Mauricio Garrido Juan

  • Graduado de: The Boston Language Institute, Boston, USA.
  • Especialidad en examenes:  IELTS – FIRST CERTIFICATE – TOEIC – TOEFL iBT – CAE.
  • Especialidad en clases de Inglés general y Business English.
  • Experiencia en: Estados Unidos, Argentina, España y Chile.

mg_teacher@yahoo.com - 963 22 118 (celular)


The Boston Language Institute

Competences (in English)

The Boston Language Institute ( BLI ).

TEFL International Diploma. Boston, USA.
2004

Highlights:

- Preparation in all areas of English (Speaking, Listening, Reading and Writing).
- Specialization in International Test Preparation (for the most important international certification tests)
- Special preparation and attention towards making classes 100% interactive (Tailored Role Play).
- Adaptable English teaching Structure Abilities (to the student’s needs).
- Traditional English.
- Tailored English to customer’s needs.
- General Business English.
- Tailored Business English.
- Follow up teaching sessions.

Special Work Done While Studying: While studying I started working on a method to ease the road to Thinking Skills (The 5th area of English skills, and actually the first one in importance). I have been working on this structured method with most of my students, and the results are significant now; they have demonstrated, in a short time, the ability to overcome from fears of speaking to improving their automatic response in English (the elapsed time after hearing a question or sentence before giving their own answer or statement), avoiding the resources of their own language, boosting English thinking and improving fluency.

Innovation

I have created new methods to improve learning. Three of them are:

1. For Thinking Skills, Grammar and Fluency: I give them a checklist every week, working with one of the following concepts: likes, dislikes, agrees, disagrees, their own opinions on different subjects, grammar points, responsibilities, hobbies, etc. And with different subjects about the same concept throughout each day, then they are encouraged to work on each subject and give themselves an explanation:
(concept + because) to complete the concept, and write it down. This process involves their subconscious in a very didactical way (they have to imagine their voice, but without speaking) and can be applied to students 16 years old and up, with no limit of age. When done it with discipline, the results are great.

Once they have started and they are practicing on a regular basis at home,” the process of thinking in English has been triggered.” Their brains start building new patterns of thinking behaviour; processes the students are unaware of at all time due to they have been developed in the unconscious mind. Feeling strange in the beginning of course, though it is just a matter of time and practice when at some point in the process they find out if ” what they heard or thought was in English or in their own language,” and at this point they realize and see for themselves how real this is becoming, and keeping up with the practice, the walls and barriers start falling apart faster, like a fortress being hit at different key spots at its base. This process will continue at a constant pace, and soon their brains will have created a space to” Receive and Communicate in English directly, bypassing the resources of their own language.”

This Method includes different techniques and explanations, and requires the student’s discipline. Here is when it’s important to teach and guide them on how to motivate themselves, to set their own goals and to pursue those goals; a sort of self instruction “instructions” (sounds redundant, I know) and to explain them in detail the goals of these exercises, then we all know where we’re going, and we are all on the same page.

2. For the TOEIC, IELTS, TOEFL iBT, CAE and FCE Tests: We work together from the beginning, discussing each subject of the test first, looking at their weaknesses towards general English understanding (native expressions, phrasal verbs, etc) then narrowing to their specific needs. We then outline the strategy to face the test, and we practice different techniques and strategies for each part of the test. Adding a strong homework is crucial.

3. For Fluency and Speed: I call it “The Handle”. This is a structure I have created, and it can be applied with any student, after spotting their weak points. We work on a simple chart that the student can reach when feeling lost during the speech before getting stuck up, and it’s by prioritizing, expanding or adding new concepts into the speech.

Knowledge

This includes:

- The ability to explain and make students understand the real meaning of English sentences, expressions, phrasal verbs, present perfect, and so forth.

- The ability to explain grammar in a way they can understand it and apply it in their own lives.

- All four areas of the English, plus Thinking, with different interactive and / or traditional styles.

