Monkey Tree English Learning Center Employee Handbook PDF

Monkey Tree English Learning Center Employee Handbook Table of Contents Welcome to Monkey Tree!.......................................................................................................................... 2 1. Engagement, Documentation, and Separation......................................................................... 3 2. Employee Code of Conduct.......................................................................................................... 5 3. Workplace Practices....................................................................................................................... 7 4. Work Schedule................................................................................................................................. 7 5. Leave................................................................................................................................................. 8 6. Remuneration and Deductions...................................................................................................... 9 7. Performance and Discipline......................................................................................................... 10 8. Employee Communication........................................................................................................... 10 9. Workplace Commitments............................................................................................................. 11 10. Adverse Weather Conditions................................................................................................... 11 11. General Course Introduction.................................................................................................... 12 12. Teaching Materials and Practices........................................................................................... 13 13. Courses and Learning Objectives............................................................................................ 15 13.1. Chat Room................................................................................................................................. 15 13.2. Phonics........................................................................................................................................ 19 13.3. Reading and Speaking............................................................................................................. 28 13.4. Grammar and Writing................................................................................................................ 33 13.5. Trinity............................................................................................................................................ 37 13.6. Cambridge................................................................................................................................. 40 13.7. Saturday/Weekend Courses..................................................................................................... 46 1 Welcome to Monkey Tree! Dear Teachers, Firstly, a warm welcome to Hong Kong and Monkey Tree English Learning Center! The Employee Handbook is designed to provide you with information about your working conditions and expectations, as well as the policies and procedures surrounding your employment with Monkey Tree English Learning Center (MTELC). Its aim is to provide every employee with a clear set of guidelines and conditions to ensure a safe, professional, and positive work environment. Every employee is responsible for reading, understanding, and complying with the provisions of this handbook. We hope that you will take advantage of every opportunity and get involved in all aspects of life in Hong Kong. We live in a vibrant city that offers an abundance of activities. Whether it's sampling cuisine from all corners of the globe, exploring crowded street markets, lounging on a secluded beach, or hiking the hills of Hong Kong - we’re sure you will find yourself living a busy and fun life! Be on the lookout for our monthly Monkey Communitree newsletter, in which we will keep you informed of exciting events and share some recommendations and life hacks for your time in HK. We also encourage you to make the most of every possibility that is presented to you during your tenure at Monkey Tree. We aim to create an environment in which teachers are supported, encouraged, and inspired throughout the year. Need help or have a query? Don’t hesitate to reach out to your center’s large support staff who would be more than happy to assist you, including the Center Manager and your assigned Teacher Manager. Finally, on behalf of the entire Monkey Tree English Department, we wish you a fantastic year! Contact Details Call the Sick Line between 7:30 Sick Leave and 8:00 on the morning of the proposed day of sick leave. 5119 1935 Inquiries related to salary, Human Resources contracts, or visa applications. [email protected] Curriculum related questions or Curriculum suggestions. [email protected] Questions regarding housing and Housing Monkey Tree accommodation. [email protected] Contact the English Department if English Department englishdepartment@monkeytree you have any questions..com.hk 2 1. Engagement, Documentation, and Separation 1.1. Employment Contract A signed copy of the employment contract must be provided to human resources by each employee in advance of their stipulated commencement date. The contract must be read in conjunction with this handbook; however, where there is uncertainty, the contract will prevail. This handbook provides general guidelines and policies for all employees, while the employment contract expands on terms and conditions specific to each employee, such as salary, job title, and probationary period. All aspects of the employment contract are strictly confidential. Any breach of this confidentiality will result in disciplinary action. 1.2. Employment Visa MTELC provides all employees with visa sponsorship under the General Employment Policy (GEP) unless: (a) a permanent right of abode in the Hong Kong Special Administrative Region (HKSAR); (b) a dependent visa; (c) a working holiday visa; or (d) permission to remain under the immigration arrangements for non-local graduates (IANG) scheme. It is imperative that all employees sponsored under the GEP supply human resources with a copy of their activated working visas, and the employee will not be permitted to commence employment until this is done. In addition, those employed on the basis of having a dependent visa, working holiday visa, or permission under the IANG must supply human resources with a copy of that visa. Employees with a permanent right of abode in the HKSAR must supply human resources with a copy of their permanent identity cards in advance of their employment commencement date. This documentation must be emailed to [email protected] The employment of non-permanent residents in the HKSAR is subject to the guidelines set forth by the Immigration Department. As such, individuals admitted under the GEP shall only take such employment as approved by the Director of Immigration. They should seek prior authorization from MTELC and prior approval from the Director of Immigration for any change in employment. This applies to employees who wish to take up additional employment in the HKSAR and to those who intend to end their employment with MTELC and commence employment with a different company or organization. Non-permanent residents of the HKSAR do not require a re-entry visa or entry permit to enter the HKSAR provided that they return within the currency of their permitted limit of stay and that the circumstances upon which they have acquired their residential status remain unchanged. Persons admitted under the GEP who have ordinarily resided in the Hong Kong Special Administrative Region (HKSAR) for a continuous period of not less than seven years may apply for permanent right of abode in the HKSAR. For more information on visas, see: http://www.immd.gov.hk/eng/services/visas/GEP.html For further details regarding your rights in HKSAR as a non-permanent resident, please refer to: https://www.gov.hk/en/residents/ 3 1.3. Visa Extensions Employees who require visa sponsorship under the GEP must take note of their visa expiration date. If an employee’s visa expires before their contractual end date, or if they extend their employment with MTELC beyond the expiration date of their visa, a visa extension must be acquired. It is each employee’s responsibility to monitor this and ensure their visa is valid at all times. Failure to extend a visa will lead to that employee being issued with an unpaid suspension from work whereupon that visa expires and a valid working visa is no longer held. The suspension will remain in place until that employee’s visa status is rectified. Employees with dependent visas, working holiday visas, and permission under IANG must ensure headquarters is fully updated on their visa status. When visas are extended or renewed, it is each employee’s responsibility to supply the company with an updated copy of their visa documentation. For more information on the visa extension process: [email protected] 1.4. Probation Each employee should refer to their contract to confirm the length of their probationary period. The probationary period is an opportunity for the company to evaluate the employee’s competence and performance and for the employee to assess the suitability of their working environment. During the first month of the probationary period, no notice or salary in lieu of notice is required by either the company or the employee. Any relevant penalties will be applied as stipulated in the contract. After the first month of the probationary period (if applicable), either the employee or the company is required to supply seven days’ notice in order to terminate the contract or payment in lieu of the notice period. 