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Essay Difference Between Two Teachers Kiss

Cristin Boyd who teaches English as a second language, has had the opportunity to teach in nations around the world. She is always mindful of cultural differences in the classroom after a student’s violent outburst made her fear for her life.

What is your job title? How many years of experience do you have in that field?
My title is ESL (English as a Second Language) Instructor. My current job is at an IEP (Intensive English Program). The students, mainly adults 18 years and older, want to increase their English proficiency in order to get a bachelors or masters degree at a US university. This is my 18th year teaching English and ESL.

Would you describe the things you do on a typical day?
The most obvious thing I do daily is “teach” English to non-native speakers of English. I most commonly teach academic writing and critical thinking skills. Teaching is not like it used to be when I was in school where the students were lined up in desks and the teacher stood at the front lecturing. These days, we use a student-centered model, which means that I act more like a ringmaster in a circus. Outside of class, I organize lessons and activities that the students then do during class. I rarely lecture because my students need to “use” English. I usually spend a lot of time moving around the classroom listening, making sure students are on-task, and clarifying any questions or concerns.

In addition to teaching, I spend a large portion of my time grading papers and assignments and preparing lessons. For every hour that I teach, I spend about two hours doing support work. On a typical day, I teach 2-4 hours. I also attend faculty meetings, meet with students and focus on professional development (such as prepare conference presentations and mentor other teachers).

On a scale of 1 to 10 how would you rate your job satisfaction? What would it take to increase that rating?
My satisfaction with my job is a 10 on days I don’t have to grade a stack of essays and a –5 during midterms and finals.

In all seriousness, I love teaching but dislike grading and the low pay. To increase the rating and my overall satisfaction, I would get paid for out-of-class prep time, receive a higher hourly wage, and have more stability (permanent position vs. part-time, temporary).

What did you learn the hard way in this job and how did that happen?
Secretaries and administrative assistants (not administrators) rule the roost. In graduate school, where I was a teaching assistant, I inadvertently offended the department chair’s secretary. My life became pretty hellish with missing paychecks, late photocopying, etc. It was truly a misunderstanding, but no one cared. All the faculty and staff told me to kiss some a– and make it go away. I did. Now I always, always bring flowers and goodies to the admin support at any job.

What don’t they teach in school that would’ve been helpful to you?
It would have been helpful to understand more about intercultural communication. I tend to be very direct and straightforward; this trait is shaped by both my American culture and personality. Early in my career, I had some rough moments with more timid students (such as young Japanese women) who were intimidated by my communication style. I wish I had been more informed about how my directness could affect others. Instead, I had to learn “on the job” to be less direct especially with people from other cultures.

It would have been helpful to know more about organizing and managing lesson materials and ways to minimize grading time as well.

How did you get started in this line of work? If you could go back and do it differently, what would you change?
I graduated with an English degree in the mid-90s during a recession. I couldn’t get a writing job, so I went to Poland and taught high school ESL. It was there that I fell in love with teaching.

I don’t think I would have done much differently. I learned a lot about what I did not want to be or do while working in a dead-end job.

What’s the strangest thing that ever happened to you in this job?
My uncommon experiences have been more embarrassing than strange, such as a losing battle with a projector screen. One day while teaching, I could not get the projector screen (which covered my white board) to roll up. Despite offers from students to help, I insisted on managing it myself. Eventually, after much battling, the screen did roll up. Unfortunately it took the hem of my skirt with it and up over my head. Thank goodness mom always told me to wear nice underwear to work.

On a good day when things are going well, can you give an example of something that really makes you feel good?
The best thing about my job is being present when the light bulb goes on—that moment when students who have been struggling with some concept or challenge finally get it and understand. The look in their eyes, the release of tension in the shoulders, the prideful smile… Amazing!

I also love to get thank you emails from students who have gotten into a desired graduate program, have increased a test score, or have simply realized their skills have improved.

When nothing seems to go right, what kind of snafus do you handle and what do you dislike the most?
There are seldom days in my job where nothing goes right. I do, however, have to deal with student dissatisfaction with grades or progress and sometimes personality or cultural issues.

For example, a student might get upset with a grade on an essay. I have even had students cry, and this makes me feel terrible. However, I strongly believe the best thing I can do is be honest, honest about the grade, why it was given, and the challenges that lie ahead. Most of my students have no idea what graduate school in the US will be like. Part of my job requires that I help them understand this.

