Picture of Jemma Jones-Hayes

Jemma Jones-Hayes

Achievements

  • Teaching in Italy
  • Teaching in Vietnam
  • Teaching in Poland
  • Teaching in South Korea
  • Teaching English Online Course
  • Teaching Business English Course

I am proficient of Microsoft Office programmes and will be able to contribute to the production of any documents that are related that is carried out by the English Teaching departments any school, college or university. I am able to carry out the day-to-day administrative activities when acting as a teacher and as an assistant. I have experience of developing my own teaching materials. I am willing to contribute to the development of information packs and assignments, assess the student’s progress and provide them with feedback on the return of their assignments. I can actively participate as a member of the teaching team by attending and contribute to any and all relevant meetings and teaching programmes.

Throughout my time at Malcolm Arnold Academy while working in the Designed Support Provision (DSP); I have gained the knowledge to differentiate work for different levels and modes of learning. I have had to create a various range of documents and resources I have had to produce a variety of resources; documents and advertisements; this is due to my current job as a Support Worker for the Deaf. One of my students is also a foreign speaker and I have used what I have learnt from my TEFL teachings with him. I am reliable and able to meet deadlines; work independently and within a team; excellent team working skills, able and willing to undertake national and international field work. The experience I have gained from Girlguiding UK is excellent organisational and time management skills. I have experience within international settings, both here in Britain and abroad. In 2012, I was a member of staff from Northamptonshire that represented the county at an International Camp in America. I worked with the other staff members to produce a fulfilling experience for the girls and ourselves. I currently do not have any Postgraduate or teaching qualification, however, I am willing and flexible to carry out these qualifications when working in the field of Teaching English as a Foreign Language. Continuing my personal and professional development is important to me. As for my TEFL experience; I have currently gained over 160 hours of TEFL training from i-to-i TEFL via their Online Classes.

I am a happy and caring person; who loves to help others and to share their experiences. I love learning about new cultures and skills and also to have fun. I believe that learning should be fun and practical. Being a TEFL teacher is helping me to achieve this.

I also blog bout my TEFL adventures; my ups and down and everything in between. I like to help my fellow TEFL people with their journey across the world.

March 2015 - December 2016   SkimaTalk                   www.skimatalk.com

March 2017 - Present   iTutorGroup                   www.tutorabc.com

Online TEFL Teacher

  • Practising Conversational Skills
  • Teaching new vocabulary, correcting pronunciation and examining written work
  • Teaching over the Internet using Skype

July 2010 - October 2016       Northamptonshire County Council                 Northampton, Northamptonshire

Communication Support Worker

 

  • Communicating with staff and students through British Sign Language
  • Supporting deaf students with their studies; all academic years
  • Created resources and activities for present and future students to use with their learning
  • Worked with Deaf and Hard of Hearing Special Educational Needs
  • Specialised in Science

 

November 2007 to December 2009     Deafway                      Preston, Lancashire

Weekend Food Service Assistant

 

  • Communicating with staff and clients through British Sign Language
  • Assisting in the preparation of food
  • Serving food
  • Shelf/stock control and washing used appliances

 

 

June to September 2009           Susan and Alex Johns  Rossendale, Lancashire

Signing Support Worker

 

  • Acted as a communicator using British Sign Language and English
  • Ten week placement
  • One-to-One care
  • Assisted with transport needs via a mobility vehicle

 

2005 to 2007                 Stantonbury Campus  Milton Keynes, Buckinghamshire

Teaching Assistant/Communicator

 

  • Worked with Deaf and Hard of Hearing Special Educational Needs      students
  • Was a registered First Aider and Epi Pen administrator
  • Record Keeping, attended meetings and communicated in British Sign      Language and English

 

2005 to 2007                 The Crowsley-Ward Family     Hanslope, Northamptonshire

Communicator/Carer

 

  • Worked as a communicator for a Deaf girl with Cerebral Palsy
  • Home based and out in the community

2012 to Present            i-to-i TEFL     www.onlinetefl.com

Online TEFL Teaching Qualification             Currently 170 Hours Completed

 

As a part of the online course of 170 hours the following courses have been completed:

  • 60 Hour Online TEFL course - October 2012
  • 20 Hour Grammar Awareness Course - June 2012
  • Teaching English to Young Learners Course (5 Hours) - January 2013
  • Teaching with Limited Resources Course (5 Hours) - July 2013
  • Teaching Large Classes Course (5 Hours) - June 2013
  • Teaching English One-to-One Course (5 Hours) - January 2013
  • Teaching in Japan Course (5 Hours) - September 2013
  • Teaching in Spain Course (5 Hours) - December 2013
  • Teaching in Thailand (5 Hours) – February 2014
  • Teaching in China (5 Hours) – March 2014
  • How to teach Audio & Video Lessons (10 Hours) – April 2014
  • Teaching Business English (10 Hours) – Decemeber 2014
  • Teaching English Online (10 Hours) – January 2015
  • Teaching in South Korea (5 Hours) – January 2015
  • Teaching in Poland (5 Hours) - February 2015
  • Teaching in Vietnam (5 Hours) - June 2015
  • Teaching in Italy (5 Hours) - August 2015
  • Advanced Grammar TEFL Certificate (20 Hours) – TBC
  • Teaching Teenagers (30 Hours) - TBC
  • Lesson Planning (30 Hours) - TBC
  • IELTS Coach (60 Hours) - TBC

2012 - Present     Private Candidate

AQA A Level Physics - Currently undertaking

Edexcel Certificate in Maths - C - June 2016

2007 to 2010     University of Central Lancashire         Preston, Lancashire

BA (Hons) British Sign Language                 Graduated with a 2nd Class (Second Division) Degree

 

During the summer of 2008, under the supervision of Dr Jun Hui Yang and Richard M. Heaton I participated as an Intern within the Deaf Studies department, with a historical and linguistic research project. I was also the degree Course Representative for two years, Peer Mentor for two years, a Society Treasurer for two years, competed with the University Cheerleading Squad and was awarded Community Hero 2009 for my volunteering activities within the University of Central Lancashire.

 

2002 to 2005     University of Northampton    Northampton, Northamptonshire

BA (Hons) Criminology and Sociology             Graduated with a 3rd Class degree

 

During this degree I volunteered with KingsthorpeCommunity College as a Mentor to a Year Ten student for eight months. During this time, I continued with my Sign Language studies.

 

2000 to 2002                 NorthamptonCollegeNorthampton, Northamptonshire

BTEC National Diploma in Public Services     Passed at overall Merit, Level Two Key Skills

 

During my time at NorthamptonCollege, the course took part in various fundraising events for local and national charities and organising events for the other students on the BTEC course; I also completed some parts of my Bronze, Silver and Gold Duke of Edinburgh Award.

 

1994 to 2000                 SponneSchool             Towcester, Northamptonshire

GCSEs: 10 C to E; including Maths, English and Science (Double Award)

GNVQ Health and Social Care (Intermediate) Passed with Level Two Key Skills

References are available on request.

UK based

Telephone: 07746 998336

E-Mail: jljoneshayes@yahoo.co.uk

SKYPE: JemmaJH

TWITTER: @JemmaJH

BLOG: http://www.mytefladventures.com

Work examples

Teaching Business English Course / Checkpoint
  • Question

    Students practise functional language for agreeing and disagreeing.

    Answer

    Before the debate; I would go over any (or all) the expressions that the students have learnt about agreeing and disagreeing. Practise agreeing and disagreeing even if you have to argue against something you actually believe in and this would be one way to have fun with this is to make up a bunch of cards that say agree or disagree. Each person has to pick up a card and then the topic is read out. It is more fun to have a debate this way because you don't have to play your true self. I would try to continue each discussion for at least five minutes for each topic. I could increase the debate by having them debate in small groups or as a whole class.

    1.
  • Question

    Students discuss a cultural issue.

    Answer

    I would give the class this question - "What are some things that define a culture? For example, music, language, ..."

     

    Firstly; we would brainstorm about what makes is culture. I will ask concept questions to check understanding.

     

    Secondly; I would show them the cultural differences between England and the Czech Republic. I would focus on meeting and greeting, giving and receiving of gifts and dinning etiquette; as these are three areas that are different between the two countries. I would give them examples of the differences and as a class we would sort them on the board.

    2.
  • Question

    Students practise writing an enquiry email.

    Answer

    The main focus will be on writing semi-formal emails, and the students will send an email to a tourist information centre of their choice. I would teach or revise the rules of writing emails in English by studying the differences between formal letters, and informal and semi-formal emails.  I would have a discussion as laid out in the lesson plan and then in pairs, in larger groups or as an individual complete the worksheets I would bring the class back together and have them re-create the correct email upon the board.

    3.
  • Question

    Students practise listening for main idea and detail.

    Answer

    "How to eat a healthier diet" lesson - this lesson would be split up into four different tasks. Using a video; I choose  from Howcast.com

    The first task is the warm up activity. Here I would ask questions about healthy eating - e.g. would you say you eat a healthy diet? How many portions of fruit & vegetables do you eat a day? etc

    The second task would be where we watched a video; I would get the students to make notes on a balanced diet (and if needed words etc they did not fully understand). Discuss anything that the students were unsure about.

    The third task is where the students would watch the clip again; however this time I would ask the students to listen carefully and I would quiz them

    4.
Teaching in South Korea Course / Checkpoint
  • Question

    What are the key points to understand in South Korean culture?

    Answer

    The key points I feel that are important to understand in the South Korean culture are that there is a hard working ethos, strongly proud of their nationality - one thing that guarantees this is the language. Some older Korean have a strong sense of Koreans as a people and have a group identity. South Korea is a hierarchical, high-power-distance society and follows the Confucian tradition. Keeping face is also important to them.

    1.
  • Question

    What role does competition play in South Korean schools and classrooms?

    Answer

    Competition is tough in South Korea and it starts when a person begins their schooling career. Most children paid close attention about their grades. In a way, Korean children are rather nosey; as they want to know what grades everyone else in the class has also has. I feel that they would compare them to their own grades; which could create an atmosphere within the classroom. People who achieve or have achieved are commonly appreciated and well-regarded. I believe that an outgoing personality is the best weapon for a Korean classroom as you could the catalyst for the competition.

    2.
  • Question

    Why is there significant demand for English in South Korea?

    Answer

    South Korea is a large scale exporter and having a knowledge of the English language is important for building any successful business. As English is being spoken by more people around the world. South Koreans use English to deal with other non-native speakers; while they will want to be intelligible, the idea of sounding like a native speaker is irrelevant. South Korean employers value knowledge of English, and so many South Korean students want to learn English in order to progress in their careers. This is why the teaching of English begins at a young age; as the parents feel that having the bilingualism will improve their child's career prospects; it is linked to competition.

    3.
  • Question

    What are the challenges facing EFL teachers in South Korean schools?

    Answer

    Some South Korean students are unwilling to speak in class due to deep-seated cultural reasons: they defer to the teacher, they're afraid of losing face, and they've been taught not to express opinion - this can be a problem when carrying out debates. On the other hand some South Korean students are very keen to be active participants in class, and to develop speaking and listening skills. The Traditional practices in South Korean English classrooms may largely be attributed to the sheer size of classes, conservatism in teacher education, and the washback from written exams.

    4.
  • Question

    Outline some typical pronunciation difficulties encountered by Korean learners of English.

    Answer

    Some South Korean learners normally have difficulty with certain consonant sounds that will obstruct with their intelligibility. In English we use vowels; either in the short or long form, to convey meaning; we know how to distinguish them. However; this difference does not exist in South Korean, and students may use them interchangeably. Syntax; is also another how words go together in a sentence – is very different in Korean and English. There are some sounds in Korean that are not in English and visa versa.

    5.
Teaching English Online Course / Checkpoint
  • Question

    Knowing how to market yourself is a key factor when it comes to students signing up for your classes. Detail the steps you can take to make yourself stand out from the crowd.

    Answer

    Use Social Media - ask questions, answer questions, leave comments, give advice and always leave a link to where I can be contacted (website etc)

    Have a website - have up to date (and proper) pictures of myself; have a list of qualifications with a copy of my certificate(s), CV with experience and what I offer when teaching

    Having a mailing list - by sending out to current students and to blog/social media followers about 'offers' and 'freebies'

    Having a blog - here I would place items of interest for fellow teachers and possible students. I currently have two weekly features on my TEFL blog - Idiom of the Week and Word Cloud Wednesday

    YouTube Channel - having clips of me teaching or explaining a language concept. Also having personal type videos; introducing myself and possibly stating my qualifications

    1.
  • Question

    How would you go about choosing a niche as opposed to only offering general English lessons?  What are the factors you need to consider to help you reach a decision?

    Answer

    I will have to think about what I enjoy teaching and what aspect of English I am really interested in; as this will make my teaching rewarding and enjoyable. I will also need to think about my ideal student; their age, nationality, level of English, earnings. I would have to think carefully with the age range. I will have to carry out research the market and see the "teaching world" from a student's view; I will need to know what is current on offer and see if I can match or provide more.

    When choosing a niche, I am becoming the expert. I will need to use plain English and make the niche appealing to whichever age group, nationality etc. Having the translation facility on the website is a must. Having a professional and presentable manner is also important.

    2.
  • Question

    Can you describe some disadvantages of teaching one to one lessons online? 