- Preparation to students for all major English Certification exams.

- TOEIC preparation. All students I’ve had for TOIEC examination have scored between 800 and 845 points (an average between 18 to 24 hours preparation), with many of them coming from a first testing session score between 500 and 550. I created a built up strategy that I share with them, and we improve in a very short time, approaching the test with different techniques.

IELTS Preparation. All Students I have prepared have reached the score needed for their studies abroad, with an average band score of 7.0. Our approach to the IELTS is direct, and effective, where we not only work on the common tasks of the regular, or traditional English. My approach to this task is agressive, aimed to help my students to take control of the areas of the test, covering all the abilities this exam requires, going step by step, understanding the different parts, practicing with them, overcoming their weaknesses in grammar, and planning our strategies.

- FCE Preparation. A test which seems “scary” and demanding, not only for students, but for teachers who are preparing their own certifications as well. FCE has a simple approach. It is said that the “Use of English” is the most demanding task of this test, and that is in most students’ cases, right. My approach to this comes, and as well as for all the parts of the First Certificate, with specific abilities and techniques they learn, and develop.

- TOEFL iBT Preparation. A test that has been experiencing a few changes recently; adding and changing to more Integrated skills sections. This means that now, it is not only required to work only on understanding what the student has just read, or listened to; on the contrary, test takers have to develop “integrated skills” to be able to accomplish the different parts of this exam. My approach to the TOEFL iBT is similar to the IELTS, but with different techniques and strategies, as the test itself demands the aquisition of certain practices, in order to obtain a successful score.

- My knowledge of body language skills to help students gain and show confidence. Many students lack of confidence prior and during job interviews or when they have the opportunity to speak English, and they rather not to. I strongly encourage and guide them to walk through fear and speak up. I share body language techniques with them which help them to feel free to speak in any given situation.

Teaching Experience

December 2004 – To Present

Test Tasks (Including IELTS, TOEIC, FCE, TOEFL iBT, and CAE)

- Teaching at Academy. TOEIC, to vietnamese students (12 students, total). Boston, USA.
- Teaching at Academy. TOEIC, to brazilian students (12 students, total). Boston, USA.
- Teaching at home. IELTS, to spanish students (4 students, total). Boston, USA.
- Teaching at home. IELTS, to russian students (7 students, total). Boston, USA.
- Teaching at home. IELTS, to argentine students (4 students, total). Mendoza, Argentina.
- Teaching at home. FCE, to argentine students (2 students, total). Mendoza, Argentina.
- Teaching at Academy. IELTS, to spanish students (36 students, total). Madrid, Spain.
- Teaching at Academy. TOEIC, to spanish students (83 students, total). Madrid, Spain.
- Teaching at home. TOEIC, to a portuguese student (1 student, total). Madrid. Spain.
- Teaching at home. FCE, to spanish students (7 students, total). Madrid, Spain.
- Teaching at home. IELTS, to spanish students (58 students, total). Madrid. Spain.
- Teaching at home. CAE, to spanish students (3 students, total). Madrid, Spain.
- Teaching at home. FCE, to spanish students (7 students, total). Madrid, Spain.
- Teaching at Academy. IELTS, to chilean students (6 students, total). Santiago, Chile.
- Teaching at Academy. FCE, to chilean students (5 students, total). Santiago, Chile.
- Teaching at home. IELTS, to chilean students (21 students, total). Santiago, Chile.
- Teaching at home. FCE, to chilean students (8 students, total). Santiago, Chile.
- Teaching at home. TOEFL iBT, to chilean students (5 students, total). Santiago, Chile.
- Teaching at home. PET, to chilean students (2 students, total). Santiago, Chile.
- Teaching at home. TOEIC, to chilean students (3 students, total). Santiago, Chile.
- Teaching in company classes. IELTS, to chilean students (6 students, total). Santiago, Chile.
- Teaching in comany classes. TOEFL iBT, to chilean students (1 student). Santiago, Chile.

