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Learn the importance of handwriting the alphabet to teach kids to read through homeschooling in this free home schooling and tutoring video clip. Expert: Matt Nisjak Bio: Matt Nisjak has been dedicated to education through homeschooling and tutoring for many years. Filmmaker: Christopher Rokosz

Learn how to use flash cards to teach kids to read through homeschooling in this free home schooling and tutoring video clip. Expert: Matt Nisjak Bio: Matt Nisjak has been dedicated to education through homeschooling and tutoring for many years. Filmmaker: Christopher Rokosz

To teach spelling, figure out ways to make the activity more fun instead of basic memorization, such as encouraging the students to play games like Boggle or Scrabble, or doing crossword puzzles. Find fun spelling activities online with advice from a writing instructor in this free video on education. Expert: Laura Minnegerode Bio: Laura Minnigerode is a writing instructor and former classroom teacher. Filmmaker: Todd Green

Children are like sponges. They absorb every bit of information that is given to them, especially if it is presented in a fun and easy to learn way. It’s never too early to begin teaching the concepts of math to your children. Opportunities for math abound in our everyday lives. Once you begin to notice them, you’ll soon be guilty of seeing math in everything you do!

Story time with your child is an excellent starting point. Virtually any book that you choose to read will have countless opportunities for math discussion. If you are reading ‘The Three Little Pigs’, don’t just breeze through it. Make sure that you stop on every page and give your child time to absorb the pictures. Ask questions about what they see, but be sure to offer constant encouragement even if they give an incorrect answer. The key to learning is to constantly provide a positive experience. By doing this, your child will always be eager to learn. As you look at the pictures with them, ask questions such as, “How many pigs do you see on this page?” or “How many apples are on this tree?” If your child seems stuck, happily count out loud for them. As a general rule, count everything you see, literally. You can count the stairs as you climb them, or the socks as you are taking them out of the dryer together. The opportunities are endless. Is your child a picky eater? Try saying, “Just take five more bites and you will be done”, and then of course count them out.

Playing capacity games while you are cooking is both educational and extremely fun. Your child will love pouring liquids from one container to another. Prepare them for learning measurements by asking them which container can hold more or less, and by letting them handle the different measuring cups, spoons, etc. Amaze them by doing special tricks, like pouring a cup full of cereal into a measuring cup, then crushing it and then presenting the new compressed, much smaller measurement.

Playing pattern games helps prepare your child for the concepts they will need to grasp in school. If your child eats Fruit Loops or M&M’s, help arrange them in different colored rows. After this is mastered, put down a pattern, such as one green M&M, one red M&M, and then one more green M&M. Ask your child to show you what color comes next. You can play pattern games with colored clothespins, different shaped blocks, colored socks, etc. The more you play this game with your child, the more variations of the game you will discover.

Play subtraction games at snack time. If your child likes goldfish crackers, you can draw a fish bowl on a piece of paper. Place ten or twelve goldfish crackers on the paper so they are ‘in the fish bowl’. Have your child count them at the beginning and then tell you how many are left every time they eat one, or two, or three. This will teach your child the basic concept of subtraction while providing them with a fun snack time experience.

Regardless of what approach you take to incorporate math in your child’s life, realize that you are laying a foundation for their future interest or indifference to the subject. Keep it simple, don’t stress, and remember to move on to something else as soon as your child loses interest. Learning is fun, and helping your child to enjoy early learning experiences in a playful manner is one of the best gifts you can give them.

Teaching English in China won’t get you rich, but it’s guaranteed to provide you with an exceptional opportunity to experience the Chinese culture, to travel, make friends, learn some Mandarin, and also provide you with a means to live abroad for an extended length of time. Interested? If you’re between the ages of 18 and 60, in relatively good health, flexible and adventurous, the prospects of landing a teaching job will be, in most cases, easier than you would think.

Presently, there are over 400 million Chinese learning English due to the government’s push to make English its second language. Universities, colleges, grade schools through high schools all have their English departments, and they are always in search of native English speakers to add to their faculty. In addition, there are legions of privately owned English language institutions continuously on the lookout for hiring English teachers for either daytime or evening courses. And finally, China hosts nearly a hundred international schools that serve the expatriate communities, and English is the language of choice at most of these schools.