1.5. Termination After the successful completion of the probationary period, the notice period will apply as stipulated in the employment contract. The company will deduct salary from the last month’s pay for any monies owed for early termination, overtaken leave, or other costs as highlighted in the contract. The company reserves the right to terminate employment without notice or salary in lieu of notice in the case of gross misconduct or a serious breach of contract. Termination of the employment contract requires the employee to hand over all company property, documents, and collateral, both electronic and paper, to the company with a list itemizing property and material returned. For employees with fixed-term contracts, a contract renewal may be negotiated. Should a contract renewal not be sought, termination will follow the initial contract’s expiry. 1.6. Employment Records MTELC maintains appropriate personnel records and required documentation related to your employment. Please contact HR for access to your personnel records. Upon commencement of employment, all employees must complete the online employee information form https://docs.google.com/forms/d/e/1FAIpQLScXf7jQiOIh8XbJ3X1lOKflF2PYpzmv- 4 uSYFirksHJYrj3siA/viewform?usp=sharing. Thereafter, it is the employee’s duty to ensure the HR department is informed (in writing) of any changes to their personal information. Employees are also required to supply HR with up-to-date copies of the documentation as detailed below where necessary. 1.7. Documentation In addition to completing the online employee information form, all employees must ensure HR is supplied with the following documentation: 1. Where necessary, a copy of the visa documentation contained in their passport, including all relevant extensions. 2. A criminal record self-declaration form. A blank copy can be obtained from HR. 3. A copy of all relevant qualifications. In addition, employees may be required to complete a Sexual Conviction Record Check (SCRC) and a Vocational Qualifications Assessment (VQA) at MTELC’s request. 1. The VQA may be required for employees who completed their higher education qualifications overseas. The purpose of this is to seek the Hong Kong Council for the Accreditation of Academic and Vocational Qualifications (HKCAAVQ) professional opinion on whether the totality of the educational qualifications obtained by an individual meets the standard of a particular level of qualification in Hong Kong. 2. The SCRC is a requirement for employees whose roles involve frequent contact with minors. Employees must take note of the expiration date of their SCRC (usually 18 months) and ensure they are renewing it in a timely manner. Renewed SCRCs must be sent to Human Resources. 2. Employee Code of Conduct 2.1. Professional Conduct At all times whilst on company premises or whilst attending school functions or events, employees are required to dress and conduct themselves in a manner which is appropriate to their professional position. Smoking, the drinking of alcohol, gambling, and foul language are prohibited at all times on school premises. All staff are expected to maintain the highest level of professionalism in their communications within and outside of company premises and working hours. Personal information about staff is to be kept strictly confidential. All employees are expected to provide support and encouragement and to avoid personal criticism or unwarranted and unconstructive professional criticism. 2.2. Dress Code Staff members are expected to dress in a neat and appropriate manner. Whilst formal attire is not required, employees should ensure that they are neatly groomed and dressed. Please note that no revealing items of clothing, or those displaying profanity or inappropriate text/images may be worn. No hats, flip-flops, sandals, or slides are allowed. All tattoos and piercings (excluding earrings) must be covered at all times. No unnatural hair colors/styles may be worn. As there is a general expectation of neutrality, employees must also refrain from displaying political symbols or insignia on their person during working hours. 2.3. Attendance 5 Employees are required to be at their workplaces from Monday to Saturday, excluding their regular off days, public holidays, term breaks, and annual leave. Further information on teacher leave and working hours can be found under section 4.0 Hours of Work and 5.0 Leave. 2.4. Punctuality Employees must attend work at or in advance of the working hours stipulated in their contracts. For teaching staff, while classes start at 9:30 a.m. / 2:00 p.m., it is good practice that they arrive at their centers at least 15 minutes before the start of class to verify their schedule and prepare for their classes. Late arrivals of all employees will be dealt with as follows: 1st instance: Verbal discussion 2nd instance: Verbal warning 3rd instance: First written warning 4th instance: Final written warning and one day of unpaid suspension. 5th instance: Immediate termination. The company understands that public transport can be unreliable from time to time, so to avoid any late penalties please factor this into your travel time. Regardless of the reason, instance and degree of lateness, a late slip will be issued and captured on the employee’s record. All signed late slips must be emailed to HR. 2.5. Use of Company Resources The use of all resources created and distributed by MTELC including worksheets, lesson plans, flashcards, textbooks, and reading books, is reserved for Monkey Tree classroom use only. No resources are to be taken out of the center, nor should they be stored, transmitted or copied without permission. 2.6. Use of Computers and Software Computers are not for personal usage, and no content not relating to matters not relevant to work may be accessed. Personal files should not be stored on any of the company’s computers. All staff are responsible for guarding against misuse of information technology systems including the e-mail and internet access provided by the company. All software applications must be licensed and personal downloading is prohibited. Staff are not permitted to install or download software without permission. 2.7. Confidentiality A general expectation of confidentiality exists. Information regarding school policies and procedures, as well as professional or personal matters relating to students, staff or other associates, is to be kept confidential at all times. 2.8. Outside Employment Employees must devote the whole of their time, attention, and abilities during hours of work to the company. They may not under any circumstances undertake any other duties, of whatever kind, during company designated working hours. Employees may not, without prior written consent from the company, engage directly or indirectly in any business or other employment outside their hours of work for the company. 6 3. Workplace Practices 3.1. Health and Safety The health and safety of staff and students alike is our primary concern. Each student must have their temperature taken and hands sanitized before entering the center. Employees are responsible for the students in their center/class and thus should exercise appropriate safeguarding measures at all times. 3.2. Illness and Incidents If a student becomes ill during class or appears to be ill, the teacher must alert the center manager immediately. Any incidents or accidents should be reported to head office via an incident report completed by the employee responsible for the student at the time. If a student is involved in an accident which results in serious injury (any injury to the head, severe cuts that cause moderate to severe bleeding, or suspected sprain or fracture), the parent/guardian should be contacted immediately. 3.3. Closed Circuit Television (CCTV) All company premises are monitored by Closed Circuit Television (CCTV). The purpose of this monitoring is to ensure the safety of our students and staff. 3.4. The Use of Electronic Devices Mobile phones and other PDAs may not be used in class unless prior permission from the center manager is granted. Photographs and videos taken in class may not be posted on social media, blogs, or personal websites without the permission of the center manager. Additionally, any pictures featuring students cannot be posted without consent from the student's guardian. The consent should be received through the center manager. 4. Work Schedule 4.1. Hours of Work Centers are open from 9:30 a.m. to 7:30 p.m. Monday to Friday, and from 9:30 a.m. to 5:30 p.m. on Saturdays. It is recommended to arrive slightly earlier to review the day’s schedule and ensure all preparations are complete. Employees should refer to their contracts to verify their exact working hours and break allocations. Teachers should not teach more than 4 consecutive hours. If teachers are asked to work additional hours, they will be paid extra for every hour over. Head office hours are from 9:00 a.m. to 6:30 p.m. Monday to Friday. Please book an appointment with HR if you need to collect checks, visa documents, or other HR-related documentation. 4.2. Rest Days Employees are given two rest days per week (Sunday and another day as assigned). The second rest day is dependent on the employee’s home center. Teachers who are willing to work any paid overtime on their off day are encouraged to contact their teacher manager to discuss the possibility and availability. 7 4.3. Location of Work Whilst employees will be assigned a particular location on company premises for regular work, they may on occasion be assigned alternative premises to report to. Teachers can be assigned a maximum of two different locations to work at within a week period. 5. Leave 5.1. Public Holidays Employees are entitled to all public holidays in Hong Kong. Where a public holiday coincides with an employee’s rest day, a day in lieu will not be granted since all company employees are provided with two regular rest days per week. For more information, please refer to the Hong Kong Employee Ordinance: https://www.labour.gov.hk/eng/public/ConciseGuide.htm 5.2. Monkey Tree Term Breaks The Monkey Tree Calendar contains designated days that Monkey Tree centers will be closed. During these dates, no classes will be held. For teaching staff, Monkey Tree term breaks constitute their paid annual leave days. The employee should check their contract to ascertain how their annual leave is assigned. 