Teaching Positions

Teaching Positions Minimum Hiring Criteria The minimum hiring criteria for all disciplines are available for consultation HERE . Please note that the minimum hiring criteria listed here are an integral part of all faculty postings . Candidates who do not satisfy the criteria will not be considered for teaching positions. Double Employment Applicants to Continuing Education postings or AEC postings will be required to complete a " Declaration of Employment " on-line questionnaire. Priority will be given to candidates who are not in a double employment situation. For detailed information on the definition of "double employment" click HERE . Applying to more than one position The system allows you to apply to an unlimited number of postings. However, if the posting indicates that there are multiple sections, you need only apply one time. The College reserves the right to limit, for pedagogique reasons, the number of courses to which a candidate may eventually be assigned. False Declarations Any false declaration made as part of the application process for a position at Dawson College will result in dismissal.
Category: Teaching Position

TESL, Teaching English As A Second Language - Undergraduate Minors - Programs of Study - Department of Modern Languages - Minnesota State University, Mankato

Teaching English as a Second Language (TESL) The TESL non-licensure program prepares students to teaching English as a second language in situations where licensure is not required, such as in Peace Corps schools abroad. The TESL licensure program is designed to certify a student to teach English as a Second Language in grades K-12. ESL licensure may be taken with another teaching program, such as a licensure major in Spanish or Elementary Education, or it may be taken with a major in a non-teaching field. ESL is a "stand alone" licensure program, and does not need to be taken with another teaching field. The ESL program is not a major, however; this means that you must take a major in another field (either teaching or non-teaching) for your bachelor's degree. Candidates recommended for licensure to teach English as a Second Language in grades K-12 shall:
Category: Teaching English Second Language

MAIS K-6 Science Inquiry, Investigation, and Design Technology - Constructivist Teaching

Research Overview The constructivist approach to learning and teaching in science engages learners and teachers in the active construction of knowledge. Learners make sense of new ideas and concepts in terms of their existing ideas as they apply understanding to novel situations (a learner-centered approach). In contrast, passive learning that is received from an outside source limits the ability of the learner to comprehend the fundamental concepts (a teacher-centered approach). Brooks and Brooks (1993) present a basic proposition about initiating changes toward more constructivist, learner-centered classrooms. Barbara Talbert Jackson, in her foreword to the Brooks and Brooks book, explains the proposition in this manner “... in order for learning to take place in schools, teachers must become constructivist, that is, in the classroom, they must provide a learning environment where students search for meaning, appreciate uncertainty, and inquire responsibly” (Brooks & Brooks, 1993, p. v). Constructivism stands in contrast to typical classrooms where students mimic information presented by the teach In constructivism, teachers look for what learners can generate, demonstrate, and exhibit. Ideas about the construction of knowledge have existed since the pre-Socratic time of Parmenides. Socrates’ dialectic was a means for constructing knowledge for the learners of his time.
Category: Teaching Science As Inquiry

Reading Rockets : Reading Comprehension & Language Arts Teaching Strategies for Kids

Kids Who Struggle | Teaching Reading | Books & Authors | Articles from A-Z Our Shows on PBS | Podcasts & Video | Webcasts | Blogs about Reading | Reading Research Reading Store | Free Reading Guides | Reading Resources | Today's Reading News For Teachers | For Other Professionals | For Families En español | Newsletters | Calendar Home Page | About Reading Rockets | Contact Us | Link to Reading Rockets Privacy Policy | Terms & Conditions | Site Map Reading Rockets is a national multimedia project that offers research-based and best-practice information on teaching kids to read and helping those who struggle. It is an educational service of public television station WETA in Washington, D. C. Visit WETA's educational web sites:
Category: Teaching Reading

Teaching Vocabulary-1

Teaching Vocabulary (1) (by Craig Wealand) People in ‘the know’ say that knowing a word may mean more than you know. A student recognizes a word in a written or spoken text and thinks, ‘I know that word’, but can they also:- · Bring it to mind when they need it? · Use it in the correct grammatical form? (prefix/suffix/verb inflection/word class) · Pronounce it properly? · Spell it correctly? · Use it with the words it usually goes with (collocation)? · Use it at the appropriate level of formality? · Relate it to something? (know its meaning) · Be aware of its connotations and associations? As a native speaker, I’d have trouble with some of the above points for quite a few items in my vocabulary. Needless to say our students have quite a job on their hands. Words are like telephone numbers, credit card numbers, car licence plate numbers, bank account PIN numbers, the more we see them, repeat them and use them, the more we’re likely to remember them. If we recycle vocabulary in interesting and imaginative ways for our students, some of it should, eventually, stick ( The ‘Pebble-dash Approach’? ) . In the wake of a general shift in EFL from a grammar to a vocabulary focus, the following ideas may come in handy These activities may be of use to teachers whose students would rather take a dictionary on holiday with them than a grammar book.
Category: Teaching Vocabulary