Ashley: Glendora TOEFL course instructor
I am a certified ESL instructor with bachelor's and master's degrees in linguistics. I received my Bachelor of Arts from the University of Illinois in 2006, and my Master of Arts from the Graduate University of Applied Linguistics in Dallas, Texas in 2012. My teaching experience...... I believe that learning is one of the most important and wonderful things we do as people. Curiosity and learning is essential for growing and finding fulfillment as a human being, whether or not we are students in an academic facility. For me, teaching is a way to connect with other people and to guide them towards growth. I consider it an honor and a gift to be able to do so. This is why I am passionate about teaching. As a teacher of English as a second language, my role is to facilitate learning of language, which is another passion of mine. I have always been fascinated by language. I love its possibility; I love how it empowers us to share ideas with one another; I love its patterns and its structure; I love to learn about the enormous variety among the world's languages. This passion for language led me to study linguistics, and it now motivates me to share my language with my students. I also recognize that each of my students has their own reasons for wanting to learn English. There are almost as many reasons for learning English as there are students. Some want to be able to attend a college or university in the United States; others want to use English for business; others want to be able to have conversations with English-speaking friends or family; still others are focused on passing the TOEFL or IELTS tests. My ultimate goal is to enable my students to reach their goals. I make it a priority to get to know each of my students as an individual and to find out what they are hoping to get out of my class, as well as their interests, their learning style, and their personal and cultural background. It is of great importance to show value for each student as a person and to be sensitive to their individual needs, and feelings. In order to facilitate learning, however, it is not enough to say that I want to teach my students what they want to know. I believe that the best learning is self-driven. If my students do not want to learn, they will not learn; or, at least, they will not learn well. Furthermore, wanting to learn is not the same thing as wanting greater ability; I have little doubt that all of my students would like to be more proficient in English, but they may not be enthusiastic about doing the work to achieve this goal. My top priority for student learning, therefore, is to ignite a spark of curiosity and a love for learning within my students. In order to encourage their enthusiasm for learning, I keep three principles in mind as I plan and lead each lesson. First of all, since language is first and foremost a tool for communication, the class' lesson should reflect that and encourage communication which the students will enjoy and find interesting. I look for topics that will interest them, and I provide activities that they will find enjoyable, whether it is a competitive game or a stimulating discussion. In order to do this, I take their personal interests and preferences into account. While I always maintain professional boundaries, I also make my lessons personal. Each lesson is an opportunity for the students and myself to learn more about each other, share our ideas with each other, and learn from each other. This way, the students are not simply learning about the English language; they are using English to share ideas and to connect with each other. This principle influences everything I do in a lesson, from my lead-in activity at the beginning (often a question about the students' experiences or opinions related to that day's topic), to the examples I give when explaining material (I look for ways to relate the material to the students' lives, if I can), to the final activity, which is always interactive and encourages the students to be creative and have fun. Although the lessons still require the students to work hard, they can still enjoy and even look forward to the work. Second, I make it a priority to always aim for clarity and avoid confusion. Whether I am teaching a new grammatical point, a vocabulary list, or a writing task, I present the content in a simple and logical way, in context, and with plenty of examples. As a result, my students feel confident and prepared, rather than frustrated and discouraged. To do this effectively requires a great deal of thought and preparation, as well as high linguistic awareness. This is where my background in applied linguistics has been the most useful. Having studied and practiced linguistic analysis, I am equipped to recognize the underlying principles behind linguistic phenomena and demonstrate them in simple terms to my students. For example, when teaching the distinction between the simple present and the present progressive (e.g. "I ride a bike" vs. "I am riding a bike"), I emphasize two key points: that the present progressive is only for things being done at the moment of speaking, while the simple present may be used for habitual actions; and that the present progressive is only for actions, while non-action verbs (e.g. see, know, want, etc.) must be used in simple present. I illustrate each point with clear examples, and I generally try to avoid unnecessarily mentioning exceptions to the rules. When the rules simply stated and easy to understand, new linguistic structures do not seem overwhelming; as a result, students feel empowered to use the target language and proud of their progress. Clarity also means keeping a logical order and a sense of coherency and cohesiveness to the overall lesson; that is, everything in the lesson should fit together and should be ordered in a way