Angus Frguson

I am very experienced. I teach English language, literature and TEFL. I am aware of key strategies to keep learning engaging. I specialize in fluency classes where we do games and exercises such as discussion or roleplay that encourage fluency.

I also use classes based on the Cambridge FCE system with clear rubric of key skill targets. This kind of class follows text book progress. It's a good basic lesson approach to progress through a textbook, if it's a good one. It progresses through a comprehensive skill acquisition process.

I am aware that if a particular exercise activity leads to strong progress or talking points, then it's essential to capitalize on it and extend that section to build on the moment.

I can tell when progress is being made and build on that progress in subsequent classes and build up an effective routine. What I mean is being sensitive to students learning style and effective moments to return to similar activities along the course. I am saying that I am proficient in a student centered approach.

I am flexible and adaptable in approach and skilled in creating tailored courses to suit a particular students requirements. When I was a host/tutor, I had multiple students who I learned to understand quickly at the commencing of the course through assessing ability both in conversation and through formal, summative assessment. It's essential to do this and explain how activities fit in with the required schemes, be that aiming for a test score or just increasing fluency.