#Master of Arts in Education with TESOL course

[mariacallous]

MORGANTOWN, W.Va. — Despite pleas from students, faculty members and academic organizations to change course, and despite student protesters disrupting its Friday meeting, the West Virginia University Board of Governors voted to eliminate 143 faculty positions and 28 academic programs from its flagship Morgantown campus.

Some students wept and an assistant math professor stormed out of the meeting room Friday morning as board members approved cut after cut, with only the student body president, the faculty senate president and another faculty representative consistently voting no.

E. Gordon Gee, WVU’s president, telegraphed deep cuts during a State of the University speech in March, and the provost’s office said it was gathering data over the summer. On Aug. 11, the week before fall classes began, WVU revealed the scope of its preliminary recommendations, which started a scramble by professors, the students union, and others to raise national alarm and stop the cuts. Faculty members said they felt excluded from the process.

Attention came from national media and national groups, such as the American Association of University Professors and the Modern Language Association — one of multiple groups that called the proposed cuts “unprecedented” or “drastic.” During WVU’s official appeal process, the university withdrew some proposed faculty cuts and program eliminations, such as the suggestions to nix the master’s degrees in creative writing, acting and special education.

Attendees of the University Assembly—a rarely summoned body of all full-time WVU faculty members, with certain exceptions—also overwhelmingly approved a no confidence resolution in Gee and a request that the university immediately freeze this “Academic Transformation” process.

WVU administrators proceeded with most of their original proposals. They took them to the board Friday, and the board, after hearing three hours of opposing public comments the day before, adopted them.

The university is eliminating all its foreign language degrees, which include bachelor’s degrees in French, Spanish, Chinese studies, German studies and Russian studies, along with master’s degrees in linguistics and TESOL (Teaching English to Speakers of Other Languages).

WVU will also eliminate all its foreign language minors, with the possible exceptions of Spanish and Chinese, the two languages in which it will still offer courses. There was one relevant change on Friday: the board saved two faculty positions in the department of world languages, literatures and linguistics. 

The current minors allow for students to study Arabic, Italian and Japanese. Those will all be eliminated. The languages and literatures department will go from 24 faculty members to seven. 

The university will also end its master’s in public administration program, along with its master’s degree in higher education administration and its Ph.D. in higher education. There are also cuts in the arts, though the board saved one faculty position each in art and music.

The university is also eliminating its current graduate degree offerings in mathematics, though it says the School of Mathematical and Data Sciences has been given “approval to begin the intent-to-plan process” for replacement master’s and doctoral degrees. Sixteen faculty positions will be eliminated in that school, a third of the current faculty.

University officials have said these and other cuts will take effect at various times, as WVU provides individual employees notices of planned termination, and as professors finish teaching graduate students in discontinued programs and undergraduate students who have accumulated at least 60 credit hours toward their degrees. Those with fewer credit hours have no guarantee they’ll be able to finish their intended degree at WVU.

Some faculty members may lose their jobs as soon as May.

At one point Friday, student protesters, who swelled the small meeting room to over 100—including board members, WVU officials and others—halted the meeting with their chants of “Stop the cuts!” They continued chanting outside the meeting room windows as the meeting resumed, and board members continued to approve the cuts.

[aubss1]

Enhancing Professional Competence: The Mini-MBA Certification Program at AUBSS

In an increasingly competitive global landscape, the demand for skilled professionals equipped with advanced business knowledge continues to rise. The Mini-MBA Certification Program offered by the American University of Business and Social Sciences (AUBSS) is meticulously designed to meet this demand by providing a comprehensive and accelerated learning experience. This program serves as an invaluable resource for individuals seeking to enhance their business acumen and advance their careers in various sectors.

  Overview of the Mini-MBA Certification Program

The Mini-MBA program at AUBSS is a fully online, self-paced course that delivers essential insights into the fundamental aspects of business management. This certification is particularly tailored for individuals who aspire to acquire foundational knowledge in business principles without committing to a lengthy degree program. Participants will engage with a curriculum that encompasses critical areas, equipping them with the necessary tools to excel in their professional endeavors.

Program Highlights

Rigorous Curriculum: The Mini-MBA program requires the completion of five core courses, each designed to impart vital knowledge and skills. The courses include:

· Crisis Management

· Performance Management

· Marketing and Sales

· Communication Strategies

· Entrepreneurship

This structured approach ensures that participants gain a robust understanding of essential business concepts and practices.

  Flexible Learning Environment: The program’s online format allows participants to study at their own pace, accommodating the diverse schedules of working professionals. The minimum completion time is four months, with a maximum duration of up to six months, Master of Arts in Tesol providing ample flexibility for learners.

3. Affordable Investment: The total program fee is $595, with options for installment payments available. Additionally, a 10% discount is offered for full payments, making this program accessible to a wide range of individuals.

4. Pathway to Advanced Education: Upon successful completion of the Mini-MBA, graduates have the opportunity to pursue further academic qualifications, such as a top-up Bachelor of Business Administration (BBA) or an Executive MBA. This pathway facilitates continued professional development and advancement.

5. Accreditation and Recognition: AUBSS is accredited by the Public Foundation “Independent Accreditation Agency ‘BILIM-STANDARD’” and the International Association for Quality Assurance in Pre-Tertiary and Higher Education (QAHE). These accreditations affirm the institution's commitment to maintaining high educational standards and ensuring that graduates receive a quality education recognized internationally.

6. 

Target Audience

The Mini-MBA Certification Program is well-suited for:

· Professionals seeking to establish a solid foundation in business management principles.

· Individuals aiming to enhance their qualifications for career advancement.

· Entrepreneurs looking to develop effective business strategies and leadership capabilities.

This program is designed to cater to the diverse needs of individuals at various stages of their professional journey.

  Enrollment Process

Prospective participants can easily enroll in the Mini-MBA Certification Program by visiting the AUBSS website or by reaching out to admission@aubss.edu.pl for further information. With an open enrollment policy, individuals can begin their studies at their convenience, eliminating the pressure of application deadlines.

Conclusion

The Mini-MBA Certification Program at the American University of Business and Social Sciences represents a strategic investment in one’s professional development. By offering a rigorous curriculum, flexible learning options, and the opportunity for further academic pursuits, AUBSS empowers individuals to enhance their business acumen and achieve their career objectives.

For additional details about the Mini-MBA program and to begin your enrollment, please visit AUBSS Mini-MBA. Embark on your journey toward professional excellence today.

[tesol-australia]

Master TESOL Skills in Brisbane with TESOL Australia

Master the art of teaching English to non-native speakers with TESOL Australia's comprehensive courses in Brisbane! With our industry-recognized certification, you'll stand out in the competitive job market. Whether you're a recent graduate or a seasoned educator, our courses elevate your expertise. Start your TESOL journey with us today at https://tesolau.com/tesol-courses-brisbane/

[coolojjss-blog]

Australia always had a strong reputation about the excellence in quality Higher Education. Our counselors are always ready to help you out in your selectionof courses according to their choice. Post graduate or Masters courses offered in different Australian colleges and universities are enlisted in the AQF level 9 and 10. We offer the following Postgraduate Courses:

1)  Graduate Certificate in Business

2)  Graduate Diploma of Business

3)  Master of Accounting

4)  Master of Professional Accounting

5)  Graduate Certificate of TESOL

6)  Graduate Diploma of TESOL

7)  Master of Arts (TESOL)

8)   Graduate Diploma of Accounting

9)  Graduate Diploma of Networking

10)  Master of Engineering(Telecommunications)

11)  Master of Networking

12)  Master of Professional Accounting

[eslinsider]

How the f*** is education worth it anymore?

I found this post and it struck a chord with me. You go to college to get a degree to supposedly get a better job and to make more money but does that happen?

It happens for some and not others. In fact here is a study that says 40+% of the people that get a degree end up in jobs that don’t require a degree.

You can put me in that pile.

I studied art in university and when I finished I worked in various odd jobs: waiting on tables, social work, working at ski areas, etc. until I got the travel bug around 25 years old or so.

That travel bug eventually led to teaching abroad which led me to creating ESLinsider.

Is a college degree worth it anymore? 

I suppose the short answer is it depends on what you want to do. Does what you want to do require a degree or degrees? If money is an issue I’d advise you to not go in debt.

When they graduate, the average student loan borrower has $37,172 in student loans, a $20,000 increase from 13 years ago. With that money, borrowers could put a down payment on a home, purchase a new car or bootstrap their own business. - Source

Should you go to college? 3 facts to consider

https://www.youtube.com/watch?v=p1gsKngxyxk

If I could get the above link to show the video...

Arghhh.

Basically in it I share 3 facts that may apply to you.

1. You’re likely to graduate with 30,000+ in debt.

2. 40-50% of you are likely to end up in a job that doesn’t even require a degree.

3. Only 27% of you will be working in a field related to your degree.

Some comedy...

I don’t exactly regret going to school because it was a good experience, but that’s the thing. It’s kind of like Disney Land for young adults. You get a lot of freedom and you get to make a lot of new friends.

it’s fun.

As far as the studying goes well if you want to be an artist you don’t need a degree for that. What you need is a lot of discipline, patience, practice and perhaps luck. And according to Jordan Peterson - a part time job because if you are a musician or artist the odds are not in your favor.

If you want to teach at the university level then last I knew you usually need a master’s degree in fine art.

One of things you can do with that bachelor’s degree is teach English abroad. 

One of the requirements for teaching abroad is to have a degree (usually in anything). 

But don’t get too excited and don’t assume you will make a career out of. Maybe, but ‘most’ people don’t last more than a year or 2 max.

So then if you are thinking of teaching abroad then you may start wondering...

Is a TEFL certificate worth it? 

The certificate itself has variable worth. In some schools it’s worth nothing and in others it might help you get it a job. It entirely depends.

If it’s worth it or not is really a matter of if it actually helps you do your job. Teaching English abroad is not easy. Sure, you can speak English but teaching it is another story.

So I’ve taken two courses that I didn’t think were any good.

Why not?

Because they just didn’t help me to teach the kids that I taught in Taiwan for a year and a half. Later I went on to teach in Korea, China and then more recently lived in Japan.

The problem with those courses was:

Too much theory and not enough practicality

The online course included no visuals that show you how to teach

No feedback in the online course

The most important thing is visuals. You need someone to show you what to do. You don’t need to study grammar and theory.