In a more general sense, I dislike my low pay and lack of benefits. I dislike that grades are inflated by many teachers who are more concerned with being liked than true progress and learning. When I give realistic grades, I am perceived as the bad guy.

How stressful is your job? Are you able to maintain a comfortable or healthy work-life balance?
For anyone in the teaching profession, it is easy to become consumed. Many are overworked and underpaid yet dedicated to offering their best. When I began teaching, work was my life. I ate, drank and slept teaching.

However, when I got married and started a family, things changed. For my family, I gave up a rare benefited, contracted position because I could not balance the workload with my family obligations. I went back to hourly, part-time teaching which was the right thing to do for my family.

Luckily, I have a spouse who makes good money in a different field. Many other instructors and teachers do not have this luxury. Were I not married to an engineer, I would have a lot less balance as I would need to work a lot of hours in order to make ends meet.

What’s a rough salary range for the position you hold? Are you paid enough considering your responsibilities?
In my current job, I am paid per contact hour. This means that I get paid for the hours I teach. I get one additional hour for grading per week since I teach classes that require a lot of writing. I get paid about $55 per contact hour. I do not get paid for any preparation time, meeting with students, grading beyond that extra hour, etc. My gross pay per class is about $1700 a semester.

In this field of teaching ESL, other levels, such as community college and university teaching pay more. I have made as much as $80 a teaching hour in northern California (high cost of living). Most jobs have limited, to no benefits and offer part-time positions.

No, I do not think I am paid enough as a writing instructor who has a lot of grading. However, this job is much more about helping people achieve dreams than it is about making money. I get a lot in karmic payoff.

What’s the most rewarding moment you’ve experienced in this position? Of all the things you’ve done at work, what are you most proud of?
I can’t say that I have had any one most rewarding moment; instead, I experience on-going moments of amazement and pride. Most recently, after implementing some changes to my reading lessons, two students who had been stuck at the same level for some time, emailed me and told me that their TOEFL scores had jumped about 6 points. High scores on this exam are required for entry into US universities; the students were obviously thrilled.

When I get emails like this, the large amount of time I put into making my lessons appropriate and challenging becomes less relevant. What’s most important is helping international students reach their dreams of getting into an American University. I always tell people the best part of teaching is the karmic payoff. I feel great when they succeed!

What’s the most challenging moment you’ve experienced? What would you prefer to forget?
By far, my most challenging and frightening experience was when a student from a Middle Eastern country (we’ll call him Gabir) lost it in my classroom. This was in the late 90’s before the US was embroiled in Middle Eastern politics, and I was a fairly new teacher. I had never had any Arab students before. In fact, most of my students were from East Asian countries.

At the time, I was teaching a paragraph-level writing class, and Gabir consistently turned in assignments late or incomplete. He would regularly try to negotiate grades, deadlines, and class requirements. I would tell the class that an assignment was due on Monday. Monday would come and go with no essay from Gabir. I’d get it on Friday, grade it, penalize the grade for late submission, and return it. He’d ask me to increase the grade, making light of the late submission; I’d explain how things work in the US. After a couple of weeks, and at least two assignments written about his machine gun at home (yikes!), I asked a colleague who had been a Middle East Peace Corps volunteer what was going on. It turns out that in many Middle Eastern countries, things operate like the Souk, the market. In a culture with a souk mentality, everything is negotiable—including grades.

Once I figured out what was going on, I called Gabir into my office and explained in a kind but clear way that US teaching institutions did not operate like the Souk. I reminded Gabir about an upcoming assignment that was due in a few days. I thought the conversation went well, and he claimed to understand.

A few days later, I asked for an assignment. Gabir did not have it. I asked him quietly to stay after class to talk with me. As the students were gathering their things to leave, I quietly asked where the assignment was. He gave some excuse, so I asked him if he had understood our conversation in my office. Then, he lost it! He stood up and started yelling at me. “You’re a terrible teacher! You demand too much! You are single woman! Why do you teach and wear such revealing clothing? You do not treat men with respect!” After what seemed like an hour (but was literally less than a minute), Gabir grab a student desk, threw it across a room and stalked out. I nearly passed out; I was shaking from head to toe, covered in cold sweat and incapable of speaking to the other teachers who came rushing into the room. Several of the other students were in tears. And all I could think about what Gabir’s favorite writing topic: his machine gun.

