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Professional IB Tutor, Expertise in IB Diploma Preparation for English/ German A and B in both SL/HL Levels and an EE supervisor for English B. Holds a Ph.D. In Translation Studies, MA in Foreign Languages and BA in Germanistik with 15+ Years of Teaching Experience at High School and University Level.
15+ years of teaching experience as a University Lecturer in Liberal Arts, MYP English Acquisition, and English Language and Literature Teacher, DP English A Lit and L&L, German A Lit and L&L, English B and German B. Also have experience teaching Chinese ab initio, German A, English A and Russian A self-taught. Consulted students with French A Lit, Indonesian A Lit, and Danish A Lit self-taught courses. As a secondary teacher in the IB curriculum, I found that my teaching passion has only grown with every year. Even with the complexities of the current international education landscape, the feeling of getting through to that student who "wasn't getting the hang of it" or helping advanced students achieve their goals never gets old. I have dedicated my career to helping students of all levels master the language skills and concepts they need to go on to college and everyday life beyond academics.
As you can see from my profile, I hold a Ph.D. in Multilingual Studies and a Master's Degree in Foreign Languages, PGCE. I have recently become an IB-certified educator with the University of Western Ontario. I also hold a CELTA for young learners and adults, a Goethe Zentrum teaching certificate, and an HSK level 5 certificate in Mandarin. I am also a certified EE Coordinator and College Counselor. In addition to teaching English and German A and B, I am fluent in Chinese, Portuguese, and Russian.
2021-Present @ American International School Zagreb, Croatia
Middle School EAL/IBDP English B Teacher
Provided high-quality teaching of English as an Additional Language in the Middle School and English B in the IB Diploma Programme. Acted as a member of s Student Support Team and worked closely with students and families through push-in or pull-out, small group, or individualized support.
2019-2021 @ Mercedes-Benz International School, Pune, India
IB MYP Language and Literature/DP Language A Literature Teacher
Taught IB MYP English Language and Literature to MYP students, Taught IB DP German A/French A Literature to DP, and was Promoted to DP School Supported Self-taught Program Supervisor and Language A Coordinator.
2017-2019 @ Global Management Institute, Dongbei University of Finance and Economics, Dalian, China
Lecturer in Language Arts
Prepared and delivered English, German, and World Literature courses to non-native undergraduate college students focusing on comparative linguistics and comparative literature aspects.
2015-2017 @ British School of Nanjing, Nanjing, China
German and EAL Teacher
Delivered quality instruction that is purposeful, differentiated, and intellectually challenging, and Developed a student-centered learning environment characterized by fluid groupings and instruction.
2007-2015 @ Global Village High School No.1 High School attached to Xiangtan University, China
Language Acquisition Teacher (German/French)
University of Southampton, Southampton, England
Ph.D. in Translation Studies
Donetsk National University, Donetsk, Ukraine
Master of Arts in Foreign Languages Pedagogy and Translation Studies
University of Hertfordshire, England
Master of Arts in Teaching English to Speakers of Other Languages
Donetsk National University, Donetsk, Ukraine
Bachelor of Arts in Education
English Language A Language and Literature HL
English Language A Language and Literature SL
English Language A Literature HL
English Language A Literature SL
English Language B HL
English Language B SL
Extended Essay (EE)
German Language A Literature HL
German Language A Literature SL
German Language B HL
German Language B SL
German Self Taught Language
Individual Oral (IO)
Russian Language A Language and Literature HL
Russian Language A Language and Literature SL
Russian Language A Literature HL
Russian Language A Literature SL
Russian Language B HL
Russian Language B SL
Russian Self Taught Language
University Application Essay
Tutor Teaching Style
Besides my student-centered teaching approach, I strive to keep an open mind, a positive attitude, and high expectations in the classroom each day as a professional. I believe that I owe it to my students and the community to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the pupils.
Teaching is learning from your students, colleagues, parents, and the community. This is a lifelong process where new strategies, ideas, and philosophies grow. My extensive teaching experiences abroad have shaped my views and attitudes toward education to maintain an awareness of multicultural needs and sensitivities. As an experienced educator, I have seen the challenges and rewards present in a school environment. Teachers must be resilient, mainly working with students who find school challenging and disengaging despite their efforts. However, I have continued to work in the education system and believe I will make a difference and inspire students to develop their future aspirations.
First, I will establish a good rapport with my students to help them feel at ease and ask what motivates them in life, what they like about the subject, and what they still cannot understand. I will also share some information about myself and my teaching experience with the IB students.
We need to use the power of our relationships with students to show a passion for learning. When you embody a passion for learning, your students are more likely to have a powerful, positive emotional connection to education that will inspire their motivation to continue learning independently. With teachers who release their passion for learning, students across all grades are free to learn new ways of learning with inspiration and joy. Over time, expect self-motivation rather than compliance. Guide students to imagine how they will feel when they know something new. Allow volunteers to describe their feelings after they learned something. When appropriate, ask students to visualize what a finished project will look like.
The most crucial and easiest thing to do is ask your students what motivates them. High school students know what they need and what they are interested in doing. We should ask our students what motivates them or why they are not motivated. The answers can be astonishing...
Throughout my education career, I have worked with many students who formally needed formal assessments to label their learning styles. I think this is a school-provided tool that is often underutilized. I have had a few students placed on an individual learning plan, and I am happy to change my lesson plans to suit them. If a student is struggling, I will address it immediately. I never allow a student to slip through the cracks.
I would practice more skimming and scanning techniques with them and introduce various interesting reading topics and comprehension questions to boost their understanding.
Helping students believe in themselves is a clear first step. The second would be to make them see what they are doing and why. Help them know what's possible in the assignment, how the work can benefit them, and most critically, that they can do that vital work and that I am there to guide and mentor them.
I would start the lesson with exciting facts, encourage meaningful and relevant connections to students, and address different learning styles. I would also combine other language domains to keep their attention; for example, start with speaking practice, then do some listening, introduce a reading passage and ask writing an exciting story based on a reading task.
Interactive assignments, short quizzes, exit slips.
By praising a student for individual work and critical-thinking approach. I would encourage students to work more independently and check their understanding by providing similar tasks.
I am using a mix of providing students with a diagnostic task and a brief conversation about students' goals and the ways of achieving them.
By determining students' goals, strengths, and areas of improvement.
IB-related guides, past papers, and textbooks.
To have another language is to possess a second soul- Charlemagne
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