Sure, you could try to read but it won’t work well because of different reasons...

Read more about are online TEFL courses any good?

What should you focus on instead of a degree or certificate?

Learning.

Get out of chasing the carrot mode: the certificate, the diploma, the job, the paycheck, etc. 

If you want to be happy.

Focus on what you can learn (the intrinsic reward) because that’s where the real reward is, but then again the “system” isn’t set up to teach you useful information.

It’s set up to give you an “education” that goes in one ear and out the other.

They say...

“Here, memorize these dates, these terms, this jargon and these other abstract concepts and if you jump through these hoops and get a good grade we’ll give you a diploma or a certificate.”

Interested in learning more about this course to teach abroad?

Or...

Related:

Are online TEFL courses worth it or worthless?

Is TEFL/TESOL certification worth it?

They say these 5 things matter (about TEFL courses) and 1 that doesn’t

About ESLinsider’s course

[kaitlinmcandrews]

Hello friends and family! This post isn’t for you haha. Sorry.  I suppose you can read it, but I really wanted to give information to people applying to teach in Asia; specifically, Japan and Korea.

Before Pat and I applied anywhere, I couldn’t find any information on which country would suit us better. So, before I continue, this is entirely my own experience. Take what I write in here with a grain of salt. The smallest things can not only change your experience, but what I value may drastically differ from what you might find important.

I’ll try to break it down into the following categories so skip ahead to the points that interest you if you don’t want to read this whole thing haha. (You can press the link in the table of contents to jump to that point.)

Teaching English – Our Experience

Qualifications�� (general)

Application

Schedule

Teaching style

Holidays and days off

Pay

Daily life

Cost of Living

Food

Toilets

Language

English

Fashion

Attitude towards foreigners

Travel

Teaching English

This entire post is mostly catered to those that will be coming over to teach English. It is the most common way that people are able to live over here. I have no knowledge about other ways to get a job in either country, so I can’t really comment on that.

There are essentially 2 different paths you can take for each country; you can teach at a private school or public school. We have taught at a private school in both countries and for a public school in Japan. We are currently applying for a public school in Korea.

The common public school options for Korea are EPIK and GEPIK. For Japan, it’s Interac or JET. The JET programme is the highest paying, but the most difficult to get.

https://www.epik.go.kr:8080/index.do

http://gepik-tek.weebly.com/

http://www.interacnetwork.com/recruit/global.html

http://jetprogramme.ca/ (Canada), https://jetprogramusa.org/ (USA)

  Qualifications and Applying

To teach in Korea or Japan, it was necessary that you have a 4 year bachelor’s degree in anything. I took an Applied Business Degree with a major in accounting. Patrick took a Bachelor of Arts with a major in history. The reason it is mandatory has to do with the Visa requirements. If you come on a holiday visa or spousal visa, you may be able to get a job at a private school, but it is quite rare (personally, I haven’t heard of anyone doing this so it may not even be possible.)

If you are looking to teach at a public school, it is most definitely a requirement. The 4 year degree can be in anything. You don’t have to major in Asian studies, teaching, or anything like that. Some places will pay higher if you have your teaching license or a master’s in education.

Secondly, you should take a TEFL/TESL/TESOL course. They are all the same thing. There is no official requirement for this certificate, but it helps. Some schools do require it, so you may as well get it. Again, some places will pay higher if you have it.

We took the 100 hour TESL course with Oxford Seminars. 60hours of it was classroom time and 40 hours was an online grammar component. The course was really good. We had class for 10hours on Saturday and Sunday for 3 weeks. Our teacher was someone who had taught ESL, so she was able to give us a lot of useful information and was able to answer any questions or concerns we had about the process.

Lastly, there are some documents that you will need to get once you have started your application process. You will most likely send in an application form along with picture ID and a resume. When we applied to EPIK, we needed 2 reference letters at this time. At other places, they were needed later. If you are worried about not getting the correct documents, I recommend going through a recruiter. We used Oxford (the school we took our TEFL certificate with) to help us find our private school positions.

Once you have been accepted for the job most schools, or recruiting agencies, will require a notarized copy/apostille of your degree, your TEFL certificate, your passport, and your criminal record check. FYI, the criminal record check needs to be the national one (it sounds like common sense, but trust me, it’s easy to make the mistake…) and it can take a long time. You cannot travel without it, so get it done quickly. It needs to be less than 6 months old, so don’t get it too early either. You will also need to send in your original transcripts, your signed contract with the school and any additional documents they request.

Okay, that’s about all I’m going to talk about for the general stuff. From here on it is what I experienced at each step of the way. As you will see, I can’t speak about the JET Programme or any of the Korean Public school system.

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~Our Application~

The first place we applied to was JET. Unfortunately, my husband got on the waiting list, but I didn’t even make it to the interview. So, I really can’t give much information on the JET programme except that it is a lot of paperwork and starts really early. You start the process in October to start in the following September. So, nearly a year early!

*Warning* Applications for the September start are basically over by March. So, if you apply for the JET program, apply for other places as well. You don’t get your results until late February or early March.

Around the time we were aware that we weren’t going to be part of the JET programme, our choices were extremely limited. We utilized the career search option that Oxford Seminars offered. We were able to get a position in Korea at a hagwon (a private school).

As for applying for Korea, the process is not too bad. We had a phone interview with the director of the school. We had an awkward 3-way call, but it went alright. When we found out we received the job, we were sent our contract and had a chance to review it, sign it and send it back. From there, the visa process took place. We needed to send our TESL certificates, bachelor’s degrees, criminal record checks, transcripts, passport copies, and the hagwon contracts to the Korean embassy in Vancouver. Since we are pretty far from Vancouver, we had to send notarized copies of all our documents by mail with the visa application form.

Once the visa application was accepted, we had to send our passports to the embassy. They put the visa in the passport and sent it back. Once that is all settled, you will organize when they want you to arrive. Depending on your school or agency, you may pay for the flight and they will reimburse you OR they will purchase the flight for you. The schools in Korea usually pay for the flight (and return flight when you finish) and your accommodation. Schools in Japan, apart from JET, usually don’t.

While we were finishing our contract at the hagwon, we needed to decide what we were doing for the next school year. We planned on staying at our school, but certain circumstances prevented that from happening. Once again, we were in a time crunch. We didn’t know that we weren’t staying until around April. We really weren’t interested in working for another private school (they can be kind of risky… I’ll talk about that later). Desperate, we contacted Oxford to help us out to find a position in a public school in Japan or Korea.

We tried to apply to GEPIK, but due to the fact that we were applying as a married couple AND we were applying late (applications open in February), we were told that we probably wouldn’t get placed together. That obviously would not have been ideal so we cancelled our application. At this point, it was around June or so. We asked our recruiter at Oxford to find anything in Japan for us, even private school.

Japan is quite difficult to apply to and they are very specific and picky. Most companies would only interview you, in person, in your home country or in Japan. If you weren’t living in Japan, you couldn’t interview in Japan. We obviously weren’t going to fly all the way back to Canada to do an interview. There was one company willing to do a skype interview. One. Again, if we applied earlier this wouldn’t have been such an issue, maybe.

We gave our application form, an essay about why we wanted to teach in Japan and a resume to the recruiter. For some reason, we didn’t need a criminal record check or notarized copies. I had scanned versions of our degrees, TEFL certificate and passports. That seemed to be sufficient for this company. It took a while to get our visas finalized.  We had a skype interview with a representative first and then once that was successful, we had an interview with the company. We were working in Korea at the time so the paperwork was absolutely awful. There were a lot of documents that had to be mailed, filled out, signed, and mailed back. The process took a long time. I think if you were applying from Canada, you would have an easier time honestly.

To make matters worse, we had to leave our home at the end of August. We took a 1 month vacation in Thailand while we waited for everything to get sorted out. Once the visa documents came in, we flew back to Korea and went to the Japanese Embassy in Seoul. It was difficult and frustrating because of the language barrier and such, but we made it. This company was one of the few that pays for your flight so that was nice.

Now, again, I think we had a unique experience so I doubt anyone will have quite the same experience. But I’ll talk about it anyways. The first thing I did when we applied was look up the company on Google. Now, of course, there will always be more bad reviews than positive, but don’t take them lightly. Really see what people are complaining about and it will help you with the interview process. For example, this particular company had many negative reviews regarding travel, so I was able to ask about the travel. Some things are more important to some people and may not be important to you, so do your research.

Okay, sorry, that was a tangent. But, both of these private schools had some pretty negative comments online and we experienced a lot of the same negative situations, so just be aware. After 8 months at this school, we changed again. This time, because we really didn’t enjoy where we worked. I’ll talk about that in more detail later as well. We applied to Interac; a public school company in Japan. It isn’t run by the government, but placements are in public schools. Since we already had a Japanese visa, we really didn’t have to do a lot of paperwork at all. We needed to give an application form and our scanned copies of our documents. Before we could work, we had to change our visa type. This was a simple process of bringing the required documents from Interac to the immigration office with our residence card. It was annoying, but easily doable.

Lastly, this brings us to present day. We are currently applying to EPIK. We miss Korea and would love to go back before we head back to Canada. Applications open in February and they take applications on a first come first serve basis. When you apply, you need to fill out an application form, attach a passport photo and 2 recommendation letters from past employers or professors. If you are a student, one of the letters needs to be from a professor. That’s as far as we got with that. Unfortunately, we didn’t make it to the interview stage, so I can’t comment much on EPIK. Sorry.

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~Schedule~

Private schools will be different at every school. Everyone will have a different story to tell.

Our first private school in Korea is what’s known as a Kindy-hagwon. This basically means that a good portion of your day will be with kindergarteners. Now, the reason that this is different than the majority of hagwons is because of the hours. Our school was was from 9:30am – 6:30 pm. We taught the kindergarteners (aged 4, 5, and 6 years old) from 9:20 to 2:30. Then, from 2:20 to 6:30 we had the elementary and young junior high school students (aged 7 -13 years old). Most hagwons are after school hours (So from around 2pm-10pm or so). Students go to the hagwons in the evening when they are done public school and their other after school clubs or activities. They are also known as cram schools.

