but respectfully.
When splitting the class into agree and disagree teams, there are three
options:
You can split them randomly into two groups but then some students are
not always willing to stand up for a topic they are not in favor of. If that is
the case, then option two
Split the students into two groups based on whether they agree or
disagree with the topic. Sometimes this means that the groups will be
uneven, but it also helps the students be more verbal in what they believe
in.
Lastly, you can split into two teams: students vs. the teacher. They really
like to debate against the teacher and make sure to win the argument.
Encourage the students to research the debate topic outside of class. (You
can ask if the class can use the computers to research the topic.)
Make sure the students are familiar with the debate terms: pro, con,
argument, rebuttal, etc.
 Start of a New Semester

Look over your schedule and student list.

Know what rooms your classes are in.
Check when you have bus duty!
Organize all the books you will be teaching. Make sure to choose the right
color for the right semester: Blue, Red, or Green.
Look over the books to make sure there are no pages torn, missing CDs,
pages to print, etc.
Tape/glue the syllabi behind the front cover of the book.
Write out any syllabi for classes that have no syllabus.
Prepare the T Level cheat sheets for all T level students, LN, and NJW. (T3,
T4, LN, and NJW might not need the sheets at all but prepare them just in
case.)
(Write the names of unknown students on a sticky note and place them
somewhere in your book. This will come in handy at the beginning when
teaching a brand new class and learning the students names.)
Prepare any material ahead of time if needed. One might have to fill in the
answers; this can be found in the Answer Key folder.
Figure out which teachers want you to do their Voca tests in your class or
their class.
Take 5-10 minutes of every class if needed to introduce yourself to the class
and get to know the students. (This is when the native teacher should
establish their rules!)
If there is a problem in the class (misbehaving students and such), confront
the problem right away. Talk to the homeroom teacher as soon as possible.
 Reward and Punishment Tips

This depends on the class and the teacher.

If there are problems with controlling a class, let the homeroom teacher
know.
Sometimes stickers can be given during class or for homework. Try not to
give more than four stickers to one student, but it also depends on the
situation.
If the class is consistently not doing their homework, one can take stickers or
possibly give detention. (Discuss this with the homeroom teacher of that
class.)
Never hit a student.
Never say bad words in class.
Figure out if rewards help more in one class and punishments work more in
another class.
Although very difficult, be consistent.
Rewards are usually given through stickers.
Punishments are usually when the teacher takes away stickers and/or gives
detention.