Yigitali - English speaking teacher - Brooklyn
Yigitali - English speaking teacher - Brooklyn

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Yigitali

  • Rate 222 GHS
  • Response 1h
Yigitali - English speaking teacher - Brooklyn

222 GHS/hr

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  • English speaking
  • English Vocabulary
  • IELTS

Translator and interpreter gone rogue, I do not know what else to take up, so I decided why not put to use the 8 years' worth of teaching experience and a Coursera TESOL certificate from ASU.

  • English speaking
  • English Vocabulary
  • IELTS

Lesson location

About Yigitali

There are a lot of whys and wherefores that push one to be a teacher. Starting with monetary incentive and finishing with the noblest of motives. I suppose mine was pinched somewhere in between. What started as a matter of livelihood ended up being something exciting and rewarding. Thus, a little while after I started working as a teacher, I discovered that I could make so much difference in the budding lives of students. Ultimately, that has become the primary reason why I teach: as an educator I have an opportunity to make someone’s life better, help them fulfill their potential.
Moving on to the short-term goals, I can say that I have a couple in my mind. One of them is helping students develop necessary language skills like fluent speech and strong listening comprehension skills. The primary long-term goal that I have in mind is dispelling the lingering impression among my students that learning a language is a mission impossible unless one is a genius. I would like them to realize that it is a very possible thing to do as long as one tries hard.

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About the lesson

  • Primary school
  • Junior high school
  • SHS 1
  • +21

    • levels :

    Primary school

    Junior high school

    SHS 1

    SHS 2

    SHS 3

    BTS

    University education

    Adult Education

    Master's degree

    Doctor of philosophy

    MBA

    Pre school

    A1

    A2

    B1

    B2

    C1

    C2

    Other vocational training

    Beginner

    Intermediate

    Advanced

    Professionel

    Child

  • English
  • Russian

All languages in which the lesson is available :

English

Russian

As far as the style I follow is concerned, the one adjective I would use to describe it would be eclectic. Now, when it comes to the elements constituting my teaching way, the predominant approach would be the communicative approach since it helps children employ their best natural strategies to acquire a language as they engage in meaningful communication while learning a language. This method helps me get students up and running in terms of language usage and comprehension. Later on, I often include bits from the reading approach augmented with further discussion of what students have read. Also, I think there is a lot to be taken from the comprehensive input approach because it accords students the so-called silent period and they may speak whenever they feel like it, so I do not usually push them. Furthermore, I specifically like the idea of a proximal development zone according to which students should be fed information that is a little bit more difficult than their actual level.
Since I embarked on this potentially life-long journey, I have taught mainly middle and high school students. I might move on to teach EFL to university students, but that is planned to happen in the future.
I think the fact that I combine multiple teaching approaches could be the main motivating factor in my teaching style. One of the reasons why I think so is that variety will prevent students from falling victim to boredom which is believed to be the worst enemy of efficient teaching practice.

Teaching techniques
As I have mentioned, I prefer eclecticism in teaching. Thus, the methods I employ vary from warm language to lowering the affective filter to scaffolding. I also do my best to immerse them in the native-like language environment as much as possible. As far as grammar is concerned, I use induction, deduction, and imagery to make it stick. Also, I tend to draw parallels between the students’ native language and English whenever possible.
Ideally, since learning a language mandates a learner to practice as much as possible to master it, I try to build my teaching strategy around the 80/20 rule, though sometimes it is unfeasible, particularly when tackling a difficult topic that would require more time for explanation and exploration. So, sometimes the ratio may fall to 40/60 at times.
When it comes to incentivizing, I also do my best to diversify it; sometimes I tell them stories of successful people that I know and how English helped them, and at other times I promise them a movie session in English if they do well and they would be allowed to choose the film they would like to watch. Ultimately, simple praise proved to be a powerful motivator as well.
I use warm language to create a relaxed atmosphere for learning. Moreover, teacher talk is indispensable for grammar exploration and discussion. As a lifelong learner myself, I have a lot of suggestions for students to facilitate their learning including the use of modern technologies. For example, I advise them to keep a word journal or a simple journal. Besides, I urge them to use their phones more productively: I ask them to install and use applications with the spaced repetition system to help them with memorizing words and phrases.
Speaking of activities, my favorite ones are warm-up discussions which may start with questions as simple as “How did you spend your weekend?” or “Has anything interesting happened to you yesterday?” and they are usually placed at the beginning of my plan. The main benefit of this sort of activities is they engage students in language learning as if learning is a simple conversation and not a chore. I also prefer to use assessment activities like cloze exercises which help me to determine the current level of their comprehension and then build up on that students’ further studies.
When it comes to assessment, rubrics seem to be the most efficient and convenient method to use as far as speech production is concerned. So, to assess students’ writing and speaking abilities I might find and use specific rubrics from the Internet, or create my own. With that said, comprehension ability could be checked via other methods as well. For instance, I could use open-ended questions or multiple-choice questions among others.
Ultimately, all of the above-mentioned are merely tools to reach the highest goal – help students succeed in their lives.

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Rates

Rate

  • 222 GHS

Pack prices

  • 5h: 1110 GHS
  • 10h: 2220 GHS

online

  • GHS222/h

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Tutor profile verified

Yigitali's email address and phone number have been validated.

levels

Primary school

Junior high school

SHS 1

SHS 2

SHS 3

BTS

University education

Adult Education

Master's degree

Doctor of philosophy

MBA

Pre school

A1

A2

B1

B2

C1

C2

Other vocational training

Beginner

Intermediate

Advanced

Professionel

Child

All languages in which the lesson is available

English

Russian

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