I never saw Gabir again; I suspect he decided life in the US was not to his liking and went back home. For a few days, it was challenging to come to class and teach because I was afraid and so were my students. No one knew where Gabir had gone or if he would come back. However, I realized I had an obligation to my students to keep teaching and to help them learn from what had happened.

As it turned out, the incident provided a great opportunity to write about cultural norms, and we all learned a lot about our cultures. Most importantly, I learned that culture and belief are deeply ingrained and often remain invisible until we are confronted with something that violates our perceptions or expectations. To this day, when something is not quite right with a student, I ask myself ‘Is something cultural going on?’

What education and skills do you need to get hired and succeed in this field?
Contrary to popular belief, being a good ESL instructor/teacher includes a lot more than being a native English speaker. While there are lots of low-paying but fun and exciting opportunities to teach overseas, most domestic jobs require an MATESL (Masters in Teaching English as a Second Language).

Skills that help are an outgoing personality, a good sense of humor, great organization and time management skills, and a strong desire to help others (and not be paid enough for it).

What would you tell a friend considering your line of work?
Do it but only if you have the financial means to make it work.

How much vacation do you take? Is it enough?
There is never enough time to vacation in my mind. That said, teaching ESL and EFL (English in foreign countries) can offer a perpetual vacation. I have taught in Poland, Chile, and South Korea. I can work and live anywhere in the world!

Are there any common misunderstandings you want to correct about what you do?
Teachers and instructors worldwide need to be paid more and to be treated as professionals. What is more important, the people who are shaping minds or trading on the world stock exchanges? In particular, teachers and instructors, especially public school teachers, deserve more respect, pay and recognition.

Having summers off does not mean life is easy. Those of us who do not work in the summer, also do not get paid for that time.

Teaching is not easy and does not end in the classroom. I spend significant amounts of time outside of the classroom making sure that what occurs in the classroom is the best I can offer.

Learning a language takes a lot of time. If you doubt this, try it. Don’t believe the politicians who tell you that the kids in your local school can learn English in one year. Academic proficiency takes 8-9 years. Look at the research. Know the facts. Support your local schools and their ESL populations.

Does this job move your heart? If not, what does?
This job does indeed move my heart! Every day! I am blessed.

If you could write your own ticket, what would you like to be doing in five years?
Teaching ESL/EFL in the US during the academic school year and, during the summers, in Thailand and Tunisia and China and Morocco and Ireland and the Philippines and Brazil and Mali and…

Is there anything unique about your situation that readers should know when considering your experiences or accomplishments?
A lot of ESL teachers share my enthusiasm about what we do. I am not just cheerleading here. This is a great job despite the lower pay.

Comparing and Contrasting High School Teachers and College Professors

947 Words4 Pages

Most people see teachers and professors in the same light. They perform similar tasks. They teach. However, they are separated by a fine line of distinction. High school teachers help a student build a foundation of knowledge, and train the student to focus on learning. College professors help to shape and define a student’s foundation of knowledge, and challenge the student to cultivate the mind. High school teachers and college professors have similar goals and guidelines, but they take a differing approach to achieving the end result. The way the class is conducted, academic expectations, and view of student responsibility are a few of the contrasts between high school teachers and college professors.

A high school class…show more content…

The student is responsible for knowing what is required and when it is due. For example; I once asked my math professor if we would have a homework assignment for the weekend and he did not answer me. One of the other students told me to look in the syllabus for the homework assignment. I was embarrassed that I had asked and now I save my syllabus for the entire course.

Academic expectations are different between high school teachers and college professors as well. The academic expectations of teachers are focused on memorizing and regurgitating facts and can be met with minimal effort on the part of the student. High school teachers tend to point out the relationship between subjects so that the student has no choice but to see the connections. Furthermore, the student is expected to merely do the homework, and be able to recite the lesson to earn a passing grade. Memorization is the primary focus. For example; students are required to memorize the multiplication tables even if they don’t understand the concept of multiplication. I was one of those students that did not understand multiplication and as a result, I forgot the multiplication tables almost as soon as math class was over. Whether or not the student actually understands the material is second to being able to recite the material. This demonstrates a much lower academic expectation compared

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