Initially I ask my students what their language goals include. Then I do a language gap analysis focusing on pronunciation, grammar, vocabulary, fluency, comprehension and interaction to see where I feel they need improvement. Using this survey allows me to understand the student's language needs and I create student-centered activities to meet those aims. During the lesson I like to let the student speak as much as possible and when errors are made, I correct them then and/or make a note of the error and follow up on it later in the lesson. I am quite outgoing and enjoy listening to my students so you can expect many questions. I want you to feel confident starting a conversation, making correct initial responses and answering and asking questions to make the experience interesting for all people in the discussion. I want you to feel comfortable speaking at a good pace, using a wide range of vocabulary and selecting the proper discourse markers to make your conversation as fluent as possible. I look forward to helping you become a fluent English speaker!
I have been teaching ESL overseas for 28 years. I just moved back to Halifax in October with my family. I have an M.Ed in teaching second languages, the CELTA and I am a licensed Junior and Senior High School English and Social Studies teacher. Recently I completed the International Civil Aviation Org. diploma for teaching Pilots and ATCs English. Most of my experience is with teaching ESL to Korean, Japanese and Arabic first language speakers.
Dale - Halifax, Nova Scotia
Masters of Education (Teaching Second Languages)
University of Southern Queensland, Queensland, Australia (2005)
Graduate Diploma of Education (Secondary- English and Social Studies)
Monash University, Victoria, Australia (1999)
Bachelor of Arts, (History)
St. Mary’s University, Nova Scotia, Canada (1986)
2020 - Nova Scotia, Canada Teacher's Certificate (Social Studies and English)
2019 – ICAO (International Civil Aviation Org.) Rater Course – Mayflower College, England. Rating Air Traffic Controllers and Pilots for English Proficiency.
2009 - Cambridge ESOL KET/PET oral examiner qualification
2005 - Cambridge Certificate in IGCSE Training in School-based Assessment in ESL
2004 - Victoria, Australia Teacher's Certificate (Social Studies and English)
2001 - Cambridge CELTA (previously titled as the R.S.A. in 2001)
1994 - T.E.F.L. Certificate from the University of Wollongong, NSW, Australia
Lower Intermediate Japanese speaking ability.
Nuclear English Specialist
Nawah Energy Company’s Nuclear English Department, Barakah Nuclear Power Plant, United Arab Emirates (U.A.E.) Nov. /18- Nov. /20
⦁ Working with my fellow teachers to formulate curriculum, create lesson plans, teach Korean Senior Nuclear Reactor Operator candidates and administer Nawah’s Nuclear English Test. This test focuses on speaking English in a nuclear operational environment, where communication is normally verbal, and where miscommunication can have an immediate negative effect on safety.
⦁ Teaching IELTS speaking, listening, reading and writing skills to Korean and Emirati nuclear power plant main control room operators.
⦁ Assessing each student by undertaking a Language Gap Analysis and setting goal paths via an Independent Development Plan.
⦁ Doing daily two-hour Power Plant walk-downs while shadowing students as an active learning exercise.
English Language Teacher to Second Language Learners
Abu Dhabi National Oil Company’s Technical Academy, U.A.E.
⦁ Teaching Technical English, ESP and EAL to Emirati students between the ages of 16-20 with English proficiency levels at CEFR A1-B2.
⦁ Creating oil industry related materials to support ESP teaching modules focusing on hydrocarbons, pumps and compressors, piping systems, the environment and safety in the workplace.
⦁ Preparing students for the Cambridge English to Speakers of Other Languages (ESOL) Preliminary English Test (PET) and administrating it.
⦁ Working with a positive team of highly qualified and experienced teachers to construct and apply curriculum and produce assessment strategies specifically developed for the oil industry.
⦁ Producing monthly, end of module reports on student progress, behavior and attendance and providing constructive critical feedback.
English Language Teacher to First and Second Language Learners
Al Jazeera Academy, Doha, Qatar August 05 – January 06 (short-term contract while awaiting my visa and security clearance for the teaching position at ADNOC)
⦁ Directing Years 8 and 9 students to achieve the attainment targets as prescribed by the English National Curriculum for English at Key Stage 3.
⦁ Educating Year 10 and 11 second language students in preparation to write their International General Certificate of Secondary Education (IGCSE) qualifications.
⦁ Homeroom teacher for Year 8 boys.
⦁ Middle School assistant Basketball Coach.
English / Social Studies Teacher to First and Second Language Learners
Abu Dhabi Grammar School, Abu Dhabi, U.A.E. Sept. 03 – June 05
⦁ Teaching Grades 6, 7 and 9 with class sizes averaging 22 students including homeroom duties.
⦁ Producing materials for use in class following the curriculum set by the province of Nova Scotia, Canada.
⦁ Working in unison with other teachers to formulate comprehensive unit plans in accordance with the scheme of work.
⦁ Coaching the senior school’s basketball team.
English Teacher to Second Language Learners
S.M. Berakas High School, Bandar Seri Begawan, Brunei Jan.01 – Dec.02 as under contract conditions set by the Centre for British Teachers (CfBT).
⦁ Teaching Year 7 and 8 with class sizes ranging from 15 to 33 students including homeroom duties.
⦁ Developing creative lesson plans, assignments, worksheets, strategies and comprehensively evaluating student’s work.
⦁ Instructing a broad range of learners, including students with moderate to severe behavioral and academic concerns.
⦁ Taking an active role in the school’s extra-curricular schedule.
English Teacher to Second Language Learners
Rikkyo Niiza Jr. /Sr. High School, Saitama, Japan April 93- Dec. 2000
⦁ Creating curriculum, assessment strategies and examinations in a number of E.S.L. disciplines mainly at the senior school level.
⦁ Making a wide range of useful teaching aids and learning materials for all my classes.
⦁ Supporting students going on exchange programs to Australia and the U.S.A. and working with students returning from overseas experiences.
⦁ Teaching 16 classes per week with class sizes of 20-25 students.
⦁ Being an assistant-coach on our school’s American Football team.
The Cathedral College, Rockhampton, Queensland, Australia 7/97- 8/97 and O’Laughlin Catholic College, Darwin, Northern Territory, Australia 7/98-8/98
⦁ Teaching English and Social Studies to grades 9, 10 and 11.
⦁ Preparing lesson plans and unit plans in accordance with the state of Queensland and Northern Territories learning outcomes.
English as a Second Language Teacher – Alpha Language School,
Tamano-shi, Okayama, Japan 04/92- 03/93
⦁ Instructing E.S.L. classes to students of all ages in rural Japan.
Camping Tour Guide – Goway Travel (Vancouver, Canada) 04/ 88 – 10/88 and Trek America (New York City, U.S.A.) 02/ 91- 10/91
⦁ Leading and managing camping tours across North America.
⦁ Accounting, budgeting tour funds, and planning itineraries.
Sportsperson – St. Mary’s University 1982-1985, 1987
⦁ Participating successfully on the varsity Canadian football team.
⦁ Learning the value of sportsmanship, team play and commitment.
ACTIVITIES AND INTERESTS
- Dedicated traveler (45 countries), sportsperson (Ice hockey, Skiing, Basketball, Football and Rugby) and Art enthusiast/Musician (Drums)
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