Can anyone tell me if older (and by older I mean around age 60) teachers are hired to teach English in Japan? Are there many in this age group at the interviews? Most of the photos I've seen are of much younger people so I want to know if I have a reasonable chance --or not. Thanks -- I've enjoyed reading everyone's posts.
Hi guys! I've been a lurker in this community for a while but this is my first post.
I interviewed with Amity last weekend (in Boston, if it matters!) and as I wait to hear about the status of my application, I've started wondering about something. Does Amity actually contact you to inform you if they've decided NOT to offer you a job, or do they just not contact you any further? I've tried searching the internet but all I've been able to find is information about how long it took them to get back to successful applicants with a job offer.
Thanks in advance!
Hi,
I live in Japan, and work for an eikaiwa :)
I have a new student, a doctor, who needs to prepare for a few English-language presentations overseas. His main concerns about these presentations are: understanding accented English (the presentations will be in Austria and Germany), and taking questions afterwards.
Does anyone have any advice on how to teach these things? I have a vague idea for the accent thing; going over the different sounds in accented English, how to recognise them as the sounds he's learned. But as for how to prepare for questions when he doesn't know what the questions will be... I've asked him to come up with as many questions as he can think of, that might be asked, and I will go over them with him, but if he isn't feeling confident about his ability to think on the spot and reply in English NOW, and he only has four months until the presentations... Is it possible to teach that in such a short space of time? Any tips?
What would be the best time of the year to look for positions at eikaiwa? I heard that there are two semesters (September and April) so I was wondering when do most eikaiwa start looking for teachers.
Hey guys!
Does anyone have any tips on the essay for the AEON application? The prompt is "why I want to live and work in Japan." That's...kind of the vaguest thing ever, and at 500 words, I'm not really sure what to say that will set me apart from the rest. I imagine AEON gets a lot of the same types of essays with the same info--degree in something Japanese/East Asian, wants to live in Japan because I've always loved it, wants work experience. Even if I'm straightforward and to the point (or even if I tug on the heartstrings like no one has ever tugged before) it still doesn't seem like there's a lot of room for originality. Do I capitalize especially on personal experience re: Japan? Or my future goals? Do I just cry? Does anyone know?
I'm not looking for anyone to give me their essay (I mean if you want to, that's great! Haha), but if anyone has a couple of pointers that would be amazing. Especially if anyone knows what AEON is looking for in these essays--that would be AWESOME.
Or it doesn't have to be for AEON necessarily. If anyone has essay pointers for eikaiwa apps, do let me know.
Thanks!
Hey everybody, I'm new to this community, but you all seem to be really helpful when it comes to eikaiwa advice, so I was hoping to get some of my own. Like many who have already posted, I'm interviewing with Amity this coming week and I had a few questions I was hoping someone might be able to answer.
I'm planning on centering my lesson plan around learning the 6 basic color names. In a nutshell, I was planning on showing the students flash cards and saying the names out loud, and then having them repeat after me. Maybe after this I can point to other objects in the room of the same color and have us all repeat it again.
After I introduce them to the names, I thought it might be fun to have a little hands-on activity. I was planning on having the class make bracelets. I would stand at the front of the class, hold up a bead, say the name of the color, put it on a string, and have them repeat. I figured I'd put them on in proper rainbow order and have everyone do the same thing, repeating after me as we put our beads on.
Next I thought I would have them make their own bracelets. During this time I could wander the room, stopping and talking to each student as they make their own personalized bracelet. I could quiz them on the colors they were putting on at the same time.
After everyone is finished, I would run through the cards once more checking their progress.
Will this work? I'd hate for it to be to simple, but I thought it would be a fun way to really get the kids involved. Plus, they can wear their bracelets home. :)
Also, for our 5 minute presentation during the group interview, does it matter what part of our 30-minute lesson plan we demonstrate, or does it have to be from the beginning? If it can be from any point, what part should I include? I was thinking of using the bit where we all make the same rainbow bracelet at once. No good?
worried