Tariq A.
Bachelor of Science in Arabic Language Studies, Cairo University- Egypt


I have been working in the teaching field for more than 25 years. I have extensive experience in teaching IB for more than 10 years. My major achievements include: a) IB Arabic Examiner, b) IB Arabic Teacher For (Language B HL, Language B SL, and Language ab Intio SL), C) EE Supervisor, d) planning of teaching plan for the IB academic year, e) implementation and management of exam Quizzes, f) extracting and analyzing exam results data. I also have extensive experience with several new teaching technologies using online resources.

Teaching Experience

2010 – Present IB Arabic teacher, International Academy, Cairo, Egypt.
• Teaching Arabic language for IB DP (B HL/SL /ab Intio SL)
• Planning of teaching plan for the IB academic year
• Team leader for IB group language B.
• Implement and manage the weekly plans of the curriculum for Year 9
• Implement and manage exam Quizzes, Formative and Summative Exams for Years 9-12
• Organizing administration meetings for Year-nine group
• Developing curriculum and syllabus updates and improvements for High School grades and Years 9-12.
• Extract and analyses data from exam results

  • My major achievements Related to the International Baccalaureate include:
  1. Working on developing the student’s language skills (writing – reading comprehension – listening – speaking) at the core of the International Baccalaureate Diploma program. 1.1 Writing: Teaching writing course in the Arabic language and its various forms, such as the blog, the report and the letter … etc. Training the student in generating the thought, developing and supporting it with the required details and evidence. Training the student to improve his language, use the various vocabulary appropriate to the task, and include idiomatic expressions. The use of a variety of simple and more complex grammatical structures is effective. 1.2 Extended Essay: Supervise and mentor more than 40 students through the extended essay, achieving a 99% success rate among the graduating seniors.
  2. Managebac implemented to track multiple sessions; Using the software has greatly improved the communication between the students and me. Lead a series of sessions on extended essay requirements, develop research papers, and train students to write a college-wide research paper, including developing research questions, citations, reference notes, and table of contents. 1.3 Reading comprehension: Training the student on reading comprehension by applying analytical reading rules, extracting vocabulary meanings, understanding sentences, and deducing sub and main thought. 1.4 Listening: Training and developing the student’s skill on various oral texts that display differences, linguistic diversity, and regional accents. 1.5 Speak: Training the student to develop the student’s speaking skill, use the correct ideas and words, and give the remarks and opinions developed effectively. 2- Determine the student’s level and strengths and weaknesses that need improvement. 2.1 Weaknesses: They are worked on and developed by working on a program designed and based on developing the student’s language skills according to each student’s level. 2.2 Strengths: Continuous training on them by solving exam samples until they achieve the highest level in the language. 3- Preparing the student to deal with external examinations by explaining the strategies for dealing with them and training to achieve the required evaluation standards. 3.1 (Paper 1) Training the student in writing, developing his skills, and achieving the assessment elements required in the International Baccalaureate (quality of thought, achieving the desired purpose, choosing the correct written form, regulations, and norms for the chosen text type). 3.2 (Paper 2) Reading comprehension: training the student to comprehend the reading by applying the rules of analytical reading, extracting the meanings of the vocabulary, understanding the sentences, and deducing the sub and main ideas that enable him to obtain the highest scores for this component. 3.3 Listening: Training the student in various oral texts that display differences, linguistic diversity, and regional accents. All questions must be answered in the target language.
  3. Preparing students to deal with internal examinations that include oral assessment. 4.1 Training the student to understand the literary work and to use the extract effectively. It gives feedback and opinions developed effectively and supported. 4.2 or image for this component so that it can provide personal descriptions and explanations regarding the stimulus. Establishes clear links to the target culture / s. To achieve continuous assimilation and interaction. 5- Evaluating problems arising during the lesson, providing solutions, and treating students’ problems with these skills. 6- Planning the teaching plan for the academic year. 7- Extraction and analysis data from exam results and evaluations. 2001 – 2010 IG & AFL Arabic teacher, International Schools, Cairo, Egypt. Responsibilities: • Teaching Arabic for non-native speakers (AFL) • Teaching Arabic for IGCSE students • Planning of teaching plan for the IG academic year • Teaching the Arabic language for IG DP • Team leader for Year-seven group • Planning of teaching plan for Year-seven group • Supporting and teaching poor language students

1998 – 2001 IG Arabic teacher, International School, Cairo, Egypt.
• Teaching Arabic for the National curriculum
• Teaching Arabic for IGCSE students

1994 – 1998 Arabic teacher, National School, Cairo, Egypt.
• Teaching Arabic for the National curriculum

What is your teaching philosophy?

I use many different strategies in teaching and instill confidence in my students by teaching simple, easy-to-remember reading and writing strategies. I work on my students’ goal of acquiring the skills to do the work themselves in preparation for the IB program’s final evaluations.

What might you do in a typical first session with a student?

