University teaching through an agency

Working through an agency is the easiest way to get started teaching English at Japanese universities

Perhaps the easiest and most accessible way to start teaching English at Japanese universities, especially for those currently based outside Japan, is to teach through an agency. One of the biggest recruitment agencies for university English teachers in Japan is Westgate Corporation, which regularly advertises for new teachers on websites such as TEFL.com. Westgate offers short-term renewable contracts, with two main intakes per year in the spring (April) and fall (September) semesters.

In order to work for Westgate, you will need to be a native speaker of English with at least a Bachelor’s degree, and have teaching experience either in an EFL classroom, or other educational institution. The compensation tends to be better than the average ‘conversation English’ teaching job in Japan (from ¥275,000/month), although this is not paid in the break between semesters. Westgate will also pay for your flights and provide help obtaining a working visa.

Getting a direct contract

Annually renewable contracts tend to be the norm for English teachers at Japanese universities

Getting a direct contract with a Japanese university tends to be more difficult, both in terms of qualifications and experience required, and the process of finding and applying for vacant positions. There are three basic kinds of contracts for English teachers at Japanese universities, with each progressively harder to obtain than the last. The three kinds of contract are: part-time renewable, full-time renewable, and tenure.

Part-time renewable contracts

Most Japanese universities rely on part-time lecturers to provide at least some, and sometimes most, of their English lessons. The qualifications and experience applicants require have been rising gradually over the past few decades, and it is now usual practice for universities to request the following:

• Prior English teaching experience at university level, particularly in Japan;
• An MA (in progress or completed) in TEFL, Applied Linguistics, or related field;
• 2 or 3 publications TEFL-related journals, particularly those based in Japan;
• Conversational ability in Japanese

As for any other job, good references and a successful interview are also a must. If you tick all the boxes, and impress the recruiter at interview, you will likely be awarded with a one year renewable contract for teaching a certain number of ‘koma’ (90-minute lessons) per month.

Compensation is usually in the range of ¥20,000 ~ ¥40,000 per koma per month, including the summer months between semesters when there are no lessons scheduled. In other words, you will receive a set monthly salary all year round, despite only teaching for 30 weeks per year (15 in the spring semester and 15 in the autumn semester). Travel expenses will also be provided, although health insurance and pension contributions will not.

Full-time renewable contracts

The qualification and experience requirements for a full-time position tend to be incrementally more demanding than those required for part-time positions, i.e. more teaching experience, more publications, and at least an MA (completed) in TEFL or a related field. It is not unusual for universities to give preference for full-time positions to Ph.D. holders over MA–only applicants.

You will usually be required to teach a certain number of koma per week, in addition to other responsibilities, such as attending faculty meetings, designing course syllabuses, proctoring exams, and attending special events. Although your contract will be ‘full time’, you will normally only be required to work four days a week, with the fifth day designated as a ‘research’ day. In addition to research, for which you will be given a budget, many full-time university teachers choose to take on additional part-time work during their fifth day in order to further supplement their income, which is usually in the range of ¥300,000 ~ ¥600,000 per month. Contracts are usually one or two years in length, renewable two or three times, after which you will have to start your job hunt all over again.

Tenure

Tenured positions: the 'Holy Grail' of English language teaching jobs

Tenure is widely regarded as the ‘Holy Grail’ of university English teaching in Japan, both in respect of the difficulty of obtaining such a position, and the high demands made on applicants in terms of both qualifications and experience. But if you do manage to secure such a contract, you will be granted eternal life (well, an eternal contract, which is the next best thing really).

Usual minimum requirements for tenured positions include:

• Significant prior English teaching experience at university level in Japan;
• A Ph.D. (completed) in TEFL, Applied Linguistics, or related field;
• A comprehensive number of publications in reputable TEFL-related journals;
• A sufficient command of Japanese to pursue administrative duties.

Salary and other benefits will be equal to or greater than those conferred by full-time positions, including generous research allowances. Of course, you will receive your salary over a much longer period of time (i.e. until you retire). You will also be entitled to pension and health insurance contributions, and the enduring respect of all your non-tenured English teaching peers.

Finding vacant positions

The most common and effective way of finding university English teaching positions in Japan is through the referrals of friends and acquaintances. Indeed, many universities never need to advertise positions, relying instead on a surprisingly close-knit network of their current employees, employees acquaintances, employee’s acquaintances’ friends and… you get the picture. If job searching for university English teaching positions in Japan could be summed up in three words, they would be: network, network, network.