    Answer

    Some of the disadvantages of teaching One to One online are that One to one lessons can be intense; as it is hard for the teacher to keep up energy and enthusiasm when they are central to any activity within the lesson. Some students may become bored which can lead to behavioural problems; it is more likely to happen with children. There could be some students who are not willing to take full part in the lesson or be unresponsive. Some students may find One to One classes online a little scary as it can be easier to practice new language and make mistakes in a group setting. It is easier to hide the mistakes. Also practicing English with the teacher can be somewhat artificial; giving feedback to the student could be difficult.

    3.
  • Question

    Outline how you would overcome the potential disadvantages you’ve described in Q 3.

    Answer

    To overcome the issues I have mentioned in Question Three are that I could keep the lessons to 30 minutes long; this will keep the students focused and interested. Showing the students a general interest with their studies and their lives; giving feedback and encouragement is also important. When asking the students a question; it is important to give the students time to think about their answers and getting them to work more is (me as the teacher) to speak less and listen more. Lastly; having the students working in small groups could also help to overcome the disadvantages.

    4.
  • Question

    Outline the advantages (at least 2) and disadvantages (at least 2) of working for an Online School instead of working as an independent self-employed teacher.

    Answer

    The advantages of working for an Online School are that I will have the security of pedagogical and technical support while gaining the experience required to branch out on your own in the future and teaching online will give me the experience before I head into the classroom. However; the disadvantages of working for an Online School are the wages are low per hour and I would not be able to be flexible with my lessons as I would have to follow the plans, syllabi etc set by the school.

    5.
Teaching in Poland Course / Checkpoint
  • Question

    Why do Polish people want to learn English?

    Answer

    As more people are leaving Poland and moving into countries were English is used; they need it for their communicational needs

    1.
  • Question

    What sort of students do you expect to find in Poland?

    Answer

    Confident ones; however there will be the odd few who are not so confident. There are hard workers and have a great sense of humour.

    2.
  • Question

    What features can you expect a contract/agreement with a private language school to have/not have?

    Answer

    There are no benefits or medical insurance, no holiday pay, sick pay, guaranteed hours or even overtime. The teacher only does the duties outlined for the money stated, and the te4acher is only paid for the work that has actually been done. 

    3.
  • Question

    What grammar difficulties do Polish speakers have when learning English?

    Answer

    They find using the correct form of articles; as these do not exist in Polish. The Present Perfect tense also does not exist in Polish. Actually, perfect forms in general don’t exist in Polish. The students may also have problems with double positives & negatives, countable & uncountable nouns and some may even struggle with phrasal verbs.

    4.
  • Question

    What can you do to help Polish speakers correctly stress words?

    Answer

    By spending some of the lesson on repetition; this would be beneficial when teaching new vocabulary.

    5.
Teaching in Vietnam Course / Checkpoint
  • Question

    What are some typical attitudes of Vietnamese parents towards education?

    Answer

    Families in Vietnam see education as an important part for a person to increase their social and economic levels in their lives. Vietnamese parents also place enormous pressure on children to study hard; therefore parents will see classes that that have games or fun activities as a waste of their children's English education.

    1.
  • Question

    What can cause a Vietnamese student to lose face?

    Answer

    During lessons reprimanding or making fun of a student or students in front of the class can cause the students to lose face. Also forcing a student to speak when they don't know the answer can also cause a person to lose face.

    2.
  • Question

    How can a teacher help Vietnamese students talk about a complex topic?

    Answer

    To help students talk about complex topics; is to show them a model or a script to follow. Pre-teaching the vocabulary and free practice would be needed.

    3.
  • Question

    How can a foreign teacher fit in to a school environment?

    Answer

    Relationships are key in Vietnam and it is vital to get on with the teachers and the other staff members at the workplace. The belief is that problems can be resolved through mutual understanding; rather than following rules and procedures. It is also important to observe people's attitude towards age and status; a foreign teacher needs to remember to treat older/senior teachers with respect. With this respect the older/senior teachers will make sure that all is okay with you and will help you with anything that you may need. Avoiding conflict is another important thing to consider; discuss problems behind closed doors and not in public. Understanding how the school runs and works is important. Asking about the course books, exams and qualifications that the students are working towards.

    4.
  • Question

    What are some typical difficulties Vietnamese students have with English?

    Answer

    There are few items within the English language that Vietnamese students find difficult. There items are:

    • pronunciation the final consonant sounds in words (students may drop the consonant)
    • the rhythm that words create - word stress in Vietnamese is much more even than English
    • verb tenses; as there are no verb tenses in Vietnamese (they may possibly overuse the base form of the verb)
    • Vietnamese students may find writing an essay in English hard as in English the essay is written in a linear format, so a model or example to follow would help when teaching writing.

    5.