Our schedule was the same every week, which was nice. It was a busy schedule and we were truly exhausted. I can’t remember what it looked like exactly, but here is a rendition of what it kind of looked like.

But! I do know that there were 5 or 6 blocks in the morning and we usually had one or two of those blocks free. We had 2 different kindergarten classes. We didn’t just teach English, we taught normal kindergarten classes in English. For example, we would have an arts and craft or easy science project taught in English.

In the afternoon, the classes were strictly English classes. I mostly taught the intro level classes, but my husband taught more of the medium level classes and our other foreign co-worker taught the higher level students.

As you could see, we didn’t have that much time off in the day. I guess, by law, the hagwons can’t have you teach more than 30hours a week. We worked around 28-29 hours a week. The extra 10 hours in the week were spent doing lesson planning and paperwork for the company. We were required to plan out the entire month for every class. The kindergarten classes were the hardest since there were so many classes and books that we needed to plan out. These schedules needed to be made carefully because they were given to the parents. The parents needed to be able to see what their kid would be learning and when.

I would say that private schools in Japan aren’t as prevalent as they are in Korea. I mean, there are a lot here, but in Korea there are so so many. There are probably 3 on every block. It’s crazy.

We were once again placed at a school that taught preschool and elementary school students. But, we had the additional class of babies, so that was interesting. The first class of the day was usually the baby class. We had students from age 0-3 years old alongside with their parent. This school, and many eikaiwa’s, are not as frequent of a thing for the students as they are in Korea. In Korea we saw the kindergarteners every day. We saw the elementary students 2 or 3 times a week. We were really able to get to know the kids. Here, however, we saw the students every two weeks. It was quite difficult to create a relationship with them at all. In addition, their English level was much lower. It was difficult for them to remember what was taught to them 2 weeks prior.

The schedule at our particular company was quite odd. We didn’t go to the same school every day. Actually, we basically had a 2 week repeating schedule in which we would go to a different school each day. The hours were 10am – 7pm. Again, since we are teaching the babies and preschoolers, the classes are much earlier. If you are placed in an eikaiwa that teaches elementary, junior high, or high school (or even adult classes are popular in Japan), you will likely have the afternoon shift.

We didn’t have weekends off. Actually, weekends were our busiest days. Saturdays were mandatory working days since they had the most classes and students. We didn’t get national holidays off. If the classes were cancelled, we were required to do some marketing (handing out flyers or balloons) in the malls that the classes were located in or attend meetings.

As for regular days off, since we didn’t get weekends off, as long as we had 8 days off within the month and didn’t work more than 14 days in a row, our days off were scattered throughout the month and rarely regular. This meant that there were multiple times were I needed to work something like this: 7-9 days in a row, get one day off, work another 5 days, get one day off, work 1 day and get another day off. It was incredibly frustrating and exhausting. As a single person, this may be great as you can do stuff during the day when most people are at work.  As a married couple, this was the worst type of place to work. We rarely had days off together and essentially never had 2 consecutive days off. We couldn’t explore Japan and felt exhausted.

Okay, so I can’t quite make the same type of schedule as the other school since it’s so bizarre, but I’ll try. They don’t have blocks like our other school did. The Japanese teacher at the school chooses times for each class and every classroom has a different teacher so this is just an example.

The free time is to be used for preparing for class or learning Japanese. The disadvantage at this particular school was that it was placed in a Mall. People could easily peer through the window so you needed to always act professionally and appear to be working. We weren’t given a computer or any machines to help make materials. If you needed to print, laminate, or photocopy things, it needed to be done on your own time outside of working hours.

For the most part, the public schools aren’t going to change much. They are generally Monday to Friday and have an 8:30 – 4:30 schedule. You can teach anywhere from 10 to 25 classes per week. Currently, at Interac, I have 11 classes a week. Patrick works at a Junior high school and has about 16 every week. For both of us, our classes are 50 min long. If you teach elementary or preschool, I believe the class times are shorter. This schedule is based from Interac’s website, so it has 20 classes. I think many of the junior high schools have about 20 classes or so.

There is a lot of free time that can be utilized to learn Japanese or prepare materials for class. You will likely have a desk in the teacher’s room with a computer and a printer. It is easy to make worksheets and talk to your fellow coworkers.

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~Teaching Style~

At the hagwon in Korea, we taught our classes on our own. It was quite rare that the Korean teacher would join us in the classroom, except for the really young class (the 3 and 4 year olds) where the Korean teacher was with them the entire time. There were definitely a lot of difficulties without a Korean teacher there to help, but I think it was beneficial for the students. It really forced them to use English for any question they had and simple tasks like going to the bathroom or needing tissue/pencils/erasers etc. Since this was our first time teaching, it was a bit overwhelming, but I think we have become much better teachers because of it.

The way this school was set up was that the students had half of their classes with the foreign teacher and the other half with their Korean teacher. For the afternoon classes, the Korean teacher time was used to talk about complex English grammar in Korean. Then, when they came to the foreign teachers’ class, they would be practising speaking, listening, or writing using those grammar concepts. We used a textbook that they were required to finish by the end of the year. How we taught the material was up to us. We could use any additional materials such as songs, worksheets, or games to reinforce the concept that they needed in order to fill in their workbook.

As long as their workbooks were filled out and the kids had fun, the parents were happy. If the parents were happy, the director was happy.

This brings me to the interesting situation of private schools. The parents are the customers and the private school is a business. Before it is a school, it is a business. This means that the teachers have to be very careful about what happens in and outside of the classroom. As a foreign teacher, you will never deal with the parents directly (well, you shouldn’t), so it’s not really something you have to worry about. Just be aware.

When we went to the private school in Japan, we had a very different experience. The school we were at was extremely structured. In training, we were told exactly how they wanted their class ran. Basically every minute was accounted for. For example, for a 45 minute preschool class:

Sign their attendance book and give a sticker.

Sing a song

Do basic questions. Ask students in a circle for their name, age, favourite colour, etc.

Sing another song

Show and repeat flashcards for month’s topic.

Play a small game

Do some tracing or colouring in their workbook

Sing a song

Say goodbye.

The only freedom we had was what game we wanted to play. Even the songs were based around their monthly topic. You would do the exact same thing for every preschool class you had for the 2 weeks. The last 2 weeks would be a different game because you don’t want to play the same game twice. As you can imagine, this was quite tiring and boring after the 10th time you have taught it. That being said, this would have been a perfect starting job.

These classes utilized what’s known as team-teaching. This means that you and the Japanese are teaching the class together. She may do some translating for the students and help with behaviour. This made it easy for the kids to only communicate in Japanese and really didn’t give them the motivation to speak English at all.

In the public school, it will vary at every school. Generally, there will be a textbook to follow. The lesson plans are usually completely up to you, but some schools use their foreign teachers as tape recorders. What I mean is that some teachers literally don’t teach at all. They are used for pronunciation and grammar checks. At my high school, we follow a textbook quite loosely. We use the topic and key words and grammar points, but don’t necessarily use the book itself. I am in charge of the lesson plan and how I want to teach the concept. Generally, we have a worksheet and a speaking activity. Our school focuses on public speaking and using English for communication. In other words, we show them how to use things in real life situations in addition to giving them the confidence to speak English with their peers.

Patrick teaches at a Junior High school so the focus is a bit different. They are trying to teach vocabulary, easy grammar and have fun with English. Pat plays a lot more games with his students than I do.

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~Holidays and Days Off~

Okay, I think the last thing that I want to cover is holidays.

I don’t think I mention it earlier, but at the private school in Korea, we had a regular schedule from Monday to Friday and we had every Korean public holiday off. We had 10 days holiday for the year. We weren’t able to choose when those 10 days would be. We had 5 days off around Christmas and 5 days off in the summer. Luckily, they were paid days off so we didn’t have to worry about having a smaller pay check the next month.

We had 3 sick days for the year. They were pretty strict and needed a pretty good reason to miss work. Actually, fun story, our foreign co-worker was so sick one day and had to go the bathroom to barf like every 30 minutes. Everyone knew what was happening. Everyone could hear him. Everyone could see the paleness in his face, yet nobody said anything. If he wanted to go home, he would have had to go to the doctor, get checked out, get a doctor’s note, come back and they he could leave. So, instead he just toughed it out. So, it was a bit of a culture shock for us.

Also, we didn’t have any additional days off for the year, so we had to be aware of that when our family wanted to visit. They had to plan around OUR schedule. We had no wiggle room. At all.  Since hagwons are private schools, the parents are paying money for their kids to go to this school. If the foreign teacher isn’t there, they would complain. Seriously.

A similar situation happened for us at the private school in Japan. We had 10 days of holidays that were predetermined. Since we didn’t get weekends or public holidays off, we really did get 5 days off at a time. At the hagwon, we would have the weekend, 5 day, then weekend again. This gave us 9 days in a row that we had off. At this private school in Japan, it felt like we had less time off because of that.

We also had 10 days of paid holiday that we could take. It sounds like it would be basically impossible to get those all at once. Many people would use them to get stat holidays off with their family or to make their predetermined holiday a bit longer. Since we saw the students every 2 weeks, it was a bit easier for the company to juggle us around and not shock the parents. They were able to change which school you went to since the curriculum was the same for every single class. So, if someone took a day off, I might fill in for them at their school and vice versa.

We also had sick days that we could use a lot easier. I think we had 6 or something? I don’t remember. We didn’t have to get a doctor’s note or anything. I do have a horror story, if you will, about this as well. I had the stomach flu. I taught the baby class in the morning and started to not feel well. My stomach was in a lot of pain. It got worse as the day went on. I had 4 hours before my next class, but I didn’t know if I could make it. I emailed my boss. Well, the response was not what I expected.

He said “Well, the school needs to have XX amount of classes with a foreign teacher for the year and if you aren’t there, than we can’t fulfill that promise. It is too late of notice to have someone fill in for you.” So, because they didn’t have enough classes with foreign teachers earlier in the year, I have to stay? When I said I would tough it out, but I didn’t know if I could go in the next day he said “well, Friday is one of our busier days. If you miss tomorrow, no one can cover you. The parents are expecting a foreign teacher tomorrow.” I was obviously not happy. My stomach flu did not get better. It got worse. I worked for 4 days before I was able to go to the doctor. He said that my intestines were very inflamed and I should have come in earlier. So, once again, the business is more important that a person’s health.