Besides networking, the second best way to find vacant university positions is online, through job postings provided by JALT, JACET and JREC-IN. Because of the staff high-turnover caused by the lack of long-term contracts, there are normally plenty of positions advertised each year around October/November (recruiting for April) and to a lesser extent January/February (recruiting for September). However, for the same reason, there are also plenty of applicants looking for positions.

In summary

Teaching English at Japanese universities is a very rewarding profession, and English teaching careers are available to those with the motivation and means to undertake the qualifications required. If you are a passionate educator with an inclination toward academic research, then teaching at Japanese universities will definitely provide you with a wealth of opportunities. But be prepared to change jobs frequently, and network extensively if you want to stay ahead of the game.

Further reading

For more information about teaching English at Japanese universities, I recommend the following excellent articles:

Getting a university teaching job- Q&A from a reader – by Mike Guest
Foreign university faculty face annual round of ‘musical jobs’ – by James McCrostie and John Spiri

I taught English in Belarus!

TEFL qualified Gemma Toovey found struggles and triumphs when she opted to teach English in Belarus, a  lesser frequented part of the former Soviet Union. I asked her more…

1)      What are your first impressions of teaching English in Belarus? What is the first thing you noticed? What’s the part you have found most challenging?

Like lots of cultures, Belarus takes a much more ‘relaxed’ approach to work, especially where there are foreigners and therefore visas concerned. My pay arrangements were slightly…improvised. I didn’t really have any idea what I was going to until I arrived and met up with the director of the school. Nothing dangerous but just a little unnerving for a Brit who quite likes to know what’s going on…

There wasn’t really much support or training offered as to how or what I taught;  no resources, colleagues or on the job training.

Having said this, there is something great about being the only native English speaker these students had ever met. I clearly did things in a different way from what their education system had taught them to expect from such a course, and their appreciation of that was clear to see. A really nice rapport developed over the course of the semester and there wasn’t one student I wasn’t sad to leave when the time came.

2)      Was it hard to find and fix up a job?

The way things are done is very much still word of mouth and someone who knows someone…and most of my work emerged that way once I was in the country. The initial contract which enabled me to get a visa was arranged through an existing contact I had. International organisations like International House would probably be the best bet for securing a visa and getting into the country.

3) Can you give me an idea of a typical working day?

My week consisted of two lessons in a primary school teaching 7 year olds from scratch, two lessons at an IT company doing advanced conversation practice with businessmen and women, two evening classes each with two groups of young adults at intermediate and advanced level, and one free conversation class for any of the language school students who wanted to come. It was a bit of an odd working day, but left me lots of time to plan lessons and also meet up with friends. I definitely didn’t feel overworked, but could’ve taken on private students or probably other classes if I had needed the money.

4) How did you find your students? What is the biggest challenge in your teaching and where have you already seen success?

My students were great – they were the real plus of being there. One group especially really adopted me and in the classic Belarusian way, went out of their way to make me feel welcome in their country. They worked hard, but once we had built up a good rapport, I think they really enjoyed the lessons too, and made them enjoyable for me. The kids were the only challenge as far as teaching was concerned – it was my first experience with children and my first experience with low levels, and I still look back and slightly wonder why I ever said yes!

5) If there is one piece of advice you could give to someone coming to Belarus to teach, what would it be?

You have to be thick-skinned to cope with the initial frustrations and the fact that nothing seems straightforward. But it is so worth it; once you get to know them, the people are the most generous and open I have ever met.

Find out more about Belarus.

Why not share your experiences, struggles and joys about teaching English in a largely forgotten location below?

Wish you were here? EFL teacher Anne Lowe in Korea

If you are looking to escape this country to teach English abroad, Korea is definitely worth considering. Korea offers some of the more stable TEFL contracts around to native English speaking graduates, including round-trip airfare and paid accommodation. There are also plenty reputable recruitment agencies enabling you to fix up something secure in advance.

New teacher Anne Lowe has recently started teaching in Korea and I asked her to share her first impressions and recommendations for living and teaching there:

1) What are your first impressions of Korea, Anne? What is the first thing you notice? What’s the part you have found most challenging?