5.3. Annual Leave If the employee is not assigned annual leave during the Monkey Tree Calendar, they must submit a leave application form on the company’s application portal to apply for annual leave. Annual leave not taken during the calendar year will roll over to the next year. If annual leave that has been rolled over is not used by the end of the following year, it will expire. Leave must be discussed and approved by center management before the employee applies for it. Employees must apply for their annual leave at least two weeks in advance to allow for processing time. Annual leave may not be granted if the requested leave dates are fully booked. Therefore, employees are discouraged from making any arrangements such as booking flights, until the leave application has been approved by their center, the English Department and Human Resources. 5.4. Sick Leave Statutory sick pay is granted in accordance with the relevant legal provisions. For more information, please refer to the Hong Kong Employee Ordinance: https://www.labour.gov.hk/eng/public/ConciseGuide.htm To apply for sick leave, employees must call the Monkey Tree sick line number between 7:30 a.m. and 8:00 a.m. Please do not SMS or WhatsApp call for call forwarding reasons. The sick line number is: (852) 5119-1935. The sick line must be called each day an employee intends on being absent from work. Valid medical documentation must be procured to corroborate all sick leave absences. Sick leave must be applied for, and medical certificates uploaded, on the company portal (YOOV) upon the employee’s return to work. Employees can consult with their supervisor or contact HR to ascertain how they should apply for sick leave. 8 Failure to provide medical certification will result in the leave being deemed an unexplained absence. A leave application form must be provided even when no sick note has been obtained. 5.5. Unexplained Absences Unexplained absences from work will be handled in the following manner: 1st instance: Verbal warning. 2nd instance: Written warning. 3rd instance: Final written warning and three days of unpaid suspension. 4th instance: Immediate termination. The above is generally applied to unexplained absences that result in the failure to provide a sick note. Unexplained absences for other reasons, such as a refusal to attend work, will be considered aggravating factors and will be treated at the company’s absolute discretion. 5.6. Unpaid Leave The company may in exceptional circumstances grant an employee unpaid leave. If an employee wishes to take unpaid leave, they must submit an application form on the company’s portal (YOOV) and provide any supporting documents clearly demonstrating the reason for the requested leave. This documentation should demonstrate that the leave is necessary and unavoidable. Unpaid leave may not be granted if the requested leave dates are fully booked. Any leave not falling within the categories explicitly granted in the employment contract will be processed as unpaid leave. Leave must be discussed and approved by center management before the employee applies for it. 6. Remuneration and Deductions 6.1. Salary Employees monthly salary is paid on the 7th of the following month. Employees should submit their bank details to HR at their earliest convenience in order to be paid via autopay. Employees who do not have bank accounts will be paid via check. Employees must book an appointment to pick up their checks from head office during office hours. Employees should note that the bank may take 2 to 3 days to process a check deposited into an ATM. For head office hours refer to section 4.1 Hours of Work. 6.2. Overtime Employees will be remunerated for any overtime completed. Employees should consult HR or current overtime memorandums for specific details on the remuneration for overtime. All overtime must be arranged by head office and adjustments or additions to an employee’s work schedule must be known for remuneration to take place. 6.3. Taxes All employees are responsible for paying their taxes in a timely manner. Tax in Hong Kong is not automatically deducted from employees’ salaries; instead, employees will receive yearly tax bills from the Inland Revenue Department. When an employee leaves MTELC, they must contact HR one month prior to their end date to indicate whether or not they intend to remain in Hong Kong. If they are remaining in Hong 9 Kong, they must send a new contract or appointment letter. Their tax account may then be transferred to their new employer. If an employee is permanently departing Hong Kong, they will receive an IR56G form and must settle their taxes. Monkey Tree is required by law to hold an employee’s final paycheck until their taxes have been paid in full. Leaving without settling taxes will result in legal repercussions. 6.4. Mandatory Provident Fund (MPF) The Mandatory Provident Fund (MPF) is a compulsory pension fund for all employees in Hong Kong. Employees and their employers are required to contribute monthly to mandatory provident fund schemes provided by approved private organizations, according to their salaries and the period of employment. If the duration of their working visas is 13 months or less, expatriate employees will not qualify for MPF until their visa is extended. All employees will be contacted by HR whereupon they become eligible for MPF. 7. Performance and Discipline 7.1. Initial Training Monkey Tree provides all of its teachers with a comprehensive eight-day training program. During this training program, teachers will be introduced to the various classes offered at Monkey Tree and will be given the various tools and methods needed to effectively teach these lessons. 7.2. Teaching Standards and Quality Assurance Teaching observations, evaluations, and performance appraisals will be regularly conducted by direct supervisors and teacher managers. These assessments ensure that teachers accurately deliver the curriculum and maintain consistent standards across all Monkey Tree centers. 7.3. Disciplinary Procedures Disciplinary procedures will be handled in accordance with our Discipline and Performance Guide. This points-based system consistently accounts for necessary disciplinary action. Each disciplinary discussion and warning will yield a certain number of points. Each teacher is permitted a maximum of 10 points within a 12-month period. Warnings will continue to escalate from a discussion to a verbal warning and then to a written warning. For more information, please refer to Monkey Tree’s Discipline and Performance Guide. Performance Improvement Plan The Performance Improvement Plan (PIP form) is a document that records the progress of teachers experiencing performance-related issues. Teacher managers will be responsible for completing the form and enforcing the relevant performance expectations at their centers. 8. Employee Communication 8.1. Teacher Managers Teacher managers are in place to support both teaching and operations staff. They are representatives from head office who will assist all employees where needed in their day-to- day work and duties. They will also conduct teacher evaluations and performance appraisals. Each center is assigned its own particular liaison for teaching staff and another for operations staff. Please consult with HR or center management with any inquiries. 10 8.2. Employment Queries Any questions or concerns about your contract or employment should be directed to HR. More general inquiries relating to teaching or center specifics can be directed to the English Department. 9. Workplace Commitments 9.1. Alcohol and Drug Policy As part of our commitment to provide a safe and productive work environment, the following rules have been established and apply to all employees: Being under the influence of illegal drugs, alcohol, or substances of abuse on company property is strictly prohibited. The manufacture, consumption, distribution, possession, sale, or purchase of controlled substances of abuse on company property is prohibited. This includes apartments rented to teachers under the housing scheme. The company operates a zero-tolerance approach to the use of all illegal substances, be that during or outside of working hours and company premises. Any employee found to be contravening this policy will be immediately dismissed. 9.2. Non-Harassment Policy MTELC has a zero-tolerance policy towards any forms of harassment, retaliation and/or other forms of bullying and inappropriate conduct which may interfere with an individual’s work performance and/or create an intimidating, hostile, or offensive work environment. If an employee feels they have been a victim of such behavior or has witnessed such conduct, they are encouraged to report the matter to HR and their teacher manager immediately. All complaints will be investigated thoroughly and confidentially. 9.3. Grievance Procedures MTELC is committed to ensuring that all employees receive fair treatment. If you feel you have not been treated fairly, we encourage you to approach your center manager or teacher manager so that they can help resolve the problem. If you feel the problem has not been resolved and/or if you do not feel comfortable, you may contact HR to speak with an HR representative. If your grievance is against a member of HR personnel, you may address this with another member of the HR team. 10. Adverse Weather Conditions 10.1. Weather Arrangements All employees should be aware of adverse weather conditions that may affect their working schedule. It is important that during times of adverse weather, employees remain in contact with their center managers for updates regarding their schedules. It is recommended that employees download the Hong Kong Observatory App on their mobile phones for more details on the weather warnings. 10.2. Typhoon Typhoon Signals No. 1 & 3 Classes continue as usual. Employees must continue with their work. 11 Typhoon Signals No. 8 and above Before working hours: If the signal is raised before 7:30 a.m. and remains in place until 9:30 a.m., classes will be suspended. Employees must report to work 2 hours after the signal is lowered at which point classes will resume. During working hours: If the signal is raised after 9:30 a.m. (during working hours), classes will be suspended. Employees will be released from work and must only return to work 2 hours after the warning signal has been lowered. Employees should not leave until all students have first left. If the signal remains in effect until 14:30 p.m., all classes will be canceled and employees should not report to work. 10.3. Rain Warnings Amber/Red Rainstorm Classes continue as usual. Employees must continue with their work. Black Rainstorm Before working hours: If the signal is raised before 7:30 a.m. and remains in place until 9:30 a.m., classes will be suspended. Employees must report to work 2 hours after the signal is lowered at which point classes will resume. If the signal remains in effect from 9:30 a.m. until 2:30 p.m., all classes will be canceled and employees should not report to work. During working hours: If the signal is raised after 9:30 a.m. (during working hours), classes that are in session will not be affected but subsequent classes will be suspended. Classes will resume 1 hour after the signal has been lowered. Employees must continue to perform their duties as per usual. 11. General Course Introduction 11.1. Overview of Courses A Course Recommendation Guide, serving as a guide for teachers when recommending students for placement in our courses, can be found on our online network (NAS). When selecting courses for students, it is important to place students based on their merits and not their age and for teachers to recommend courses which the students are going to enjoy and succeed in. Students should be assessed or recommended by teachers for specific courses. Chat Room Phonics Academics Our Chat Room course adopts a Our Phonics program is our Our Reading & Speaking course blended learning approach that signature course and enables develops students’ confidence infuses activities and games with students to become fluent English and application of English, and interactive engagement to readers and spellers within a year. our Grammar & Writing ensures reinforce key learning objectives. proficient English writing. Student Ages: 3 – 6 Student Ages: 3 – 6 Student Ages: 5 – 12 Course Levels: Course Levels: Seedlings, Beginner, Intermediate Courses Levels: Walkers & Runners. & Advanced Levels A, B, C, & D 12 Cambridge Trinity Saturday Monkeys Our Cambridge courses provide Our Trinity courses help students Our Saturday Monkeys courses are students with the foundation they effectively prepare for Trinity’s taught in conjunction with need to excel on the Cambridge Graded Examinations in Spoken monthly themes. Each course has Young Learners Examination (YLE). English (GESE). level specific learning outcomes. Students Ages: 4 – 12 Student Ages: 3 – 12 Student Ages: 3 – 12 Course Levels: Pre-Starters, Course Levels: Course Levels: Little Monkeys & Starters, Movers, Flyers Level 1, 2, 3 & 4 Level A, B, C & D for Novice Beginner, Beginner, Intermediate and Advanced Monkeys. 12. Teaching Materials and Practices 12.1. Textbooks Our Phonics (apart from Seedling), Cambridge and Trinity courses all utilize textbooks. These textbooks should be returned to the student every lesson and are not intended to be kept by the teacher. Students enrolled in our Beginner, Intermediate and Advanced Phonics courses receive a Phonics Jungle textbook and Phonics Jungle Reader containing multiple stories (The Jungle Pack). Trinity students receive only one textbook, and Cambridge students receive two books; a Cambridge Kid’s Box Pupil’s Book and corresponding Activity Book. 12.2. Course Packs Students enrolled in our Chat Room, Academics, Summer or Saturday Monkeys courses work from packs. These workbooks are utilized and changed in line with the curriculum calendar found on our online network (NAS). Students will not complete the whole workbook in a lesson, but rather the pages specified for the days they attend. The workbooks will be given to students at the end of each monthly period to be taken home. Until that time the teacher will keep them in the class folder and bring them to each lesson. 12.3. Reading Books Before teaching a Chat Room or Phonics class, a teacher needs to retrieve the center’s reading book for the specific lesson they are teaching. Every lesson in our Phonics course has its own designated Jungle Pack readers, whereas every Chat Room theme has two corresponding readers that can be used to supplement the vocabulary and language learned during the lesson. 13 12.4. Class Folders and Record Sheets Excluding the Chat Room course, each class taught at Monkey Tree should have a class folder containing the names of enrolled students, the course name, the level of said course, the projected end date of the course, and information such as which day(s) and time the lesson will occur. For example: Teachers are responsible for retrieving the class folders for the lessons they’re teaching. Class folder comments should be written as soon as possible after a lesson has been completed and no later than 24 hours afterward. Class folders are required to be planned two lessons in advance. Class folder comments need to contain detailed, student-specific and academically orientated feedback that highlights strengths, areas of development as well as suggestions for improvements. For example: 12.5. Student Folders and Progress Reports All courses utilizing a textbook require students to be provided with a student folder. Teachers provide students monthly feedback in the form of a Student Progress Report, to be filed in students’ folders to take home. Monthly Progress Reports need to contain positively worded, detailed, student-specific and academically oriented feedback that highlights strengths, areas of development as well as suggestions for improvement. Additional worksheets, spelling pages, etc. should also be filed and kept in a students’ folder. 12.6. Assessment Assessment tests and school parties do not count as teaching hours or late nights. However, if a teacher reaches their max teaching hours in a week, they would only have to do 1.5 hours of assessments in that week. If assessments are over the designated limit, overtime will be paid. 12.7. Schedule and Attendance Taking (SchoolNet) Teachers are required to take attendance for all classes they teach on SchoolNet: https://schoolnet.monkeytree.com.hk/monkeyTree/login.jsp?logout=1 Each teacher will be provided with login details to sign in and view their teaching schedule. The deadlines for taking attendance are within 24 hours of the class being taught 14 12.8. Online Teacher Training Academy (TTA) Our online Teacher Training Academy (http://tta.monkeytree.com.hk) offers course information, tips, and tricks on how to present different materials as well as teaching practices that can be utilized in the classroom alongside video demonstrations. Teachers receive their individual account details by email upon completion of their training and orientation. 12.9. Online Network (NAS) Our online network, NAS (http://file.monkeytree.com.hk:9080/cgi-bin/), is where all important announcements, policies, memorandums, job postings, etc. are stored for Monkey Tree employees to access as necessary. Resources for the classroom such as class structures, class pacing, assessment tests, digital copies of the class folder sheet, flashcards, Monthly Progress Reports, extra homework materials, etc. can be found and printed from the online network. Each center has its own account with login details to be shared by its teachers. 13. Courses and Learning Objectives 13.1. Chat Room 13.1.1. Overview 2 - 5 classes a week 1 hour / class Max. 8 Our Chat Room course is designed to help students develop the fundamentals of the English language. By utilizing roleplay elements, games and interactive activities, teachers can create an immersive environment for students to acquire new language in a fun and authentic manner. 13.1.2. Resources and Materials Each student enrolled in our Chat Room course receives their own workbook. These workbooks are utilized and changed on a monthly basis in line with the curriculum calendar found on our online network (NAS). Students will not complete the whole workbook, but rather the pages specified for the days they attend. The workbooks will be given to students at the end of each monthly period to be taken home. Until that time the teacher will keep them and bring them to each lesson. Materials a teacher needs to retrieve before a lesson include the Chat Room calendar, the context creation ideas, workbooks, flashcards for each vocabulary set and the theme-related storybook. If applicable for the lesson, craft or science instructions or workbook cut-outs should also be retrieved. Each center will have the necessary workbooks and storybooks. The Chat Room calendar, the context creation ideas, flashcards, cut-outs, instructions, etc. can be found and printed from our online network (NAS). Monkey Tree has developed interactive software that is specifically tailored to our Chat Room course. It utilizes interactive images, flashcards, and games to help facilitate and reinforce the learning objectives and target language of our monthly themes. These games also help teachers assess and promote students’ comprehension and listening abilities. Each center has an interactive board or tablet that can be used to access this content during lessons: https://monkeytown.monkeytree.com.hk/#/startHK 15 13.1.3. Course Levels Our Chat Room course is divided into two levels. Chat Room is an introductory course, meaning students with little to no English capabilities can be enrolled without an assessment beforehand. In our Walkers level course, students are exposed to a smaller number of vocabulary words Chat Room and are introduced to instructional English. An emphasis is given to developing listening and Walkers identification skills at this stage. In our Runners course, students are exposed to a greater number of vocabulary words and are Chat Room expected to utilize more complete sentences and phrases. An emphasis is given to developing Runners a student’s ability to describe and enquire about their environment. 13.1.4. Lesson Aim To facilitate learning, our Chat Rooms follow one theme per month with two sub-themes - introducing new vocabulary words and sentence structures. The Chat Room program runs Monday through Friday with each day having its own daily focus activity, as detailed on the following page. Interview Day is designed to have students learn proper sentences and build confidence. Monday: Interview questions change twice a month and can be found on pages 3 & 15 in the workbook. Interview Teachers can utilize games or rewards, and encourage peer-to-peer interaction, to make this Day activity more fun and interesting. No bookwork is completed on Craft Day, as students complete a theme-related craft. Tuesday: Instructions and templates for the crafts can be found on our online network (NAS) and need Craft Day to be prepared prior to the lesson. Presentation Day provides students with an opportunity to be invited to the front of the class Wednesday: and present something. Additional information can be found on pages 3 & 15 in the workbook. Presentation Oftentimes, students will forget to bring an item to present. Teachers can prepare for this by Day utilizing a ‘Mystery Box’ or have students present realia or items about the room. Students might need prompting to talk so questions should be posed to help them build their answers. Prior to completing the requisite bookwork activity on Science Day, students will engage in a Thursday: science experiment. Instructions on how to conduct each science experiment can be found Science Day on our online network (NAS) and materials need to be prepared prior to the lesson. After developing the science topic, teachers can utilize games to practice the concepts further. Practical Skill Day provides students with knowledge of important language functions that can Friday: be used in daily life, for example: weather, months, numbers, emotions, etc. Teachers should Practical introduce and develop these concepts for the ease of students and can utilize games or English Day rewards to make the activity more engaging. 13.1.5. Student Feedback At the end of each monthly period, as specified by the curriculum calendar found on NAS, students will be given their marked workbook packs. Teachers will grade their students' abilities on a scale of one to five in the following categories: speaking, listening, concentration, behaviour, and vocabulary. 16 Teachers will also provide a detailed report containing positively worded, student-specific and academically oriented feedback that highlights strengths, areas of development as well as suggestions for improvement. For example: 13.1.6. Structure 13.1.6.1. Introductions Dedicate no more than five minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. Introductory questions that can be asked in a Chat Room Walkers class include “What is your name?”, “How old are you” or “How are you feeling today?”, and for Chat Room Runners “Can you spell your name?”, “What colour would you like?” or “What picture would you like?”. 13.1.6.2. Context Creation and Vocabulary Before teaching the learning objectives, teachers should introduce/review the topic. Teachers can use a variety of methodologies when creating content, such as creating a roleplay activity, telling an interactive story, eliciting the target language by drawing visuals on the board, utilizing realia, or using scene pictures. There are two sets of vocabularies to be learned over the course of a monthly period, as outlined by the curriculum calendar found on NAS. These words can be found on pages 2 & 14 of the workbook. The vocabulary can be practiced and drilled by using flashcards, chants, props, songs, games or realia. When engaging students in a game, it is important to first demonstrate the expectations and introduce additional task-based rules. 13.1.6.3. Theme Song The Chat Room theme song should be introduced and developed in every lesson. There are two Chat Room theme songs to be learned over the course of a monthly period. They change alongside the target language and can be found on pages 2 & 14 of the workbook. Teachers will have to break down the phrases of the song and teach the song in interesting ways with the students such as using fun voices, singing fast and slow, singing in a crescendo, using actions, using instruments, singing loud and quiet, etc. 13.1.6.4. Table Time and Daily Focus A single workbook page is completed in every lesson, except lessons falling on a Tuesday when students complete a theme-related craft, as indicated on the Chat Room calendar. When readying a class for Table Time, it is important to establish a safe environment. Chat Room level students might not understand verbal instructions; therefore, it is important to demonstrate workbook activities or the instructions for the craft in a visual manner. Concept check questions should be used to assess the students’ understanding, and teachers should provide immediate feedback by marking students’ work after each question. 17 After spending ten minutes on completing the requisite workbook activity on Mondays, Wednesdays and Fridays, teachers must allocate ten minutes to the completion of the daily focus. Each daily focus should be appropriately introduced and developed. For more information, refer to point 13.1.4 - Lesson Aims on the previous page. 13.1.6.5. Story Time Teachers should use theme-related books when conducting Story Time. Each theme has two storybooks to be used to review and expand on the concepts taught in class by gathering the class and showing the pictures found in the book. Questions can be asked and predictions made regarding the events. Using actions or fun voices can make this activity more fun and engaging. 13.1.6.6. Conclusion An effective conclusion should be included at the end of the lesson, reviewing the lesson’s learning objectives. Teachers can use a variety of methodologies when creating a conclusion, including interactive games, peer-to-peer discussions, elicitation of the target language etc. After the conclusion has been completed, teachers can ready their students for dismissal. Rewards/stickers should be distributed before students are dismissed to ensure the effectiveness of the reward system. 13.1.7. Additional Notes and Reminders We complete a Language Skill Focus in every lesson. Depending on the language to be introduced, teachers can choose to insert this where they deem appropriate during the lesson. There are two language skill foci to be learned over the course of a monthly period. They change alongside the target language and can be found on pages 3 & 15 in the workbook. When marking a Chat Room book, it is essential that you compare the student to other children of their age, not necessarily those that are in their class. It is also required to ask the other teachers who also teach the student you are marking for their input. Additional Notes: 18 13.2. Phonics 13.2.1. Overview 2 classes a week 1 hour / class Max. 5 Our Phonics program is designed to improve students’ ability to read and spell as well as comprehend basic English words. Upon completion, students will be able to read without assistance as well as spell and comprehend basic four to six-letter words. 13.2.2. Resources and Materials Each student enrolled in our Phonics course receives their own Phonics Jungle textbook, student folder, and a Phonics Jungle Reader containing multiple stories (The Jungle Pack). These materials will be returned to the student every lesson and sent home and are not intended to be kept by the teacher. Materials a teacher needs to retrieve before a lesson include the class folder, copy of the workbook, the answer sheets found at the back of the workbook and the lesson’s corresponding reading book (Phonics Jungle reader). Additional materials such as handwriting practices, additional listening practices, additional spelling sheets, flashcards, midterm, mock and passing exams can be printed from our online network (NAS). Monkey Tree has developed interactive software that is specifically tailored to our phonics courses. It utilizes stories, flashcards, and games to help facilitate and reinforce the learning objectives. These games also help teachers assess and promote students’ abilities. Each center has an interactive board or tablet that can be used to access this content during lessons: https://monkeytown.monkeytree.com.hk/#/startHK 13.2.3. Course Levels Our Phonics program is divided into four levels. Our introductory level, known as Seedling, is a standalone course that focuses on fine motor skill development. The remaining three levels are progressive in nature and an assessment should be completed to determine which level of phonics is appropriate for a student to join. Each student should pass a final exam before moving on to a subsequent level of phonics. In our Seedling Phonics course, students are introduced to the names and sounds of all twenty- six letters of the alphabet. No bookwork is completed in this class, instead motor sensory teaching is used to develop muscle strength and fine motor skills. Letter orientation is Seedling practiced through play-based activities. Phonics Additionally, there are two strands of Seedling Phonics, students will either come once a week or twice a week depending on their enrollment scheme. Furthermore, rather than just five learners, this class can have up to eight students enrolled. Unlike the other levels of phonics, completion of Seedling Phonics will not necessarily prepare a student for Beginner Phonics. In our Beginner Phonics course, students are introduced to the names and sounds of all Beginner twenty-six letters of the alphabet. They are taught to write these letters and identify them as Phonics the start of a word. 19 In our Intermediate Phonics course, we give focus to short vowel sounds and teach students Intermediate to blend letter sounds together to create short three to four letter words. By blending these, Phonics students refine their pronunciation and learn to read and spell. Advanced In our Advanced Phonics course, we expose students to more complex blending, spelling five Phonics to six-letter words, and reading long vowel sounds. 13.2.4. Lesson Aims / Examinations There are four practice tests for each level (apart from Seedling), which can be used at different intervals in the course to assess the students grasp of the learning objectives. It is important that teachers follow the instructions when administering an exam. Words should be read only twice with no additional emphasis. At the end of each course level, once the students have been appropriately prepared, the teacher can administer the passing exam. To pass a passing exam, students must receive a grade of 75% or higher on their passing exam. Students who pass the Beginner and Intermediate Phonics passing exams can move to a subsequent level of phonics. Students who pass the Advanced Phonics exam can look at joining Monkey Tree’s academic courses. 