Okay, so now at Interac, the situation is much better. Not only do I have weekends and public holidays off, but I also have a good amount of vacation days. They are fixed because it is a regular school… We follow the school system’s days off. Currently, it is spring break. I have 2 weeks off. In the summer, we have 3 weeks off. In the winter we have 2 weeks off. We have 5 days for paid personal leave that can be used to cover sick days. If you don’t use your personal day, you just don’t get paid for your sick day.

It is really nice to have so much time off, but unfortunately, most of this is unpaid. This means that In September, you have a very small pay check. In the winter, we had 1 week of our holiday paid, and I believe it will be the same for August.

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~Pay and Benefits~

The general rule is that private schools pay higher than public school. Except for JET, this is true.

In Korea, we got paid 2.1 million won (~$2500) per month. We also received health benefits, but I don’t know what was included in that. I only ever used our health insurance once and it was to go to the dentist.

In addition, your flight to and from Korea is paid for. Housing is also provided. Our housing was furnished and we didn’t have to pay for anything except gas and electricity I think. When we left, we were given a severance pay of around one month’s salary.

The starting wage if you work for EPIK is 1.8 million (~$2150) per month if you don’t have TEFL and 2.0 million (~$2400) per month if you do.  The EPIK website says that medical insurance is provided and 50% is paid by the employer.

Similarly, they pay for your flight there and back, provide housing and give a severance pay at the end of the contract. In addition, you receive a renewal allowance of one month’s salary if you stay for an additional year.

The salary we received at the Eikaiwa was 250,000yen (~$3000) per month.

Our private school in Japan paid for our flight, but I heard that is quite rare. Housing was not included. Actually, housing was quite expensive here. You have to pay one month’s rent worth for a deposit and some places require key money. Key money is a gift to the landlord that you do not get back.

This company did provide medical insurance. Again, I don’t know the details. I used it for when I went to the hospital for my stomach flu. Since I’m used to paying nothing in Canada, I can’t even comment on if it was cheap or not…

The salary we receive at Interac is a bit lower, at 230,000yen (~$2750) per month.

I’m fairly certain that Interac does not pay for your flight. We were already living in Japan, so it wasn’t an issue for us. Since this company is not technically a full-time position, health insurance is not included. We were required to get that on our own with the government. Also, it is required. It isn’t an optional thing. If you don’t get it, they will eventually just take it out of your pay check. It happened to a friend of mine.

I think that’s all I wanted to say about teaching English. There are some things I’d like to talk about in regards to just living in both countries.

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Living in Japan vs. Korea

I want to give you an idea of what it is like to live in the country regardless of why you come here. I keep thinking of new things to add, so this may be an ever-changing blog. There are of course a lot of interesting cultural differences from North America, but there are also differences between the two countries. I think that there is a misconception that all Eastern Asian countries are very similar, but I think that isn’t really fair. They are their own countries with their own history and unique way of living.

~Cost of living~

Well, since I was just talking about money, why not continue?

On the surface, you may think that Japan is where you will make more money. You would be quite wrong. Not only will you have to pay for the flight and housing fees before you even see your first pay check, most things in Japan are pricier than in Korea.

Don’t just believe me, please look at this website!

https://www.numbeo.com/cost-of-living/compare_cities.jsp?country1=Japan&country2=South+Korea&city1=Tokyo&city2=Seoul&tracking=getDispatchComparison

First, is rent. As I mentioned before, rent is covered for both public and private schools. If you are in a situation where you need to find your own housing, I’ve heard it is around $400 – $500 per month in a rural part of, well, not Seoul. In Kyoto, we paid about $800. In Kawasaki, we pay about $950. We pay more because we are foreigners and don’t have a guarantor. Most apartments in Japan require a guarantor.

If your company won’t act as a guarantor, your rent will likely be much higher. If you can, go to a realtor. They will help negotiate and communicate in Japanese. I wish we had done that, but both times we looked for housing we were so far. For example, when we looked for a place to live in Kyoto, we were living and working in Nagoya. When we looked for a place in Kawasaki, we were living and working in Kyoto. Trying to find housing while away is a bit more difficult. You don’t have the option of looking at the place or going to a realtor in person.

Next, is the cost of food. For someone like me, food cost is very important. I don’t like cooking so I eat out often. For lunch food like kimbab or bibimbap, it usually costs around 5,000 won ($5). For dinner, it ranges from 5,000 to 12,000 won. Even something like bbq is not badly priced. I think it was like 8,000 won for 200g of meat. We were able to justify going for bbq once a week or once every 2 weeks.

In Japan, there isn’t much for less than 1,000yen ($10). You can get gyodon (meat and rice bowl) for fairly cheap, but it is definitely not healthy or the best quality. Prices in Japan seem very similar to those in Canada. I’d say most people cook at home here. That being said, you can eat for cheap here, but there aren’t as many options.

That brings me to an interesting point. Buying groceries in Japan is slightly cheaper than eating out. In Korea, I felt like groceries were more expensive. Unless you went to a market, it wasn’t worth buying groceries.

Drinking is the next important thing on my list. Drinking domestically is much much cheaper in Korea. Buying domestic beer and Soju is incredibly cheap. If you want any imported drinks, it was much more expensive. In Japan, domestic stuff is slightly cheaper than imported, but not by a significant amount.

Those are the costs to matter to me, so please do your own research for things that you find important.

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~Food~

As I said before, I eat out a lot. This will obviously be a preference thing so I’ll try not to be bias. I already talked about the price, but let’s look at they types of food available. Also, remember that if you are in Seoul or Tokyo, these things will probably not apply.

In Korea, they have a very large variety of Korean foods (duh!). Foreign food, however, is harder to find and not as well done as it is in Japan. So, if you like Korean food, you will love eating in Korea (sounds obvious, but I don’t know how else to explain this). If you are someone that needs American, Mexican, Italian, etc food, you will prefer living in Japan. Korean food is generally quite spicy. If you aren’t good with spice, don’t let that deter you. Before I left for Korea, I honestly thought that I’d starve. I didn’t. I actually loooved the food.

Korea has a few more “interesting” types of food. Since Korea was a third world country not so long ago, there are a few things that may seem really shocking. The first that I can think of is called bundangi. It is a silkworm pupae. Not my thing. This is often served as a side dish or sometimes you can see it as a street food. The second is chicken feet. They are crazy spicy and are full of bones and cartilage. I didn’t mind the texture, but the spice was death worthy. It was seriously the spiciest thing I’ve ever tried.  Third, is my favourite food. It’s called makchang. Makchang is pig intestine that you would grill, just like samgyeopsal. It is chewy and fatty, but I like it!

How about eating culture?

In Korea, there are many restaurants that are meant for groups. It is not as common to do things by yourself in Korea. Of course you can, but it isn’t really that common. People drink and eat in groups. Also, a lot of restaurants require you to cook your food at the table. It is cooked at the table in a single pot and you share from that pot. Double dipping is really not a thing there. Because of this, sometimes it can be difficult to find a place to eat if you’re on your own. For example, if you love dalkgalbi, you may not be able to find a restaurant that will have a single order of it.

I love Korean food and, when we were thee, we rarely felt the need to eat foreign food. There was enough that we could eat something different every day. The price point made it easier to try many things without feeling like you were wasting money. I could be wrong, but I feel like Koreans eat out more often so there are more options. There are definitely more restaurants physically available. Their culture is a bit more social, so it could just be that there are more places to meet with each other.

Also, Korea has a lot of street food. I love street food in Korea. It’s so great. It is also everywhere.

I hope that makes sense…

Food is very much a personal opinion so I can’t really convey what I mean.

Personally, I only really like a few types of Japanese food (like sushi, ramen and curry) and find the variety to be lacking. Since everything is a bit pricier, I am not as willing to try as many different types of food. I often crave foreign foods here. Also, it seems that there are fewer healthy food options. If you want to eat healthy, you eat at home (it’s the same in Canada, tbh.)

Japanese food is a bit more recognized world wide so there are definitely the foods that you will recognize. Sushi is amazing here and is not so expensive. Well, actually, that’s not entirely true. You CAN get it for cheap, but you can also find expensive places as well. Also, I’m not sure if this is accurate for everyone, but it seems that the serving sizes are smaller here than in Korea. It’s fine for me, but sometimes Pat needs to get a snack later. It depends where you go.

As for weird foods, there aren’t as many. You can find intestine as well, but generally in soup. Some yakiniku places have it. It is good here, too, but not as good as Korean style (in my opinion). Another weird thing we like is beef tongue. It is a bit tough and salty. It’s good. There is also a lot of seafood here. So, you can find squid, octopus, and even jellyfish.

As for street food, it is really good, but you don’t see it as often. I have really only seen street food at festivals.

Lastly, opposite from Korea, a lot of places cater to single people. It is easy to do things on your own and not feel weird. There are a few “standing” restaurants where you can go in, eat and leave in less than 10 minutes. Now, that’s what I call fast food. You will often see business men go into a ramen shop, udon/soba place, or gyudon place and finish their meal in less than 10 minutes. It’s crazy. They will inhale boiling hot ramen like air.

Here are some food pictures! ( I have apparently taken less food photos in Japan… I don’t know why… sorry about that!

Korea – Jjimdalk

Korea – Makchang (pig intestine)

Korea – Chicken feet

Korea -Hwae (Korean Sashimi)

Korea – Samgyeopsal

Korea – Street food potato

Japan – Eel

Japan – Beef tongue

Japan – Okonomiyaki

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~Toilets~

I’m only talking about toilets because they are different than in North America. You may not think this is a place you would experience culture shock, but you would be wrong.

In Korea, the toilets are hit or miss and everything in between. They range from what I call a squatty potty to Japanese style ones with bidets and seat warmers. Now, what makes them so interesting is that you never know what you’re going to get. It’s always a surprise.

I remember at one pub we went to, you opened the door to the bathroom and had to climb a set up stairs to a squatty potty. There was no girls or boys toilet. It was a urinal and a squatty potty in a stall. I could literally pee at the same time as Pat. So weird.

Another time, we were eating in a fairly fancy Vietnamese restaurant. You go through the toilet door and suddenly, you are outside. Outside! You walk along this outside path to essentially an outhouse.