My first impression of Korea is that it is so different from what I’m used to back in the United States.  To the writing on the buildings, to the neon on every single building, to the faces walking by–nothing is familiar.  It’s all new and exciting.  The first thing I notice is that there are more people packed into a much smaller space than I’m used to. Real estate is at a premium, so nearly all the buildings have businesses occupying them; the most challenging part is being stared at by everyone.  I’m in a smaller town and they aren’t used to foreigners, plus I do kind of stand out with my lighter hair and eyes.

2) Where are you working and how did you find your job?

I found it through a recruiting company; OK Recruiting.  My recruiter, a woman named Bonnie, was a fantastic help through the whole process. I interviewed with three schools (through her company) and received job offers from them all; I picked my favourite and here I am.

3) Has your TESOL qualification helped you finding work and in the classroom? If so, how?

My TESOL qualification was definitely a big help in getting a job.

It fleshed out my resume since I don’t have any previous classroom experience teaching English.  In the class, it has helped some, but on-the-job training really can’t be beat.

4) How do you find your students? What is the biggest challenge in your teaching and where have you already seen success?

With a few exceptions, my students have all been wonderful. There are always some kids that have no interest in being there, whose parents are forcing them, but they challenge me to really work and draw them out in class.  The most truculent students thus far are the teenagers.  With them, the surest method is to be patient, take none of it personally, and try and make the lessons as relatable to pop culture as possible.  My greatest success lies with those students who are around ages 11 and 12.  They retain the enthusiasm of their youth but they are much more capable of understanding and being understood when they speak English, which really knocks down some barriers.

5) If there is one piece of advice you could give to someone coming to Korea to teach, what would it be?

Everyone says you don’t need to, but for heaven’s sake: make some attempt to learn the language.  If nothing else, learn how to say hello, do you speak English, thank you and goodbye.  Koreans are incredibly forgiving when it comes to foreigners not speaking their language but that first attempt always makes them smile and gets them talking.  Classroom phrases shouldn’t be necessary (all the students should understand simple commands such as “repeat,” “sit down,” and “write”) but it might not hurt.  Above all: speak slowly.

Could you see yourself teaching English in Korea? Are you already teaching there? Share your experiences below:

As 9 year old Pedro dangled my bag out of the 3^rd floor window in Portugal menacingly, I regretted 2 things; firstly, that I hadn’t taken my bag with me when I slipped out of class to photocopy something and, secondly, that I had gone the private language school route at all!

The reality is that most private language school timetables will include teaching children – and while I personally grew to enjoy this over time, I realise that teaching English to large classes of sometimes unwilling primary or teen learners is not everyone’s bag (no pun intended).

If you really cannot imagine yourself standing in front of 12-30 little Pedro’s, then consider freelance EFL teaching where you will generally teach 1:1 or small groups of focussed and more motivated students. Freelance teaching usually pays better than school work and you are more in control over the hours you teach. The downside is you will have to source your own students which can be time consuming. Also, work cannot be arranged from outside of the country so you will need to ensure you have sufficient funds to keep you going while you build up your business.  However, for the keen and enterprising, here are some ways to maximise your freelance teaching opportunities once in situ.

Maximising your freelance teaching opportunities

1)      Teach English online:  this form of learning is growing worldwide and is already very established in Korea and France, as more people take advantage of free internet phone services such as Skype. It does not pay well but can fill in unwanted gaps in your timetable. As you build your student database you can also offer Skype-to-Skype teaching to your own busy professional learners as an option. Telelangue http://telelangue.com/ is just one big company offering this service in France.

2)      Contact your local chamber of commerce: some countries have large and influential networks and I know that many EFL teachers in France have sourced work through their local chamber and are now engaged in lucrative in-company teaching.

3)      Build your own twitter, Linked in (for business) and Facebook profiles. Follow and engage with local community and business groups.

4)      Network:  go to English language bookshops and talk to other teachers about where they found their students. Take advantage of any free ad space you can use to advertise your services such as notice boards at universities, book shops and internet cafés.

5)      Get cards printed in the local language and put them in places where they’ll be seen by your target market:  this could mean leafleting the car park of a local school, college, university or business park. One EFL teacher I know leafleted his local village in France with a ‘New Year resolution – learn English’ message and was rewarded with a steady stream of 1-1 students.