TEFL Tasks (including Business English):

- Teaching In Home classes to Beginners. Boston, USA (brazilians, Business. 7 students, total)
- Teaching at Academy to Intermediates. Boston; USA (russians, Business. 12 students, total)
- Teaching at home to Beginners. Boston, USA (brazilians, traditional. 3 students, total)
- Teaching at home to Intermediates. Boston, USA (russians, traditional. 16 students, total)
- Teaching at home to a Beginner. Boston, USA (brazilian, traditional. 1 student, total)
- Teaching at home to a Beginner. Mendoza, Argentina (argentine, traditional. 1 student, total)
- Teaching in compnany classes to Business Spanish Delegates. Spanish Ministry of Industry. Madrid, Spain (2 students)
- Teaching in company classes to beginners. Madrid, Spain (spanish students, traditional. 63 students, total)
- Teaching in company classes to intermediates. Madrid, Spain (spanish students, Business. 82 students, total)
- Teaching in company classes to advanced students. Madrid, Spain (spanish students, Business. 2 students, total)
- Teaching at home to intermediates. Madrid, Spain (spanish students, traditional and Business. 43 students, total)
- Teaching at home to advanced students. Madrid, Spain (spanish students, Business. 8 students, total)
- Teaching in company classes to Intermediates. Santiago, Chile (chilean students, Business. 36 students, total)
- Teaching at Universidad Adolfo Ibañez to Intermediate and Advanced students (students from Panama, Ecuador, Peru,
Uruguay, Argentina, and Chile, Master in Business. 14 students, total)
- Teaching at home to Intermediates. Santiago, Chile (chilean students, traditional and Business. 11 students, total)
- Teaching at home to beginners. Santiago, Chile (chilean students, traditional. 5 students, total)

Experience gained from teaching: It’s been of mutual fulfilment, for students and for myself. Starting with Russians at the Academy in Boston, until today teaching in Santiago de Chile for 4 months. I have successfully taught students from all backgrounds.

My best Teaching Skills

* I outline where we are going from the beginning: I set goals for the process we are going to be involved in.

* Effectiveness: I set deadlines to accomplish those goals together.

* As I have good people observation skills: I spot weaknesses fast, like lack of concentration in students, specially young adults, working to re-route their learning paths, specially in thinking skills. The best way of doing _ this is to ponder their weaknesses and together create a basic structure to start with, a sort of handle the student can reach at any time when feeling lost during the speech.

* I gain the student’s affection quickly: I take the lead from the beginning, and together we outline the goals of the class. We work together. I deliver that message properly, and they feel more compromised with themselves.

* I am always open to critics: Besides my observing ego, How can I improve if I don’t have any feedback from my students?, It´s just wise and I am not jealous about it.

* I give my students homework from the first day: And I always follow up with it on the next class, they will have one minute to present their homework and the results from it. This step of the process is very important because they have to prepare a ” perfect spoken minute,” making efforts at home and improving themselves in a self _ analysis basis that will only bring them benefits in the future.

* Helping them to think in English: The start of everything. Here, it’s very important that they follow my instructions closely, and apply them as instructed. Not being a native teacher has helped me to develop this ability.

* Not being a native English teacher as an advantage: With ten years in The United States, I have acquired the appropriate thinking process that all language teachers need, and the required accent to perform my tasks well. As an advantage (to my own performance) I can shift to both sides of the learning process, this means, I can go back and research my own experience, matching my student’s level and look from there, making it easier for me to solve problems and to close the distance with my students.

* Adaptability: I adapt to my student’s needs.

* I Challenge Students: I do it in the right way of course, I make a “Commitment – Challenge” for themselves, they feel it, and they follow up with it.

* Teaching Ages: My best results and experience are teaching students from 16 to 62 years old.

* Innovation: I never get tired of improving each method I use.