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applicant Photo

Application Status: Approved
Visa Status: In Progress

Teacher Details:


Name: Sila
Teacher ID: 6187
Nationality: Canadian
Have you lived or worked overseas before?: Yes

Placement Preferences


Available Date: 9th June 2019
Travel Plans: I am travelling alone
Location Preferences: City, Coastal

Education


Highest Qualification: BA
Degree Subject: Political Science
University / Institution: University of Toronto
Grade:
Do you have a TEFL certificate: Yes
Details of TEFL certificate:

TEFL UK Certificate

Were you educated in your native country?: Yes
Education comments:

Work Experience

Position


Job title: Camp Coordinator
Employer: Girl Guides of Canada
Date of employment: May 2017-August 2017
Summary of role:

I operated under the official title of Camp Coordinator but held three positions. I was required to create lesson plans for girls aged 5-15 under the Arts and Crafts curriculum of the GGC. The primary goal was to help girls earn badges from their activities at camp when the school year started and find ways to integrate sustainable crafting into their daily lives. I was also tasked with keeping track of medications campers were taking and organizing “Mom and Me” weekend camps for campers attending with their mothers. I did administrative work as required, answering phones and discussing issues with the regional office as well.

Position


Job title: Arts Coordinator
Employer: Girl Guides of Canada
Date of employment: May 2015-August 2015
Summary of role:

I was required to create lesson plans for girls aged 5-15 under the Arts and Crafts curriculum of the GGC. The primary goal was to help girls earn badges from their activities at camp when the school year started and find ways to integrate sustainable crafting into their daily lives. I taught lessons and acted as a mentor/teacher throughout their time at camp. I took two groups of campers to a camp in Quebec with the help of two other staff members for one week. I did administrative work as required, answering phones and discussing issues with the regional office as well.

Supporting Information:

Why do you want to teach overseas?:

I believe I have a genuine skill when it comes to working with children and adults. I taught myself English starting at the age of six which I believe has helped me understand how educators should approach teaching languages. In my view, teaching EFL would be my way of giving back to the world. I have the privilege of being able to speak it and write in it the same as someone who has learned it since they were born. As such, I believe it is my duty as a citizen of the world to create environments where students of all ages feel capable of learning a language and using it comfortably. I believe there is no age for learning, especially languages. I would like to teach English to not only gain further experience as an educator, but to also share my compassion for students. It would be an honour to be able to participate and watch students grow with their knowledge of the English language. I learned how important it is for children to have good role models during my time with the Girl Guides of Canada Camps. I believe that even the shortest time spent with a child doing a positive action will have a lasting impact on them and how they see themselves in the world.

In terms of why I would like to teach in Korea specifically, I was raised Turkish and have found over the years several similarities between the two cultures. Growing up, I was always told about how we are sibling countries and have looked out for one another throughout history. Being someone who is easily adaptable to different cultures and extremely interested in learning more about South Korea, its’ history and traditions, I believe I would be a good fit to work in the country.

Why are you a suitable candidate for teaching overseas?:

My teaching philosophy in the simplest form: listen to your students. I believe that while valuable lessons can be learned from historical evidence in teaching, it is important to recognize that much has changed since the rules were written. It is key, I believe, to understand the dynamics between the students of a classroom in order to determine how one can teach effectively. Each student is different and likely learns differently. Odds are, if a student is having trouble with the material it is because they are not learning it in a manner that is working for them. Which is why it is necessary to get creative in a class room and try to accommodate as many learning types as possible. There are of course other options a teacher can and should pursue if necessary. This is where the out of classroom component of teaching also comes in. To foster positive relationships between students and teach real-world empathy, I believe peer tutoring can be quite effective. Not every student has the means to obtain private tutoring but learning alongside their peers can be effective not only for the students but also the teacher as students are often incredibly creative when it comes to learning. Students are able to aid one another and form bonds that last far beyond their time with a given teacher, and it helps students on both sides gain confidence in themselves as learners. Understanding what you are learning is key. Also, not only for the teacher, but also for the student when they are revising after classes. Listening to students is a highly effective mechanism for teachers as well. The best teachers I have had were those who requested and respected feedback which helped them create positive relationships with their students which in turns created an effective learning environment. As a Turkish – Canadian, I have had the privilege of learning about cultural differences early on. Throughout high school and university, I had diverse friend groups where we openly spoke about our cultures and learned from one another. Ultimately, I believe the key to efficient cultural exchanges is respect with boundaries. One must understand that although an action may be acceptable in one culture, does not mean it is acceptable in others. A basic example would be the act of kissing cheeks. It is not appropriate in North America kiss someone on the cheek as a greeting, however in the Middle East and most of Europe it is acceptable and in fact a daily part of life. That being said, cultural variations of kissing cheeks as a greeting also exist: such as kissing one cheek versus both. I believe a common ground must be found in order to respect such differences, for example I prefer to nod my head slightly or shake hands depending on the setting I am in. It is important in encountering cultural differences to communicate with and learn from one another so that groups can coexist comfortably. Equally, I see encountering cultural differences as an opportunity to change world view one situation at a time. Many cultures have negative images in differing parts of the world. In order to acknowledge the positive components of each culture one must learn about them. There is no one better to guide an invested, curious mind than someone of a given group. Cultural differences can seem overwhelming at first, which is why I always try to keep my head clear and open-minded. Learning about other cultures is a great thrill from me, and I find it most effective to digest the information first and ask questions as they come.

