Profession language school teacher

Language school teachers educate non-age-specific students in a language that is not their native language at a specialised school, not bound by a level of education. They focus less on the academic aspect of language teaching, as opposed to language teachers in secondary or higher education, but instead on the theory and practice that will be most helpful to their students in real-life situations since most choose instruction for either business, immigration or leisure reasons. They organise their classes using a variety of lesson materials, work interactively with the group, and assess and evaluate their individual progress through assignments and examinations, putting emphasis on active language skills such as writing and speaking.

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Personality Type

• Social / Artistic
• Social / Investigative

Knowledge

• Learning difficulties

  The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Language teaching methods

  The techniques used to teach students a foreign language, such as audio-lingual, communicative language teaching (CLT), and immersion.

• Assessment processes

  Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

Skills

• Guarantee students' safety

  Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

• Adapt teaching to student's capabilities

  Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

• Encourage students to acknowledge their achievements

  Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.

• Assess students' preliminary learning experiences

  Evaluate students’ preliminary learning experiences, including academic progress, achievements, course knowledge, and skills through assignments, tests, and examinations.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Teach languages

  Instruct students in the theory and practice of a language. Use a wide range of teaching and learning techniques to promote proficiency in reading, writing, listening, and speaking in that language.

• Adapt teaching to target group

  Instruct students in the most fitting manner in regards to the teaching context or the age group, such as a formal versus an informal teaching context, and teaching peers as opposed to children.

• Observe student's progress

  Follow up on students’ learning progress and assess their achievements and needs.

• Give constructive feedback

  Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Apply intercultural teaching strategies

  Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

• Assess students

  Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

• Manage student relationships

  Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

• Assist students in their learning

  Support and coach students in their work, give learners practical support and encouragement.

• Provide lesson materials

  Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.

• Monitor developments in field of expertise

  Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.

• Demonstrate when teaching

  Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

• Liaise with educational support staff

  Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

• Supervise spoken language learning

  Conduct active, foreign language learning classes focused on speaking and evaluate students on their progress regarding pronunciation, vocabulary, and grammar through oral tests and assignments.

• Show consideration for student's situation

  Take students' personal backgrounds into consideration when teaching, showing empathy and respect.

• Employ pedagogic strategies to facilitate creative engagement

  Communicate to others on devising and facilitating creative processes through the use of a range of tasks and activities appropriate to the target group.

Optional knowledge and skills

Source: Sisyphus ODB