>>>Read more: Teaching English in Vietnam: The Complete Guide & How to Get Started?

What is TPR in teaching English?

What is TPR (Total Physical Response) in teaching English?

Total Physical Response (TPR) is a language teaching method developed by Dr. James J. Asher in the 1970s. It is based on the idea that language learning is most effective when it involves a physical response from learners. TPR emphasizes the use of movement and action to internalize and comprehend language.

In TPR, the teacher gives commands or instructions in the target language, and learners respond physically to those commands. For example, the teacher may say “Stand up” and the learners physically stand up. This approach is particularly effective for beginners or young learners who are still developing their language skills.

TPR aims to create a stress-free and enjoyable learning environment by engaging learners in physical activities. It helps them associate meaning directly with actions, allowing for a more natural and intuitive understanding of the language. TPR is often used to teach vocabulary, basic sentence structures, and commands, laying a foundation for further language acquisition.

>>>Read more: The average salary for teaching English in Vietnam in 2023

Why is TPR so important for teaching, especially online?

What is TPR’s benefit?

TPR is particularly important for teaching, especially in online settings, for several reasons:

• Engagement and Active Participation: TPR encourages active participation from learners through physical movement. This helps to keep learners engaged and focused during online lessons, reducing the likelihood of distractions or disengagement.
• Multi-sensory Learning: TPR incorporates multiple senses, such as visual, auditory, and kinesthetic, which enhances the learning experience. Online platforms often lack the physical presence of the teacher, making it crucial to engage learners through different sensory channels to ensure effective comprehension and retention.
• Non-verbal Communication: In online teaching, where verbal cues may sometimes be limited by technical issues or audio quality, TPR utilizes non-verbal communication to support language learning. Learners can understand and respond to commands or instructions visually, minimizing potential language barriers.
• Emotional Connection and Enjoyment: TPR creates a fun and interactive learning environment, fostering an emotional connection between learners and the language. This positive atmosphere helps to reduce anxiety and boosts learners’ confidence, making online lessons more enjoyable and effective.
• Adaptability and Flexibility: TPR can be easily adapted to online teaching platforms and virtual classrooms. Teachers can utilize visual aids, gestures, and demonstrations to enhance the online learning experience and facilitate comprehension without relying solely on verbal instruction.

Overall, TPR is important for online teaching as it promotes active engagement, multi-sensory learning, effective communication, and a positive learning environment, all of which contribute to successful language acquisition in the online setting.

>>>Read more: Different types of institutions to teach English in Vietnam

What age group is TPR best suited for?

What age group is TPR best suited for?

TPR is particularly well-suited for young learners, typically between the ages of 3 to 10 years old. This age group benefits greatly from the interactive and kinesthetic nature of TPR. Young children are naturally inclined to learn through movement and play, and TPR aligns well with their developmental needs.

The physical actions involved in TPR help young learners associate meaning directly with actions, making language learning more intuitive and memorable for them. TPR allows them to engage their whole body in the learning process, which promotes better understanding and retention of language concepts.

Moreover, TPR provides a fun and stimulating learning experience for young learners. It allows them to actively participate, promotes a positive classroom atmosphere, and reduces the stress often associated with language learning. This makes TPR an effective approach for capturing and maintaining the attention and interest of young children.

While TPR is primarily associated with young learners, it can also be adapted for learners of other age groups, especially beginner-level language learners or those who prefer a more physical and interactive approach to learning.

>>>Read more: Which documents do I need to teach English in Vietnam

Does TPR work with adults?

Yes, TPR can be effective for teaching adults as well. While TPR is commonly associated with young learners, its principles can be adapted and applied to adult language learners.

TPR offers several benefits for adult learners:

• Active Engagement: Like young learners, adults also benefit from active engagement in the learning process. TPR provides opportunities for adults to physically respond to commands or instructions, promoting a more interactive and engaging learning experience.
• Multi-sensory Learning: TPR incorporates multiple senses, allowing adults to learn through visual, auditory, and kinesthetic channels. This multi-sensory approach enhances comprehension and memory retention, making it easier for adults to grasp and internalize new language concepts.
• Reduced Anxiety: TPR can create a relaxed and supportive learning environment, which is particularly beneficial for adults who may feel self-conscious or anxious about learning a new language. The physicality of TPR can help adults feel more comfortable and confident in their language-learning journey.
• Vocabulary Acquisition and Listening Skills: TPR is effective in teaching vocabulary and improving listening skills, which are important areas for adult language learners. Through physical actions and commands, adults can connect words with their meanings and develop a stronger understanding of the language.
• Adaptability: TPR can be adapted to suit the needs and preferences of adult learners. It can be integrated with more advanced language activities, such as role plays or discussions, to cater to the specific language goals and interests of adult learners.

While TPR may need to be modified to suit the maturity level and learning preferences of adult learners, its interactive and multi-sensory approach can still be highly effective in supporting their language acquisition process.

>>>Read more: Teaching in Vietnam: Schools vs. English centers

TPR works well when teaching:

• Vocabulary: TPR is highly effective for teaching and reinforcing vocabulary. Through physical actions and gestures, learners can associate words with their corresponding meanings, making vocabulary acquisition more engaging and memorable.
• Commands and Instructions: TPR is ideal for teaching learners how to understand and follow commands or instructions in the target language. By physically demonstrating and responding to commands, learners develop their listening skills and comprehension abilities.
• Action Verbs: TPR is effective in teaching action verbs as learners can act out and imitate various physical actions associated with specific verbs. This hands-on approach helps learners grasp the meaning and usage of action verbs more intuitively.
• Prepositions and Spatial Concepts: TPR can be useful in teaching prepositions and spatial concepts, such as “on,” “under,” “behind,” and “next to.” By physically positioning objects or themselves in relation to other objects, learners gain a clearer understanding of these concepts.
• Phonics and Pronunciation: TPR can be employed to teach phonics and improve pronunciation. Learners can use physical movements to reinforce the sounds of letters or phonemes, facilitating the connection between sound and written form.
• Language Structures: TPR can support the teaching of language structures and grammar by allowing learners to physically demonstrate the meaning and usage of specific sentence structures. This approach helps learners internalize grammar rules in a practical and experiential manner.

>>>Read more: 15+ Ways to build confidence in your ESL students

Overall, TPR is most effective when teaching concrete and action-oriented language elements that can be easily demonstrated and understood through physical movement. However, it can be adapted and applied creatively to support the teaching of various language components in an engaging and interactive manner.

