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Native Teacher Supply to Schools, Colleges & Universities
The Teachers and Methodology
OIEC’s teachers are all qualified and experienced in teaching English
as a Second Language. Our teachers undergo extensive training when
joining OIEC and are chosen for their experience and success in
teaching.
Many schools across Asia now see the need for their students to increase their English language
proficiency at a greater rate than before because of the changes in the national curriculum and end of
year testing. Due to the changes in the testing system our teachers have been helping students at
schools with their communication skills (listening and speaking) and pronunciation.
We can supply teachers to schools from 6 hours (minimum) to 30 hours teaching per week. When the
time spent with students is during normal scheduled lessons, then our teachers will follow the
curriculum as set out by the school. If the teacher is teaching extra-curricular lessons, then the lessons
are based around the student’s ability and needs giving our teachers the opportunity to use additional
teaching materials.
The cost of the native teacher can be either paid for by the students or by the
school/college/foundation. When paid for by the students it is a far more cost effective way than for
parents to send their children to an English Course with native speakers and the price is usually as
little as 20% of an English course with a native speaker.
We currently supply teachers to Kinder Garten, Primary Schools, Middle Schools, High Schools,
Colleges and Universities and the response from Students, Teachers and the owners has been
extremely positive for a number of reasons.
Student Benefits
Increased confidence when using English, Our teachers give students increased opportunities in the
class to communicate in English through activities that build confidence without the usual criticism or
correction from the teacher. Our teachers are all trained at passive error correcting that doesn’t
embarrass students in front of their classmates.
for instance is just having native teachers. Many of the students we teach are proud of the fact that
they are learning to speak English from a Native Teacher as this is usually only the case if you come
from a wealthy family.
Increased Motivation and Enjoyment in Learning English, If we enjoy a subject then we are usually
better at retaining the information taught and get better grades. Local teachers have regularly noted
that students attention in their own classes is greatly improved once our native teachers start
teaching. This is simply that our teachers lessons concentrate on making learning enjoyable through
games and activities, students begin to enjoy learning English and with their increased confidence
and ability they become better language students.
School, College or University Benefits
Better Student Grades, As the goal of all educational institutions is for their students to achieve good
grades and go onto make a successful career for themselves this helps institutions achieve their
aims. Better grades also leads to higher enrolments for schools colleges or universities
Increased Student Numbers, Having Native Taught English Classes at a school improves the
international image of an institution. This in turn leads to more parents wanting their students to
attend. This has been the notable case in the majority of schools we send teachers to and has
increased income for the schools by a substantial amount.
International Image, Institutions with Native Teachers are considered to be international by definition.
This greatly improves the chance of the institution being successful which leads to increased
spending ability on improving facilities and standards at the school.
Cost of Native Teacher supply
Our prices for Native Teacher supply to schools, colleges and universities are very reasonable. In
some cases the institution owners or national education departments fund the classes and in some
instances the parents/students pay an additional fee to the school to cover costs. (Prices are usually
between US$6.00 and US$30.00 per month per student)
If your institution is interested in having native taught classes then please contact OIEC for a
quotation. To enable us to give you a quotation and proposal please supply the following information;
Teaching Strategies and Objectives
1st – 3rd Grade (Age 5 – 9)
At this early age the student’s ability to increase their receptive and productive vocabulary is at its
highest. The student’s first language syntax is still being formed and their ability to take on a second
language and its structure makes teaching them a second language very easy when using the right
teaching strategies and techniques. Many studies have shown that at an early age any confusion in
the students structuring of two languages simultaneously will correct itself in time, as more immersion
in the target languages takes place. Another very important issue often overlooked is concentrating
on pronunciation from an early age. Taking remedial steps to correct pronunciation at this stage of a
child’s learning will equip the student with the ability to correctly pronounce words for the rest of their
lives.
Some of the methods used at this early age include TPR exercises (Total Physical Response) for
vocabulary and short dialogue practice and realia including the use of flash cards and mnemonic
devices. Most of the methods our teachers use for these grades are forms of indirect learning with
the emphasis on building vocabulary and language chunking that can be used and analysed at a later
date in the students language acquisition. Of course if students can be taught or have the opportunity
to learn through extensive immersion then it becomes less important for the students to learn the
academic structure of the target language at a later stage in school. Usually with the first three grades
of school most activities have to be teacher as opposed to student centred due to issues of
concentration and self discipline. This also allows the teacher to build greater confidence in using
language and control the learning environment at this early stage.
All our teachers understand the issues of concentration at this early age and plan lessons that have
multiple parts of varying styles to keep the students interested.
3rd – 6th Grade (Age 9 – 12)
Once students have started to build their receptive and productive vocabulary, then we can start to
concentrate on sentence structure and discourse. At this age some explanation can be made of why
and how language is formed and used however we keep this to a minimum at this stage as in the
student’s brains the 1st and 2nd language formation and the differences are still being formed and
structured naturally with very little need for guidance. Explanations of grammar can be extremely
confusing for students if at this stage they still don’t understand why their first language is structured
as it is, so any explanation is kept extremely simple. At this age the students have enough vocabulary
and life experience to begin using English in full sentences and start producing language
independently. This is encouraged through more student centred activities rather than teacher
centred activities which have to be used with the very young students. Student centred activities
encouraging creativity, independence as well as working in a small group or pair is not only vital for
language acquisition but also for development as a well rounded person. Encouraging students to
work and communicate in groups also helps them to begin to learn independently when at home
listening to music or watching TV or movies with English dialogue. Students at these ages still have a
strong desire to please adults and in particular the teachers they have a good relationship with, as
well as impress their peers with their knowledge within the classroom. It is vital that this is cultivated
amongst the students of this age, as it may help delay the less productive tendencies of students as
they reach puberty.