Another place was like a strip mall? There were many restaurants lined up together. You go to the toilet exit and you were in a secret hallway that ALL the restaurants were connected to. You walk along this hallway to a regular public toilet.

Lastly, one time I went to the toilet when we were partying outside. A building that was part of the university was open. After getting lost in this closed University building (that was obviously only opened for the toilet) you gind the toilet. The toilets were heated, played music, and even had a bidet.

Japan is also interesting, but there are really only 2 types. Fancy or squatty potty. But, unlike Korea, it was pretty easy to guess what you were going to get. Restaurant, bar, mall, etc will definitely have a fancy toilet. If you are in a park or train station there will definitely be a squatty potty. Sometimes, there is a very basic American style toilet, but even with those, there will always be a squatty potty as well.

~Language~

Obviously, the two countries have their own languages. This may seem like a silly thing, but before deciding where you want to go, listen to the languages. If you find one to be irritating or bothersome, don’t come. Seriously. You will hear it constantly around you. Also, be a cool guy and learn at least how to say hello and thank you. The locals will appreciate it and you won’t give foreigners image of being ignorant.

Secondly, you may be interested in learning the language. Well, in that case, I want to give you some pointers I suppose.

The Korean writing system is quite easy to learn and will help with your daily life a lot. It is a phonetic alphabet. This means that even if you don’t know the meaning, you can sound out the word. If you can read it, you can read all signs and menus without a problem. If you want to learn Korea, I recommend Talk to Me in Korean. They are a (mostly) free resource with a TON of information. http://talktomeinkorean.com/

Hangul:

(Hangul is like building blocks. Each piece represents one sound. You put them together in a block to make a syllable. Example: ��=g ,ㅏ=a ,ㅁ=m, so 감 = gam. Pretty easy. My name = 캐이틀린 = Kae-i-teul-lin)

The Japanese writing system consists of two phonetic alphabets and one with Chinese characters. The two phonetic alphabets aren’t too difficult, but will take some practice. Kanji, the Chinese characters, on the other hand are very very difficult. They have many meanings and pronunciations associated with each of them. There are kanji you will see on a daily basis (there are about 2000 basic ones.) All three are used on signs and on menus.

Katakana:

Hiragana:

(Both of these writing systems have one symbol that represents a consonant and a vowel together. n and the vowels are the only exception. This makes writing foreign words really strange since vowels are often added in the middle of words. My name = ケイトリン = Ke-i-to-ri-n)

Kanji:

(this is just a sample. There are thousands of kanji. In use, sometimes their meaning don’t really mean anything. Example: 金曜日= Friday. 金=gold, 曜= day of the week,日=day)

I recommend taking classes once you come over. I took a Korean class after living there for 8 months and I regretted not taking them sooner. I would have taken Japanese classes, but the hours that I worked at the private school were horrible. Now that I’m at the public school, I am taking classes. It helps a lot. It really makes getting around easier and it makes you not feel so alienated. It’s easy to feel lonely when coming abroad. If you have even a little bit of the language, it will be easier to make friends and feel more connected with the community.

Also, I hate to be this person, but if you don’t learn any of the language, you really give ALL foreigners a bad image. Remember, you may be the only foreigner that a local has interacted with. If you don’t even try to speak the language, you give ALL foreigners living there a bad image. They will make assumptions about how we are lazy, ignorant, or don’t care about their culture. Just, try. Even just the basics. Hello, thank you. That’s all.

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~English usage~

Speaking of language…

If you live in Seoul or Tokyo, language probably won’t be an issue. There is English everywhere. The farther you get from the big city, the less English you will see and hear. When I go to Tokyo, I’m always surprised that the staff will speak to me in English or that English menus are available. I didn’t go to Seoul too often, but it seemed to also have a lot more English than anywhere else.

This sort of brings me back to teaching. The English education system is quite different in both countries. It seems to be taken much more seriously in Korea than in Japan. At the private school in Korea, my students were basically in a English-Immersion type of environment. I could have conversations with these children and they would answer fairly well. They would of course miss articles like “the, a, an” etc, but they could form the majority of their sentence on their own.

In the private school in Japan, they memorized words or phrases, but had no concept on how to make a sentence of their own. If I asked them any variation of the phrase they memorized, they had no idea what I was saying. At my high school, it isn’t too much better. They can communicate, but usually the sentence structure needs to be given to them. Their writing is quite good, but their spoken language is quite broken and difficult to understand. My 4 year olds in Korea spoke better English that the 16 year olds at my high school in Japan.

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~Fashion~

This may not be important to most people, but I figured I should add it in. Fashion in both countries is quite different. I’m going to generalize, so you know, this doesn’t apply to EVERYONE… okay?

Okay, so from pure observation, I would say that Koreans care about their appearance much more that Japanese people. But, like, almost too much. Even the men in Korea are generally very stylish and look put together. They don’t wear makeup like the internet would like you to believe. Some men MIGHT wear bb cream, but it isn’t common.

Unless you are in Seoul, the entire stereotype about Koreans all having plastic surgery is also false. The most common procedure is to get an eyelid surgery so they can have what is known as a double-eyelid, but I would not say the majority of people are getting procedures. This one in particular is a very small procedure with a short healing time, so it isn’t as crazy as people think. The problem with this fabricated statistic is that cosmetic things like mole removal or laser hair removal are also considered plastic surgery and up that stat. Anyways, Seoul does not represent the entire country, so please don’t think that everyone is getting these procedures done. While living in Daegu, I didn’t meet anyone that got any plastic surgery.

Okay, now that that’s out of the way…

Fashion in Korea really follows trends. If something is trendy, I swear, everyone is doing it. When we lived there, overall style skirts were popular. So many girls wore them. Even hairstyles follow trends. I can seriously spot a Korean man in Japan just by his haircut. The last trendy thing is makeup. Their makeup style is all very similar. They go for a fairly pale skin tone with a gradient lip that is bright red or pink. They have subtle eye makeup that is really supposed to just enhance their natural look.

Speaking of makeup, in Korea, makeup brands each have their own store. In Canada or Japan, you buy makeup at a drug store and all brands of makeup are there. In Korea, you go to the brand that you like. For example, if I want an Etude House lipstick, I need to go to Etude House. I can’t just go to the drugstore. The same is true for skin care. Also, A lot of makeup and skin care in Korea is Korean. You will rarely see foreign make up brands. I mean, how could they when they don’t have makeup in one store?

Japan is a bit more like Canada. It varies a lot. People wear what they want. Usually you see business men in suits and they are the majority. Dyed hair is really uncommon here. You will see many girls with a brown hair colour but that’s about it. It is so rare to see blonde, red, or any funky colours. I haven’t noticed a trend with clothing, but there are some makeup trends. It is quite trendy with young girls/high school girls to have very bright blush right under their eye. Even though it is a trend, you would never see a woman rocking that on her way to work.

I would say that both countries are very well dressed and care about their appearance. Japan seems to be a bit more conservative with their style, and Korea seems to follow trends a lot more. Nobody is leaving the house in sweats or pjs like I used to do in Canada.

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~Attitudes towards foreigners~

This may be a bit of a sensitive topic because I don’t really want to generalize an entire country of people. That really isn’t fair.

Hmm..

Well, let’s just say that there is a bit a spectrum of how people react to foreigners.

Used to foreigners – usually a positive outlook

Had a bad experience – have a reason to hate foreigners

Oblivious – No interaction or predisposed reaction towards foreigners

You will see number one in the bigger cities, especially in Japan. You will see number 3 in the smaller towns. In this case, you may literally be the first foreigner they have interacted with. It is you that will change them into a one or two, so you know, be nice. Number 2 seems to be in certain touristy places or military run areas. They deal with foreigners that don’t care about their culture at all. They have met or interacted with rude, loud, and disrespectful foreigners. Unfortunately, I think Seoul has many of these types of people. The only rudeness me and Pat ever experienced was in Seoul. Daegu was mostly number 3. People were so excited to see us. They called me cute, or Pat handsome. They were genuinely so excited that I could speak some Korean. If I spoke Korean at a small restaurant, I would get free things, like pop or side dishes. I haven’t experienced that in Japan really.

The smaller the area, the more you will find the oblivious people. Most people are very friendly, regardless of what their experience with foreigners is. I think that people in Korea and Japan are so friendly and helpful.

Also, I want to let you know, I am a white Canadian. I have the advantage of being Caucasian and being from “basically America”. People of colour, LGBTQ people, Muslims, or any other “visible minority” (for N.American standards) may have a different experience that I have no idea about.

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~Travel~

Travelling in both countries have their own set of advantages and challenges.

Let’s start with Korea. Korea is a pretty small country. There aren’t too many places to visit. In addition, there really isn’t much information in English. That being said, you have a lot more money to travel and transportation is much cheaper. The KTX (the high speed bullet train) is not badly priced and hits the major cities in Korea. To go anywhere else, you need to figure out how to use the highway busses. Word of warning, if you need to get around, I recommend using Naver. It is the Korean version of google. Google in Korea, other than Seoul, doesn’t allow street view and is sometimes inaccurate. Naver is great, but is only in Korean. Learn your hangul and use Naver instead of Google. Trust me, it is so much better.

Japan is actually a lot bigger than I thought. There is a lot to see. There are so many touristy things that you can see across the entire country. The problem is that you will likely have less money and travelling costs more. The shinkansen (the high speed bullet train) can reach most places in Japan, but is quite expensive. It can be around the same price as flying!

Since Japan is quite used to having foreigners, it is easy to find travel information. It is usually fairly easy to find what bus to take or what you can expect to see. Once you get there, though, it will likely be crowded. You will see foreigners at all the famous spots. Personally, it bothered me because tourists generally don’t know how to act appropriately. They don’t respect the culture and really give foreigners a bad name (haha, do you see a theme? I’m obviously bitter about this… seriously though. I hate that I’m judged because of what ignorant tourists do.. ugh). This can turn a number 1 into a number 2 (from above) pretty fast. This means that in these heavily touristy areas, service staff isn’t as chipper and accommodating as they usually are. But, Japanese people have incredible service so it usually isn’t an issue.