13.2.5. Student Feedback Teachers will be required to complete student feedback for their Phonics students once every month or in line with center-specific policies. Progress Report forms are available for each course level and added to the student’s folders. Teachers should comment on each specific aspect of their student’s abilities, and ensure feedback is student-specific and academically focused, summarizing the student’s strengths and weaknesses in each area. The final area, Suggested Practice, should summarize future aims and areas of improvement. 13.2.6. Seedling Phonics Structure 13.2.6.1. Introduction Dedicate no more than five minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. 13.2.6.2. Review A review is used to reinforce concepts learned in a previous lesson by helping the students recall what they’ve learned as well as develop a concrete base for their learning process. Reviews can be tailored to the needs of the students by giving focus to areas that the students have struggled with in the past. Teachers should start by boarding the alphabet with all upper and lowercase letters. From here teachers can engage the students’ using songs or prompt memory recall by eliciting known vocabulary and providing students with individual opportunities. As always, teachers can utilize games or rewards to make the undertaking of the review more engaging. 13.2.6.3. Board Work & Song Time Teachers should start by introducing the target letter on the board. From here, teachers should help the students correctly pronounce its name and sound and help them to differentiate this from previously learned content. After drilling the target letter, teachers can introduce/elicit the 20 corresponding vocabulary found in the Seedling Phonics Class Pacing guide through the use of pictures, actions, descriptions, etc. The teacher should label all pictures/flashcards to provide students with greater exposure to the orientation of these vocabularies. To draw attention to what is being taught, the target letter should be presented using a different color marker than all the rest. Reference: Once all the vocabulary has been taught, the phonics song ‘A is for Apple,’ should be used to reinforce everything that has been taught. Additional Letter Songs are available on NAS for class use. 13.2.6.4. Sound Identification Practice Games and interactive listening practices should be used to assist students’ ability to identify and differentiate the various letter names and sounds. Teachers should first offer students a visual demonstration of all games and activities before they undertake them. 13.2.6.5. Letter Orientation Practice Revise the target letter again and introduce how to write it. When demonstrating the writing technique, it is important that the teacher utilize the correct stroke order as shown on the poster. Poster: Whiteboard: Students can practice building and forming the letters using various materials. The use of visual, auditory, and tactile elements should be used to reinforce letter formation, stroke order and orientation. As students better develop their fine motor skills, pencil control worksheets can be utilized to practice tracing and writing techniques. 13.2.6.6. Reading Practice The students are not expected to read in Seedling Phonics; however, the teacher should still read a story with their students to expose them to the process of reading as well as reinforce the vocabulary and promote comprehension. Teachers should use the Phonics Jungle reader that corresponds with what was taught in the lesson. Concept check questions should be used consistently to check the comprehension and listening of students. 21 13.2.6.7. Conclusion An effective conclusion should be included at the end of the lesson, reviewing the lesson’s learning objectives. Teachers can use a variety of methodologies when creating a conclusion, including interactive games, peer-to-peer discussions, elicitation of the target language etc. After the conclusion has been completed, teachers can prepare their students for dismissal. Rewards/stickers should be distributed before students are dismissed to ensure the effectiveness of the reward system. Additional Notes: 13.2.7. Beginner Phonics Structure 13.2.7.1. Introduction Dedicate no more than five minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. 13.2.7.2. Review A review is used to reinforce concepts learned in a previous lesson by helping the students recall what they’ve learned as well as develop a concrete base for their learning process. Reviews can be tailored to the needs of the students by giving focus to areas that the students have struggled with in the past. Teachers should start by boarding the alphabet with all upper and lowercase letters. From here teachers can engage the students’ using songs or prompt memory recall by eliciting known vocabulary, providing students with individual opportunities. As always, teachers can utilize games or rewards to make the undertaking of the review more engaging. 13.2.7.3. Board Work & Song Time Teachers should start by introducing the target letter on the board. From here, teachers should help the students correctly pronounce its name and sound and help them to differentiate this from previously learned content. After drilling the target letter, teachers can introduce/elicit the corresponding vocabulary found in the Phonics Jungle textbook through the use of pictures, actions, descriptions, etc. The teacher should label all pictures/flashcards to provide students with greater exposure to the orientation of these vocabularies. To draw attention to what is being taught, the target letter should be presented using a different color marker than all the rest. 22 Textbook: Whiteboard: Once all the vocabulary has been taught, the phonics song ‘A is for Apple,’ should be used to reinforce everything that has been taught. 13.2.7.4. Reading Practice The students are not expected to read in Beginner Phonics; however, the teacher should still read a story with their students to expose them to the process of reading as well as reinforce the vocabulary and promote comprehension. Teachers should use the Phonics Jungle reader that corresponds with what was taught in the lesson. Students will be tested on their comprehension of the story when completing the textbook activities. There will be a story check activity for each letter to take the students through. 13.2.7.5. Writing Practice Revise the target letter again and introduce how to write it. When demonstrating the writing technique, it is important that the teacher utilize the correct stroke order as shown in the textbook. Textbook: Whiteboard: Teachers should monitor the students during the writing practice to ensure it is done correctly. Additionally, students should be prompted to take their time and neatly complete their writing practice as they will carry these habits forward throughout the course. For the students that are struggling, additional tracing sheets can be sent home for greater practice. For the students who are fast, you can challenge them to trace the vocabulary words found throughout the textbook. 13.2.7.6. Listening Practice The listening activity practices the students’ ability to listen to the beginning sound different letters make. Teachers should first offer students a visual demonstration of the activity, adhere to exam standards throughout and mark answers after every question. 13.2.7.7. Spelling Practice The spelling activity tests the students’ ability to not only remember the individual sound they have learnt, but to simultaneously apply all of the sounds learnt previously. Teachers should first offer students a visual demonstration of the activity, adhere to exam standards when reading the words aloud for the students to write down, and mark answers after every question. If necessary, students should be offered the opportunity to self-correct their answers using a gap-fill correction method. 23 13.2.7.8. Conclusion An effective conclusion should be included at the end of the lesson, reviewing the lesson’s learning objectives. Teachers can use a variety of methodologies when creating a conclusion, including interactive games, peer-to-peer discussions, elicitation of the target language etc. After the conclusion has been completed, teachers can prepare their students for dismissal. Rewards/stickers should be distributed before students are dismissed to ensure the effectiveness of the reward system. Additional Notes: 13.2.8. Intermediate Phonics Structure 13.2.8.1. Introduction Dedicate two minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. 13.2.8.2. Board Work This part of the lesson should begin with a review of the vowels and the correct pronunciation of the sounds. An effective review re-introduces content from previous lessons to assess students on their memory and should be tailored to the needs of the students by focusing on areas that the students have struggled with in the past. Teachers should ensure their pronunciation is accurate and standardized and the vowels are written on the board. Teachers can encourage individual chanting of the vowel sounds to aid with memorization as well as to check their students’ pronunciation individually. After review, teachers should then introduce the target blend and have the students practice blending the new starting sound with each short vowel sound. Once the students are comfortable pronouncing the vowel combination, the teacher can then add the ending sounds. Words can be found in the textbook and should be built one letter at a time with three different colors of board marker used to distinguish the starting sound, vowel sound, and ending blend. 24 Whiteboard: 13.2.8.3. Reading Practice Before completing the reading practice, teachers should first introduce and drill the target sight words found in the textbook on the board. The teacher should use the Phonics Jungle reader that corresponds with what was taught in the lesson to give students individual opportunities to demonstrate their reading abilities, assisting with blending and pronunciation as needed. 13.2.8.4. Writing Practice The writing practice allows students a greater opportunity to commit the vocabulary to memory, and to practice writing complete words ahead of the remaining bookwork. Each student’s work should be checked and marked to ensure words are written correctly. 13.2.8.5. Listening Practice The listening activity will consist of students listening as the teacher reads words from the answer key. Teachers should first offer students a visual demonstration of the activity, adhere to exam standards throughout and mark answers after every question. 13.2.8.6. Story Check First, the events of the story should be reviewed with the students. The story check activity should then be demonstrated in a visual manner on the board, with concept check questions used to assess the understanding of the students. 13.2.8.7. Spelling Practice The spelling activity tests the students’ ability to not only remember the vowel combination they have learnt, but to also apply the ending sounds. Teachers should first offer students a visual demonstration of the activity, adhere to exam standards when reading the words aloud for the students to write down, and mark answers after every question. If necessary, students should be offered the opportunity to self-correct their answers using a gap-fill correction method. 13.2.8.8. Conclusion An effective conclusion should be included at the end of the lesson, reviewing the lesson’s learning objectives. Teachers can use a variety of methodologies when creating a conclusion, including interactive games, peer-to-peer discussions, elicitation of the target language etc. After the conclusion has been completed, teachers can ready their students for dismissal. Rewards/stickers should be distributed before students are dismissed to ensure the effectiveness of the reward system. 25 Additional Notes: 13.2.9. Advanced Phonics Structure 13.2.9.1. Introduction Dedicate two minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. 13.2.9.2. Board Work This part of the lesson should begin with a review of the vowels and the correct pronunciation of the sounds. The vowels should be written on the board. An effective review re-introduces content from previous lessons to assess students on their memory and should be tailored to the needs of the students by giving focus to areas that the students have struggled with in the past. After review, teachers should then introduce the target blends and have the students practice blending the new starting sounds with each of the short vowel sounds. Once the students are comfortable pronouncing the vowel combination, the teacher can then add the ending sounds. Words can be found in the textbook and should be built one letter at a time with three different colours of board marker used to distinguish the starting sound, vowel sound, and ending blend. When teaching R-controlled and long vowel sounds, teachers only have to use two colours. Whiteboard: 13.2.9.3. Writing Practice The writing practice allows students a greater opportunity to commit the vocabulary to memory, and to practice writing complete words ahead of the remaining bookwork. Each student’s work should be checked and marked to ensure words are written correctly. 26 13.2.9.4. Reading Practice The teacher should use the Phonics Jungle reader that corresponds with what was taught in the lesson to give students individual opportunities to demonstrate their reading abilities, assisting with blending and pronunciation as needed. 13.2.9.5. Story Check First, the events of the story should be reviewed with the students. The story check activity should then be demonstrated in a visual manner on the board, with concept check questions used to assess the understanding of the students. 13.2.9.6. Listening Practice The listening activity will consist of students listening as the teacher reads words from the answer key. Teachers should first offer students a visual demonstration of the activity, adhere to exam standards throughout and mark answers after every question. 13.2.9.7. Spelling Practice The spelling activity tests the students’ ability to not only remember the blend or digraph they have learned but to also apply the correct vowel and ending sounds. Students are not expected to spell words containing R-controlled vowels or long vowel sounds. Teachers should first offer students a visual demonstration of the activity, adhere to exam standards when reading the words aloud, and mark answers after every question. 13.2.9.8. Conclusion An effective conclusion should be included at the end of the lesson, reviewing the lesson’s learning objectives. Teachers can use a variety of methodologies when creating a conclusion, including interactive games, peer-to-peer discussions, elicitation of the target language etc. After the conclusion has been completed, teachers can ready their students for dismissal. Rewards/stickers should be distributed before students are dismissed to ensure the effectiveness of the reward system. Additional Notes: 27 13.3. Reading and Speaking 13.3.1. Overview 1 class a week 1 hour / class Max. 6 Our Reading and Speaking course develops our students’ confidence and fluency in the independent use and application of English. Throughout the course, students are able to explore a variety of exciting topics while simultaneously building vocabulary and maximizing their English reading and speaking abilities. 13.3.2. Resources and Materials Each student enrolled in any of our Reading and Speaking courses receives their own workbook, to be kept by the teacher until the end of each monthly period. These workbooks are changed on a monthly basis in line with the curriculum calendar found on our online network (NAS). Materials a teacher needs to retrieve before a lesson include the class folder and the student workbooks. Each center will have the necessary workbooks for the courses. Additional materials such as the curriculum calendar, flashcards, cut-outs, instructions, etc. can be found and printed from our online network (NAS). Teacher guides/answer keys are available but are not a one-size-fits-all resource, and lessons should be tailored accordingly. 13.3.3. Course Levels Our Reading and Speaking course is divided into four levels: A, B, C, & D. Each level exposes students to various degrees of analysis and critical thinking, reading practice, class discussions, and presentations. 13.3.4. Student Feedback At the end of each monthly period, as specified by the curriculum calendar found on our online network (NAS), students will be given their marked workbook packs to take home. Teachers will provide a comment regarding the progress report of each student after every lesson attended. All student progress reports need to contain positively worded detail, student-specific and academically oriented feedback that highlights strengths, areas of development as well as suggestions for improvement. For example: 13.3.5. Structure 13.3.5.1. Section One 13.3.5.1.1. Introduction Dedicate two minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. 28 13.3.5.1.2. Contextualization Before teaching the learning objectives, teachers should introduce the topic using a variety of methodologies including creating a roleplay activity, telling an interactive story, eliciting the target language, utilizing realia, using scene pictures, etc. 13.3.5.1.3. Reading Students should be given individual opportunities to demonstrate their reading abilities, with the teacher assisting with pronunciation as needed. A popcorn reading method can be utilized to allow each student to read a specific sentence, paragraph or text in turn, after which the teacher should read the text once over aloud to the class to promote greater understanding of the text. Additionally, the teacher can ask concept checking questions during the reading practice to assess the student’s comprehension skills. After which, the teacher can engage students in a discussion of the text using nomination to ensure everyone takes part. 13.3.5.1.4. Vocabulary After discussing the text, the students can be prompted to highlight vocabularies they are uncertain of. These vocabularies can then be discussed and defined together as a class. Clear, concise and easy to understand definitions should be boarded for students to copy down. As indicated in the workbook packs, students in levels A/B will be asked to draw a picture that relates to their newly learned vocabulary whereas students in levels C/D will create a sentence. 13.3.5.1.5. Vocabulary Check Teachers should establish rules and expectations for the undertaking of the requisite vocabulary check workbook activities and demonstrate expectations in a visual manner on the whiteboard. In order to help the students understand if they are on the right track, immediate feedback should be provided by marking after each question. 13.3.5.1.6. Topic Learning In levels A/B, after the students have completed their vocabulary activities, the teacher can contextualize and expand on the monthly topic to a greater degree. The teacher can read the text provided in the workbook to assess students on their listening capabilities, and further class discussions can be had to recap everything that has been presented up to this point. 13.3.5.1.7. Conclusion After reviewing the lesson’s learning objectives, teachers can ready their students for dismissal and distribute rewards/stickers to ensure the effectivity of the reward system used throughout the lesson. 13.3.5.2. Section Two 13.3.5.2.1. Introduction Dedicate two minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. 13.3.5.2.2. Topic Review and Discussion 29 Before teaching the learning objectives, teachers should introduce/review the topic. If time allows, students can read the text from the beginning of the workbook again and discuss the themes and vocabulary within. 13.3.5.2.3. Topic Learning and Discussion After the day’s text has been introduced and read, the teacher should ask concept checking questions to assess the students listening and comprehension skills. Nomination should be utilized to provide the students with equal opportunities to demonstrate their abilities. 13.3.5.2.4. Workbook Time Teachers should establish rules and expectations for the undertaking of the requisite workbook activities and demonstrate expectations in a visual manner on the whiteboard. In order to help the students understand if they are on the right track, immediate feedback should be provided by marking after each question. 13.3.5.2.5. Language Skill Focus Teachers should present the language skill focus by encouraging students to utilize the sentence structure orally, and then boarding the necessary form and some examples for students to discuss. Teachers should ensure the board work is graded for the ability of the students, drill the target language ensuring the correct pronunciation, use concept check questions to assess their students understanding, and be sure to teach and drill the target language in full sentences. Textbook: 13.3.5.2.6. Language Skill Practice After teaching the language skill sufficiently, teachers should create a fun and interactive game allowing students to demonstrate their learning, applying what they have learned in a real world setting that is more relevant. Authentic learning activities include role playing, case studies, discussions, etc. 13.3.5.2.7. Conclusion After reviewing the lesson’s learning objectives, teachers can ready their students for dismissal and distribute rewards/stickers to ensure the effectivity of the reward system used throughout the lesson. 30 13.3.5.3. Section Three 13.3.5.3.1. Introduction Dedicate two minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. 13.3.5.3.2. Topic Review and Discussion Before teaching the learning objectives, teachers should introduce/review the topic. If time allows, students can read the text from previous weeks of the workbook again and discuss the themes and vocabularies within. 13.3.5.3.3. Reading Students should be given individual opportunities to demonstrate their reading abilities, with the teacher assisting with pronunciation as needed. A popcorn reading method can be utilized to allow each student to read a specific sentence, paragraph, or text in turn, after which the teacher should read the text once over aloud to the class to promote greater understanding of the text. Additionally, the teacher can ask concept checking questions during the reading practice to assess the student’s comprehension skills. After which, the teacher can engage students in a discussion of the text using nomination to ensure everyone takes part. 13.3.5.3.4. Discussion Teachers should ask concept checking questions during the reading practice to assess students’ comprehension skills, and dedicate five minutes afterwards to engage students in a discussion of the text using nomination to ensure everyone takes part. 13.3.5.3.5. Skill Introduction As found in the workbook, the teacher will introduce the reading skill and relate it back to the text. A class discussion can be facilitated to ensure students understand and can utilize this new skill. 13.3.5.3.6. Skill Practice Teachers should establish rules and expectations for the undertaking of the requisite skill practice workbook activities and demonstrate expectations in a visual manner on the whiteboard. In order to help the students understand if they are on the right track, immediate feedback should be provided by marking after each question. 13.3.5.3.7. Listening Practice Prior to concluding the lesson, the teacher should engage the students in a quick five-minute activity to assess their listening skills. A script, which should be downloaded and printed before the lesson, can be found on the online network (NAS). 13.3.5.3.8. Conclusion After reviewing the lesson’s learning objectives, teachers can prepare their students for dismissal and distribute rewards/stickers to ensure the effectiveness of the reward system used throughout the lesson. 31 13.3.5.4. Section Four 13.3.5.4.1. Introduction Dedicate two minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. 13.3.5.4.2. Topic Review and Discussion Before teaching the learning objectives, teachers should introduce/review the topic. If time allows, students can read the text from previous weeks of the workbook again and discuss the themes and vocabularies within. 13.3.5.4.3. Topic Learning and Discussion After the day’s text has been introduced and read, the teacher should ask concept checking questions to assess the students listening and comprehension skills. Nomination should be utilized to provide the students with equal opportunities to demonstrate their abilities. 13.3.5.4.4. Academic Performance Review Teachers should establish rules and expectations for the undertaking of the academic performance review and demonstrate expectations in a visual manner on the whiteboard. The Academic Performance Review should be printed from NAS and completed in place of workbook activities. 13.3.5.4.5. Spelling Practice Teachers will choose the vocabulary to include in the spelling practice. Emphasis should be given to vocabularies chosen throughout the workbook or theme related terminology. 13.3.5.4.6. Presentation Students will compile all the information they’ve learned throughout the month to plan a class presentation. They should summarize everything they’ve learned in front of their peers and demonstrate a thorough knowledge of the theme. Nomination should be utilized to provide equal opportunities and rewards can be used to make this activity more appealing to the students. 13.3.5.4.7. Conclusion After reviewing the lesson’s learning objectives, teachers can prepare their students for dismissal and distribute rewards/stickers to ensure the effectiveness of the reward system used throughout the lesson. Additional Notes: 32 13.4. Grammar and Writing 13.4.1. Overview 1 class a week 1 hour / class Max. 6 Our Grammar and Writing course further develops our students’ ability to communicate accurately and creatively using written English. Each monthly unit introduces and teaches a progressive grammatical skill, as well as a stylized writing element. These components are practiced through reading passages that make use of key concepts, completing workbook practice exercises, and planning original written compositions. 13.4.2. Resources and Materials Each student enrolled in any of our Grammar and Writing courses receives their own workbook, to be kept by the teacher until the end of each monthly period. These workbooks are changed on a monthly basis in line with the curriculum calendar found on our online network (NAS). Materials a teacher needs to retrieve before a lesson include the class folder and the student workbooks. Each center will have the necessary workbooks for the courses. Additional materials such as the curriculum calendar, flashcards, cut-outs, instructions, etc. can be found and printed from our online network (NAS). Teacher guides/answer keys are available but are not a one-size-fits-all resource, and lessons should be tailored accordingly. 13.4.3. Course Levels Our Grammar and Writing course is divided into four levels: A, B, C, & D. Each level exposes students to various degrees of grammatical application and writing development, techniques, and organization. 13.4.4. Student Feedback At the end of each monthly period, as specified by the curriculum calendar found on our online network (NAS), students will be given their marked workbook packs to take home. Teachers will provide a comment regarding the progress report of each student after every lesson attended. All student progress reports need to contain positively worded detail, student-specific and academically oriented feedback that highlights strengths, areas of development as well as suggestions for improvement. 13.4.5. Structure 13.4.5.1. Section One 13.4.5.1.1. Introduction Dedicate two minutes at the start of each lesson to introductions, by introducing yourself to the class and having the students introduce themselves. Introduce appropriate classroom rules and a progressive reward system. 13.4.5.1.2. Contextualization Before teaching the learning objectives, teachers should introduce the topic using a variety of methodologies including creating a roleplay activity, telling an interactive story, eliciting the target language, utilizing realia, using scene pictures, etc. 33 13.4.5.1.3. Reading Students should be given individual opportunities to demonstrate their reading abilities, with the teacher assisting with pronunciation as needed. A popcorn reading method can be utilized to allow each student to read a specific sentence, paragraph, or text in turn, after which the teacher should read the text once over aloud to the class to promote greater understanding of the text. Additionally, the teacher can ask concept checking questions during the reading practice to assess the student’s comprehension skills. After which, the teacher can engage students in a discussion of the text using nomination to ensure everyone takes part. 13.4.5.1.4. Vocabulary and Discussion After discussing the text, the students can be prompted to highlight vocabularies they are uncertain of. These vocabularies can then be discussed and defined together as a class. Clear, concise, and easy to understand definitions should be boarded for students to copy down. Students should be engaged in a discussion of the text using nomination to ensure everyone takes part. Additionally, the concept check questions found in the workbook can be asked to assess students’ comprehension skills. 13.4.5.1.5. Writing Skill Introduction In each four-weekly block, the reading piece will be written in the writing style that will be taught. When introducing and teaching the skill, examples and notes should be provided on the whiteboard. Examples should be elicited from students, who will take notes in their workbooks. 13.4.5.1.6. Analyzing Text Teachers should establish rules and expectations for the undertaking of the requisite workbook activities and demonstrate expectations in a visual manner on the whiteboard. In order to help the students understand if they are on the right track, immediate feedback should be provided by marking after each question. 13.4.5.1.7. Conclusion After reviewing the l

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