Before you pack your bags and catch the next freighter to Shanghai, it would be prudent to investigate your full options online. Pay and benefits widely differ, depending upon as many factors as toiletries you’ll be tucking into your duffel bag. Salaries range from US $300. per month at small colleges and peak at $30,000-40,000 per year at international schools, depending upon your experience and teaching certifications. Almost all of the schools provide their foreign English teachers with tax free salaries, free accommodations, airfares, and basic health insurance. Teaching contracts range from 3 months to 2 years.

Why the huge range in salaries and benefits?

It largely depends upon the type of school in which you are seeking employment. It also depends upon your qualifications and skills.

The cream of teaching prospects in China would be the international schools. Most of them were established during the past ten years and were founded by western corporations desiring to offer their expatriate employees a school for their children to attend as they are living abroad. International schools allow families to continue living together when one or both parents are asked to come to China in order to further their employer’s business interests. Conversely, the presence of international schools make that city an attractive prospect for investment by foreign companies seeking to locate and invest in China.

Typically, parents of children in international schools are technical, general or financial managers who remain overseas for 2-5 years. The international schools allow the children of these families to reintegrate without difficulty into their home country education system. Many of the schools offer an American, Australian or British education.

Most of these schools offer a great salary and benefit package, a comfortable apartment that is rent-free, and flight and shipping reimbursements. For the most part, salaries are competitive with what teachers would earn at home, yet due to the low cost of living in China and the exclusion of tax deductions, teachers can live very well! International schools seek professional educators with teaching certificates and experience; some prefer teaching couples, but that varies. Husband and wife teams can easily sock away one of the spouse’s full earnings and even more, all the while experiencing travel and adventure.

If you’re a licensed teacher looking for good pay and professional growth, I encourage you to investigate online the numerous international schools in China and query their headmasters as to what teaching positions will be open in the near future. But don’t wait until spring to begin searching. Most international schools expect their teachers to notify them in January regarding contract signing for the following year. A director of an international school will most likely know what positions need to be filled for the next school year already in January of the current year.

If you’re interested in teaching at an international school, there are several organizations that screen and recommend candidates to teach abroad. You should register with one or more of these organizations. They will process your application materials and present your credentials to schools with opportunities to teach in China. Generally a candidate wishing to teach abroad registers with the agency and completes a series of forms, which, together with confidential recommendations from former supervisors, make up the candidate’s file. These files may be forwarded to schools that require candidates for specific positions teaching overseas.

Throughout the year, these organizations host recruitment fairs for teaching overseas in various parts of the world, which bring together the schools and the candidates for several days of interviewing. Once registered, the candidate who wants to teach abroad has the option to attend one or more of the recruitment fairs being held by the agency. These may be attended by as few as 20 international schools or as many as 120. The ratio of candidates to schools can be anywhere from 1:3 to 1:6, although in recent years the number of candidates has dwindled while the number of schools in attendance has increased – all good news for the international candidate interested in teaching in China or elsewhere.

These job fairs are usually intense, three-day events where the agency will match the needs of the schools to candidates’ qualifications for teaching abroad. If a specific school is interested in your candidacy, you will be called for an interview. One clear advantage in attending a recruitment fair is that most candidates manage to be interviewed by representatives of at least three or four overseas schools. Moreover, many schools fill a significant portion of their international teaching jobs with candidates they have interviewed at a recruitment fair.

If you’re not a licensed teacher, there are still many opportunities for landing a job teaching in China. As mentioned before, Chinese schools are always seeking native English speakers, and having few or no credentials usually isn’t a set-back. Again, many schools will provide you with a comfortable apartment, health insurance, a tax-free salary, and a reimbursed plane ticket.

You may choose to make arrangements through a language and culture exchange program that acts as a recruiting agency and offers training, travel assistance and networking opportunities. Your teaching salary would fall between 3,000 to 6,000. RMB ($350.-$700. USD) per month, depending upon your education and experience, which would put your earnings far above the average Chinese teacher’s salary of 1,000. RMB ($120. USD) per month. With your basics covered, such as accommodations and medical insurance, you can live fairly comfortably if you shy away from western restaurants and shopping at pricey department stores.