6)      Just be in 1 place long enough: another English speaker living in Italy hadn’t considered teaching English but neighbours and friends were soon asking for English tuition. This prompted her to take a TEFL course and she now runs her own school. The key here is that she was part of a community and was easily and readily contactable.

7)      Start volunteering in your free time: the local school is a good place to start. Yes, we are back to teaching children, but on your terms! Offer a free fun lesson once a week to the school and then offer paid options such as small group or 1-1 children tuition to the parents. A colleague in Portugal started a very lucrative mobile nursery service. She visited the local kindergartens where the children had all paid a small amount to sing songs, count to 10 and so on.

8)      Do some research before you go: in Sweden, Japan, France and Germany, for example, business English is in high demand. You might want to take a TEFL with a specialisation that reflects the local market.

A final word

Freelance students will still expect a professional service. Look the part, invest in getting business cards printed, make sure you are easily contactable and ensure students clearly understand your cancellation policy. Think; where will you teach and consider safety issues if travelling to a student’s home. Check out the visa regulations before entry and that you are allowed to work legally in a freelance capacity.

In the end, like many EFL teachers, you may end up combining a few hours for a private language school with freelancing. If so, I hope I have not put you off the private language school experience.  In the end I did manage to coax Pedro into removing my bag from danger and we went on to have many ‘interesting’ classes together.

The majority of English teachers here in Japan are employed either in privately-owned Eikaiwa English conversation schools, or public schools through the JET or similar programs. Teaching at universities is a big deal, though, and signifies better working conditions, higher pay and (possibly) more interesting work.

I recently found a fascinating essay on the Interweb by David C. Aldwinckle that defined Japanese universities and gave some quality advice on working there. Included in that article is the rather shocking statistic that

“there are more tenured foreigners in one single major

American university (George Washington U.) than in

all of Japan’s Nationals put together (Hall 1997, p. 100)!”

If you’re looking for tenure, Japan might not be the place for you.

Japanese universities

Basically, there are three types of university in Japan.

1. National
2. Public
3. Private

So the first thing you want to do before taking on a job is to find out which type of university it is. This will affect both your status as a resident in Japan and your chances of getting tenure (Private universities are more likely to grant tenure to foreigners).

Aldwinckle’s essay also advises asking serious questions about the length and renewability of the contract. That might sound obvious, but many universities place limits on the number of times a contract can be renewed which effectively means you are on a fixed-term position from day one.

I need tenure!

If tenure if your goal, you should ask outright whether it is even possible for a foreigner to attain tenure (sounds backwards, I know, but this is Japan). If the answer is that it is possible, it’s wise to enquire about the number and status of the currently tenured foreign workers.

As with all teaching jobs, you should of course ask about your workload. How many classes will you be expected to teach, and what unspoken responsibilities are beyond that? Marking, evening classes and exam preparation are extra duties that could eat into your time, so make sure you know exactly what you are getting into.

Another key thing to inquire about is benefits and insurance. Unemployment insurance and health insurance should come as standard, but it’s wise to check. Equally, the annual or twice-yearly bonus paid to most Japanese staff should also be heading your way – best to check beforehand. Same goes for retirement pay.

Fight for your right

The essay strongly argues is that you should be able to speak at faculty meetings. Not being able to speak effectively castrates you when it comes to policy-making time and your position is the matter under scrutiny. In fact, Aldwinckle states this point so strongly that he says you should walk out there and then if you are not granted the right to speak at meetings.

5 top tips

If you’re still not sure about your university position, there is this handy 5-point guide that shows you the minimum things you should be looking for.

1) The right to attend, vote and speak at Faculty Meetings
2) Provision of health insurance
3) 5 to 7 classes per week
4) Annual bonus that amounts to equivalent 5 months pay
5) Preferably a three-year minimum contract

Still need more info? I strongly recommend reading the full essay here.

That comfort zone is easy to get used to. But once in a while, the issue of what other trades I can turn my hand to should the need/desire to return to Blighty comes up. Other teachers feel the same. So I’ve compiled a few ideas as to what your teaching experience might enable you to do back in your home country, be it Canada, England or The Galapagos Islands.

Teach English

That’s probably the most disappointing thing I could have said, right? But it stands to reason that your experience of teaching English abroad will be valid when you return home and millions of recent immigrants want to pay you their hard-earned cash for your lessons. It’s an option.

