John Collins English Teacher (IGCSE EFL 0500, AS Level)
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My name is John Collins. First of all, I would like to thank you for taking the time to read my description.

In the past 14 years of teaching internationally, and working with IGCSE, IB and ABEKA programs; I have had many wonderful opportunities to support and facilitate a diverse group of students from primary to high school of different ethnic backgrounds. I have also had the privilege to work with educators who brought a range of educational practices and teaching styles. These experiences have taught me a wide variety of teaching and assessment methodologies; thus, I am well-versed, specifically with these subjects (English First Language 0500, Global Perspectives, Geography, and World History).

As a teacher, I like to combine different philosophical approaches to teaching; and cognitivist approach is one of them. Providing interactive activities such as case studies and problem-based learning that relate to the topic (e.g., air pollution, traffic jam, climate change) will spark students to look deeper into their present knowledge and become more proactive and creative in discovering different ways to solve problems. Consequently, students will become more responsible, able to think critically, be more confident in their abilities, and will retain information much quicker and longer.

Constructivism is another excellent approach. By providing students with experiences that allow them to pose questions and interests, at the same time encouraging students to work in pairs/groups, a self-directed student-centered learning; this will stimulate their desires to explore the topic, construct their own knowledge, draw conclusions, and, as exploration continues, they revisit those conclusions.

I also like to use the behaviorist approach by rewarding students with points, praising and thanking them, and delegating them to assist their classmates. The reasons behind these are to establish a supportive relationship with students with the aim of promoting and reinforcing students’ independence and self-esteem, and creating a sense of trust that will help further motivate students to improve with their learning.

Some of the highlights of applying these approaches include:
- Roughly 30-40 percent of students became more confident with their writing and
speaking skills within the first term
- They were more pro-active and eager to complete their tasks days before the due date
- Students became more confident in helping and leading the class
- Students became more critical in explaining the content of their task

Beyond my teaching experience and excellent classroom management skills, I believe my enthusiasm and passion for education make me a perfect candidate for this position. I find it very rewarding motivating students in ascertaining their inner strengths, abilities and discovering what truly inspires them. And with the ever-changing world, an international mindedness of education is one of the central preparations for young people to succeed in all endeavours set before them. Therefore, I hope to instill a love of learning within each student where they are encouraged to be empowered with the ability to respond and adapt to future challenges. In addition, I hope to guide my students to develop a desire to use their knowledge and gifted skills to help build a brighter future for their communities.

Once again, thank you for taking your time in reading my description, and I hope to be able to guide you with your learning in the near future.

Thank you,
John Collins

Subjects

  • World history IGCSE

  • IGCSE Global Perspectives

  • IGCSE English First Language

  • Geography (General Knowledge) IGCSE

  • English & Literature AS level

Experience

  • English Teacher (Jul, 2022–Present) at BPK Penabur Banda
    • Planned and prepared effective lessons and resources with clear objectives and learning outcomes.
    • Provided interactive activities such as case studies and problem-based learning that resulted with students becoming
    more proactive and creative in discovering different ways to solve problems.
    • Provided students with learning experiences that allowed them to pose questions and interests which helped them
    become more responsible, able to think critically, be more confident in their abilities.
    • Provided a safe learning environment where students are encouraged to work in pairs/groups that helped stimulate
    their desires to explore the topic, construct their own knowledge and draw conclusions.
    • Established a supportive relationship with students with the aim of promoting and reinforcing students’
    independence and self-esteem that resulted with an increase of self-confidence.
    • Provided a positive role model for staff and students by taking responsibility for the continuous improvement in all
    teaching.
    • Identified appropriate resources for the department and ensure that they are used efficiently, effectively and safely.
    • Worked collaboratively at both strategic and operational levels with other departments, parents and students.
    • Successfully assisted in branding the school’s image through promoting cultural diversity within and outside the
    school.
    • Successfully lead, prepared and organized a range of school events and extra curricula activities.
  • Subject Teacher (Jul, 2016–Jun, 2022) at Mutiara Nusantara International School, Bandung - Indonesia
    • Planned and prepared effective lessons and resources with clear objectives and learning outcomes.
    • Provided interactive activities such as case studies and problem-based learning that resulted with students becoming
    more proactive and creative in discovering different ways to solve problems.
    • Provided students with learning experiences that allowed them to pose questions and interests which helped them
    become more responsible, able to think critically, be more confident in their abilities.
    • Provided a safe learning environment where students are encouraged to work in pairs/groups that helped stimulate
    their desires to explore the topic, construct their own knowledge and draw conclusions.
    • Established a supportive relationship with students with the aim of promoting and reinforcing students’
    independence and self-esteem that resulted with an increase of self-confidence.
    • Provided a positive role model for staff and students by taking responsibility for the continuous improvement in all
    teaching.
    • Identified appropriate resources for the department and ensure that they are used efficiently, effectively and safely.
    • Worked collaboratively at both strategic and operational levels with other departments, parents and students.
    • Successfully assisted in branding the school’s image through promoting cultural diversity within and outside the
    school.
    • Successfully lead, prepared and organized a range of school events and extra curricula activities.
  • English Teacher (May, 2015–Dec, 2015) at Tokyo Metropolitan Industrial College
    • Planned and prepared effective lessons and resources with clear objectives and learning outcomes.
    • Provided interactive activities such as case studies and problem-based learning that resulted with students becoming
    more proactive and creative in discovering different ways to solve problems.
    • Provided students with learning experiences that allowed them to pose questions and interests which helped them
    become more responsible, able to think critically, be more confident in their abilities.
    • Provided a safe learning environment where students are encouraged to work in pairs/groups that helped stimulate
    their desires to explore the topic, construct their own knowledge and draw conclusions.
    • Established a supportive relationship with students with the aim of promoting and reinforcing students’
    independence and self-esteem that resulted with an increase of self-confidence.
    • Provided a positive role model for staff and students by taking responsibility for the continuous improvement in all
    teaching.
    • Identified appropriate resources for the department and ensure that they are used efficiently, effectively and safely.
    • Worked collaboratively at both strategic and operational levels with other departments, parents and students.
    • Successfully assisted in branding the school’s image through promoting cultural diversity within and outside the
    school.
    • Successfully lead, prepared and organized a range of school events and extra curricula activities.
  • Subject Teacher (Jul, 2010–Jun, 2013) at Pondok Indah Global School
    • Planned and prepared effective lessons and resources with clear objectives and learning outcomes.
    • Provided interactive activities such as case studies and problem-based learning that resulted with students becoming
    more proactive and creative in discovering different ways to solve problems.
    • Provided students with learning experiences that allowed them to pose questions and interests which helped them
    become more responsible, able to think critically, be more confident in their abilities.
    • Provided a safe learning environment where students are encouraged to work in pairs/groups that helped stimulate
    their desires to explore the topic, construct their own knowledge and draw conclusions.
    • Established a supportive relationship with students with the aim of promoting and reinforcing students’
    independence and self-esteem that resulted with an increase of self-confidence.
    • Provided a positive role model for staff and students by taking responsibility for the continuous improvement in all
    teaching.
    • Identified appropriate resources for the department and ensure that they are used efficiently, effectively and safely.
    • Worked collaboratively at both strategic and operational levels with other departments, parents and students.
    • Successfully assisted in branding the school’s image through promoting cultural diversity within and outside the
    school.
    • Successfully lead, prepared and organized a range of school events and extra curricula activities.
  • Facilitator (Sep, 2008–Sep, 2009) at • Chengdu University of Technology – China: (Sept, 2008 – Sept, 2009).
    • Planned and prepared effective lessons and resources with clear objectives and learning outcomes.
    • Provided interactive activities such as case studies and problem-based learning that resulted with students becoming
    more proactive and creative in discovering different ways to solve problems.
    • Provided students with learning experiences that allowed them to pose questions and interests which helped them
    become more responsible, able to think critically, be more confident in their abilities.
    • Provided a safe learning environment where students are encouraged to work in pairs/groups that helped stimulate
    their desires to explore the topic, construct their own knowledge and draw conclusions.
    • Established a supportive relationship with students with the aim of promoting and reinforcing students’
    independence and self-esteem that resulted with an increase of self-confidence.
    • Provided a positive role model for staff and students by taking responsibility for the continuous improvement in all
    teaching.
    • Identified appropriate resources for the department and ensure that they are used efficiently, effectively and safely.
    • Worked collaboratively at both strategic and operational levels with other departments, parents and students.
    • Successfully assisted in branding the school’s image through promoting cultural diversity within and outside the
    school.
    • Successfully lead, prepared and organized a range of school events and extra curricula activities.

Education

  • Teaching and Learning for Adults (Jan, 2014–Jul, 2015) from University of South Australia, Adelaide
  • International Politics/Studies (Jan, 2004–Dec, 2007) from University of Adelaide
  • Tourism and Hospitality (Jan, 2000–May, 2002) from Charles Darwin Univeristy

Fee details

    Rp200–300/hour (US$0.01–0.02/hour)

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