For the do-it-yourselfers out there, you may wish to already be in China while you’re looking for a teaching position. Bring application materials with you. You can enter China with an “L” Tourist Visa. These 3 month visas can often be obtained via a travel agency or through a Chinese Embassy or Consulate and usually cost between $30. to $50. USD. Since you’re buying a tourist visa, it is advised that you don’t mention that you will be working in China. Once you have secured a teaching position, the school or university will exchange your tourist visa for a “Z” one year working visa and a Residence Permit and take care of the necessary paperwork.

Before you hit the pavement in search of a teaching gig in China, it’s best you understand the fundamentals of the Chinese education system. There are major differences in education between government and private schools and they may or may not effect your decision as to where you wish to seek employment.

The first and most important distinction between government and private schools and education institutions is that the best institutions that attract the brightest Chinese students are nearly always government owned and operated. In China, there is often a great deal of prestige attached to attending the best government schools, colleges and universities. Private schools and institutions, on the other hand, cater to China’s new rich. They are generally perceived in China as being for students who have the money but not necessarily the brains.

Government teaching jobs give you quite a lot of flexibility, and usually only require you to teach fifteen to twenty hours per week; private schools have less bureaucracy and may offer better benefits and performance incentives. The next most important distinction between government and private schools is that teaching contracts usually stipulate in one form or another that extra private teaching and tutoring is not allowed, but the fact remains that there is a chronic shortage of quality English teachers in China, and if a foreign teacher wants to engage in private teaching outside of his or her existing duties, there is not much a school can and will do about it.

I believe I’ve covered the basics; the bottom line is this: If you are a foreign teacher in China, even if your wage is only 3000 RMB per month, you are still making almost triple the monthly wage of the average Chinese teacher. Plus you have your accommodations, health coverage and flights paid for. Combined with the low cost of living, it is easy to make and save money and have a great experience teaching in China.

As a parent, you may have wondered why some kids in school perform well in answering math problems while other don’t. If you would like your child to improve their performance in math, you actually can do something to help. Here are some tips you can use to help your kids solve math problems easily and quickly.

1. Encourage your child to be inquisitive and ask questions.

An inquisitive mind is an open mind. In math, your child should not only understand concepts, but he needs to understand them well. There should be no gaps in knowledge. Thus, it is very important to establish in your child the virtue of asking questions.

2. Train your child to comprehend word problems quickly. The first most important step in solving math problems is understanding. Your child should understand all the details presented in the problem. He should quickly grasp which information is given and which he needs to solve for.

3. Teach your child to immediately recognize the “key words”. The most crucial step in answering math problems is translating the problem into a mathematical expression. To do this, your child must familiarize himself with key words and hints that translate to certain operations. For example, “per” should denote division and “how fast” should have something to do with speed (which is distance divided by time).

4. Encourage him to draw a picture. Illustrations and diagrams help a lot. It can help your child understand the problem in a better perspective. It also shortens the time needed to understand what is going on. Your child will also better visualize how he can use the information given to solve for what is needed.

5. Break down difficult problems into parts. When faced with more complicated math problems, your child can be easily confused. To deal with this, teach your child to take it one step at a time. Teach him how he can break down the problem into sections. Each section would correspond to a certain mathematical expression, and how each part contributes to a whole. Remember that difficult word problems are not meant to be solve with one giant leap.

6. Practice everyday. The best virtue you can instill in your child is the virtue of diligence. Math is a subject where perfection can be attained with constant practice. Make it a positive, encouraging experience even if it becomes a chore after a long day at school. Practicing will give him a wide grasp of the concept, hone his problem solving strategies, and improve his time management skills.

Of course, do remember that in math, haste does makes waste as well. However, if you do everything quickly yet carefully, there is no reason for your child not to get the right answer.

Lastly, bear in mind that as a parent, an active participation in your child’s math education is needed. If you want your child to improve his ability in solving math problems, showing all out support will surely go a long way.

