Maple Leaf Education IPO and expansion job vacancies

Not only am I the proud owner of 6,000 shares of 01317, aka Maple Leaf Education Systems on the Hong Kong Stock Exchange after a few phone calls to my E*Trade account manager, and moving some money around, but will continue to buy 4,000 shares a month through the remainder of this years contract. It began public trading officially on Friday, November 28th, and my buy went through at 2.96 HKD on December 1st. It's currently trading at 3.01, and will continue to watch it grow.

And next, My strategic Director announced 12 new teacher positions available for ESL teachers with March 1st start dates all over China. and an unprecedented 60 ESL positions with a Fall 2015 start.

My quick Pro's/Con's list:
Pro's: Incredible salary with only 2 years teaching experience, I teach 3-70 minute classes five times a week (BIG difference from last year teaching only 20-40 minute classes once a week). Class size of 30 or less, compares to last year 60 in each class, meeting only once a week. Incredible health insurance coverage through MSHAsia. Incredible ESL department Deputy Director, amazing international English team, knowledgeable and friendly, and well-experienced Chinese Grammar and Foundation Arts teachers, Housing included in contract (FREE heat in winter-Although I felt like I was freezing to death in October-I'm a southern California boy), and we live a block from the beach in a resort community.

Con's: They require me to teach a morning homeroom from 7:40 am to 8:00 am (last year all my classes began at 10:00 am-Noon, and 2:00 pm-5:00 pm-20 minute break between each class and a two hour lunch). They asked me to volunteer to teach an after school drama class from 3:40-4:40, 5:00. 6:00... It wouldn't have been so bad if the same students showed up each day for practice. Jinshitan is a holiday resort, its busy in the summer, deathly quiet in the winter. KaiFaQu is a 30 minute light rail train ride with Makro, IKEA, Sams Club and Metro (School gives you a FREE Metro card). the Qing Gui (light rail train costs 8 RMB or 1.25 USD). Dalian is an hour train ride with Starbucks, Papa Johns, Burger King, Western steak houses and a much better "city life" than Jinshitan has to offer. SO great weekend fun is not so far away.

Any questions? Just ask!

Here's the link to check it out yourself:

http://www.mapleleafschools.com/employment/esl-teacher-current-vacancies.php

Current Vacancies ESL Teacher

Maple Leaf Educational Systems – China is seeking qualified ESL teachers for positions at nine schools in cities in the People’s Republic of China. Our system is growing rapidly and we expect to have approximately 12 ESL teaching positions available for the second semester of the 2014/15 academic year, which begins March 1, 2015 and approximately 60 new positions available for the 2015/16 academic year, staring September 1, 2015.

We are hiring teachers to work in our high school programs in Dalian, Wuhan, Tianjin, Chongqing, Zhenjiang, Shanghai and Luoyang and in our elementary and middle school programs in these cities and also in Inner Mongolia-Ordos, Pingdingshan, Huayuan Area Tianjin. Our high school ESL programs are preparing students for the fully English taught BC high school program and our elementary and middle schools are introducing English to students who plan to go onto our high schools. Our students are second language learners in many cases learning English as for the first time.

Our BC certified high schools provide academically motivated students an educational program to prepare them for entrance to western universities.

Maple Leaf Schools offers our ESL teachers an opportunity to grow professionally and personally with like-minded colleagues in a culturally rich environment. Our motto, Presenting a World of Opportunity, applies equally to our students and our ESL teachers. We provide our ESL teachers a competitive salary and benefits package including paid holidays, medical coverage and yearly travel to and from China. The annual salary for ESL teachers ranges from $21,600USD to $30,000USD, based on years of experience.

Ideal candidates possess a passion for education and a commitment to student success. We seek ESL teachers eager to embrace cultural differences, able to adapt easily to change and challenges and work cooperatively with diplomacy, professionalism and humour.

If you are interested in joining our Maple Leaf team please provide the following:

• Brief cover letter
• Resume that shows full work history – including all teaching experience with start and end dates (month/year) and names of employers/schools, clearly indicating a minimum of two years of classroom teaching experience
• Copy of ESL Teacher Training Certification, verifying a minimum of 100 hours of coursework and practicum from an accredited ESL training institution – TESL, TEFL, CELTA, etc.
• Copy of university graduation diploma (proof of degree)

Additional details will be requested through the hiring process, including:

• Copy of passport valid for a minimum of one year from the date of hire
• Copy of clean criminal record check dated within the last 12 months
• Letters of employment verification related to previous teaching positions – signed, dated and produced on school/company letterhead
• Digital photo
• Copy of clear medical check is also required for some locations

Forward your application package to:
Dawn Sutherland
Director, Strategic Support
MLES Educational Services Canada Ltd.
400-601 West Broadway
Vancouver, British Columbia, Canada V5G 4C2
Tel: 604-675-6910
Fax: 604-675-6911
Email: dawn.sutherland@mapleleafschools.com

Chinese work visa regulations prevent us from hiring teachers who will turn 60 before August 15, 2017.