Additional information:

Back to results

applicant Photo

Application Status: Approved
Visa Status: In Progress

Teacher Details:


Name: Sila
Teacher ID: 6187
Nationality: Canadian
Have you lived or worked overseas before?: Yes

Placement Preferences


Available Date: 9th June 2019
Travel Plans: I am travelling alone
Location Preferences: City, Coastal

Education


Highest Qualification: BA
Degree Subject: Political Science
University / Institution: University of Toronto
Grade:
Do you have a TEFL certificate: Yes
Details of TEFL certificate:

TEFL UK Certificate

Were you educated in your native country?: Yes
Education comments:

Work Experience

Position


Job title: Camp Coordinator
Employer: Girl Guides of Canada
Date of employment: May 2017-August 2017
Summary of role:

I operated under the official title of Camp Coordinator but held three positions. I was required to create lesson plans for girls aged 5-15 under the Arts and Crafts curriculum of the GGC. The primary goal was to help girls earn badges from their activities at camp when the school year started and find ways to integrate sustainable crafting into their daily lives. I was also tasked with keeping track of medications campers were taking and organizing “Mom and Me” weekend camps for campers attending with their mothers. I did administrative work as required, answering phones and discussing issues with the regional office as well.

Position


Job title: Arts Coordinator
Employer: Girl Guides of Canada
Date of employment: May 2015-August 2015
Summary of role:

I was required to create lesson plans for girls aged 5-15 under the Arts and Crafts curriculum of the GGC. The primary goal was to help girls earn badges from their activities at camp when the school year started and find ways to integrate sustainable crafting into their daily lives. I taught lessons and acted as a mentor/teacher throughout their time at camp. I took two groups of campers to a camp in Quebec with the help of two other staff members for one week. I did administrative work as required, answering phones and discussing issues with the regional office as well.

Supporting Information:

Why do you want to teach overseas?:

I believe I have a genuine skill when it comes to working with children and adults. I taught myself English starting at the age of six which I believe has helped me understand how educators should approach teaching languages. In my view, teaching EFL would be my way of giving back to the world. I have the privilege of being able to speak it and write in it the same as someone who has learned it since they were born. As such, I believe it is my duty as a citizen of the world to create environments where students of all ages feel capable of learning a language and using it comfortably. I believe there is no age for learning, especially languages. I would like to teach English to not only gain further experience as an educator, but to also share my compassion for students. It would be an honour to be able to participate and watch students grow with their knowledge of the English language. I learned how important it is for children to have good role models during my time with the Girl Guides of Canada Camps. I believe that even the shortest time spent with a child doing a positive action will have a lasting impact on them and how they see themselves in the world.

In terms of why I would like to teach in Korea specifically, I was raised Turkish and have found over the years several similarities between the two cultures. Growing up, I was always told about how we are sibling countries and have looked out for one another throughout history. Being someone who is easily adaptable to different cultures and extremely interested in learning more about South Korea, its’ history and traditions, I believe I would be a good fit to work in the country.

Why are you a suitable candidate for teaching overseas?:

My teaching philosophy in the simplest form: listen to your students. I believe that while valuable lessons can be learned from historical evidence in teaching, it is important to recognize that much has changed since the rules were written. It is key, I believe, to understand the dynamics between the students of a classroom in order to determine how one can teach effectively. Each student is different and likely learns differently. Odds are, if a student is having trouble with the material it is because they are not learning it in a manner that is working for them. Which is why it is necessary to get creative in a class room and try to accommodate as many learning types as possible. There are of course other options a teacher can and should pursue if necessary. This is where the out of classroom component of teaching also comes in. To foster positive relationships between students and teach real-world empathy, I believe peer tutoring can be quite effective. Not every student has the means to obtain private tutoring but learning alongside their peers can be effective not only for the students but also the teacher as students are often incredibly creative when it comes to learning. Students are able to aid one another and form bonds that last far beyond their time with a given teacher, and it helps students on both sides gain confidence in themselves as learners. Understanding what you are learning is key. Also, not only for the teacher, but also for the student when they are revising after classes. Listening to students is a highly effective mechanism for teachers as well. The best teachers I have had were those who requested and respected feedback which helped them create positive relationships with their students which in turns created an effective learning environment. As a Turkish – Canadian, I have had the privilege of learning about cultural differences early on. Throughout high school and university, I had diverse friend groups where we openly spoke about our cultures and learned from one another. Ultimately, I believe the key to efficient cultural exchanges is respect with boundaries. One must understand that although an action may be acceptable in one culture, does not mean it is acceptable in others. A basic example would be the act of kissing cheeks. It is not appropriate in North America kiss someone on the cheek as a greeting, however in the Middle East and most of Europe it is acceptable and in fact a daily part of life. That being said, cultural variations of kissing cheeks as a greeting also exist: such as kissing one cheek versus both. I believe a common ground must be found in order to respect such differences, for example I prefer to nod my head slightly or shake hands depending on the setting I am in. It is important in encountering cultural differences to communicate with and learn from one another so that groups can coexist comfortably. Equally, I see encountering cultural differences as an opportunity to change world view one situation at a time. Many cultures have negative images in differing parts of the world. In order to acknowledge the positive components of each culture one must learn about them. There is no one better to guide an invested, curious mind than someone of a given group. Cultural differences can seem overwhelming at first, which is why I always try to keep my head clear and open-minded. Learning about other cultures is a great thrill from me, and I find it most effective to digest the information first and ask questions as they come.

Additional information: