Teaching IB English A: Language and Literature and English A Language and World Literature (IGCSE)

Coordinator of the High School Summer Internship program, ensuring a meaningful learning experience for IB Grade 11 students. Also managing the weeklong World of Learning Program that allows Grade 10 FIB students to get work experience before moving up to IB.

Theory of knowledge (TOK) plays a special role in the International Baccalaureate® (IB) Diploma Programme (DP), by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know. It is one of the components of the DP core and is mandatory for all students. The TOK requirement is central to the educational philosophy of the DP. (ibo.org)

The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible—teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. (ibo.org)

Creativity, Action, Service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP). Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies.It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the eight learning outcomes for CAS. Educators at IB World Schools can read about the eight learning outcomes in the CAS guide, which is available in the IB store and in the online curriculum centre (OCC). (ibo.org)

Supports children in picking, shaping and perfecting their music / dance routine for UN Celebration.Joyfully sharing my time and support to ensure that the students present the best of their culture and share their traditions with other nationalities, in return the feeling of a global community grows year on year.

MYP language and literature courses are designed to:1. Engage a student in the study of many aspects of the language and literature of a communities and their cultures2. Offer a study of a wide range of literary and non-literary text types, writing styles and techniques, allowing students to comment on the significance of any possible contexts, audiences, purpose, and the use of linguistic and literary devices.(ibo.org)

Cambridge IGCSE First Language English is designed for learners whose first language is English. Cambridge IGCSE First Language English learners develop the ability to communicate clearly, accurately and effectively in both speech and writing. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed. (http://www.cie.org.uk/)

Students explored different forms of media and their purpose. They likewise created and analyzed different media texts. I shaped this course mostly from my own experience in the field from classroom materials, to activities and culminating to creative but challenging examinations.

Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively. (ibo.org)

Taught ESL classes to Japanese secondary school children. Created lesson plans and examination materials. Within the first year of teaching, was already considered for senior position and eventually promoted to curriculum coordinator.

Taught English and Literature to Junior High School students, given the role of moderating teacher for the official school publication, "The Stallion".