INTRODUCTION:

India has around 1400 Business schools accredited by All India Council for Technical Education (AICTE) and produces management graduates seven times than that of United Kingdom. But we could not produce the best business leaders and managers across the world from our B Schools. We often glorify frequently about our quantity of management education but not about the quality. Presently Harvard University stands first in the top US list of B schools and INSEAD stands first in the non-US list of B schools in the world. What is the official ranking of Indian management institutions across the world? Unfortunately none of our B schools stands in the top 100 list. What ails our B schools? It is high time we introspected honestly and thoroughly.

B SCHOOLS AND MBA:

Every year nearly two lakh MBA aspirants take part in Common Admission Test (CAT). Right now there are 1.25 lakh full time students and one-lakh distance education students pursuing MBA. What makes them to be crazy after MBA tag? Is it because it offers wider opportunities to grow professionally or to get fat pays and perks? It is, in fact, a debatable issue. Especially after the opening up of Indian economy in early nineties, many private players jumped into the bandwagon of creating many B schools with money spinning attitude. It is very difficult to predict how many institutions will survive and succeed and how many will go into the dustbins of history. The institutions are in a great hurry to create managers in quantity but not quality.

Students are also, in general, find it fancy to go for such courses so as to have firm foothold in their career. Statistics reveal that IIM-A selects one out of 400 aspirants as against the one in 20 aspirants of US B schools. Newspapers and magazines also come out with screaming headlines about the prestigious degree. Such headlines make the students crazier after MBA degree.

The MBA degree has its brainchild of American educational system and in early fifties Indian Institute of Management (IIMs) have been established in India to provide management education. Ever since, IIMs have become the official, authoritative and commendable institutions in India. Although it is nearly more than half a century, we could not produce Indian management gurus across the globe and it is a matter of great regret to note. The business education system is American in content and context and also by nature thus resulting in creating critical gaps in the system.

MANAGEMENT EDUCATION IN ENGG. STUDENTS:

The present trend indicates that there is more number of people of technical background (B.E and B.Tech) entering B schools. The MBA enhances career prospects for engineering graduates. Engineers, by qualification, are sound technically and can excell as technical leaders. But having an MBA becomes another extra lifeline to scale the corporate ladder quickly. The combination of technical and managerial skills will prove handy and make the people as an effective business leaders and managers. It is because of these reasons the engineering graduates need to pass in managerial subjects to groom them as effective managers.

The subjects like ‘Management Science’ (M S) and ‘Managerial Economic and Financial Analysis’ (MEFA) have been added in the JNTU (Jawaharlal Nehru Technological University) syllabus for engineering graduates. In Management Science, the basic concepts on management like production, work study, statistical quality control, material management, marketing, human resource management, SWOT analysis, Programme Evaluation and Review Techniques (PERT) and Critical Path Method (CPM) etc., have been briefly covered. In MEFA, the basics of managerial economics, financial accounting, demand analysis, demand forecasting, demand elasticity, theory of production, cost analysis, break even analysis, types of capital, capital budgeting and all the fundamentals have been covered.

The author is working as a permanent faculty in an engineering institution and the students asked on the very first day about the reason for inclusion of these two subjects in their academic curriculum. The author took pains in explaining the same since he had industrial and business experience besides academic management qualifications. Everybody is a manager whether at home or in office or in outside because everyone manages one way or the other many things in daily life. Learning management concepts at the academic level supplement the natural and practical skills in day to day managing.

MANAGEMENT EDUCATION IN NON-PROFESSIONAL DEGREES:

In India, there is a strong need to encourage students of Arts, Commerce, Science and Computers to go for MBA courses. And also inclusion of management subjects or topics or concepts in these areas will enhance their exposure to the field of management so that they can gradually develop an aptitude for management. When these non-professionals degree holders go for placement they find fully equipped to face the day to day challenges at their work place. In fact, the strength of non-technical graduates outnumbers technical graduates. As a result, there will be steady and strong growth of appetite for MBA qualification. Ultimately we can expect more number of managers from all fields of study.