China Maple Leaf Educational Systems IPO

5 Investment Points To Note On China Maple Leaf Educational Systems IPO CORPORATE DIGEST | 28 NOVEMBER 2014 By: Louis Kent Lee ARTICLES (118)PROFILE It is hard not to have a soft spot for recession proof businesses. Education, for instance, is one of the examples. Because of the importance and how highly regarded education is in our society, it is interesting to look at companies with direct exposure to such industry. While looking across the highly talked about Shanghai-Hong Kong connect. We identified a company that is poised to ride on the macro outlook of the education industry, and the rising income of the middle class in China. China Maple Leaf Educational Systems (CMLES) is the largest international high school operator in China. It is listed on 28th November at HK$2.88, with an initial indicative price range for its initial public offering at HK$2.23 – HK$3.07, with some 334 million shares being offered. There are 5 main investment points that drew our attention to CMLES. 1. Largest Market Share According to Frost & Sullivan (F&S), CMLES as of 2013/2014 commands the largest market share in the international high school market (9 percent), and 7.6 percent market share in the international school market in China. Referencing to the pie charts below, you’d have noticed that CMLES’ market share in both the international high school and international segment morphs that of its closest competitors. This is largely due to its unique offering of dual curriculum and diploma that is highly recognised in China, and internationally. 2. Further Growth Expected In Private and International Education Landscape F&S reported that the PRC international school market registered a compounded annual growth rate (CAGR) of approximately 23 percent over 2009 – 2013, with total revenue growing from RMB8 billion to RMB18.4 billion during the same period. The total number of students enrolled also reflected a CAGR of approximately 18.6 percent from 2009 – 2013 to reach 156,500 students. F&S also quoted the strong intention of Chinese parents to send their children to study abroad. With the rising income levels seen in China’s middle class, and the one child policy which will see a lot more spending by grandparents and parents on that one child, parents are increasingly choosing to send their children to international schools where diplomas earned from such establishments can provide direct routes to ivy league universities in the United states (US), Canada or even the United Kingdom (UK). It is expected that the international school market in China is likely to sustain its double-digit CAGR of 11.8 percent over 2013 – 2017. 3. Unique Curriculum, Recognition Of Diplomas In China and Internationally Due to CMLES’ unique dual – curriculum education offering, students of CMLES will be under a British Columbia (BC) certified education program from Grade 10 (K-10) onwards. Upon graduation, the students will receive dual diplomas which are recognised in China, and also in major universities in countries such as US, UK and Canada. Most Chinese parents these days want to send their children overseas for their universities education, and with the BC accredited program in their diplomas, students of CMLES can now do so. This is endorsed even further with CMLES’ memorandum of understanding with over 50 reputable overseas universities. F&S also noted that CMLES boasts a high transition rate of approximately 50 percent student count admitted into the top 100 universities in the world, which is the highest ratio among the top five international schools in China in the 2012/2013 school year. 4. Room For Higher Tuition Fees, Raising Eventual Profits Decking CMLES’ current tuition fees against its peers, it is evident that CMLES’ fees are the lowest among its international peers. As CMLES’ stand point is to provide affordable quality education, it is largely popular and affordable to the rising middle class in China. In China, tuition fees hike by education providers would require approvals to be given by the authorities prior to the fee hike. In fact, CMLES was given the option to raise its tuition fees in Shanghai to RMB100,000 a year, but at that point, CMLES only adjusted it to around RMB70,000 a year. This clearly shows more room for CMLES to raise tuition fees. Currently, CMLES commands an average good gross profit margin of some 45 percent and average adjusted earnings before interest and tax of some 38.8 percent for FY11 – FY13. Sensitivity analysis shows that (p198) a 3 percent – 6 percent increase to its tuition fees would have resulted in a RMB11.8 million – RMB35.5 million increase in its profit position for FY13. FY13’s profit for the year stood at RMB33.2 million. This represents a potential addition to net profit between 35.5 percent to 106.9 percent. CMLES’ current gearing looks high on the onset at 65.8 percent, primarily due to its small equity base. However, using a net debt approach, CMLES reflects a net cash position for CMLES, primarily due to its sizable cash pile of RMB409.3 million, reflecting some 22.4 percent of total assets. 5. Experienced Board Members, Strong Value Chain Pipeline Two main board members that stuck our attention which we think is of utmost importance to endorsing board value would be Mr Sherman Jen and Mr James William Beeke. Most notably in October 2014, Jen; Co-chief executive officer, chairman, controlling shareholder and founder of CMLES received the Chinese Government Friendship Award from Mr Li Keqiang, PRC’s Premier, and two Vice Premiers. That award was the highest honour awarded by the Chinese Government to foreign experts for their outstanding contributions to the modernised development of China. We see such endorsement a positive catalyst as strong recognition and ties with the government bodies are key essential hooks to secure a good robust standing in the education industry. Mr James Beeke, director, vice president and BC program superintendent of CMLES is key to the overseeing of CMLES’ operation of the BC program in CMLES, which has gotten a lot of recognition for in the international arena. His prior employment experience in BC’s provincial government as deputy inspector, and inspector for BC provincial government’s Ministry of Education is invaluable to knowing how to best structure CMLES’ BC program to bridge a well-recognised affiliation to Canada, and internationally as well. As seen from the diagram below, you would’ve noticed that the fundamental education system in China includes three years of preschool, nine years of compulsory education at elementary and middle school, and three years of high school. CMLES’ strategy of attracting students at an early age has allowed it to retain these students within its education value chain pipeline as these students progress through their education. For school years 2010 – 2013; CMLES has a retention rate of over 70 percent of its students from elementary schools enrolled into their middles schools, and over 70 percent retention rate of students from middle schools enrolled into their high schools. The high retention rates enable CMLES to constantly get recurring revenue from a solid base, without having to spend too much on marketing to recruit students externally. Conclusion Moving forward, the international school market is poised for further growth based on the encouraging education industry outlook, and the willingness of rising middle income class to spend more on quality education. We feel that CMLES’ unique offering and recognition in the international school arena will continue to help sustain its market share. The plans of CMLES to increase utilisation rates from its current schools and raising tuition fees which have been traditionally low are also key points that will see positive impact in its top and bottom line. Also, its plans to expand its school network in China and abroad through forms of cooperation is likely to see it grabbing market share and further morphing its largest peers. CMLES was 195 times oversubscribed and at HK$2.88 a share, this indicates forward PE of some 20.1 times.