that makes sense. For example, sufficient practice time must be given after new material is introduced, and practice activities should progress from easy to difficult. Third, I always remember to keep a positive attitude. Often my students are afraid to speak, for fear of making mistakes and being embarrassed in front of their classmates. Having been in their shoes myself on many occasions, as a student of several different foreign languages, I can empathize with these feelings. I frequently remind myself to think of how they feel as students. Whenever a student makes an effort, whether their speech is correct or not, I praise them for trying and focus on the things they did well. One particularly important situation to which I apply this principle is when I correct their writing. I never hand back an essay with only the errors marked; I try to mark just as many places where the student used new vocabulary, varied sentence structure, or especially strong phrasing for a certain idea. This way, they are encouraged to keep taking risks, rather than doing the bare minimum in an attempt to avoid errors. Finally, when I do correct mistakes, I do so kindly, reminding them that mistakes are opportunities for learning. I make every effort to avoid embarrassing my students. I also make it clear that my students must not make fun of each other, but must support each other and show kindness and respect to each other at all times. Thus, I create a positive and encouraging environment in which students feel comfortable and their confidence is nourished. By making communication enjoyable, clarifying the linguistic patterns, and maintaining positive and encouraging classroom environment, I give my students a desire to continue learning, rather than simply a desire to have more knowledge. If a lesson succeeds in using these three principles to build the students' enthusiasm for learning, then by the end of the lesson, each of the students will be freely and enthusiastically using the target language, and will continue to practice it after the lesson is over. One example of such a successful lesson was a lower-intermediate vocabulary lesson about manners. I began the lesson by giving the students a list of various behaviors (such as opening the door for someone or finishing all the food on one's plate) and asking them to rank the behaviors on a scale from 1 (very polite) to 5 (very rude). This was a question which was easy for them to answer, without needing any new language skills, and which generated interest in the topic. I had them share their answers in pairs, which allowed each student an opportunity to speak while preventing any of them from feeling put on the spot. I then presented a set of related vocabulary words, writing them on the board and clarifying the meaning, grammatical form, and pronunciation of each word. The class easily understood the meanings of the words, but struggled with the difference between "polite" and "good manners," so I gave them a number of simple, clear example sentences for each. I gave them a simple gap-fill exercise to practice the vocabulary, putting them in pairs again in order to increase their confidence. As they worked, I monitored each pair and corrected their errors discreetly, which increased their understanding of how to correctly use the vocabulary without embarrassing them. Finally, I put them into groups and asked them to share what politeness looked like in their own cultures. I encouraged them to ask questions and reminded them to respect one another's cultural differences. The students used the vocabulary without hesitation as they eagerly discussed standards of politeness, intrigued by both the similarities and differences between their various cultures. In subsequent lessons, they continued to use the vocabulary words they had learned. Because they enthusiastically participated in the class activities, used the target vocabulary freely, and remembered the vocabulary later, I considered the lesson to have been a success.
Education & Certification
- University of Illinois at Urbana-Champaign - Bachelor in Arts, Linguistics
- Graduate Institute of Applied Linguistics - Master of Arts, Applied Linguistics
Subject Expertise
- TOEFL
- SAT
- ACT
- SAT Reading
- +7 subjects
Will: Glendora TOEFL course instructor
...English reading, writing, and speaking, and preparation for the following standardized exams: SAT, ACT, GRE, TOEFL and IELTS. It's been my pleasure to work with students from a variety of national, cultural and social backgrounds to help them achieve their personal, academic, and career goals. I'm an avid reader, musician, outdoors-enthusiast, chef, and movie-watcher.
Education & Certification
- University of Oklahoma Norman Campus - Bachelor in Arts, Letters, International Studies
Subject Expertise
- TOEFL
- ACT
- PSAT
- SAT
- +32 subjects
Anna: Glendora TOEFL course instructor
...Middle Eastern Studies and minored in math during undergrad at Cornell. Since graduating I've worked in a number of fields and countries, although the common theme is teaching English and researching in the Middle East. As an English Teaching Assistant at Weill Medical School in Qatar, I became competent at editing and guiding students in...
Education & Certification
- Cornell University - Bachelor in Arts, Near Eastern Studies
- Pardee RAND Graduate School - PHD, Policy Analysis
Subject Expertise
- TOEFL
- ACT
- Advanced Placement
- SAT Subject Tests
- +91 subjects
Robyn: Glendora TOEFL course instructor
...about tutoring students with Varsity Tutors. English is my native language and my qualifications include a Bachelors of Science degree in Business Management from California State, University, Los Angeles, a 120-hour TEFL certificate and prior work experience. I have completed a Cambridge CELTA course at Swansea University in Wales and I have over three years...