When should I not use TPR?

While Total Physical Response (TPR) is a highly effective teaching method in many contexts, there are certain situations where it may not be the most appropriate or practical approach. Here are some instances when TPR may not be suitable:

• Abstract Concepts: TPR works best with concrete and tangible language elements. When teaching abstract concepts or complex ideas that are difficult to represent physically, other instructional methods may be more suitable.
• Advanced Language Skills: TPR is commonly used for beginners or young learners who are acquiring foundational language skills. For more advanced language skills, such as complex grammar structures or advanced vocabulary, learners may benefit more from other methods that emphasize analysis, critical thinking, and extensive language production.
• Time Constraints: TPR involves physical actions and movement, which can be time-consuming. In situations where there is limited time available for instruction or when a large amount of content needs to be covered, using TPR for every lesson may not be feasible.
• Shy or Reserved Learners: Some learners may feel uncomfortable or reluctant to engage in physical movement in a classroom setting. If you have learners who are particularly shy or reserved, TPR may not be the most suitable approach. It’s important to consider individual learner preferences and adapt the teaching methods accordingly.
• Cultural Sensitivity: In certain cultural contexts, physical movement and actions may be perceived differently or may not be considered appropriate for language learning. It’s important to be mindful of cultural sensitivities and adapt teaching methods accordingly.

Remember that TPR is just one of many teaching techniques, and its effectiveness can vary depending on factors such as learner preferences, cultural context, and instructional goals. It’s important to use a variety of teaching methods and adapt them to best meet the needs of your learners and the specific learning objectives.

>>>Read more: 14 Types of teaching methods for an effective lesson

How to use TPR in class

How to use TPR (Total Physical Response) effectively in class

To effectively use Total Physical Response (TPR) in your classroom, consider the following steps:

• Introduce Vocabulary or Commands: Select a set of vocabulary words or commands relevant to the lesson. Present and explain each word or command, ensuring that learners understand their meanings.
• Model and Demonstrate: Physically demonstrate the actions associated with each word or command, using exaggerated gestures and facial expressions. Make sure learners can clearly observe and understand the intended actions.
• Engage Learners: Encourage learners to imitate and perform the actions you demonstrate. Give clear and simple instructions, using the target language, and allow learners to respond physically. Repeat the actions multiple times to reinforce understanding.
• Gradually Increase Complexity: Once learners are comfortable with the basic actions, introduce more complex instructions or sentences. You can combine multiple commands or incorporate different variations of the vocabulary words to challenge learners and expand their language abilities.
• Add Variation and Challenge: Keep the activities engaging and dynamic by incorporating variations. For example, you can use speed challenges, memory games, or group competitions to make the TPR activities more exciting and interactive.
• Provide Feedback and Reinforcement: Offer positive feedback and reinforcement to acknowledge learners’ efforts and progress. Correct any misunderstandings or errors gently, focusing on improving comprehension and accuracy.
• Practice and Review: Regularly incorporate TPR activities into your lessons to reinforce vocabulary, commands, and language structures. Encourage learners to practice outside the classroom, perhaps by incorporating TPR games or exercises as part of homework assignments.

Remember to adapt TPR activities to suit the age, language level, and preferences of your learners. Pay attention to their engagement and adjust the pace and difficulty level accordingly. TPR should create a lively and enjoyable learning experience that supports language acquisition and comprehension.

The post What is TPR (Total Physical Response)? How can I use it? appeared first on Vietnam Teaching Jobs.

>>>Read more: Different types of institutions to teach English in Vietnam

>>>Read more: Teaching English in Vietnam: The Complete Guide & How to Get Started?

1. Embrace a growth mindset

One of the effective ways to build confidence in students is to have a growth mindset

Having a growth mindset means believing in continuous improvement through effort and action. It involves recognizing challenges and actively working to overcome them. Research shows that students with a growth mindset tend to be more successful, achieve better grades, and tackle challenges with greater resilience. Therefore, it is crucial to instill a growth mindset in ESL students from an early age.

Developing a growth mindset is a gradual process that requires ongoing feedback and support. However, teachers can begin with small exercises to help students identify their challenges and develop strategies to overcome them. By nurturing a growth mindset, teachers can build confidence and motivation in their ESL students, setting them on a path to success in language learning.

>>>Read more: Teaching in Vietnam: Schools vs. English centers

2. Setting up realistic expectations

When it comes to ESL (English as a Second Language) students, setting realistic expectations is crucial for building confidence in students. The zone of proximal development theory suggests that assignments that are too difficult can create anxiety, while those that are too easy may not provide enough challenge for effective learning.

As teachers, it is important to offer assignments and tasks that strike a balance, providing optimal and realistic expectations that students can achieve. This approach ensures that students are appropriately challenged, promoting growth and learning without overwhelming them. By setting realistic expectations, students can experience a sense of accomplishment when they successfully complete assignments, boosting their confidence in their language learning abilities.

>>>Read more: The average salary for teaching English in Vietnam in 2023

3. Praise and acknowledge accomplishments

Praise the work and  acknowledge their contributions is a powerful way to build confidence in students

Praising the work of ESL (English as a Second Language) students and acknowledging their contributions is a powerful way to build confidence in students. By providing targeted praise and recognition, students develop confidence in their abilities and are motivated to strive for even greater achievements. It is important to focus on praising the process rather than the students’ intellect, such as acknowledging progress and improvement in their work. For example, saying “Good work! I can see a difference in your work compared to yesterday” helps students connect their efforts to tangible outcomes, reinforcing their confidence in their language learning journey.

>>>Read more: 14 Types of teaching methods for an effective lesson

4. Provide constructive feedback

Constructive feedback is a valuable tool for building confidence in ESL (English as a Second Language) students. Research indicates that constructive feedback supports students in their learning and growth. It is essential for students to understand areas where they need improvement in order to progress. As teachers, it is our responsibility to provide necessary constructive feedback to our students.

When giving feedback, it is important to be supportive and have faith in the talents of our students. By offering specific and actionable feedback, we empower students to understand their strengths and areas for improvement. This helps them build confidence in their language skills and motivates them to continue striving for progress. By providing constructive feedback, we create a supportive learning environment that nurtures student growth and fosters self-assurance.