Source:

http://www.sharesinv.com/articles/2014/11/28/china-maple-leaf-edication/

When teaching turns to business

As an international educator, I have been blessed with the ability to freely travel the globe. I have the right "all-American" look, the desired education and certification, the freedom to not be geographically restrictive, and after ten years of traveling... I may have found that one place I have been looking for. Although in daily denial, based on the hardships endured, which is common for any international teaching gig. There is an element of time, quite different for each individual. But deep down inside, I may actually "like" it here.

After teaching a year at a government high school in a "small city" of 600,000 people, being among one of less than a dozen people who could actually carry on a conversation in English, I was seeking a less-populated, more "western" environment. and I may have found that "perfect place" in Northern China.

Notwithstanding that I am, and forever will be that "spoiled California boy," combined with the fact that my students insist that I am not really an adult (discussing baby, child, children, youth, teen-agers, middle-aged and the old and elderly), they consider me a "big boy."

While they don't really know who Peter Pan is, and haven't been exposed to much western culture, because of previous, and current government restrictions, and as most of their conversations revolve around Basketball and the NBA, conversation is limited. It is my job to adapt current teaching modalities to include current "eye-opening" and "there's a whole new world out there" philosophies.

For that task, preparing interesting lesson plans can often be challenging to teach the topic, while providing current relevant information that may interest them. Every "Fun Friday" I have a 10 question EXAM (Specifically used for the importance of the grade, or "Mark" as they call it). "High Marks" or "Full Marks" is what they want the teacher to "Give" them. But they have not yet mastered the fact that it is NOT the teacher that is giving them their score, so it is up to me to collaborate with my peers and ask for assistance to teach the students that we do not give them their mark... They learn, or they don.t learn. The assignments, papers, speeches, presentations, group work, quizzes, tests and exams, are all on them... Even my Chinese counter parts didn't quite understand my request.

Be that as it may, "Fun Friday" exams are followed by a movie segment (in order to do my grading in class, so that I don't have to do work outside of school). They get their grades before the end of the class. The entire point of this mindless babbling today is that I showed the boys Disney's Teen Beach Movie, which is chock full of dialogue, exciting time shifts, amazing clothing styles, and above all the songs.

The only song that the students here know is One Directions "One Thing." and it hurts my ears to hear it. I like the, no, I love the song. But their pronunciation, and God forbid they use a microphone, just pains me to eternity. So What can I do about it? Teach them to sing.

I read a book a long, long time ago saying you can’t teach a pig to sing, it is impossible and it annoys the pig. Well, these boys need to be a little annoyed right now. They have one thing and one thing only on their mind... And it's not girls!

Computer games. Walking in the hallway, not watching where they are going, in class, before class, during class, after class. On their laptops, tablets, iPads, iPad mini's and phones of all shapes and sizes. "LOL" is the most common game.

After completing Disney's Teen Beach Movie in three weeks time, They asked for more. So I think I will go backwards first and show the High School Musical series from the beginning. Its relevant to their environment, and age group.

