Mature School Teacher
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Adult basic and secondary education and ESL (English as a Second Language) teachers instruct adults in fundamental skills, such as reading and speaking English. They also help students earn their high school equivalency credential.
Despite declining employment, about 4,700 openings for adult basic and secondary education and ESL teachers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire.
Adult basic and secondary education and ESL (English as a Second Language) teachers instruct adults in fundamental skills, such as reading, writing, and speaking English. They also help students earn their high school equivalency credential.
Adult basic and secondary education and ESL teachers often have students of various ability levels in their classes. As a result, these teachers need to use different strategies to meet the needs of all of their students. They may work with students in classes or teach them one-on-one.
Adult secondary education classes prepare students to take the test to earn a high school equivalency credential. Some programs are combined with career preparation programs so that students can earn a high school equivalency and a career-related credential at the same time.
English as a Second Language (ESL), also called English for Speakers of Other Languages (ESOL), classes teach students to read, write, and speak English. Students in these classes are immigrants to the United States or those whose native language is not English. ESL teachers may have students from many different countries and cultures in their classroom. Because the ESL teacher and the students may not share a common native language, ESL teachers must be creative with their communication in the classroom.
Programs in adult education prepare prospective teachers to use effective strategies for adult learners, work with students from a variety of cultures and backgrounds, and teach adults with learning disabilities. Some programs allow these prospective teachers to specialize in adult basic education, secondary education, or ESL.
Prospective ESL teachers should take courses or training in linguistics and theories of how people learn second languages. Knowledge of a second language is not necessary to teach ESL, but it can be helpful.
Teacher education programs instruct prospective teachers in how to present information to students and how to work with students of varying abilities and backgrounds. Programs typically include an opportunity for student-teachers to work with a mentor and get experience in a classroom. For information about teacher preparation programs in your state, visit Teach.org.
Adult basic and secondary education and ESL teachers who work in public schools must have a teaching certificate. Some states have certificates specifically for adult education. Other states require teachers to have a certificate in elementary or secondary education.
Communication skills. Adult basic and secondary education and ESL teachers must collaborate with other teachers and program administrators. In addition, they must explain concepts in terms that students can understand.
The median annual wage for adult basic and secondary education and ESL teachers was $59,720 in May 2021. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,530, and the highest 10 percent earned more than $96,550.
Enrollment in adult education and ESL programs has declined in recent years. At the same time, high school graduation rates have increased, reducing the number of adults seeking to obtain high school equivalency credentials. As these trends continue, the demand for adult basic and secondary education and ESL teachers may decline.
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Adult Basic and Secondary Education and ESL Teachers, at -training-and-library/adult-literacy-and-ged-teachers.htm (visited March 22, 2023).
The Community School for Adults (CSA) offers adult learners who have not graduated with a high school diploma, the option to pursue obtaining a High School Equivalency Credential and/or Hawaii Adult Community School Diploma. The CSAs offer two recognized High School Equivalency Tests. General Educational Development (GED) and the High School Equivalency Test (HiSET). Both are aligned to national Common Core State Standards (CCSS) and College and Career Readiness Standards (CCRS).
The Department's CSAs coordinate the in-person substitute teacher course. (Online courses may also be offered through MCSA-Maui Campus and select WCSA campuses. Contact individual WCSA campuses to inquire.) Please review the information on our Substitute Teaching page for more information on how to become a substitute teacher.
[302A-432] Adult and community education authorized. To provide increased opportunity for the people of Hawaii, the department shall establish and regulate a program of adult and community education of less than college grade. The department shall provide public school buildings and other facilities, and use public school equipment under conditions determined by the department, when the equipment is needed, for adult and community education programs. [L 1996, c 89, pt of 2]
From Costa Rica to Thailand, hundreds of thousands of English speakers from all walks of life are hired to teach English abroad each year. In the vast majority of cases, prior teaching experience, or even a college degree, is not required. Some teachers work on full-time contracts, but in most nations, working part-time as a private tutor is possible.
Looking to live in a tropical paradise where the cost of living is low, and the people are known for an easy-going approach to life known as Pura Vida The entire Western Hemisphere south of the United States is a gold mine for English teaching opportunities. In addition, the cost of living - including rent, food, and medical care - in most Latin American nations is low, and most schools are happy to hire more mature teachers. Boasting some of the most beautiful rainforests and beaches in the world, Costa Rica is hard to beat regarding the quality of life, outdoor recreation, living costs, and high demand for native English-speaking language instructors.
In addition to a great international experience, such eastern European countries boast massive demand for English teachers, and Americans and Canadians do not face the sort of challenges met in European Union countries regarding matters like difficulties procuring a work visa.
Located in the heart of Europe, the Czech Republic has developed into an important location for business, investment, and tourism in recent years, increasing the demand for English teachers. Your best bet is to look in the capital city of Prague, where you will find work in a public school or as a private tutor. Schools are willing to help with living arrangements as well.
This exciting country needs more teachers, sparked by an initiative of the government to introduce the English language to university students looking at the international job market. Riyadh (the capital) and Jeddah are the most prominent cities known to be very safe and relatively crime-free. No TEFL is required, but it is recommended, and teaching experience is highly sought after.
Saudi Arabia has plenty of opportunities for older adults who want to teach ESL (English as a Second Language) or TEFL (Teaching English as a Foreign Language). Saudi Arabian employers are generally willing to hire people over 50 because they know that older workers usually have more experience than their younger counterparts, making them better teachers!
The UAE is one of the most rapidly progressing countries in the Middle East and the perfect location for teachers looking for a rewarding experience and a high salary . Teaching English here will immerse you in a blend of traditional Arabic culture combined with modern Dubai, with its futuristic feel.
I can only see the view from where I teach in a Los Angeles public high school, but I think things have improved. Sure, there are still some difficult students who would be much better off in a nonpublic school, and there have been a few fights, but the police are gone, and there are barely any suspensions. The mood of the school seems positive. The reforms have worked.
I truly feel sorry for any students who are in your class because I know first hand what it was like to go through this hell that you promote. Stop ruining education! I saw this new age philosophy cause so much suffering to an amazing teacher who was already going through total hell. I saw what it did to my teachers who were amazing btw who became so miserable when that new age principal came and ruined our school culture.
Yes it does work. What is happening today is a joke with the b.s. restorative justice. More teachers and students are getting physically and verbally assaulted. Why do you think so many teachers are leaving
This seems like a nonsequitor. I think almost every sane person would agree that the curriculum and the allowed pedagogy is school is overly hierarchical, and restrictive. But this post was about disclipine. I am okay with disciplining children when they are learning useful things.
Yeah, just 20 miles from there, our entire district is experiencing the opposite. Went through days and days of restorative justice training, and behavior is only getting worse. I have never seen worse behavior in my 17 years of public education. Old school ways actually worked (yes it did!). T 59ce067264