>>>Read more: How to use CHATGPT in teaching and learning

5. Don’t overcorrect students

To build confidence in students, avoid overcorrecting students

Overcorrecting students can have a negative impact on their confidence and self-assurance. It is important to provide a better solution that allows students sufficient time to think and reflect. Rushing to correct every mistake can lead students to doubt their abilities and reduce their initiative in the classroom. Confidence plays a key role in achieving success, so it is essential not to overcorrect students’ work. By striking a balance between providing guidance and allowing students to learn from their mistakes, we can nurture their confidence and encourage independent language learning.

>>>Read more: How to teach maths in an interesting way in your ESL classroom

6. Avoid peer comparison

It is important to avoid peer comparison in order to build confidence in ESL (English as a Second Language) students. Each student is unique, with different cognitive development, learning styles, and needs. Constantly comparing students to their peers can lead to feelings of inadequacy and insecurity, which can hinder their learning capabilities.

Instead of relying on peer comparison, teachers should encourage students to compare their own work with their previous achievements. By emphasizing self-comparison, students can recognize their strengths and feel confident about their progress. This approach helps students focus on their personal growth and development, fostering a positive and supportive learning environment that nurtures their confidence in their language learning journey.

>>>Read more: How to encourage students to speak more English in class

7. Wall of fame

Creating a Wall of Fame is an effective strategy for building confidence in students

Creating a Wall of Fame is an effective strategy for building confidence in students. Teachers can showcase students’ achievements both within and outside the classroom to celebrate their accomplishments.

One way to implement this is by creating virtual portfolios for each student and sharing them with parents. By highlighting students’ progress, skills, and notable work, they feel inspired and proud of their achievements. This recognition motivates students to explore new opportunities and challenges, fostering a growth mindset and a willingness to try new things.

The Wall of Fame serves as a constant reminder of their success, building confidence and self-esteem. It also promotes a positive classroom environment where students feel valued and supported in their language learning journey.

>>>Read more: Substitute Teacher vs Teacher Assistant: What are the Differences?

8. Develop questioning skills

Developing strong questioning skills is a powerful method to build confidence in students. However, many students hesitate to participate and ask questions in class. To address this, teachers can create a welcoming atmosphere that encourages student engagement.

There are two key approaches to achieve this. Firstly, teachers should assist students in developing the skill of questioning through various activities. By providing guidance and practice, students can become more comfortable formulating and asking questions. This empowers them to actively participate in class discussions and seek clarification when needed.

Secondly, teachers should encourage students to express their interests in ways that can lead to learning. By connecting lessons to their individual interests and experiences, students feel a sense of ownership and relevance in their learning. This approach not only boosts confidence but also enhances motivation and engagement.

By developing questioning skills and fostering a supportive learning environment, teachers can empower ESL students to confidently express their thoughts, engage in meaningful discussions, and actively pursue knowledge.

>>>Read more: What is blended learning? Types, Examples & Benefits?

9. Use the think-pair-share technique 

The think-pair-share technique is an effective method that builds confidence in students

The think-pair-share technique is an effective method within cooperative learning that builds confidence in students. This technique involves pairing up students to complete assignments collaboratively.

In this approach, students work independently to gather their own ideas, then discuss and refine their work with their partner. They later present their findings to the entire class, allowing for feedback and input from their peers. This exercise enhances student engagement, boosting their confidence and their ability to actively participate in class discussions.

By using the think-pair-share technique, ESL students gain valuable opportunities to share their thoughts, receive feedback, and refine their ideas. This collaborative process promotes a supportive learning environment and empowers students to express themselves confidently, leading to increased engagement and participation in the classroom.

>>>Read more: Teacher appraisals and surveys in Vietnam – Vietnam Teaching Jobs

10. Let students be in charge

Children have immense potential and merely standing in front of the class and speaking would limit their confidence. To build confidence in ESL students, it is important to let them take charge of discussion activities. By allowing students to lead, their talents are brought forth, and everyone is encouraged to participate actively.

When students are given a sense of leadership and importance, their self-worth and confidence soar. It is crucial to create an environment where each student’s strengths and abilities are recognized and valued. By empowering students and giving them opportunities to take charge, their confidence is nurtured, and they become more engaged in their learning journey.

Consistently implementing these strategies will contribute to the development of students’ confidence over time. It is a gradual process, but these simple steps will support both students and teachers in their efforts to build confidence and create a positive and empowering learning environment.

>>>Read more: 40+ ESL Teacher Interview Questions & Answers

11. Model Confidence

To build confidence in students, we can demonstrate self-esteem and confidence through our actions

One of the most effective ways to instill a skill or trait in students is to actively model it in our own lives. To build confidence in students, we can demonstrate self-esteem and confidence through our actions. Here are a few ways to model confidence:

• Treat yourself with love and kindness: Show students the importance of self-care and self-compassion by treating yourself with respect and kindness.
• Acknowledge mistakes and failures: Demonstrate that it’s okay to make mistakes by openly acknowledging your own errors and learning from them.
• Seek help when needed: Encourage students to ask for help by modeling the behavior yourself. Show that it’s a sign of strength to seek assistance when confused or stuck.
• Embrace your identity: Be proud of who you are and what you stand for, demonstrating authenticity and confidence in your beliefs and values.
• Set and share goals: Set ambitious goals for yourself and openly share your progress with students. This shows them the importance of striving for personal growth and celebrating achievements along the way.

By actively modeling confidence, teachers create a positive influence and inspire students to develop their own self-assurance. Through these actions, students learn to believe in themselves and cultivate confidence in their language learning and beyond.

>>>Read more: Teacher Strengths and Weaknesses: How to Answer?

12. Normalize Failure

Failure is a natural and inevitable part of life, yet students (and even adults) often fear it to the extent that they avoid taking risks. To build confidence in students, it is crucial to create an environment where failure is normalized and its necessity and value are understood.

It is important to emphasize that failure does not define one’s capabilities or intelligence. Instead, it provides an opportunity to learn, grow, and adapt. By reframing failure as a stepping stone to success, students understand that it is a natural part of the learning process.

Encouraging students to embrace failure and try again with a different approach is key. Each time a student experiences failure and perseveres, their self-confidence grows. They learn to view setbacks as valuable learning experiences and become more resilient in the face of challenges.

By normalizing failure, we foster a growth mindset and instill confidence in ESL students. They become more willing to take risks, explore new ideas, and engage in the learning process without the fear of making mistakes. Ultimately, this mindset shift empowers students to overcome obstacles, develop their language skills, and build a strong foundation for future success.