WEAKNESSES IN PRESENT MANAGEMENT EDUCATION:

Henry Mintzberg is one of the strongest critics of MBA degrees. He found out many defects in the present management education system. The present system does not encourage entrepreneurial skills and abilities. It does not lay stress on ethical part of education. It is not able to inculcate or cultivate industry or sector specific skills. There are set of skills required for each sector, segment and industry. The inability to focus on the same became a major area of weakness. Real industrial problems are neither thought nor taught. It is not able to cater to Indian type of education and on the contrary, it began to believe in aping American method of education, which at times found to be highly irrelevant and superfluous. It does not focus on Total Productive Maintenance (TQM) where teams are forged and motivated to contribute their best without any egoistic considerations. It is devoid of multicultural experience. It is highly commercialized and commoditised. It is like a shop where goods and services are offered in exchange for money. Of course, no qualifications can be provided without money, as it is essential to ensure circulation of the entire organizational set up effectively. The degree of commercialization and commoditisation has become rampant. It is filled with antiquated, outdated and condemned pedagogic and teaching skills and needs to be overhauled thoroughly and immediately.

STRENGTHS:

The present management education survived for nearly five decades in India and struggling to expand beyond national and geographical boundaries. With the boon of rapid changing technology and communication, the educational system is undergoing drastic changes although the pace is slow. The students in B schools develop the ability to network and grow fast. The alumni links serve as strong launching pad.

WHAT THEY DO NOT TEACH IN B-SCHOOLS?

B schools teach the theoretical concepts and aspects, which will help the people to get tuned with the corporate terminology right from the school itself and also the meanings of the related concepts. The tools and techniques, which were taught in school, help them equip to take over the managerial/leadership roles in the corporate world. In fact B schools’ objective is to groom the business leaders for tomorrow.

It is always an well-admitted fact that there is vast chasm between theory and percept. The B school product when he finds himself in the hot seat in the industry, he finds himself suffocated as he finds vast gap in his dreams and realities. He needs to get his hands dirty in the real organizations, which he might have fantasized, from a totally different perspective.

The ability to deal with the people can not be taught in B schools and even if it was taught, it is very difficult to implement, as there would be so many bottlenecks. B schools only teach how to do but the corporate world only, indeed, teaches the practical way of learning. It is like learning how to swim, i.e. whatever the person learnt such as tools and techniques by way of theoretical explanations in school, he can only learn when he gets into the deep waters of the corporate world.

Traits like diplomacy and tactless and emotional intelligence can be learnt only by practical experience. The books and B schools have certain limitations. The efficiency and efficacy can be learnt only by involving oneself in real like situation. However the case studies one might have come across by way of thorough reading in school, the real life is total different from fantasized reel life. In a nutshell, a person comes from reel life to real life.

The concepts like brainstorming, reverse brainstorming, lateral thinking, vertical thinking, out of the box thinking, emotional intelligence, change agents, mind mapping, morphological analysis, six thinking hats, synectics, Type A personality and Type B personality could be better be understood and felt in the real corporate life.

B schools equip tons of information, data, knowledge, and case studies, which can help to get tuned with the real problems in the organizations to some extent. But it can not be summed up altogether that they produce the best managers in the industry.

B schools do not teach entrepreneurial skills and risk taking abilities. They teach about soft skills and communication skills, which can best be experimented in the battleground of corporate life and can be perfected. If the tools of efficiency are taught in B schools, the tricks of effectiveness is learnt in corporate world.

B schools do not talk much about building relations. Whatever the little so taught becomes too little in the practical life. In real business, it is always the products or services, which speak in volumes to the customers initially and the subsequent transactions, depend on relationships to a greater extent. Ultimately it is the satisfied customer who turns again and gives business. Therefore, much of the business solely depends on building relationships, which is again missing in B schools. B schools do highlight on evolutionary approaches but not revolutionary. But the practical business mostly talks of revolutionary approaches.

To lay more stress, if ‘what B school teaches’ is one side of the coin then the other side of the coin is ‘what one learns in organizations’. And the coin will have complete value only when these two are clubbed together. The combination of two sides creates a complete corporate personality.