When teaching turns to business. The school I currently work for was just listed for ipo on the Hong Kong Stock Exchange, and I look forward to joining in on the growth of the curriculum and company.

Here is the link to the Hong Kong Stock Exchange to see the current value of the Maple Leaf Education System stock price:

http://www.hkex.com.hk/eng/invest/company/quote_page_e.asp?WidCoID=1317&WidCoAbbName=&Month=1&langcode=e

I was fortunate to buy low, 45 days after the Initial Public Offering, and have enjoyed the steady rise and growth, as my own growth in the company becomes more permanent and stable. Buying at 1.95 HKD, with a value of 2.80 HKD as of publishing today, and owning a substantial amount of shares, as I try and re-invest my salary into the company growth... I can only hope that an education stock such as this company, can only maintain its healthy gain.

Sad thing is, E-trade is eliminating its global market as of June 12, 2015, I will be forced to liquidate and sell all of my shares, fee-free from E-trade, as it is them closing that leg of their business, and will be forced to re-purchase at a higher price. Working my way around this as an American citizen, working in China, trading with an American company on the Hong Kong market, I anticipate my ease of transition a bit worrisome. Billionaires do this type of thing everyday. There must be a simple way for me to do it. I will find a way. 

An intriguing book that opens up possibilities.

“It is almost everyone’s dream to travel, to see the world and explore other cultures, add in the idea of actually making money while doing it and that dream quickly turns into a sweet fantasy; but what if it’s not? What if you really can make money, even make a living while traveling? George Michael Babineau has done it and he explains how in “TEFL Teach and Travel: How to Travel the world and make the most money living abroad.”
That last part is key – how to make the MOST money. For a US citizen living abroad, its’ actually quite easy – if you know the tips and the tricks. The money that you can save while teaching English as a foreign language is massive; rent, healthcare, transportation –the list goes on. There are a few caveats though, and Babineau explains them up front. Your birthplace must be 1 of the 6 countries where English is the native language, you must have a BA degree in something and you must have a clean record, clean check up and a TEFL diploma. If that’s you, then you are in luck. George Michael Babineau has the 411 on the countries that will pay you the most to work there legally, and which countries to stay away from.
An intriguing book that opens up possibilities.
”

SoCalBookGal wrote this review 7 hours ago.

http://www.amazon.com/dp/B00OVA77YM

Another amazing FIVE star review

5.0 out of 5 stars Detailed information and surprisingly interesting.... November 9, 2014

By Ranger

Verified Purchase

Wow! I didn't expect a book on TEFL certification to be as interesting as this one. George Babineau, the writer, is an American teaching English in the Chinese town of Fu'an, where he's been for the last 3 years. Here, he reveals every single thing about his interesting job.

First, knowing well that his readers are more interested in the financial aspect more than anything else, George explains how the math of teaching English in a foreign country adds up – you may make $2000 a month teaching English in China, save $1500 of it, with no more than $500 in expenses a month. Of course, things are a lot cheaper in China than in the US.

Then George explains everything about getting there – the TEFL certification, how to apply for it, how to get it, how to face the interview process, how to adjust to life in a foreign country, and he even writes about the useful word games you may make use of to teach your young students English.

One word for the book – COMPREHENSIVE! And the writing is terrific too.

http://www.amazon.com/dp/B00OVA77YM

YaY! 2nd FIVE STAR review today!

5.0 out of 5 stars Very Good 
November 7, 2014
By Helen C.
Verified Purchase
This was a really informative book which packs a plethora of knowledge for anyone considering a lifestyle of teaching and working in other countries as well as how to win the best teaching contracts and more. I was definitely impressed with how well researched and extensive the information here is, and I would definitely recommend it to anyone who is thinking about teaching abroad. Highly recommended.

http://www.amazon.com/dp/B00OVA77YM

Writing your personal journey

Everyone is on their own personal journey. My journey is different than yours. We are all unique. But I choose to go through this journey, often wondering if the grass is really greener on the other side. And without hesitation, I am free to make the often dramatic lifestyle change that most people would quiver and cringe at the thought. I've never known stability, and perhaps that's a subconscious fear I have. To never become complacent, and be free to move onto my next new adventure. Sometimes not first seeking new employment, and ending up down in the dumps, hoping my friends will pick me up.

Teaching English is a fickle job, as there are limitless opportunities around the globe, and as equally as limitless salary and responsibility levels, and types of educational institutions. Once you hold that TEFL diploma,  university degree or not, you can write your own ticket, and create your own path around the globe. Every country is looking for quality people to teach a quality program. Some offer text books, others teach with tablets. Again, the spectrum of technology is as diverse as the teaching styles are.

The basic motivation is the students academic and social outcomes. Can you motivate, educate, and inspire children to communicate in a foreign language. Your first step is the TEFL-C certification.

http://www.tefl-c.com/  is currently offering a coupon code to receive 10 percent off tuition, and feel free to share this code with your friends. But it is only valid until December 31st, 2014: gbabineauLuK5mm2e

Only you can make the decision to be the world traveler you always wanted to be.

In order to enroll in the course, please use the coupon code: gbabineauLuK5mm2e

Welcome to TEFL-C International

Prepared in association with Teachers College, Columbia University in the City of New York, TEFL-C's teacher certification programs in Teaching English as a Foreign Language to Children represent the finest in specialized preparation programs for teachers of English working with children aged three to twelve in countries or regions in which English is not a commonly spoken language.

TEFL-C offers three levels of certification (I recommend the advanced certification, as it is the most internationally recognized course):

• TEFL-C Basic Certificate (60 hours)–Designed to give teachers a solid understanding of salient educational theories and approaches that relate to teaching English to young learners and to provide them with practical ideas for applying theoretical learnings to classroom teaching.
• TEFL-C Practical Certificate (60 hours)–Designed for teachers who have already studied educational theories and approaches related to children's language teaching and learning, but who are seeking to improve their practical classroom delivery knowledge and skills.
• TEFL-C Advanced Certificate (120 hours)–Essentially comprised of both our Basic and Practical courses, the TEFL-C Advanced Certificate is designed for teachers who are just entering the field of teaching English as a Foreign Language (EFL) to children or those who would like to refresh and improve their theoretical knowledge and practical delivery skills.

Get started teaching today

I graduated from Johnson & Wales University in 2003. Although I was recruited for a fast track management program at Walt Disney World by Chef Pauli Milotte, I passed up the position to take a position as Front Office Manager at The Sandestin Resort on the panhandle of Florida.

That was probably the biggest detour of my life, which landed me barreling through construction barriers full speed over the cliff on a spiraling journey to death. It was the most singular dramatic, life altering mistake I ever made. But revolutionary at the same time. In a short period of time I became complacent and unhappy. I realized that at this level of management, dealing with cry baby guests freaking out about a singular palmetto bug, when what they say they saw was a swarm of monster sized cockroaches, and demand their entire stay be comped. Are you mad, you hillbilly freak?

As the universe had other plans for me anyway, it was about this time that summer was ending, the college program kids I was mentoring was coming to a close, and just around my birthday, I think it was Hurricane Rita that came storming through. Luckily, I was one of the newest managers, and was given a little severance package to leave, and within a day, leave I did, leaving much behind in my newly rented house. Luckily what I left behind was useful to a family who had recently been burned out of their house, so we were mutually fortunate. They would take all my stuff, and put it all to good use. I packed up what I could fit in my truck, and returned home to California. Only home wasn't the same anymore.

Returning to your pre-university job, with 62,000 of student loan debt, was a bit of a humbling scenario. I was embarrassed. I worked as many hours as I could pick up at Disneyland, but although I was extremely satisfied with my work experience, and the potential to quickly move up the ladder, and make lateral moves for more experience, but I wanted more. As well connected as I was, and welcomed back after a six month absence, I could have worked something out in Florida or California. But guess what I did instead...

Spring 2005, I booked a TEFL course, an air ticket, sold my truck, and whatever I had to sell, and flew to Paris. Spent several days and visited The Disney Paris Resort, and then flew to Prague for my month long TEFL certification course.

The rest of that story, and more later...

We live in an 'I want it now' society, and I am pleased to announce that in 2011, I had a refresher TEFL course, where I learned more, from an online course, that I learned, or at least more relevant information I use productively to this date. The TEFL-C course was internet based, with external moderators assessing and scoring each section.

I want YOU to consider this course if you are interested in a future Teaching English abroad. And, I will make sure that before you enroll in the program, that you have the correct discount code, as TEFL-C graduates can offer friends a referral code for a ten percent discount off the program.

I believe that my referral code is just my name spelled as one word: gbabineauLuK5mm2e

You can visit the site, and consider your options. But for a third of the price of a language school with a high overhead, this course will give you what you put into it. It will not give you the hands on experience, but it will give you pertinent, relevant and exacting information relating to what we need to know about the people we teach, as well as the theoretical and practical methods to teaching English in general.

My favorite section is the Multiple Personalities module. I love that. Howard Gardner developed a practical theory on Multiple Intelligences at Harvard University, and I wish all teachers who tried to teach me when I was younger knew this information. In an upcoming book, I will elaborate on this theory based on my own practical knowledge through my teaching experience, mans well as my learning environment when I was a child. I am sure I will sell at least four books.

Please pass this information along to your friends, and as always, I am only an email away should you need any information about the TEFL-C program. If your looking for endorsements other than mine, try the Walt Disney Company. Walt Disney Publishing owns and operates Disney English in China. Disney English actually requires you to complete the coveted TEFL-C program prior to taking a position with them in the highly lucrative China market.