Lastly, this sort of has to do with travel. Festivals. Festivals in both countries are great. They are so interesting and I really recommend attending one. In Korea, we went to a cherry blossom festival and a chicken and beer festival. In Japan, we have been to cherry blossom festivals and some parades. I recommend just googling “Festivals in Korea/Japan 2017” and see what interests you.

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Well, whichever country you choose to go to, both are great. They both have their advantages and disadvantages. They are also quite close to each other so it is quite easy to visit both.

Basically, if you are looking to make money, go to Korea.

If you are looking to  see a lot of different places and things, go to Japan.

If you love eating out and drinking alcohol on a budget, go to Korea.

If you need variety in the food and drinks available, regardless of the cost, go to Japan.

**If you have been to either country and think that I have misrepresented anything, let me know! This was my experience, but I want to be as accurate as possible**

Teaching English in Japan vs. Korea Hello friends and family! This post isn’t for you haha. Sorry.  I suppose you can read it, but I really wanted to give information to people applying to teach in Asia; specifically, Japan and Korea.

[cebueslschool-blog]

The Biggest English Schools in Cebu

CEBU is an island province in the Philippines, consisting of the main island itself and 167 surrounding islands and islets. Its capital is Cebu City, the oldest city in the Philippines, which forms part of the Cebu Metropolitan Area. Mactan-Cebu International Airport, located on Mactan Island, is the second busiest airport in the Philippines. Cebu is one of the most developed provinces and the location of the biggest English schools in the Philippines. Cebu is one of an ideal place for foreigners to study and travel at the same time.

Here are the three biggest English schools in Cebu:

1)SMEAG Philippines Training Center has 3 campuses in Cebu. With a capacity of 1,130 students, it is the largest English educational institution in the Philippines. Each campus has its own specialized program, operation and management systems and is offering a variety of facilities to study and convenience for all students. Among the language school in the Philippines, the most foreign students are studying in SMEAG Philippines Training Center. Interaction and communication with different cultures will strengthen every student’s social and language skills and will be able to establish a wider interpersonal relationship, not just amongst their own cultures, but with various nationalities. 1st Campus- Sparta Center (450 student capacity) which has the strict rules and academic regulations are enforced to challenge students who are prepared to maximize their English training during their enrollment. Sparta Center is a CAMBRIDGE ESOL Authorized Testing Venue. It has a separated Premium dormitory which is 5 minutes away from the campus. For the safety of the students, transportation to and from the dormitory and campus is provided 70 times a day and students should speak English at all times, teachers reside on the premises at the Premium Dormitory and have TEA TIME schedule with the students to enhance their English skills after their classes.

2nd Campus- Classic Center (300 student capacity) is a British Council certified IELTS Testing Center, and certified overseas university special admissions program GAC (Global Assessment Certificate) center authorized by the ACT (American College Testing), a U.S college assessment organization. Classic Center is allowing their students to have an outing during weekdays and overnight staying during the weekend with prior permission. Classic Center is located in Mabolo, Cebu Philippines which is considered a safe area that is surrounded by government offices as well as many residential villas. Weekday outing and weekend overnight stays are allowed with prior permission. 3rd Campus- Capital Center (380 student capacity) with state-of-the-art learning facilities and a variety of amenities. It is the biggest campus among the 3 Center which can occupy 410 students and have the most luxurious facilities. Capital Center is located in Guadalupe, Cebu where government agencies surround the Capitol making it a safe a dynamic region. They also allowed students to have outings during weekday and weekend overnight stays with prior permission. SMEAG has the tools to transform your dream of mastering English into reality. SMEAG Philippines Training Center has a structured dormitory so students can ultimately focus on their studies during their stay. With the certification from the British Council as an authorized IELTS exam center with an outstanding education system and several partnerships with universities, all these make SMAG unique and dynamic.  2)CPILS Academy was established in CEBU in 2001 with the capacity of 380 students for the dormitories and 500 student’s capacity for the classrooms. In 2005, General ESL courses are registered and recognized by TESDA Accredited by the Department of Tourism and recognized as an Official TOEIC Test Center in Cebu. CPILS have everything to make their students’ stay comfortable, such as spacious classrooms, the huge size of dormitories, library, gym, internet room and cafeteria. There are staffs on duty every night to patrol the building. CPILS also enforces a curfew to maintain a conducive atmosphere for academic. One of their strengths is having a diversity of students which they can practice their English speaking skills 24/7. CPILS recognizes the students’ diligence and dedication in learning the English language by granting scholarship. Students who are consistently attending their classes and following the school policies are awarded these grants. 3)EV ACADEMY is a leading English Language Institute based in Cebu (Philippines) since 2004 and specialized in short-term intensive English courses for both individuals and groups. It has 300 student’s capacity with their newly built building. They offer exclusive full English training packages including English courses, accommodation, catering and selected activities. For the past 12 years, they have been teaching English to over 10,000 students from 6 different nationalities. EV Management team was one of the pioneers in the Philippines, operating as an ESL center since 2002, and the very first in Cebu to develop IEP (Intensive English Programs – commonly known in Asia as “Spartan programs”). Since the opening of EV ACADEMY, they have been expanding constantly in order to answer the demand. EV is one of the most successful ESL centers, with a strong reputation for offering the most intensive curriculum and the best Faculty in Cebu. EV Academy holds all legal accreditations and works in partnership with the Government of the Philippines to develop and implement international educational standards and guarantees the highest English quality Education. They are TESOL accredited, a registered CAMBRIDGE EXAM PREPARATION CENTER, and an institutional member of the COLLEGE OF TEACHERS (UK). EV is an active member of Cala (Cebu Association of Language Academies), whose main purpose is to promote English education abroad and make Cebu one of the most competitive ESL hubs worldwide. Compare to Manila ESL schools and Clark English schools, Cebu has the biggest and competitive English schools in the Philippines. Aside from studying, Cebu can offer the best tourist spot where a student can experience during weekends or holidays. Choose your ideal English schools in Cebu to achieve your IELTS  band sore and English speaking skill in a short period of time.

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The Impact of Online Degrees and Prestigious Academic Awards

Online Management Degree Programs: Flexibility Meets Education

In the modern educational landscape, online management degree programs have become a cornerstone for those aiming to advance their careers while juggling other responsibilities. These programs offer an innovative approach to learning that accommodates the busy schedules of working professionals. By integrating digital platforms into the educational process, students can access course materials, participate in discussions, and complete assignments from virtually anywhere.

The appeal of online management degree programs lies in their flexibility. Unlike traditional classroom settings, online programs allow students to tailor their study schedules to fit their personal and professional lives. This adaptability is especially beneficial for mid-career professionals seeking to enhance their leadership skills or shift into new areas of management. Courses typically cover a wide range of topics, including project management, organizational behavior, and strategic planning, providing a comprehensive understanding of key business concepts.

Honorary Professorship Award: Recognizing Excellence

The honorary professorship award is a prestigious recognition that celebrates exceptional contributions to academia and professional fields. Unlike standard academic appointments, which require a formal teaching role, this award honors individuals who have made significant impacts through their expertise, research, or leadership. The selection process for an honorary professorship award involves evaluating a candidate's body of work, their influence on their field, and their commitment to advancing knowledge.

Receiving an honorary professorship award is a mark of distinction that underscores a person's contributions and influence. It is often awarded to individuals who have demonstrated outstanding achievements and have left a lasting impact on their discipline. This accolade not only acknowledges past accomplishments but also highlights the recipient's ongoing contributions to their field of expertise.

Honorary Doctoral Degree: Celebrating Distinguished Achievements

The honorary doctoral degree represents another form of high recognition, awarded to individuals who have achieved significant accomplishments and demonstrated leadership in their respective areas. Unlike traditional doctoral degrees, which require rigorous academic study and research, honorary doctoral degree are granted based on a person's exceptional achievements and influence.

An honorary doctoral degree is a prestigious honor that reflects a recipient's outstanding contributions to society, academia, or a specific profession. This degree serves as a formal acknowledgment of an individual's impact and dedication. It is often presented during graduation ceremonies or special events, adding to the celebratory nature of the occasion and highlighting the honoree's contributions.

Master of Arts in TESOL: A Pathway to Teaching Excellence

For those interested in teaching English to non-native speakers, the Master of Arts in TESOL (Teaching English to Speakers of Other Languages) provides a specialized educational track. This degree equips educators with advanced skills in language instruction, curriculum development, and educational strategies. The program is designed to address the diverse needs of English language learners and prepare graduates for effective teaching roles in various settings.

The Master of Arts in TESOL program offers a deep dive into areas such as language acquisition theories, assessment methods, and cross-cultural communication. Graduates of this program are well-prepared to teach English in international schools, language institutes, and online platforms. The demand for qualified TESOL professionals continues to grow, driven by the increasing need for English proficiency in a globalized world.

Conclusion

The evolution of education has brought about significant changes in how we pursue learning and recognition. Online management degree programs offer a flexible path for career advancement, while prestigious honors like the honorary professorship and honorary doctoral degrees recognize exceptional achievements and contributions. The Master of Arts in TESOL provides specialized knowledge for those dedicated to teaching English across diverse contexts. Each of these elements plays a crucial role in shaping the future of education and professional development, offering opportunities for growth and distinction in various fields.

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TESOL Courses Sydney: Master the Art of Effective Teaching

Enrich your teaching prowess with TESOL courses in Sydney. Our comprehensive program empowers educators to connect with diverse learners. Explore dynamic teaching strategies and enhance your global teaching profile. Start your TESOL journey today!

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15 Best Online Master’s in Secondary Education Degrees for 2017

15 Best Online Master’s in Secondary Education Degrees for 2017

Middle school and high school teachers have a unique opportunity to make a profound impact in the lives of their students. 

High school students are on the cusp of their professional and adult lives. Having a teacher that encourages and supports them in their favorite subject (or in their least favorite one) can truly make a difference in that student’s life.

With a master’s degree in secondary education, teachers will be better prepared to meet the challenges and opportunities unique to middle school and high school education.

What kind of master’s degree in secondary education should you get?

You can choose to pursue a master’s degree in secondary education through either an online program or a residential program. If you’re a practicing classroom teacher, you’ll likely value the flexibility and convenience that an online program offers.

How much money do people make with a master’s degree in secondary education?

According to PayScale data, a high school teacher with a Master of Education earns an average salary of $52,923 per year. Compare this to a high school teacher with only a Bachelor of Education: Teachers who hold this degree have an average annual salary of $44,055.

With or without a master’s degree, becoming a high school teacher likely won’t make you a millionaire. But a graduate degree can lead to a healthy pay raise—and, perhaps more importantly, it will make you a more effective educator for your students.

What can you do with a master’s degree in secondary education?

The majority of graduates who earn a master’s degree in secondary education will hold jobs as high school or middle school teachers. A master’s degree will qualify educators to teach at the community college level, or to teach dual-enrollment courses for college credit at their high school.

What are the requirements for a master’s degree in secondary education?

Some graduate programs require students to take the GRE, while others do not. Certain universities require that candidates already hold a valid teaching license to apply to a graduate program. Other universities offer initial licensure programs at the graduate level. Requirements vary with each program, so be sure to speak with a representative from your school of choice if you have any questions.

What are the best master’s degrees in secondary education?

We define “best” based on two main categories: institutional excellence and student success. Using data from individual college websites, PayScale, the IPEDS database, and U.S. News & World Report, we assign each school a score in both of these categories.

The score for institutional excellence is based on student-to-faculty ratio, incoming students’ test scores, graduation rate, and endowment size. For student success, we consider factors such as financial aid packages, average tuition costs, student indebtedness after graduation, and expected early career salary for graduates.

All of these factors together allow us to provide a comprehensive ranking of the best online master’s degrees in secondary education.

1. The University of Alabama

Overview

The University of Alabama was established in 1831 as the first public college in Alabama. Today, as the flagship campus of the University of Alabama System, the university ranks 51st nationwide among all public universities according to U.S. News & World Report. The distance education program (known as Bama By Distance) offers an outstanding Master of Arts in Secondary Education degree program.

Program Features

Students can pursue a fully online M.A. in one of two tracks. One of these includes a Reading Specialist P-12 Certification, while the other includes an English Language Arts 6-12 Certification. The M.A. program is designed for practicing educators who already hold a certification in Secondary Education - English Language Arts. Required courses for this degree include:

Introduction to Educational Research

Computer-Based Instructional Technologies

Modern Secondary School Programs

Improving Language Arts Instruction

Notables

The M.A. in Secondary Education requires 30 to 33 credit hours. Students must complete a comprehensive written exam to graduate from the program. Bama By Distance offers a wide assortment of other education degrees at the graduate and doctoral level. Fully online options include an M.A. in Educational Leadership, in Educational Psychology, in Higher Education Administration, and in Elementary Education.

  2. Ball State University

Overview

For more than a decade, Ball State University has been ranked among the top universities in the Midwest by the Princeton Review. The university, located in Muncie, Indiana, is one of just 24 in the nation to be named to the Princeton Review’s Green Honor Roll. Ball State is home to a suite of highly acclaimed online programs, including three online graduate degrees that are in the top 20 nationwide in U.S. News & World Report’s rankings.

Program Features

The online M.A. in Secondary Education is suitable for current classroom teachers and for students who are seeking initial teaching licensure. The program requires 30 credit hours in total, including 12 credit hours of elective coursework. Course titles available within this program include:

Dynamics of the Secondary Classroom

Principles and Procedures of Curriculum Development

Social and Cultural Minorities in American Education

Technology Policy and Pedagogy

Notables

Online students have access to Ball State’s extensive student support services, including a writing center, library services, tutoring, and technology support. The distance learning programs are designed to require no campus visits at all (unless students choose to attend graduation). Ball State has an overall career placement rate of 93 percent for its graduates.

  3. Old Dominion University

Overview

Old Dominion University is a leading research university located in the coastal city of Norfolk, Virginia. Housed in the acclaimed Darden College of Education, the online Master of Science in Education for Secondary Education includes options for licensed teachers and for those seeking initial teaching licensure (grade 6 through 12).

Program Features

The M.S.Ed. in Secondary Education is designed for students with a bachelor’s degree in a field other than teaching. Students will choose from a number of content area concentrations, including mathematics, biology, chemistry, physics, earth science, social science, English, and TESOL. The program requires a minimum of 34 credit hours. Coursework for this degree program includes:

Digital Age Teaching and Learning

Dynamic Assessment of Teaching and Learning

Practitioner Inquiry in Elementary and Secondary Grades

Reading to Learn Across the Curriculum

Notables

All students in the M.S.Ed. in Secondary Education track who are pursuing initial licensure will be required to complete a practicum and a Teacher Candidate Internship. If students hold a bachelor’s degree in a field that does not align with their content area concentration, they will be expected to take additional coursework. Licensed teachers will complete a thesis as part of their graduate program. ODU Online earned the number 29 slot from ValueColleges.com for the Best Value Online Graduate Education Programs.

  4. Saint Joseph's University

Overview

Rooted in Jesuit tradition, Saint Joseph’s University in Philadelphia provides holistic education grounded in the liberal arts. First established in 1851, SJU now offers 52 graduate programs in business and in the arts and sciences. Among these programs is a fully online, highly respected Master of Science in Education - Secondary Education degree.

Program Features

The M.S.Ed. in Secondary Education is a 36 credit hour track. Graduates will be eligible for the Pennsylvania teaching license for grades 7 through 12, with certifications available in Math, English, Citizenship, and Science. Students may also pursue a teaching certification without the master’s degree through an accelerated 30 credit hour program. Core curriculum for the master’s degree includes the following courses:

Historical and Contemporary Perspectives in Education

Secondary Teaching in Inclusive Environments

Diagnostic Assessment and Progress Monitoring

Literacy and Learning Across the Curriculum

Notables

Candidates who are earning their initial licensure will be required to complete a field experience. This can be in either a public, private, or international school setting. The field experience must be completed in the classroom of a certified teacher prior to the required student teaching placement. Students who are already licensed teachers may complete the field experience requirement in their own classrooms.

  5. Mississippi State University

Overview

In 2016, the National Science Foundation ranked Mississippi State University as the leading research university in the state and among the top 100 research institutions in the country. Groundbreaking research, distinguished faculty, and outstanding student opportunities make Mississippi State an excellent choice for graduate education students. The Master of Science in Education for Secondary Education (MS-SEED) is the perfect example of all that MSU has to offer.

Program Features

The MS-SEED degree track requires 33 credit hours. Participants in this program can choose from a number of 7-12 or K-12 licensure options. Concentrations are available in biology, business, chemistry, English, foreign language, math, social studies, reading, and other areas. Candidates for the MS-SEED will take the following courses:

Middle and Secondary School Curriculum

Advanced Planning and Managing

Functions and Methods of Research

Dispositions and Reflection

Notables

Students will be expected to successfully complete a comprehensive written examination prior to graduating. The written exam consists of two four-hour sessions, with two extended essay prompts in each session. While the program can be completed online from almost anywhere in the United States, local students have the option of taking some coursework on campus. MSU offers numerous other online graduate degrees in education, including a Master of Arts in Teaching and a Master of Science in Instructional Technology.

  6. Liberty University

Overview

Liberty University is the largest private nonprofit university in the United States, and the largest Christian university in the world. The student body of Liberty numbers over 110,000 strong, including both the residential students on the Lynchburg, Virginia campus and the students who attend remotely. The university offers a total of 175 graduate programs online, including a celebrated Master of Arts in Teaching for Secondary Education.

Program Features

The M.A.T. in Secondary Education degree is designed for students with no prior teaching experience. The program leads to initial licensure and requires 36 credit hours, including three credit hours in student teaching. Although the bulk of the program is online, students may need to attend the Lynchburg campus to complete required intensives. Core coursework includes:

Historical and Philosophical Foundations of Education

Foundations of Exceptionality

Content Instructional Procedures

Principles of Behavior Management

Notables

The distance learning program at Liberty offers a full complement of online graduate education degrees. Other options include a Master of Education in Teaching and Learning (with specializations in Early Childhood Education, Educational Technology and Online Instruction, Gifted Education, Leadership, Student Services, and many other areas), or an M.Ed. either in Administration and Supervision or with a Reading Specialist Endorsement or Math Specialist Endorsement. The M.A.T. is also available with specializations in Elementary Education, Middle Grades, and Special Education.

  7. Georgia Southern University

Overview

A Carnegie-designated Doctoral Research institution, Georgia Southern University is a leading center of higher education in the Atlanta region. Located in Statesboro, Georgia, the university serves just over 18,000 undergraduate and 2,600 graduate students. The distinguished College of Education at GSU was named number 68 in the nation by U.S. News & World Report in their Best Online Graduate Education Programs ranking.

Program Features

The M.Ed. in Secondary Education requires that candidates already hold a valid teaching certification in biology, broad fields science, business, chemistry, economics, English, geography, history, mathematics, physics, or political science. (Students seeking initial licensure can pursue the online Master of Arts in Teaching degree, although this degree is not offered online.) Coursework for the M.Ed. program includes:

Enhancing Student Performance

Trends, Issues, and Research in Education

Readings and Research in the Content Areas

Educational Research

Notables

Students applying to the program must submit their scores for the Miller Analogies Test (MAT), or the verbal, quantitative, and analytical writing sections of the GRE. Candidates for the M.Ed. degree will complete a three-credit Seminar in Secondary Education. This seminar includes a field-based study and is a required capstone course for all secondary education programs.

  8. Kennesaw State University

Overview

Located on two campuses in the Atlanta metropolitan area, Kennesaw State University is a member institution of the University System of Georgia. KSU has been named among the top 10 percent of institutions nationwide by the Carnegie Foundation’s Community Engagement Classification. The university has also been ranked highly for affordability, diversity, and particularly for the strength of its distance learning programs.

Program Features

The online M.Ed. in Secondary or Middle Grades Education is designed for educators who hold either a middle grades or secondary certification in English/language arts, history/social studies, mathematics, or the sciences. The degree requires a total of 36 credit hours. This includes 15 hours in core coursework and 12 hours in the student’s teaching field. All candidates for this master’s degree program will take the following courses:

Differentiation, Academic Language, and Assessment in Middle and Secondary Classrooms

Transformative Teaching and Learning with Families and Communities

Applied Quantitative and Qualitative Research

Reflective Inquiry for Transformative Teaching and Learning

Notables

While a number of tracks within the M.Ed. program are fully online, others are hybrid and require some time on campus. The details vary by content area specialization, the type of certification (middle grades or secondary), endorsement add-ons, and the number of students enrolled in a given term. The degree program is based on a cohort model.

  9. University of the Cumberlands

Overview

Serving just over 3,000 graduate students, the University of the Cumberlands is a nationally ranked Christian university in Williamsburg, Kentucky. UC has been named among the top universities in the South by U.S. News & World Report, and its online graduate degrees in education have been recognized as some of the top programs nationwide.

Program Features

The M.A.T. track provides options for initial certification for Elementary Education (P-5), Middle School Education (5-9), Secondary Education  (8-12), All Grades (P-12 for Art, Health, Music, and Physical Education), Business and Marketing  (5-12), and Special Education–Learning and Behavior Disorders (P-12). At the secondary level, students can choose to specialize in Biology, Chemistry, Earth Science, English, Math, Physics, and Social Studies. Available M.A.T. coursework includes:

The Modern Secondary School

Advanced Human Behavior

Classroom Management and Discipline

Research Methods in Education

Notables

The fully online M.A.T. degree incorporates field experiences in each student's local community. Because the program is designed for working adults, students have a large amount of flexibility in how quickly they complete the program. The average time to graduation is 18 months. In 2015, the Cumberlands School of Education was awarded accreditation from the National Council for Accreditation of Teacher Education (NCATE).

  10. Mercy College

Overview

The main campus of Mercy College is located along the Hudson River in Dobbs Ferry, New York. Other campuses are located in Manhattan, the Bronx, and Yorktown Heights. Forty degree programs are offered fully online. Mercy College’s School of Education offers an excellent Master of Science in Secondary Education, which can lead to either initial licensure or professional certification for grades 7 through 12.

Program Features

Candidates for the M.S. degree who do not yet have a teaching license will pursue the Track A course of study, which leads to initial licensure. Candidates who are practicing teachers with at least one year of experience will pursue the Track B course of study. Track A students will complete the following coursework:

Educational Psychology and Adolescent Development

Teaching English as a Second Language

Foundations of Education for Students with Disabilities

Approaches to Literacy Instruction in Early Childhood through Adolescence

Notables

Both Track A and Track B require 36 credit hours. These tracks are available on all four campuses as well as fully online. Students may pursue an optional certification in Teaching Students with Disabilities for grades 7 through 12. The Master of Science is also available with a concentration in Teaching Literacy (Birth through Grade 12) and in Teaching English to Speakers of Other Languages (TESOL).

  11. University of Maine

Overview

Established in 1868 as a land grant college, the University of Maine is located in Orono. The university also operates  16 UMaine Cooperative Extension offices and five research field stations across the state. As the flagship institution of the University of Maine System, UMaine serves roughly 1,900 graduate students. The highly respected Master of Education in Elementary and Secondary Education is one of 85 master’s degrees offered at UMaine.

Program Features

Available fully online, the M.Ed. in Elementary and Secondary Education includes a concentration in Curriculum, Assessment, and Instruction. Students are expected to hold a teaching license prior to enrolling. Candidates for the M.Ed. at the University of Maine will take the following courses:

Classroom Practice to Improve Learning

Dynamics of Change in Schools

Introduction to Students at Risk

Methods of Teaching with Computer Technology

Notables

UMaine Online also offers an M.Ed. in Special Education, Instructional Technology, and Literacy (Writing and the Teaching of Writing). Students with an undergraduate GPA of 3.0 or above do not need to take an admissions test. However, students with a lower undergraduate GPA will need to submit their scores for the GRE or Miller Analogies Test.

  12. University of Louisiana at Monroe

Overview

With just over 800 graduate students, the University of Louisiana at Monroe is located along the banks of Bayou DeSiard. ULM has flourished in recent years, adding programs in pharmaceutical science, toxicology, accounting, and other disciplines. These new degrees and certificates add to ULM’s already broad academic offerings, including a celebrated Master of Arts in Teaching (M.A.T.) for Secondary Education program.

Program Features

The M.A.T. in Secondary Education is designed for students to pursue initial teaching certification in the field where they earned their bachelor’s degree. Graduates will be eligible for licensure to teach grades 6 through 12. The program requires 36 credit hours to complete, including six credit hours in an internship. Required coursework for the M.A.T. degree from ULM includes:

Classroom Management and Organization

Instructional Strategies for Middle and Secondary Schools

Educational Techniques for Diverse Learners in Inclusive Classrooms

Assessment Principles and Practice for All Learners

Notables

To qualify for the program, students must submit their score from the GRE (verbal plus quantitative). This GRE score, when multiplied by the applicant’s undergraduate GPA, must be at least 1875 for the applicant to qualify for Regular Status admission. Students whose score (GRE × GPA) is between 1650 and 1875 may qualify for Conditional Status admission.

  13. Northwestern State University of Louisiana

Overview

Northwestern State University of Louisiana has a main campus in Natchitoches and satellite campuses in Leesville and Alexandria. The university was founded as a teaching college in 1884. More than 130 years later, NSU offers a full complement of undergraduate and graduate degrees. eNSU, the university’s distance learning program, is Louisiana’s first and largest electronic campus. The M.A.T. from eNSU is affordable and convenient while maintaining high standards of academic rigor.

Program Features

The NSU Master of Arts in Teaching for Secondary Education leads to initial Louisiana licensure for grades 6 through 12. Graduates may become certified in content areas such as Biology, Business, Chemistry, English, Family and Consumer Sciences, Mathematics, Physics, Social Studies, and Speech. The degree track requires 33 credit hours, including the following courses:

Educational Philosophy and Leadership

Reading Strategies for Teaching in Content Area

Educational Psychology Applied to Teaching

Research in Curriculum and Instruction

Notables

All candidates for the M.A.T. in Secondary Education will complete a one-year teaching internship. Program starts are available in the summer, fall, or spring semester. Online-only students through eNSU do not pay any out-of-state tuition fees, making this one of the most affordable options for distance learning students.

  14. Western Kentucky University

Overview

Located in Bowling Green, Western Kentucky University is a public university with nationally ranked programs in journalism, business, engineering, and education, among many other areas. The NCATE-accredited School of Teacher Education boasts a range of degrees and certificates in all areas of modern education. The Master of Arts in Education (M.A.E.) in Teacher Leadership for Secondary Education is one of the many highly respected graduate education programs at WKU.

Program Features

The M.A.E. in Teacher Leadership for Secondary Education offers a great deal of flexibility. Students can tailor their coursework to their professional interests and goals through numerous specializations. Options include Biology, Exceptional Education, Gifted and Talented Endorsement, Library Media Education, Literacy, Instructional Computer Technology Endorsement, and more. All of the coursework for these specializations is available fully online. Core curriculum for all Secondary Education majors includes:

Foundations of Teacher Leadership

Classroom Instructional Strategies and Management

School and Classroom Assessment

Curriculum Development

Notables

Depending on the specialization and endorsement(s) that a student chooses, the degree program will require between 30 and 37 credit hours. All candidates for the M.A.E. in Secondary Education will complete a three credit hour Action Research Capstone for Teacher Leaders.

  15. Southeast Missouri State University

Overview

Founded in 1873, Southeast Missouri State University has a main campus in Cape Girardeau. Satellite campuses are located in Sikeston, Malden, Kennett, and Perryville. SMSU serves roughly 1,000 graduate students through these campuses and through its robust distance learning programs. The fully online Master of Arts in Secondary Education offers a unique curriculum and plentiful opportunities for students to pursue their academic interests.

Program Features

The SMSU Master of Arts in Secondary Education offers two tracks: Educational Technology and Educational Studies. The Educational Studies track requires students to take 18 credit hours in core curriculum. The remaining 15 credit hours can come from advanced placement workshops, coursework in autism or special education, or other teacher education electives. Core curriculum for the Educational Studies track includes:

Methods of Research

Curriculum Construction

Multimedia in Education

Improvement of Instruction and Assessment

Notables

Applicants to the M.A. in Secondary Education program do not need to take the GRE. However, applicants must have an undergraduate GPA of at least 2.75. Students are not required to hold a teaching license, but the program does not lead to initial licensure. The M.A. degree track does not require an internship or practicum experience. SMSU is fully accredited by the National Council for Accreditation of Teacher Education (NCATE).

Rankings

15 Best Online Master’s in Secondary Education Degrees for 2017

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USCRossier School of Education is now accepting applications for its new online Master of Education (ME) in School Counseling. The program will prepare aspiring school counselors to address unique challenges affecting 21st century schools, focusing on student wellbeing through social, emotional and academic needs.

The ME in School Counseling will explore three key areas of focus including trauma-informed practices, restorative justice and college and career readiness. The new program's curriculum mirrors USC Rossier's on campus offerings and will feature inquiry-based learning and hands-on classroom experience. Coursework will be based on standards set by the American School Counselor Association's National Model for School Counseling, as well critical research from counseling, community psychology, sociology, philosophy and education fields.

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The new program joins a suite of online graduate degree programs offered by the top-ranked USC Rossier School of Education that are powered by 2U, Inc., including a Master of Arts in Teaching, Master of Arts in Teaching-TESOL (Teaching English to Speakers of Other Languages) and Doctor of Education in Organizational Change and Leadership. The partnership has since produced more than 3,800 highly prepared educators across the globe, the majority of whom are serving hard-to-staff schools.

"The 21st century learning environment presents unique challenges for both students and educators, and research shows that qualified school counselors have a significant effect on student success and achievement," said Karen Symms Gallagher, dean of the USC Rossier School of Education. "We're pleased to offer a top-tier graduate experience for aspiring school counselors across the globe. This new addition to USC Rossier's online offerings furthers our mission to improve learning in urban education as we help K-12 learners overcome life's challenges in the classroom and beyond."

The new program consists of 49 credit hours that can be completed in as little as two years. Courses are taught by USC Rossier faculty with live weekly sessions and interactive course content powered by 2U's online campus. Students will also gain hands-on experience through extensive fieldwork in K-12 school settings in their local communities. Once completed, students will be qualified to pursue licensure as a school counselor in the state of California.

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The final application deadline is March 23, 2018, and the first cohort of students will begin classes in May 2018. For more information, visit rossieronline.usc.edu or contact an admissions counselor at 888-628-1872.

 Source: Internet