https://www.visualcapitalist.com/how-to-avoid-mediocre-leadership/ 

 

You can find this and more inspiring articles, clips, and comments on the program's very own padlet   https://padlet.com/lucc1/gbepve The padlet was started during a time of online teaching, but we're currently revising and revamping it to turn it into a fully integrated component of the business program.

 

Or, as our favorite business motto goes: "Be first, be smarter, or cheat." (And we don't cheat!)

 

Luc  

 

 

Accredited ESL schools or international colleges in Canada require their instructors to have completed a TESOL program and hold at least a professional standard one teaching certificate from a TESL Canada recognized program or the equivalent.

 

Once you complete your program, which consists of a minimum of 100 hours of study and a 20 hour practicum, you are ready to start applying for ESL teaching jobs in Canada. You can pay a fee to become a member of TESL Canada, but it is optional. Your TESL certificate from your college is what’s important when applying for an ESL teaching job.

 

 

ESL schools in Canada are also often called “international colleges”. If you live in Vancouver, Victoria or Toronto, you’ve probably seen international students in your city. They come to Canada to study at these schools from anywhere from a week to a year, with most staying from 3 to 6 months. These schools are different from other colleges in that most of them have weekly intake of students—so new students are continually joining your class while other students are cycling through or on their way out. Most international colleges offer full-time and part-time study options and also have opportunities for full-time and part-time employment. Full-time employment in ESL, however, is usually about 26 hours per week, and the vast majority of teachers are paid hourly.

 

There are other work situations as well at community colleges and with government-sponsored LINC programs.

 

Online teaching opportunities are also available. The pandemic has certainly accelerated the move to online teaching, but this was underway well-before COVID-19 hit.  These opportunities may be with schools in Canada, but are more likely to be with schools based in China or elsewhere in Asia. 

 

 

Obviously, every country has its own requirements. In some places ESL teachers may need little more than the ability to speak English in order to get a job. Many countries require teachers to have a bachelor’s degree, and others a bachelor’s degree and a TESOL certificate. As in any field, the better your qualifications, the more opportunities you are likely to have.

 

 

The short answer is no. Teachers who didn’t do their undergraduate degree at a University where English was the language of instruction may need to show proof of their English ability with a TOEFL or IELTS score.

As part of the Human Resources Strategies course, this week we have been looking at the concept of ‘leadership’, an idea that forever appears to puzzle, excite, bemuse, and frustrate business students. Every GBE course is loosely structured around a basic but crucial question, a question any business student wants to answer for themselves. For the HR Strategies course, this question is, “Alright, so what is management all about and how do I actually become an effective manager, given who I am, what I know, and what I want out of life?” Leading, obviously, is a big part of that …

Enrolling in a business program like this is about much more than simply going through a textbook, sweating through a couple of presentations, and sitting for the dreaded quizzes and exams. That is why this week we have been doing several self-reflection exercises. In the week’s writing assignment, we focused on what leadership meant to each of us individually. During the small team discussions, we came to the surprising conclusion that we had our own, sometimes quite different definitions of leadership. 

During one team discussion we arrived at the uncomfortable observation that the word ‘leader’ seemed to evoke nearly exclusively male names. Do we really want to associate the term ‘leader’ with men only? Fortunately, and healthily, that led to a vigorous and exciting exchange of opinions in class. To illustrate what we were talking about, we looked at several clips showing highlights of two current political debates: between two men competing to become the next US president … and between two women vying to be the next New Zealand prime minister. The room’s unanimous conclusion was that the two women managed to effortlessly outclass and outshine the two men. Point proven!

In this way we always stir and mix a variety of ingredients and spices into the communal GBE pot: happenings in the world outside the classroom, personal reflection, team discussions, a couple of textbook chapters, and a writing assignment. This goes to underscore the prime GBE philosophy: learning happens all the time and in all directions. The ultimate goal is to help one another figure out who we are and where we are going, within the context of studying business. 

Does this mean we only talk about business? Far from it: we looked at the practice and ideal of leadership from all points of view. To that end we studied some clips of Gustavo Dudamel rehearsing with and conducting a symphony orchestra. We traveled (mentally) to Liverpool and talked about how Jurgen Klopp managed to revive the fortunes of a legendary soccer club. And, thanks to the brilliant intervention of our in-class videogame and manga expert, we drew a valuable lesson about leadership from the manga masterpiece One Piece.

Do join us and see for yourself!