Teach at a community school

Has TEFL given you the teaching bug? Returning home to pursue a career as a state teacher could be the thing for you. I know others who have done it. Of course, your TEFL experience won’t really do you many favours in terms of job-hunting, but it does give you the confidence and the know-how when it comes to standing up in front of a group of uninterested adolescents. Another qualification (such as a PGCE in England) will probably be necessary, but it’s a job for life.

Lecturing/University teaching

Again, a further qualification will be necessary (most likely), such as an MA or a PhD. University work is rewarding and challenging, and your TEFL experience should help you to feel more comfortable in the role of teacher.

Communications/Sales

I’ve heard that TEFL experience means squat to most employers in the UK, but one place where your communication and language skills can be put to good use is in business. Whether it’s talking on the phone or expressing your ideas in a meeting, the experience of teaching English provides you with some excellent transferable skills that will help you to put your ideas across firmly and clearly; skills that are valued in sales, marketing and other roles.

If you’ve succeeded in moving on after teaching English, please leave us a comment below with your experience of life after TEFL. As for me, right now, I have no plans to go back – Japan for life!

This blog continues with an overview of paid teaching positions, but again I’d like to request any teachers who are working or who have experience of TEFL in Africa to get in touch with us using the comment box below. Ta!

Paid TEFL jobs

If you don’t want to give up your earning potential and would rather make enough money to at least live independently (you hedonist – how do you sleep at night?), then you might want to look at paid teaching positions in Africa.

Finding salaried positions in Africa is a decidedly challenging task. If you confine your search to some of the “richer” countries, such as Morocco and Egypt, then paid TEFL jobs can sometimes be found on the usual sites (Dave’s ESL Café etc.). Paid work in the heart of Africa, however, is not as readily available.

Universities and international schools

Maybe the internet is the problem. Maybe there are TEFL jobs out there, but they are not showing up online. If you can narrow your search down to the country you want to teach in, then a smart move is to start by looking at the universities and international schools for that country (follow the links for directories of schools in Africa).

The BC

The British Council is an ever-useful source of information. They have centers in countries across the continent . British Council schools have courses in a variety of subjects, but most notably in English. Vacancies can be found on their website, or you can contact centers directly. It has to be said, however, that although courses and school are plentiful, vacancies with the BC seem to be few and far between.

English in South Africa

The EFL industry in SA is still trying to find its feet in many ways. Reports from the frontline indicate that the kind of network of teachers that leads to development programs and conferences that exists in most other area in the TEFL world does not exist there. Teaching materials are not as readily available as they are in countries where TEFL is well established.

Having said that, there are many opportunities in South Africa (compared to other parts of Africa) for English teachers. These jobs involve teaching students from a variety of countries who have come specifically to study English.

Indeed, there is something of a recent phenomenon of students traveling from all over the world to study English in Africa (attracted by the opportunity to live in such a fascinating place as well the lower tuition fees, no doubt). India has seen a similar kind of influx of English students from diverse countries.

Useful links

SAET – useful site for English teachers in South Africa

ELT Africa – some interesting blog pieces on Africa

The British Council – schools across Africa

Finding information on teaching in Africa has been a demanding task. Apologies if any of the information on this page is incorrect. It would be great to hear from some teachers who are working in Africa, either as volunteers or as paid employees, or from past teachers. Please leave a comment below!

ESL and EFL in Africa

English language instruction in Africa takes on many forms. There are the outright EFL (English as a foreign language) positions in, among others, Arabic and French speaking countries. Then there is English as a Second Language (ESL) in countries where English is the major language, but is not the mother tongue for many.

Also, you have teaching positions in state schools in English speaking countries (Nigeria, Kenya etc.). These roles are very much like teaching in an English primary school… albeit in equatorial Africa. As such, there are positions as teachers of subjects other than English.

Volunteer positions

As Bono and Geldof keep informing us, Africa is a very poor continent. Naturally the cost of living is often lower than other parts of the world, but salaries are commensurate to that. That’s if you get a salary at all. Opportunities to teach English as a volunteer seem to be far more common than paid positions.

Volunteer work requires something from you. But it might not be as altruistic as you think. Although a willingness to give of your time is essential, you might find that you break even from the venture, or even make something from it.

There are many schemes that demand an up-front payment for volunteer positions, often of a considerable amount. However, a little more research reveals that there are many volunteer positions that will provide accommodation and board for free, sometimes even with a small stipend for personal expenses.