>>>Read more: 15 tips to speak Vietnamese fluently like a native for beginners

13. Create Autonomy

Granting students the ability to make choices helps to build confidence in students

Granting students the ability to make choices sends a powerful message that you believe in their capabilities. This belief, in turn, helps to build confidence in students. Therefore, it is essential to provide opportunities for autonomy in the ESL (English as a Second Language) classroom and witness the positive impact on students’ self-assurance.

Here are some ways to encourage student autonomy:

• Partner selection: Allow students to choose their own partners for collaborative work. This fosters a sense of ownership and empowers students to take responsibility for their learning.
• Project focus: Give students the freedom to select the focus of their projects. This allows them to explore topics of personal interest, fostering motivation and engagement.
• Presentation format: Let students decide on the type of presentation they create. Whether it’s a speech, a visual display, or a multimedia presentation, this autonomy cultivates their creativity and self-expression.
• Reading choices: Offer students the opportunity to choose the books they read. By selecting materials aligned with their interests and reading levels, they become more invested in their reading journey.
• Analyzing scenarios: Provide students with a range of scenarios and let them choose which ones to analyze. This autonomy allows them to apply their critical thinking skills to subjects that resonate with them.

By creating autonomy in the classroom, ESL students feel a sense of ownership over their learning. This empowerment fuels their confidence as they actively engage in decision-making processes and take control of their educational journey. As a result, students become more motivated, enthusiastic, and confident in their abilities.

14. Peer-to-Peer Recognition  

Providing opportunities for peer-to-peer recognition is a powerful way to build confidence in ESL (English as a Second Language) students. We all seek validation and acknowledgment from our peers, and receiving compliments about their strengths can greatly enhance students’ confidence.

By encouraging students to praise and appreciate each other, a positive and supportive classroom environment is created. This recognition not only boosts the self-esteem of the recipient but also cultivates a sense of belonging and acceptance within the group.

Teachers can facilitate peer-to-peer recognition through various activities such as:

• Peer feedback: Encourage students to provide constructive feedback to their peers, highlighting their strengths and areas for improvement. This not only reinforces their understanding of the subject matter but also fosters a supportive learning community.
• Appreciation circles: Create opportunities for students to express appreciation for their classmates’ efforts, achievements, and contributions. This can be done through written notes, group discussions, or public acknowledgments.
• Collaborative projects: Encourage students to recognize and value each other’s unique skills and abilities during group projects. This promotes a sense of teamwork and helps students realize their individual strengths and how they contribute to the collective success.

By incorporating peer-to-peer recognition, ESL students develop a stronger sense of self-worth, as their abilities are acknowledged and celebrated by their peers. This positive reinforcement creates an atmosphere of encouragement, where students feel supported and motivated to continue growing and achieving in their language learning journey.

The post 15+ Ways to build confidence in your ESL students appeared first on Vietnam Teaching Jobs.

>>>Read more: The average salary for teaching English in Vietnam in 2023

>>>Read more: Teaching English in Vietnam: The Complete Guide & How to Get Started?

KPI – Key Performance Indicators 

Teacher performance is typically assessed with a KPI – Key Performance Indicators

When you first hear the term “ KPI “ you will probably have one of those moments of uh oh – how come I don’t even know what it means let alone what I am supposed to do with it? In simple terms, the KPI Is the appraisal document in Vietnam – with the acronym standing for “key performance indicators”.

Typically, the KPI is a huge document of about seven pages, covering all sorts of school areas – many of which are not really relevant to you and which you have no input into it. In theory, it is supposed to provide an in-depth analysis of your ability, however, as it is so long and focuses only on specific areas there is little opportunity to actually showcase your talents. 

>>>Read more: Using educational tools to level up your lesson today!

The observation lesson 

In order to complete the KPI document there is a need for someone to come into your classroom and observe

Many companies will have little knowledge about your actual teaching ability – they know that you are at the very least “all right “ as the parents/students have not complained too much – but they may lack in-depth knowledge of your specific talents and skills. As a result, in order to complete the KPI document there is a need for someone to come into your classroom and observe. 

Although in the West, the appraisal process focuses on consistency and knowing about the teachers as the year progresses, in Vietnam, it typically comes from one special lesson – thus although you may have the mindset that the lesson to be observed should reflect your daily approach, you will quickly find that this is not the expectation. Instead, for the one observational lesson you need to do amazing things – things that you would not normally do and would be impossible to sustain daily

Remember to do amazing things during your observation instead of following your usual routine 

If you are unsure about the types of things you should include,then talk to your colleagues to find out what they are doing – don’t be surprised about the level of preparation required for that one lesson and don’t feel that you are “ cheating “ by being super unrealistically amazing for that one session – it is simply something that is needed! 

>>>Read more: Top 10 “must-know” no-prep activities for any levels

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Surveys 

Parents 

It is often hand in hand with surveys which are typically sent to parents

When the appraisal process is taking place, it is often hand in hand with surveys which are typically sent to parents – with students also being given surveys to complete if they are old enough to write. 

It is absolutely vital that the feedback from the parents is positive – schools typically pay a great deal of attention to the feedback of parents ( remembering that education is a business in Vietnam – which means that the views of the customer are super important ) As a result, if you have some negative comments/feedback from parents then you will typically be called into the office to explain why parents have commented in that way. 

It is often that parents are disgruntled with something to do with the company rather than your teaching – for example, they didn’t receive the textbook on time / the company policy of e.g. too much h/ not enough homework etc is upsetting them etc. Nonetheless, you will find that you will be asked about the reasoning behind this and told to sort it all out ( even if you are powerless to sort it yourself! ) 

As a result, the advice, if you are called into the office, is to try to remain calm and clear – try to be proactive about possible solutions and the way forward to make things better for the parents rather than trying to argue from logic. 

>>>Read more: 10 online activities to make your lesson more thrilling

Teachers 

You may be pleasantly surprised to hear that most schools have a yearly teacher survey in which you answer a series of questions about your place of work. 

This may cover areas from the facilities, the educational materials, support from the company and how you think the company could improve. However, before you get too excited and start highlighting the huge list of things that are wrong and the ways they could all be righted, remember that these surveys do not serve the same function as in the West. 

Although they are supposed to be anonymous, you will find that there are enough questions about you ( which subjects you teach / if you are foreign or Vietnamese / how many years you have been with the company / how long you have been teaching etc ) that those looking at the survey results are able to work out who you are. 

The company are not really asking these questions to take note and really improve – instead, they want the data for promotional activities – e.g. voted the best school to work at in Vietnam / 100 % of our foreign teachers love working here. 

In addition, the people in charge of your school will be judged on the results – so although on the surface it seems that you are being asked for your honest opinion, it is suggested that you instead often a version of the truth – base your answers on reality, however, look at it all through rose-colored glasses so that there is always an underlying happy slant to all answers. 

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Overall, the appraisal system is very different from the West – typically a one-off super lesson instead of an ongoing systematic process – and surveys are biased before you even start – however, this is the process here in Vietnam so you need to embrace it – learn how to have a happy medium between what you know and expect and the reality – and remember that the appraisal at the end of the day is only a piece of paper or two and not a real reflection of you as a teacher – instead, only you know the reality of that!

The post Teacher appraisals and surveys in Vietnam – Vietnam Teaching Jobs appeared first on Vietnam Teaching Jobs.

So what can we do to help them speak more English without making them feel like being forced? Below are some tips VTJ has collected from our teachers to make this process less exhausting for both students and trainers:

Give a clear expectations to students about speaking English right from the start

First impressions are important. Make sure that your students know that you take any efforts to speak English seriously right on the first day with them. You can give some instructions on class rules, what reward they can get for speaking English or what punishments they might get for speaking Vietnamese.
One tip to encourage students to speak more English naturally is to make them enjoy it. You can turn it into a race where they can compete in teams. Some teachers creates the motivation to speak English for young learners by playing some kinds of games

For example: They put a character on the board who is trying to reach a target (for example: the rocket trying to get to the moon, or Tom trying to get Jerry). Every time they hear someone communicate in English, the character will get closer to their target. When it reaches its destination, the whole class will get a big reward. This helps create a sense of unity within the class, as well as motivates students to speak English effortlessly.

Do small talks

No matter what age or level your students are at, there will always be a way to communicate with them beside the lesson itself. At lower levels, you can be the one who asks questions to them first. These questions don’t have to be too specific. A good teacher will have a good understanding about their students’ preferences and interests. Asking a good question will make learners feel more comfortable talking to you and as a matter of fact, they will be more likely to enjoy having a conversation with you. This is when you can evaluate their ability more easily, recognize which fields they need to work on, and build a better lesson plan.

Remember, most people love to talk about themselves or their interests. Adults like to talk about their kids, family members or their bosses. Children tend to talk more about games and activities they like to do, or literally anything they find interesting. To encourage students to speak more English in class is to create a friendly, comfortable but controlled environment for them.

Always add unexpected factors

When teaching, it’s important to add some surprising or funny elements to the way you deliver your lesson. There are some parts of the lesson that are repetitive (like the warm-up routine or greetings). So instead of asking the same questions every time, try changing the topics to spice it up! Students will normally answer mechanically with the same old questions, so if they encounter the unexpected, they will have to really think about the answer. This creates an opportunity for them to pay more careful attention to the question. In the long run, students have the tendency to actively participate in natural conversations since they have got good reflexes through practicing.

Make use of competition

This is especially true to young learners. You can encourage students to speak more English if that can give them a chance to compete with each other. One thing that can encourage students to speak more English is making them forget that they “have to learn” to do it. Teachers still can set the rules where they have to speak English at a certain level to compete and beat their opponent. The desire to win will make them do whatever it takes to achieve the goal. As a result, they can take the initiative to speak English, which is beneficial for their speaking skill development in the long run.

Encourage students to speak more English by making good pairs

Teachers can put students that have a similar level of English together in a group or in pairs to create a beneficial environment for practicing. The stronger students tend to talk over the weaker ones or get frustrated easily (which happens a lot in younger classes), so make sure you provide an equal opportunity to each of them when practicing.

This method requires a good amount of understanding of your students’ ability and preferences. Teachers should pay good attention to arranging teams and pairs because learners not only learn from you, but also from their peers and their own mistakes.

We hope that with these useful tips compiled by VTJ, teachers will have some ideas on how to encourage students to speak more English within as well as outside the classroom. See you in the next articles!

The post How to encourage students to speak more English in class appeared first on Vietnam Teaching Jobs.

1. You must look the part

Have you ever thought that looks are less important than abilities? Yes, and no. During the application round, recruiters will notice people who have a neat and professional appearance shown in both your profile picture and your CV. This shows that you are serious about applying and not just throwing our CVs around to get the best offer.

However, the important thing is whether you can perform well in the demo round. During the demo teaching process, recruiters will seriously evaluate your ability and knowledge, but do not forget to dress politely when going to the demo.

2. Be really enthusiastic during your teaching demo

This may not sound strange to you, but believe me, there have been a lot of people confused and lacking enthusiasm when they did a demo teaching session. Yes, they don’t mean to be “sleepy” and lacking in energy, but sadly that’s what recruiters see in your presentation and the truth is they’re not impressed.

Remember how much a teacher bored you in their class? Your future students will feel the same way as you did, bored and unmotivated while studying with you, so don’t make that mistake again.

3. Prepare carefully for the interview

Up to 90% of teachers fail in the demo teaching round, basically because they think that passing the oral interview means they have a good chance of getting accepted. However, this is completely wrong, because many people can exaggerate their qualifications and experience through their CV, but not through the demo teaching round. If you’ve never had any teaching experience but it’s written on your CV that you have 1-2 years of experience, at least act as if you do.

In addition, when doing demo teaching, you will be evaluated by an expert (usually an academic manager), not a human resources officer or a company director. So you shouldn’t take your demo preparation lightly.

4. Be a smart mouth

When you arrive at the interview location, arrive a little early. Try to strike up a conversation with the front desk and learn about what’s really going on in the place you’re going to work, for example, its habits and traditions. For example, you know that the manager you are interviewing for is planning to open another branch, and you can bring this up during the interview and offer some suggestions and recommendations of your own. This will definitely make a strong impression on the interviewer, and even if you are inexperienced or make a few mistakes, you still have a huge advantage over other candidates.

Of course, you won’t always find out easily the juicy details in a center before you start working. However, you can also try asking about what the staffs there think about the organization, so that if some signs of dissatisfaction are shown on their faces, you can tell that the place you are trying to get in is really not as nice as it seems on the outside. Please consider this carefully.

5. Always take the initiative

Tired of waiting for HR to respond? There are thousands of reasons why HR can’t reply to you, for example, your email got into spam, your CV is still being considered, HR is too busy to reply, too many emails so your CV is missed, .. . or they are simply not impressed with your CV and decide not to contact you.

So why not take the initiative? Look up the employer you’re hoping to hear from, and get in touch with a phone call. Believe me, this also makes a huge impression on the employer, and even if it doesn’t get you the job you want, at least you can still get a reasonable answer.

However, if you aren’t fond of calling, go to their facility and apply in person. There is nothing more certain than taking the lead to win what you want.

 For more information about teaching English in Vietnam, visit vietnamteachingjobs.com now! Good luck!

The post Top 5 tips for a successful teaching job interview in Vietnam appeared first on Vietnam Teaching Jobs.

Fiverr.com

Fiverr is a network that has been so famous in the freelancer world for a long time. You just need to register for an account and post your services to have a chance to get a part-time job at home.

The advantage of Fiverr is that it has a fairly cheap basic price of 5 USD with simple operation, attractive marketing strategy, so it brings a large number of customers for freelancers to work for.

This network has jobs such as writing & translation, online marketing, advertising, design, programming, …

Upwork.com

Another familiar name among the most well-known freelance job posting sites is Upwork. The previous Upwork predecessor was called Odesk.

The jobs here include web programming, mobile programming, design, marketing, …

The advantage of this network is its professional interface, its diversity in types of freelance jobs, and last but not least, its numerous supporting features.

Besides the advantages, there are inevitable disadvantages, that is, when you create a profile on this network, it will require you a lot of detailed information, which some people find annoying and “fussy”. The next downside is that it requires an initial fee of 20%.

Freelancer.com

At freelancer.com, there is a special tradition that they often create contests for freelancers to showcase their talents with the aim of increasing their competitiveness with other competitors.

If you intend to make money on this network, you should participate in contests organized by freelancer.com to create credibility for yourself. This will make it easier for you to get more jobs than your competitors do.

However, besides that interesting aspect of this network, there are also disadvantages for newcomers.

You will get 30 days of free trial and when the 30 days are over, you have to pay a monthly fee of $ 10.

If you are a good freelancer, paying a little fee is not a problem, isn’t it? But if you are a beginner freelancer, this is not something that will interest you.

Guru.com

This is also a popular choice for new freelancers. Freelance jobs at this network include mobile programming, design, web programming, content writing, etc.

iwriter.com

This is a network that specializes in writing only. So, if you are not a content writer and are in need for some suitable freelance jobs, you might have to skip this page!

99designs.com

This site is where you can find all kinds of design jobs, so if you’re looking for non-design jobs, this isn’t your playground.

Peopleperhour.com

This network is for freelancers who are experts in web design and programming because most of the projects here are designing and building websites. So if you are not so familiar with this skill, you might want to consider other job posting sites above.

The post Find your freelance jobs on these websites! appeared first on Vietnam Teaching Jobs.

Class management software – Class Dojo

Class Dojo helps teachers easily share internal school data, export reports to parents, and interact with others easily. The features of student management are diverse and complete, which helps to ensure the most comprehensive and detailed lessons.

Through the software, teachers can assess learners’ abilities and test results easily. This is a management tool that serves as a sustainable bridge between parents and the school’s administration.

Free central student management software – TeacherKit

TeacherKit software is suitable for the educational training center model. The software helps to manage scores, seat charts, class classification, class schedules, student management. 

TeacherKit CMS supports both mobile app and web platforms to meet a variety of user needs.

TeacherKit is an international software. It has attracted more than 1 million downloads (generally rated at 4 stars)  and is quite a suitable choice for non-professional tech users.

Web-app to manage students in schools – Edmodo

Edmodo is a widely-known class management system. The software is now being used in over 190 countries with more than 100 million users. Subjects apply to both teachers, parents, and students.

Edmodo student management software is more about managing library materials, creating interactive groups, creating short tests, multiple-choice questions, assigning assignments, etc. If you need software for connection and synchronous management then you can refer to Edmodo.

Student management software – Remind

Another CMS you can refer to is Remind. The software is able to support teachers in interacting with students online and record student’s performance.

By using the software, teachers can exchange and share documents and conduct online teaching effortlessly. The software is supported on mobile devices in both iOS and Android platforms, which makes it easy for students and teachers to participate.

Schoology

Schoology is an application that helps connect students, parents and teachers quickly and effectively. Schoology won the 2014 CODie award for its superiority. With Schoology, you can build student profiles, use linked applications to teach, manage teacher lectures as well as student assignments, and more. Too many useful features for a free classroom management software, what do you think?

The post Fantastic class management software and where to find them appeared first on Vietnam Teaching Jobs.

When students/staff work from home during this COVID-19 pandemic, what challenges do they have to face? There are three things that stand out:

1 – Discipline: Very few people have self-discipline, but most need external discipline. The conditions for supervision, urging and management of the company/school are limited, so the quality of daily work/study is greatly affected because of the working environment at home. Pajamas; working hours are reversed; the sound of children playing and crying; the sound of dogs and chickens mixed into the video call…

2 – A lot of negative emotions come from worrying or being too concerned about the numbers of infected people, deaths… Information about restaurants, closed companies, bankruptcies, staff cuts. Not only is it a distraction, but it also creates negative energies

3 – Lack of human connection. Although there are many information connections through online tools today, people still have a need for direct person-to-person connections. Screen communication can never replace face-to-face conversations.

With the above 3 needs, students are in need of sources to keep the fire and spread the fire for them. Not only does it stop at “push” information, knowledge, tasks online, but also makes them feel interested, multi-dimensional, and friendly interaction. Below, the content creation team of the Outing app project temporarily initiates and synthesizes a few interactive ideas in the online environment, please refer to and continue to develop.

ACTIVITY GAMES IDEAS FOR ONLINE CLASSES

1- Guess the picture

Find pictures online, use remove.bg to remove the background. Then put the image into the Powerpoint slide to cut and combine, insert motion effects. You will make word-chasing puzzles just like television. Then you use Zoom or a live stream tool to record the screen to play.

2 – Matching poems or counter-poems (2 next sentences):

The rule requires players to match 2 sample verses from the organizer. Since it is a non-professional community game, the player’s “poetic work” does not have to be outstanding. You can put sample verses associated with the lesson or company, work.

3- Small challenges involving movement or hand and foot movements

This helps players become more active, somewhat improving the situation of staying in the room for a long time during the COVID-19 epidemic. These little activities consist of 21 push-ups; Bracelets behind the waist; Clap your hands together or slap the table in rhythm; Plank, Grow a banana tree; Toss the ball … small challenges will be recorded as a short Tiktok style video under 15 seconds to send to the organizer.

4- Solve the crossword:

You probably remember the TV game show Road to Olympia, where they have the obstacle course with variable horizontal/vertical crosswords. You can ask questions related to the lesson/company, quizzes for players to answer, and review knowledge of the old lessons. Whoever completes the entire crossword puzzle and finds the correct vertical line will receive a gift. At the end, take photos and send them to the organizers.

5- Making word phrases by abbreviations.

For example, the word COVID-19 stands for the following words

+ C is for Cut spending

+ O if for Online

+ V is for Video call

….

Choose an acronym and have your students find the right words that start with the letters of the acronym you provide. The organizers (you) will choose the most ridiculous and funny responses to read for everyone to hear and award prizes!

6- Summarize a paragraph or a book chapter.

This is a challenge that requires a level of patience, self-discipline of players. That is, they need to read a piece of information (about the product, about the working process, about the company culture …) or a book chapter  then write a summary. Or they can draw illustrations to liven up their work. In return, the organizer needs to have attractive gifts to spice things up during this rather “silent” game.

7- Tell jokes, earn “lol”

This activity is suitable for young people because it helps to remove the feeling of boredom when working during lockdown. Players are asked to tell and video a funny story, a joke and then post it on FB to collect as many people’s haha icons as possible. Take a screenshot when there are 30 haha + link to send BTC for prize drawing.

8- Photo contest

…for working/studying at home. In order to promote the spirit of serious work and study at home to staff/students. Ask your loved one to take a photo of your best working/studying corner + dress and sitting posture. Post that photo on the internal group of the company/class with a status to compete for the highest number of likes/votes.

9- 5AM x 20 days challenge.

This activity is for a group of friends/students who dare to take on a “high challenge” and helps encourage everyone to keep a productive work schedule.

When working/studying from home, most people don’t follow a disciplinary schedule like when they go to work/school. Usually staying up late, sleeping late, and waking up late. This activity deepens the personal disciplinary value of each person. That is, the player must commit to waking up at 5am and live-streaming the whole, full body that he is ready for a new day. You can also use the live- stream function in a closed FB group. Waking up at 5am (or before 6am) requires players to sleep early for at least 20 days, which will create an extremely healthy habit. What do you think if you apply this game to your students or employees?

10.Find the difference of the photo (office/classroom):

Pictures of the office, class/school are photographed, put into collage software, edited 10 different details. Next, you put the 2 original and variant photos side by side. Make quizzes for everyone in the company/class to find out all the edited details.

The post Ideas for organizing interactive activities for online classes appeared first on Vietnam Teaching Jobs.

There are many criteria to categorize the different types of  English centers in Vietnam, but in this article, we will focus on two basic aspects: Their training program and tuition fee range.

1. Classify English centers by tuition fee ranges:

– PREMIUM SEGMENT:

English centers like British Council, ILA, APOLLO, POLY locate the High-end segment with tuition fees ranging from 6 million to 10 million / month. Teachers at these centers are trained and recruited very carefully, with relatively good to very good training quality, modern facilities and efficient customer service.

– MEDIUM SEGMENT:

Typically, VUS, YOLA, Than Dong, AMA with thousands of students learning English. Tuition fees at these English centers range from 4 million to 6 million / month. The percentage of students studying with foreign teachers is about 50%, but in lessons with Vietnamese teachers, students are also required to speak 100% English.

– COMMERCIAL SEGMENT:

Popular English centers in this segment: Duong Minh, North America, Australia Saigon (AUS), My Viet. The tuition fees vary from 2 million to 4 million / month. The study time with foreign teachers in a course usually accounts for only 30% and most teachers are mainly required to lead listening and speaking activities.

2. Classification of  English centers by their training programs:

There are only 2 criteria:

English as a Second Language

 (Roughly understood as how Singaporean, Filipino, Malaysian or International School students are studying).

• Training goals:

Learn ENGLISH through subjects. Communicate effectively, culminating in debate and rhetoric. In the English market, typically POLY is teaching the English Language Arts program according to North American standards

• Program content:

Learn skills in separate, intensive subjects: listening, speaking, reading, essay writing, presentation, debate divided into separate subjects; or learn English by subjects such as Science, Society, History, Literature.

The strength of this program is to help students have background knowledge and ideas for communication – the key to all human activities big and small in society. If you don’t have the knowledge, information, or ideas to talk about, you won’t be able to speak no matter how long you study. Therefore, if the knowledge and cultural background of the language is supported, the English proficiency of these students will be equivalent to that of native students. Students are trained to speak and discuss in-depth matters, able to argue, criticize, and persuade listeners. In other words, this training program is to develop both effective communication, and fluency.

English as a foreign language: (Learn English for communication).

• Training objectives: fluent communication. In the market, about 95% of centers are training according to this communication goal including British Council, ILA, Apollo, VUS, Speak UP, etc.
• Program content: focus on listening and speaking; do not put too much emphasis on reading and writing.
• Textbook: mainly integrates 4 skills in 1 book, combined with photo documents or other auxiliary documents.

The post Popular types of English centers in Vietnam appeared first on Vietnam Teaching Jobs.

When considering the nature of skills, educators like X.I. Kizegob, N.D. Levitov… consider skill as an expression of personal capacity and a necessary condition for competence in a certain field (ie one of the components that structure capacity). According to educator Vu Dung, skill is the ability to apply knowledge expressed in the mode of action, which is perceived by the subject to perform corresponding tasks.

What are classroom management skills (CMS)?

Many other educators see skills as the technical, trickery side of manipulating an action or activity. According to Tran Trong Thuy, skill is the technical side of action, people who know how to act are skilled people. Skills are expressed through behavioral patterns, actions, work rules, and requirements for pedagogical standards. We agree with this concept and believe that skill is knowing how to perform a certain action or activity competently and with results. The skill represents the level of thinking manipulations, the ability to act, and the technical side of the action. Skills are always associated with a particular activity; have accuracy, flexibility; has a fast, reasonable performance, and do the job independently.

CMS has a very broad meaning, it is not only related to the management of behavior (positive and negative) of specific individuals in the classroom but it is related to the entire classroom environment in general. That environment, not only includes the classroom atmosphere, attitudes, emotions and interactions among class members, but also includes the classroom space, the facilities class. According to Wong & Wong (2001), CMS includes the management of space, time, facilities and learning resources in the classroom, as well as the management of behavior and interactions to build an atmosphere. classroom atmosphere.