Education & Certification
- California State University-Los Angeles - Bachelors, Business Administration and Management
Subject Expertise
- TOEFL
- SAT
- ACT
- Homework Support
- +27 subjects
Helen: Glendora TOEFL course instructor
I'm a communications professional with a master's degree in pharmacology from Tulane University, a master's degree in journalism from USC and a bachelor's degree in neuroscience. I have two years of professional tutoring experience and thrive on guiding students to that "aha!" moment.
Education & Certification
- Rhodes College - Bachelors, Neuroscience
- University of Southern California - Current Grad Student, Journalism
Subject Expertise
- TOEFL
- CSAP/ TCAP
- STAAR Grades 3-8
- ACT
- +77 subjects
Patrick: Glendora TOEFL course instructor
...cum laude from Emerson College, where I received a Bachelor of Arts in Theatre Studies and a minor in Writing, Literature, and Publishing. While in college in Boston, I was struck by a quote on the side of the Boston Public Library: "The Commonwealth requires the education of the people as the safeguard of order...
Education & Certification
- Emerson College - Bachelor in Arts, Theatre Studies
Subject Expertise
- TOEFL
- SAT
- ACT
- SAT Subject Tests
- +79 subjects
Jin: Glendora TOEFL course instructor
...a keen sense of spotting students' weaknesses are essential for a tutor. Being personable, responsible, and patient are my tutoring principles. I have traveled extensively in the past in both Asia and Europe, and am excited to explore more far-flung places in the world. I would love not only to bring practical skills to my...
Education & Certification
- Fudan University - Bachelor in Arts, Economics
- Columbia University in the City of New York - Master of Arts, International Relations
Subject Expertise
- TOEFL
- CLEP
- IB Business & Management HL
- IB Business & Management SL
- +38 subjects
Toshie: Glendora TOEFL course instructor
...school in Japan and assisted Japanese teachers at college for 13 months. My philosophy of teaching is based on my own language learning experience as an adult. In the process of learning English, I acquired a new culture and made life adjustments. I know how hard it can be to learn a new language and...
Education & Certification
- University of Hawaii at Manoa - Bachelor of Economics, Economics
Subject Expertise
- TOEFL
- Japanese
- Languages
Natalia: Glendora TOEFL course instructor
...in Physics and I love languages and movies. I started tutoring when I was in High School (Lyce Franco-Mexicain), working mostly with my classmates and younger neighbors during the summer holidays. I'm very friendly and patient and love sharing what I know. Please, feel free to write to me if you have any doubts.
Education & Certification
- National Polytechnic Institute - Mexico - Bachelor of Science, Nuclear Engineering
- National Polytechnic Institute - Mexico - Master of Science, Applied Physics
Subject Expertise
- TOEFL
- UK A Level
- Conversational Spanish
- French 4
- +42 subjects
Brian: Glendora TOEFL course instructor
...math, having led workshops & boot camps which saw some students improve their score 200 points. In college, I sharpened my tutoring skills against the world's best whetstones. I do not just mean Caltech professors, though they deserve their props. The Institute fosters a collaborative environment where students thrive through teaching and learning from others....
Education & Certification
- California Institute of Technology - Bachelors, Economics, CS
- University of California-Santa Cruz - PHD, Technology & Information Mgmt (Indef. deferred)
Subject Expertise
- TOEFL
- ACT
- GED
- SAT
- +171 subjects
Gabrielle: Glendora TOEFL course instructor
...honors student at Arizona State University majoring in Chinese Language and Global Studies. After winning the Boren national scholarship, I spent the past year and a half studying abroad. During my time traveling throughout Asia, I worked and volunteered as a teacher for students of all ages, gaining significant experience in tutoring a wide variety...
Education & Certification
- Arizona State University - Bachelor in Arts, Chinese Language & Global Studies
Subject Expertise
- TOEFL
- PSAT
- SAT Subject Tests
- SAT
- +29 subjects
Rebecca: Glendora TOEFL course instructor
...have a five-year-old son, and lots of friends and siblings to keep up with. I enjoy cooking, coffee, tea, healthy living, reading, sewing, painting, and oh so many other things. Some of my more serious interests include preventing human trafficking and slavery, and promoting better environmental stewardship. Having a variety of interests helps me connect...