FILLING THE CRITICAL GAPS:

There is a strong need to lay stress on the Indian-industry oriented management education. This does not mean to do away with the American methodology of concepts and teachings. What is now needed is glocal approach i.e. the combination of global and local approach.

The visiting faculty usually teaches in more than one institution and teaches more than one subject. As a result their approach is short term oriented and less focussed. Where as the permanent faculty works under one roof in the same system and subjects resulting in staying highly focussed in his approach. These people tend to have long term orientation and it pays off heavily for the students.

There is vast chasm between the salaries of academic and non-academic professions. At the industries, pay and perks are heavy and the best brains are naturally going to non-academic line. This does not mean totally that those who work in academic profession do not posses brighter talents and skills. There may be a segment of brains that would like to work in academic line because of their taste for teaching. The vast gap between these two in terms of salaries needs to be narrowed down and addressed. Sometimes, the teaching faculty may work outside on part time basis to generate more income. This again contributes in less concentration in teaching.

Recruiting the faculty who possess diversified academic back ground, experience and expertise will bring quality of education as these people can combine their multiple skills learnt from academic field along with their industrial or business experience. Similarly industries must come forward to encourage the trainee management graduates to do project work in their organizations which will enhance competency and confidence.

The present management education refers to many case studies related to other countries. Although it is good to have a feel of the case studies of foreign land, there is an element of nativity lost in teaching. It is necessary to generate our own case studies and explain the concepts or topics with native examples for understanding and enhancing the qualitative education. It is like, when you in Rome do as Romans do, but not as Greece do. The need of the hour is to create glocal mindset in the minds of management graduates.

Indian B schools must evolve its own tools and techniques in teaching and tune its B schools as the battlegrounds to create global management gurus.

CONCLUSION:

AICTE has a pivotal role to play in streamlining and overhauling Indian management education system with many checks and balances. Late Dhirubhai H Ambani and Laxmi Niwas Mittal have become corporate legends not by doing MBA but by business acumen and right application of available resources. MBA helps in enriching the minds of the business managers and leaders. MBA does supplement and does not substitute business acumen. Sound academic background with strong business and industry insights along with stimulated and simulated case studies can bring out the best results in quality of management education in India.

MESSAGE:

The best business managers and leaders can be created only by a successful synthesis of academic theory and business practice or industrial experience. The business education should be based on practical or simulated and effective case studies. If the educational infrastructure is sound then one can expect a strong superstructure in future. Imagine an India with a population of a more than a billion can produce how much number of Jack Welchs’ and Peter F Druckers.

All throughout the globe, a lot of individuals have seen a pressing need to learn the English language. This is due to reasons which vary for different people. There are some who want to learn the language because it is used by most onlines sites. On the other hand, there are some individuals who are interested with the celebrities of Hollywood. They want to learn how to speak English, so that they will be able to understand celebrity news. There are also some people who want to make their travel to the USA easy, while there are some who are interested with the politics of the country. However, the most well known reason would be easier communication with business clients.

There are various countries which are searching for foreign degree holders to teach English language to their students. Among these is China wherein ESL schools are located all over the mainland. If you want teach english you can apply at an ESL center in Zhenjiang. This language school is owned by an American, and it provides teaching jobs all throughout the country. You will work full time for 25 hours each week, with a monthly salary of 6,000 to 7,000RMB.

Even if you are far from your home, you have no reason to worry about where you are going to stay. The school will provide you with a fully-furnished room. What is more, you will be offered with an air ticket allowance. If you want to teach English in China, you have to be a native speaker of the language. You have to be a resident within countries like Canada; United States; United Kingdom; New Zealand; and Australia. You also need an associate degree or bachelor’s degree for you to qualify for the position.

Other than being a native English speaker and a degree, you are required to submit the following along with your e-mailed application letter:

* a copy of your diploma

* your resume

* a clear recent photo

* a certification copy of TESOL or TEFL

* a passport copy

* your phone number

* your credentials

If you want to teach English and would like to know more regarding an opportunity to teach English in China, you can log on to http://www.esljob.org as well as http://www.esljobchina.org.

Even if the lifestyle in Korea is traditional and focused on the family, it regards the West as the viewpoint of its success and prosperity. It provides a warm welcome to multinational companies who are looking for good investments. On the other hand, when you walk about its major cities, you will notice that the citizens here are embracing the western culture. Because of this globalization, Korea has seen a need to be familiar with the English language. From young kids to taxi drivers, almost all of the people here try to learn the dialect of the West.

With the need to learn English, the demand for foreign teachers within the country is increasing. If you want to teach English in Korea, you may be designated to aid students studying in private hagwons. These are special schools which teach various subject matters at separate classes. Compared to traditional schools, the former has smaller classes which are easier to handle. A lot of young children are sent by their parents to study in hagwons, so that they will be able to learn more.

Since the class population of hagwons is smaller, most foreign English teachers opt to work here. They want to handle a small class while they are still new with the experience. Usually, preschool classes are held during the day; while grade school classes are held during the afternoon. If your qualifications are high, you will be able to find a teaching profession in universities.

When you want to teach English, you will be able to find positions all throughout the country. Among these is a teaching profession in a language school in Gyeonggi, Suwon. If you are hired, you will be paid with 2.0 to 2.6 won each month for working full time. You will be handling a class which has a maximum of 12 students, for 30 hours every week. In order for you to qualify, you must be a native speaker of the language. You also have to be a resident of the United States; United Kingdom; Canada; Ireland; New Zealand; or Australia. You must have acquired a bachelor’s degree. When you do not have previous experience, you will be provided with full training so that you will be able to teach your students well.

You will know more regarding your other requirements and the wonderful benefits that you will get while you teach English in Korea when you visit http://www.esljobkorea.org and other pertinent information on teaching English at http://www.esljob.org.

Using Chess to Teach Math in Elementary Schools

Frank Ho

Founder of Ho Math and Chess™ Learning Centre, Vancouver

Canada certified math teacher

Chess has been heralded as a miracle to help children develop their math skills. How true is it? After my over 10 years of research and teaching of math, I think the answer is not a simple yes or no, rather it depends on how chess instruction is delivered. If chess is delivered as a pure game and taught in a way that it has nothing to do with math then the impact on math learning is minimum. On the other hand, if chess is integrated into math worksheets then the effect is more significant. This is proven from my own teaching observation and also the USA research data collected in Illinois (visit http://www.thechessacademy.org/Math_Data.htm for details.).

A simple minded approach to use chess to teach math in the elementary schools is to have chess lessons in a math class and chess in this case is treated as a separate project or as a part of problem solving set. For those children who do not like to play chess, this could present problems for them since the benefits of playing chess can not be delivered to those who do not necessarily play chess. In this model, math worksheets have very little to do with chess and chess benefits on computation is very minimum.

The more robust approach is truly integrating chess into math curriculum such that when children work on math worksheets, they directly work on math and chess integrated worksheets. The trouble is how to truly mesh or integrate chess into math worksheets? At Ho Math and Chess™, we have successfully in truly integrating chess into math using our invented innovative technologies, namely they are listed as follows:

Geometry Chess Symbols

2.    Ho Math and Chess™ Teaching Set

3.    Frankho Chess Mazes

4.    Frankho IQ Chess Math Brainpower Workout

5.    Math and Chess Integrated Workbooks

Our research and experiment at Ho Math and Chess™ has found out that the marriage of math, chess and IQ math puzzles has significant in improving children’s math ability. The combination of math pure number crunching problems, along with chess puzzles, word problems, and IQ puzzles give children the opportunities to expose an array of problems of pattern, table, diagrams, symbols, equations, and figures. Children tend to get involved more in their thinking process with integrated materials. It is this kind of deep thinking process which truly raise children’s math ability. The truly integrated worksheet of math, chess, IQ puzzles also is more challenged for children. Most of children like integrated worksheet more than pure computational style worksheets.

To get the true benefits of using chess to teach math in elementary school, it requires the key which links math and chess. I have found and discovered the key which links between chess and math and by using the key, I have created over 20 math and chess integrated workbooks. Not only these math and chess integrated workbooks can raise children’s math marks at their day schools, they are also fun to work with and provide entertainment and challenge for children.