In this article, we do not have the conditions to present all the issues related to CMS according to the above concept, but only focus on the necessary skills of teachers to establish and maintain classroom order during class time.

To manage the classroom during class time, what skills do teachers need?

After all, teachers need to have the following basic skills:

CMS #1: Developing classroom rules and codes of conduct

• Skills in developing classroom rules and codes of conduct (specifying what to do and not to do; general requirements or standards for behavior in class)

Its meaning is to establish and maintain students’ sense of discipline. Jim Rohn once said, “Discipline is the bridge between goals and execution”. Therefore, building a sense of discipline is to realize educational goals. To do this well, right at the beginning of the school year, teachers should point out to students that what is most important and necessary to help them succeed in learning, then organize for students to participate. participate in the process of developing rules and codes of conduct in a democratic and open manner with the consensus of the whole class. On that basis, clear rewards and punishments are prescribed for students to comply with and self-regulate. behaviors. A rule and code of conduct is said to be best not to have too many rules, only 8 to 10 rules should be set out for students to remember and easily implement. I.e:

(1) Attend school on time;

(2) Bring all books and materials to class; (

3) Sit in your right seat from the beginning of class;

(4) Respect and be polite to teachers and friends;

(5) Speak at the right time, without interrupting the teacher and others;

(6) Respect the property of the class and friends;

(7) Do not quarrel or fight with friends;

(8) Do not work alone and use the phone….etc.

CMS #2: The skill of building a classroom psychological environment.

The classroom psychological environment plays an important role in promoting and attracting students to learning activities, limiting dropout, laziness, disorder, disorder, etc. The classroom really becomes an ideal place to learn is a problem not all teachers can do. Besides creating a happy atmosphere, teachers need to build close, friendly, open, cooperative, equal, empathetic, tolerant, listening and respectful communication relationships between teachers and students. each other. A classroom environment with a heavy atmosphere of criticism, insults, envy, dishonesty and unfairness will create intense confrontation between teachers and students, giving rise to hostility, competition, and rivalry. envy and create selfishness, insensitivity, and distrust in relationships. Only when teachers can build a good classroom environment can they best manage their teaching.

CMS #3: to cover, control, prevent and handle unacceptable behaviors of students in the classroom.

This skill has been identified as one of the factors that differentiate excellent teachers from average teachers. Because the response and handling of wrongdoings (disorderly, disruptive, chaotic…) of students in the classroom is always the most difficult and difficult problem that teachers often face. Usually, when seeing students talking, disrupting, dozing off, using the phone, hitting friends, talking nonsense, not doing homework, stealing your property, or being rude to teachers… Teachers often use it. prompts or look directly at that student, you can move closer and tap the student’s desk, even stop the learning activities of the whole class to focus on dealing with that behavior in a direct and direct way. direct penalty. But sometimes that approach still doesn’t work for some individual students. Therefore, teachers need to take resolute and firm actions. For example, when seeing a student talking or falling asleep in class, the teacher asks the student to stand up and repeat what she just taught or answer the teacher’s question. When the teacher sees that the student does not perform the assigned homework, sits on the phone, or puts his head on the table to sleep, the teacher can force the student to go to the board to do the exercise, if he sees that the student throws food in the classroom, causing dirt. the floor, the student must be forced to clean the classroom at that time….etc.

In severe cases, students may be forced to sit in isolation in the classroom or in an isolated area outside the classroom; can call the parents to pick the student home, rather than suspending school and refusing to teach the student. Teachers avoid scolding, insulting, kicking students out of class with offensive words…. Depending on the case and level of expression of the students, the teacher offers different ways of handling. Absolutely teachers must not ignore or ignore the unusual behavior of students. In any case, the teacher never punishes the entire class, because punishing the whole class only stimulates more disturbances of students. The teacher should tell the whole class that “What you do makes me extremely sad and disappointed”.

To have good problem-solving skills, teachers regularly review which of their actions or reactions are effective and ineffective, even counterproductive to remove or replace accordingly.

CMS #4: the ability to attract students’ attention to learning activities.

That is the pinnacle of CMS skills. How to keep students from talking, working alone, not disrupting, not falling asleep and always being absorbed in classroom activities is not an easy job and requires pedagogical art. . To do this, the teacher must have tactics like a hypnotist. In fact, experienced teachers often organize learning games at the beginning or end of class to inspire; tell funny stories to lead into the lesson or show students some topical pictures and videos related to the lesson content.

In the lecture, teachers never let time be idle but always create situations with problem questions for students to explore and discover through group discussions, or for students to role-play, explain presentations, reports,… Sometimes when students are tired and distracted, the teacher can change the tone of the lecture, or tell funny and funny stories, even for the whole class to get up and do some movement. Exercise to the beat of a song or piece of music. Those activities need to be diverse and intertwined in the lesson, creating unexpected interesting things so that students do not get bored but focus on learning.

In addition to the above skills, teachers always pay attention to giving praise or rewards at the right time to encourage students’ efforts and progress (praise right in class or call, send a private letter to parents to pass on the praise). praise). Thereby improving the awareness and discipline of students towards learning in class. Teachers should also often use their words and feelings to impress the class: “My class always makes me feel very happy to teach”, “I feel very proud of our class”.

For students who are lazy to study, slow to progress, or cause trouble in class, teachers often assign learning tasks that are just right for them to promote the positive side (such as hanging or gluing products to the classroom). of the group at the corner of the classroom or on the board; draw, draw, decorate a certain learning product; film, take photos as materials for the group; provide technical support for students when presenting by computer; or request Asking to answer a few simple questions for students to overcome self-doubt, fear and guilt in interacting with teachers This is demonstrating differentiated teaching, and at the same time limiting potential dangers. hidden about the misbehavior of disruptive students in the classroom.

With special students, teachers need to be very skillful, flexible but firm in handling situations to avoid stress, conflict and hurt.

The success of a class hour depends on many factors, but the most important factor, which has a fundamental meaning, is CMS skills. Without classroom management, all efforts of teachers to teach fail. Therefore, equipping and practicing CMS skills is always the top priority of every teacher. In Vietnam as well as in many countries around the world, teachers believe that it is necessary to open universal and advanced classes on CMS skills, especially skills to deal with and deal with violence occurring in the classroom. This article hopes to equip general teachers with new experiences and lessons on CMS skills in class, especially for young teachers who are new to the profession and lack experience in CMS.

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