I will develop the student’s language skills (writing – reading comprehension – listening – speaking) at the core of the IB Diploma Program.
Ahead of the lesson:
Reading: Most of my students share a text or task they need before their lesson.
During the lesson:
Reading and analyzing:
I will ask guiding questions about understanding the text; I will present the rules for analytical reading, extract vocabulary meanings, understand sentences, deducing sub and main thought, and linking the text to the themes.
I’ll show specific, easy-to-remember methods of language and visual analysis depending on the task. I will ask guiding questions about characterizing text type, interpreting the text’s language, parts of the story, or combining images. I will share specific techniques to help the student become familiar with specific word choices, common structures, and visual elements to become a critical reader.
Writing: I will explain how to write in the text form.
Speaking: I will ask my students to speak and record in Classical Arabic what they understood from the text, listen, and evaluate themselves to address the expected errors.
After the lesson and assignment:
My students share their written and presentation assignments with me, and I work with them to structure responses to a controversial essay, comparative essay, research essay, or a single paragraph response on a topic or topic. I can also review and draft the formal aspects of their writing.
Proofread: Sometimes, all you need is a review before submitting your work. I can suggest amendments to grammar, spelling, citation, formatting, paragraph structure, organization, and idea development.

How can you help a student become an independent learner?

I will explain strategies that apply to language skills, I will read what can be applied to any text, and I will share supporting documents when I meet a student. We will apply the techniques to share the texts with my students, which they read in the class during the lesson. I will teach writing strategies such as outline, sentence structure, paragraph, and essay structure.

How would you help a student stay motivated?

I give my students some powers, independence, and liberation, such as: searching the materials themselves to present them, allowing them to acquire new knowledge through the curriculum, motivating them to learn and discover more by setting specific instructions and the laws and rules that make them understand these materials better, also helps them to relate to those Topics stronger and provide them with the opportunity to present what they have gained. To keep a classroom motivated, however, I have a bag of tricks.

If a student has difficulty learning a skill or concept, what would you do?

This depends on the type of difficulty in learning the skill. I will analyze the reason for this difficulty, and I will develop a suitable solution for it. I use various strategies to get the student to overcome this difficulty, such as: repeating the same techniques to analyze with different types of texts to practice the skills. I use acronyms to remember what to comment on in the text; I teach strategies to recognize literary devices in a text and apply them to different types of texts … etc.

How do you help students who are struggling with reading comprehension?

In the beginning, the cause of reading difficulty must be properly diagnosed; if the problem is a result of learning, I will develop a treatment plan and some strategies for these students to help them to solve this problem, such as: using clear, error-free language, and speaking in front of students in a strong and clear voice. Motivate the students with reading difficulties to participate in classroom activities. Choosing the texts that he will read during the lessons. Continuous encouragement to raise his spirits and increase his self-confidence.

What strategies have you found to be most successful when you start to work with a student?

Often, I ask my students to share their assignments and texts with me ahead of the lesson to prepare to help, and we’ll make the most efficient use of our time together. If I have to read and comment on an essay or a text, I may charge a fee to prepare for the lesson, but I will always clear that with the student first. When I have a regular student, I ask them to share their syllabus and/or assessment calendar to keep abreast of what the student will need to know going forward.

How would you help a student get excited/engaged with a subject that they are struggling with?

I maintain a light and friendly tone, motivate the student with responsibility, tell them what I expect to achieve in the lesson, and remain motivated to complete the task well; I set a list of short and long-term goals that must be achieved or respected. I make the learning environment safe based on encouraging the student and believing in his abilities to overcome difficulties and try again upon failure while supporting them psychologically. I also ask many guiding questions to arrive at an answer instead of giving it to him. And I use the dialogue to discuss some of the shortcomings and weaknesses; I give him hope and the possibility of success—finally, the use of technology, such as programs, tools, and educational applications.

What techniques would you use to be sure that a student understands the material?

Practice and repetition are key to understand concepts and skills. I will refer to the concepts that have been taught recently to practice these concepts with different texts and tasks. I will ask a set of questions dealing with specific concepts and skills related to the lesson’s objectives. In the last five minutes of the lesson, I will ask the student to show what he understood or learned and written his feedback about the lesson. Finally, I will provide sample diagrams, paragraphs, introductions, and conclusions.

How do you build a student’s confidence in a subject?

I make sure to tell them what they have done well. I discuss suggestions on how to improve skills, such as skills in reading or writing. We practice the same skills that have been explained, such as reading and writing using different types of texts and assignments, and the result is that the student can apply these skills to any text or assignment.

How do you evaluate a student’s needs?

I ask what the student feels they need help with. I ask questions about the text to ascertain their critical reading skills, and when reading a student’s work, I look for patterns in their language so that we can focus on the things that need improvement.

How do you adapt your tutoring to the student’s needs?

It really depends on the student. Most students respond well to praise and encouragement. Beyond that, it really depends on how the student responds to my instruction. Some students need more structure, and some need less. I make a point of getting to know my students, and I pay attention to reading and writing patterns to provide help where it is most needed.

What types of materials do you typically use during a tutoring session?

For 1-1 tutoring, I like working with Google classroom & Doc or software that gives us live editing capabilities. Screen-sharing is the key because tutoring is really and continuous exchange between my students and myself. Usually, we are working on a text or essay assignment simultaneously. I like to use games such as Kahoot for groups to memorize concepts, literary devices, remembering text types, etc.

Teaching Skills

Subject Skill Level
Extended Essay ​(EE)
Language B HL
Language B SL
Language ab Intio SL
Creativity: a type of education in which the teacher and the student are united in one person- Arthur Koestler

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