Education & Certification
- Greenville College - Bachelors, Philosophy, English, & History
- Stony Brook University - Masters, Philosophy
Subject Expertise
- TOEFL
- SAT
- ACT
- Writing
- +17 subjects
Luke: Glendora TOEFL course instructor
...Wheaton College with a Bachelor of Arts in Philosophy as well as a minor in Bible/Theology. Since graduation, I have been teaching English overseas in South Korea and the nation of Georgia. In those roles, I was especially proud of the improvements my students made towards clear self-expression in speaking and writing (which was reflected...
Education & Certification
- Wheaton College (Illinois) - Bachelor in Arts, Philosophy
Subject Expertise
- TOEFL
- ACT
- Math
- History
- +31 subjects
Molly: Glendora TOEFL course instructor
...in mind. As such, I do not aim to teach "tricks" for getting the right answer. Rather, I aim to wholly ingrain the skills, strategies, and overall thinking needed to fully understand how and why we can come to certain answers. My goal is not to help students to merely get a good grade on...
Education & Certification
- Columbia University in the City of New York - Bachelor in Arts, History
- Northwestern University - Masters, Elementary Education
Subject Expertise
- TOEFL
- SAT Subject Tests
- SSAT
- PSAT
- +111 subjects
Jerry: Glendora TOEFL course instructor
...to help my students. I enjoy teaching and seeing my students learn new things. When my students are able to earn better scores the moment is very rewarding to me. If there is a problem that you do not understand, I will help you understand it fully. Outside of academic I have a passion for...
Education & Certification
- CUNY Queens College - Bachelors, Sociology
Subject Expertise
- TOEFL
- SAT Subject Tests
- ACT
- SAT
- +20 subjects
Eli: Glendora TOEFL course instructor
...and their potentials. My past students have come from a wide variety of learning backgrounds and abilities, so I am very comfortable with diversity in every way. My professional experience in the classroom gives me a good idea of the expectations placed on students throughout school. School is tough (especially standardized testing), but you can do...
Education & Certification
- Houghton College - Bachelors, Teaching English to Speakers of Other Languages
Subject Expertise
- TOEFL
- GED
- REGENTS
- SAT Subject Tests
- +40 subjects
Bing: Glendora TOEFL course instructor
...students and then engaging students intellectual curiosity on subject matter to reach these goals. I believe in breaking down the subject into concepts and creating a base of understanding to build upon in grasping the concepts. I have extensive experience with test-prep and how to break-down a standardized test into lesson plans to make target...
Education & Certification
- SUNY at Binghamton - Bachelors, Accounting
Subject Expertise
- TOEFL
- SAT
- SHSAT
- SAT Subject Tests
- +23 subjects
Diego: Glendora TOEFL course instructor
Hi! I am an engineering student at Northeastern University who loves helping people out with all subjects. Standardized tests are just a game against the clock that we can improve in so many ways. ... I have two philosophies. 1. Practice makes perfect. 2. There's an angle to everything. I think there is always more than one way to approach a problem, and typically the test tries to make you think you need to take the harder approach.
Education & Certification
- Northeastern University - Current Undergrad, Industrial Engineering
Subject Expertise
- TOEFL
- SAT
- SAT Subject Tests
- ACT
- +65 subjects
Meagan: Glendora TOEFL course instructor
...other teachers. I am a lifelong bookworm, proud owner of a "Grammar Police" T-shirt, and geek for fantasy and magical realism. I have a track record of helping students to discover or develop a love of Reading, Writing and Language. My most rewarding experiences have involved guiding struggling or unengaged students in finding their own...
Education & Certification
- University of Pennsylvania - Bachelors, Political Science; Spanish; Education
- Harvard Graduate School of Education - Masters, Education Policy and Management
Subject Expertise
- TOEFL
- SAT
- SAT Subject Tests
- 9th Grade Reading
- +63 subjects
Andrew: Glendora TOEFL course instructor
Hi, I'm the philosopher they call Andrew! You are most very definitely welcome to come to me with any school questions, but be warned: there's a good chance we'll soon be figuring out the meaning of life...
Education & Certification
- University of Chicago - Bachelor in Arts, Philosophy
Subject Expertise
- TOEFL
- GED
- CLEP
- ACT
- +100 subjects