Future posts, and my book, The Universal Teacher will elaborate on TEFL-C, Disney English and many other opportunities that require a Bachelor degree, and lower paying jobs that do not require a degree. So there is no excuse why you can't make your dreams come true today. Teach and travel. Don't be geographically restricted. I will even tell you about a special program, bachelor degree or not, that will pay for your airfare, house you and train you, then place you in a positive teaching environment for a 6, 12 or 18 month contract. It all begins with you taking the opportunity to learn through TEFL-C, and making the decision to go.

Here are the explanations of the TEFL-C modules to give you a general idea of what you will learn:

Section I

General Education Theories & Language Teaching Approaches

• 1.Early Childhood Development Theory
• 2.Experiential Learning Theory
• 3.Multiple Intelligences Theory
• 4.The Direct Approach
• 5.The Aural-Oral Approach
• 6.The Natural Approach
• 7.The Communicative Approach

Section II

General Education & Language Teaching Methods

• 8.Managing the Classroom
• 9.Teaching with Technology
• 10.Testing & Assessment
• 11.Planning Lessons
• 12.Teaching Early Literacy
• 13.Teaching Through Stories
• 14.Teaching Through Songs & Chants
• 15.Teaching Through Drama

Section III

Language Teaching Materials & Techniques

• 16.Managing Materials
• 17.Flashcard Activities
• 18.Physical Movement Activities
• 19.Whiteboard Activities
• 20.Holiday Activities

Section I: General Education Theories & Language Teaching Approaches (60 hrs.)

1: Early Childhood Development Theory (estimated time required = 10 hrs.)

This module introduces trainees to the history of early childhood education as practiced by Friedrich Fröbel, Maria Montessori, John Dewey, and Chen, Heqin. It discusses what is known about the developmental stages of young children and how they affect what we teach and when we teach it. The discussion includes the cognitive, affective, motor, and social developmental stages and domains as described by Sigmund Freud, Jean Piaget, Lev Vygotsky, and others. Also covered are the stages of linguistic development, Chomsky's language acquisition device (LAD), and the critical period hypothesis. Trainees are then challenged to choose and develop language-teaching activities that are developmentally appropriate for young children of various ages.

2: Experiential Learning Theory (estimated time required = 8 hrs.)

Columbia University's great progressive thinker, Dr. John Dewey, is widely considered the father of experiential learning or "learning through doing." Dewey's work revolutionized education in the first half of the 20th century and continues to impact the field as reflected in the contemporary theories of Paolo Freire and Howard Gardner. This module explores the application of experiential learning across the early childhood curriculum. Discussion then focuses on the emergence of the Task-Based Learning Approach to second language acquisition (TBL) and how it relates to the recent work of N. S. Prabhu, Rod Ellis, Jane Willis, and David Carless. Trainees are then encouraged to contemplate how to apply the concept of experiential learning to their own lessons.

3: Multiple Intelligences Theory (estimated time required = 8 hrs.)

In 1983 Harvard University professor, Dr. Howard Gardner, proposed his revolutionary Multiple Intelligences Theory (MI), which suggests that learners can be intelligent in a wide variety of ways—a break from the traditional unitary view of intelligence. The theory has had a significant impact on how lessons in all subject areas are taught and on how students are evaluated. Through convincing examples, this module reveals the evidence that supports the existence of multiple intelligences. It also covers the basics of each of the eight intelligences currently recognized by Gardner. Practical application activity ideas engage trainees in thinking about how to plan language lessons and evaluation procedures that appeal to a variety of intelligences in young learners.

4: The Direct Approach (estimated time required = 8 hrs.)

This module briefly presents the history of the Direct Approach for language teaching, beginning with François Gouin's Series Method and progressing through the work of Maximillian Berlitz and Emile B. de Sauzé. The discussion then turns to modern methods that have emerged from the Direct Approach, including the Rassias Method, developed at Dartmouth College by Dr. John Rassias and, most notably, Total Physical Response (TPR) as championed by Dr. James Asher of San Jose State University. Several variations on TPR, including TPR Storytelling (TPRS), are also discussed. Trainees learn step-by-step procedures for planning and delivering TPR lessons to very young learners and practical application activities that leveragethe Rassias Method and TPR for use in their own classrooms.

5: The Aural-Oral Approach (estimated time required = 8 hrs.)

The Aural-Oral Approaches emphasize listening and speaking as the most basic skills of language and de-emphasize reading and writing in the early stages of language learning. Resulting from the Aural-Oral Approach was the Audio-Lingual Method (ALM), which reached its peak in the West in the 1950's and 1960's, but is still very prominent in Asian language teaching. ALM assumes that much of language learning is a matter of habit formation, so activities generally require very frequent repetition with single-slot or double-slot vocabulary substitutions. The module also discusses the Situational Approach, which is primarily an approach to syllabus organization, but shares many of the features of ALM.This module familiarizes trainees with the basic tenets of the Aural-Oral Approaches and presents them with practical young learner language practice activities that are capable of facilitating hundreds of student exchanges in a single class period.

6: The Natural Approach (estimated time required = 8 hrs.)

Proposed by Dr. Tracy Terrell and Dr. Stephen Krashen, the Natural Approach to language instruction assumes that a second language is learned in much the same way as the first. Krashen and Terrell proposed five hypotheses for the Approach: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. Traineesstudying this module learn about these five hypotheses and how they apply to curriculum design, lesson planning, and classroom practices. The five hypotheses and the general application of the Natural Approach are dynamically illustrated using a series of engaging language-teaching activities.

7: The Communicative Approach (estimated time required = 10hrs.)

The Communicative Approach emerged from the field of anthropological linguistics through the work of linguists such as M. A. K. Halliday, who think of language primarily as a system of communication. This module discusses the key elements of the Approach including the concept of communicative competence and the Approach's focus on meaning and function, language authenticity, and integration of the four language skills. In application, the Communicative Approach relies heavily on pair and group communication activities, such as information gaps and biographical databases, that immerse students in situations that require communication. Traineestaking this module learn a wide variety of pair and group communicative activities as well as integrated skills and dialogue teaching activities.

Section II: General Education & Language Teaching Methods (40 hrs.)

8: Managing the Classroom (estimated time required = 5 hrs.)

One of the most important elements in quality teaching is the ability to effectively manage a class. This module explores classroom management beyond the traditional rules and punishment approaches of the past. Positive classroom management, student self-management, and token economy systems are among the topics discussed. Trainees become familiar with a wide variety of classroom management techniques that will help their students remain efficiently focused on their learning objectives.

9: Teaching with Technology (estimated time required = 5 hrs.)

Computer-assisted language learning (CALL) is a rapidly growing field within the general education and the language-teaching domains. A wide variety of media including audio, video, CD-ROM, talking books, and the Internet can now be leveraged in teaching a language, even to the youngest of learners. This module presents the variety of technology-based teaching tools available on the market, with an emphasis on those directed at language teaching. Also discussed are the limitations of using technology with very young learners or large classes. Trainees also learn to evaluate multimedia products for possible use in their classrooms.

10: Testing & Assessment (estimated time required = 5 hrs.)

Student testing and assessment is an essential part of education, but traditional forms of assessment are often inappropriate for very young learners. This module presents methods of assessment suitable for learners as young as three years old and presents alternatives to traditional types of testing for older young learners as well. Trainees learn about using consolidation activities to assess the youngest of learners and discover the values of constructed response testing and portfolio assessment in lieu of traditional multiple choice examination in the early elementary school grades.

11: Planning Lessons (estimated time required = 5 hrs.)

This module discusses planning lessons that suit various stages in early childhood development as well as various educational theories and language teaching approaches. Trainees explore the essential elements of an effective lesson plan and discover a variety of possible lesson plan formats. They learn to brainstorm activities for a weekly lesson plan. They also learn how to plan daily or per-session lessons that follow the common PPP format, a variation on PPP called the R-PPP format, the ACT format, or the Madeline Hunter Model.

12: Teaching Early Literacy (estimated time required = 5 hrs.)

This module presents a variety of methods for teaching English pre-literacy to preschool children and early literacy in the lower levels of elementary school. Topics include letter recognition, letter formation, phonemic awareness, phonics teaching, and sight word recognition. Trainees learn how to establish and maintain a library of early literacy materials in their classroom. They also participate in a wide variety of literacy teaching techniques.

13: Teaching Through Stories (estimated time required = 5 hrs.)

In this module, trainees explore the power of storytelling in teaching a language to very young children. They learn to select, adapt, or write stories that provide comprehensible input as recommended by the Natural Approach as well as how to present stories in a way that appeals to a variety of Gardner's multiple intelligences. They also discover how the repetitious patterns common to many traditional stories loosely follow Paul Pimsleur's graduated interval recall and backwards buildup methods to vocabulary and sentence pattern learning. The trainees then learn how to make story time exciting, engaging, and even interactive through a variety of methods and story-based activities ranging from TPR Storytelling to creative dramatics.

14: Teaching Through Songs & Chants (estimated time required = 5 hrs.)

This module presents the history and modern practice of using music and chants for language teaching. Trainees learn to use songs to appeal to their students' musical intelligence and to leverage chants in teaching the natural intonation patterns that exist in a stress-timed language such as English. Trainees also discover how to select and write appropriate songs and chants for their students' age and ability group according to the principles of the Natural Approach. Finally, traineeslearn a wide variety of song and chant activities that can be used daily in their language-teaching classrooms.

15: Teaching Through Drama (estimated time required = 5 hrs.)

In this module, trainees learn how multiple intelligences theory, TPR, and creative dramatics apply to teaching a language though drama. Attention then turns to dramatic play and a variety of dramatic play methods including puppet shows, shoelace theater, musical plays, and stage plays. Trainees learn the secrets of writing their own children's plays and creating simple inexpensive children's costumes and props. They then learn how to instruct creative drama from rehearsal to performance.

Section III: Language Teaching Materials & Techniques (20 hrs.)

16: Managing Materials (estimated time required = 4 hrs.)

Engaging materials can help the teacher to deliver effective lessons. This module shows trainees how to maintain and utilize traditional materials from white boards to craft supplies as well as how to create inexpensive and innovative new materials. Trainees learn to create a variety of materials that can be used in teaching general education subjects as well as language arts classes to young learners.

17: Flashcard Activities (estimated time required = 4 hrs.)

In this module, traineeslearn in 25 adaptable activities that use picture flash cards to teach vocabulary and sentence patterns to young learners. Some of the activities encourage choral practice, while others encourage children to respond individually in turns, giving teachers an ideal opportunity to assess each child's acquisition of the target vocabulary or structure. Most of the activities facilitate intensive repetition and substitution practice as advocated by the Aural-Oral Approach or Audio-Lingual Method.

18: Physical Movement Activities (estimated time required = 4 hrs.)

In this module, trainees learn dozens of indoor and outdoor physical movement language-teaching activities that help to develop children's gross and fine motor skills as well as to appeal to their bodily-kinesthetic intelligence during either general education or language-teaching lessons. Some activities are specific to particular themes or learning objectives while others are adaptable such that they can be used for a wide variety of lessons. All of the activities also enhance students' general health and fitness.

19: Whiteboard Activities (estimated time required = 4 hrs.)

The white board is the center of attention in this module in which trainees learn more than 20 whiteboard activities for language learning. The activities include those that are designed to facilitate vocabulary and sentence pattern practice, those that encourage dialogue or story practice, and those that are simply exciting point keeping methods to make other classroom games more engaging for students. All the activities are adaptable such that teachers can use them to teach almost any set of vocabulary or sentence patterns.

20: Holiday Activities (estimated time required = 4 hrs.)

In this module, trainees learn a wide variety of language-teaching activities for teaching thematic lessons related to popular holidays from around the world. Some activities are based on Western holidays while others are based on Eastern holidays.

I should have done this years ago!

So today I birth a new realm of reality in the adventurous life of George. I will share with you the story of why I teach, how you can teach, and the successes and epic fails associated with the decision making process related to a new life, traveling the world and teaching English.

There are many blogs out there, some are funny, some are informative, some I think, "why are these people teaching." There are even some fascinating video blogs about Teaching English as a Foreign Language.

But the main reason for the creation of this blog is not only to shamelessly promote my upcoming TEFL book on how to get certified to teach English, but to articulate that this life is not for everyone. Sure, it's transient, provocative and lucrative, but it comes with daily struggles, challenges and let's just call them fun adventures adjusting to each new teaching contract.

In my book, currently under construction at the Equal Hearts Publishing house, Plc., I will elaborate on who should become a teacher, why you should become a teacher, how to look for the right job, and how to be fee to live your life without geographical challenges.

There are teaching jobs available right now, thousands of them, for citizens of the UK, USA, Canada, Australia, New Zealand, South Africa and Ireland that require no university degree, no certification, and no experience. Of course that don't pay very well, but are you bored of your dead end job and always wanted to travel? I can direct you to a new future, and there are a few programs that will even fly you from your home city for free. Dust off your passport, pack a bag, and off to Central Asia for you! Poof!

Of course there are the majority of contracts with government schools and universities that require you first to be a citizen of a native English speaking country (India, Philippines and Singapore are not native speaking countries). They require a four year University degree (in any major), a TEFL diploma, or equivalent and teaching experience. These government school contracts are coveted by all, offering a standard teaching year, in a classroom at a government institution, with public and school holidays paid, full insurance, free housing, and the highest salaries.

Each job opportunity is as individual and unique as the people who teach. Which job is right for you, is totally up to you. Are you interested in a year traveling the islands in Thailand and Indonesia, teaching in a store front after school language academy or a long term high school contract at a public school with guaranteed hours, pay, housing and holidays? These are things you have to determine when choosing where to go in this new career.

First, and foremost, I am going to encourage you to get certified to teach English as a foreign language. In tomorrow's blog posting, I will give you the specifics on how to get an online TEFL-C, the most coveted diploma on the market today, the easiest way to get the knowledge to prepare you for a new career teaching abroad. I will explain the registration and learning process, the external proctors that read, assess and evaluate your performance, and ultimately welcome you to a wonderful new career.

University degree, or not, TEFL-C is your first achievement that you can use to land your first dream job, anywhere on the planet that you'd currently rather be.