Some volunteer organisations

So, what’s on offer in terms of volunteer work?

VSO - pretty much the benchmark, as far as volunteer organizations are concerned. Their programs for English teachers are demanding, but also rewarding. See the website for more details.

IFESH – The International Foundation for Education and Self-Help is a reputable organization that sends teachers to various parts of Africa. Their programs are well worth investigating if you want to volunteer as a teacher in Africa. Unfortunately, it is only available to U.S. citizens.

Idealist.org – an all-encompassing website for potential volunteers. Advertises positions across the world, not just in Africa.

Volunteer Abroad – advertises a variety of positions, including this volunteer teaching program in Sudan.

Paid positions

In Thursday’s blog, I’ll be looking at paid teaching positions in Africa and rounding up this piece. It’d be great to hear from anyone with experience of teaching in Africa. If you can offer corrections or further information to the above, please leave a comment below!

ESL Café

Dave Sperling’s site seems to be the Marmite of TEFL – you either love it or hate it. As for me, I think it’s a site that advertises a lot of good teaching positions across the world. The Korean and Japanese job sections are particularly good.

TEFL.com

This is an excellent site for worldwide job vacancies. I would recommend checking TEFL.com for vacancies in the UK and Europe particularly.

TEFL.net

Hundreds of jobs listed from across the world. The site layout is a bit sloppy, but you can spend hours browsing through their job pages.

ESL Job Feed

ESL Job Feed works in association with TESALL.com to bring you a comprehensive list of job adverts for teachers. Well worth checking if your looking for generic ESL jobs.

ESL Employment

Again, the site design is not so eye pleasing (I guess EFL teachers aren’t the best web-developers) but it has many jobs neatly divided into concise sections. The strong list of jobs in the Middle East is well worth browsing.

Your suggestions

You should also check out JET for jobs in Japan, and the British Council for some trustworthy employers. There are countless sites with TEFL job listings, so feel free to post your favourites below.

9:00am: The day proper begins. I examine my ‘to do’ list for any items that are screaming to be finished. Of course, the most important matter of the day is going to be my three lessons. Most private classes are held in the evening so I have time to prepare and take care of any personal business in the day.

10:00am: Lesson preparation. The teacher’s homework. Did you hate homework at school? Then you’re probably going to hate lesson preparation, too. And here’s something they don’t tell you often in the happy world of TEFL: lesson preparation takes as much time as the lesson itself, especially for beginners such as myself.

Still, I knuckle down and prepare like its 1999. Lesson preparation includes examining the progress of the student so far, creating an interesting plan for the lesson with specific aims, and designing homework.

12:00pm: Two out of three lessons fully prepared, I’m feeling confident and in need of nutrition. I head down to my local ramen store and slurp a bowl of noodles with the locals.

13:30:pm: Feeling refreshed after my leisurely lunch, I get back to work on the last bit of lesson preparation. This one is quite a fun lesson with 5 twenty-somethings in Kyoto. They learn English for fun, with the eventual goal of being able to have conversations naturally. I prepare a role-play on discussing problems with one’s job. Let’s hope it goes well!

16:30pm: The afternoon was spent on lesson preparation and attending to some vital personal matters (ah, the joys of having a karaoke parlor within 3 minutes walk…). Now the real work begins. My first two students of the day come to my house for their lesson. I prepare tea and we sit down to the lesson. It’s a lighthearted class that using mainly basic conversation.

17:30pm: The first class finished, I wolf down some dinner and head out for a business English class. A short train ride later, and I’m taking a man-to-man lesson with a student whose English constantly impresses me. We discuss work, and examine a short story for scan reading benefits.

20:00: Kyoto’s five-student class. The role-play is going down well; seems to be both educational and enjoyable. The lesson preparation paid off. After the lesson, I sit down and enjoy some conversation with my students, who have brought snacks and drinks. It’s good Japanese practice for me, and they are a nice bunch of people.

22:30: I get back home. If today had been a payday then I would have to carefully document the received monies and provide receipts. However, I’m normally paid monthly, and no payments came in today, so my only remaining task is to make detailed notes of each classes’ progress and the things discussed, along with remarks on what they found difficult to grasp.

Another enjoyable day, and a bit more experience taken in. Life as a teacher of English as a foreign language is good!