6th – 9th Grade (Age 12 – 15)
At this age in the student’s development of learning a second language they will have a larger
receptive vocabulary and reasonably large productive vocabulary and will have already started to see
the differences between L1 and L2 and definitely be confused by the structure of the English
language. This is because their first language (Indonesian) is now a permanent structure of how
language should be formed in their brain, so students naturally begin to try and transfer this structure
in to the target second language (English). This change from primary students and their immense
capability to acquire a second language to that of a young teenager whose brain now struggles to
make sense of two language platforms and questions the differences must be handled correctly.
Explanations of the grammatical and structural difference between L1 and L2 must be handled with
care at this stage. Attempting to draw parallels often causes even greater confusion in our minds
because nearly all parallels between 2 languages have exceptions. When the exception appears then
the parallel is destroyed in the mind and greater confusion is caused. One of the greatest examples
amongst Indonesian students is that of prepositions. There are many cases when Bahasa Indonesia
uses the equivalent preposition to English yet the number of exceptions to this rule are far smaller
than the number of mistakes all students make. In fact if students directly translated all prepositions
they would make far less mistakes. Particularly at this age of student the confusion between L1 and
L2 can be at it’s highest. The national curriculum is mostly to blame for this as students are
continuously taught equivalents and exceptions. This is not only the national curriculum in Indonesia
but in nearly all countries including England, Australia and the USA.
At this age no activities our teachers use, would draw parallels or point out exceptions.
It is important that the students mind clearly sees that Indonesian is one language and English is
entirely another again through total immersion during lesson time and very strongly discouraging the
use of Indonesian in the classroom during English lessons this helps the mind separate the two
different language structures.
Due to the effect of their bodies changing and issues of insecurity entering the classroom, great care
must be taken with error correcting in front of peers. Students obviously must be corrected on points
that are being covered or have been recently covered if continually making mistakes. Usually however
most communicative activities that are none paper based are used for reasons of increasing fluency,
so directly correcting an insecure teenager during such activities should be discouraged in all
language teachers. The method used by experienced teachers should be that of error correcting by
repeating the sentence that has been incorrectly given, correctly, without dwelling on the mistake that
has been made. This usually is enough if repeated through a class without discouraging the less able
students. The students at this stage are encouraged to become more independent in their learning
and the activities used by our teachers reflect this change. Using competition within the classroom at
this age is also very effective as young teenagers are naturally extremely competitive amongst
themselves and as a whole less interested in pleasing just the teacher. Winning a competition at this
age is to prove they are better than their peers and less likely to be a result of wanting to only please
the teacher.
At this stage our teachers have to concentrate on pronunciation to a greater extent as at this stage in
language development practiced mistakes on pronunciation and intonation become embedded in the
students mind and rectifying the mistakes will get progressively more difficult as they get older. A
regional accent in our first language, picked up at this age can remain with us for the rest of our adult
life. If parents were to move a 12-15 year old child from Surabaya to Jakarta, then it is almost certain
that the child will have a Jakarta accent for the rest of their life, even if they wished to change it or in
fact moved back to Surabaya as an adult. So students practicing the correct pronunciation and
intonation of English is of utmost importance if they are to successfully acquire English as their
second language at this age and stage in their development.
9th -12th Grade (Age 15 to Adult)
At this age concentration is less of an issue than with earlier grades but motivation is an increasing
problem. With the hormonal changes in the student’s bodies, friends become increasingly more
important and making family and adults happy is of decreasing concern. Our teachers are trained to
tackle this in a variety of ways.
Empathy, for their sometimes lacking motivation, is one of the most important tools in the classroom,
and planning lessons that involve material that interests them as young adults, is a vital way of
motivating them to work harder. Activities that treat them as young adults and increasing their input
into the classroom gives this age of student a sense of achievement and helping them see that their
actions, will have an effect on the lesson through reward or perceived punishment shows them that
they are no longer children and must take responsibility for their own actions. Some activities our
teachers use are, assigning secretaries for group activities, debating subjects of interest to the youth
of today and peer correction during class time in written, spoken and listening exercises. These
activities help students see that their motivation or lack of it, will affect them directly in class time and
later in life. It is also important that through activities such as the ones mentioned above, students can
see that they can be rewarded for trying to be a mature adult and they will no longer be treated as a
child if they can act in a responsible manner. This again is important if teachers of these grades want
to gain the respect and trust of their students.
Through all grades our teachers encourage students to enlarge their circle of friends through
constantly changing the classroom setting and therefore the dynamic of the class. During senior high
school when students tend to become more isolated in their groups of friends or insular our teachers
use this in the classroom to their advantage. If treated correctly when close knit groups of friends are
split up, then any trouble makers within a class become a useful resource in the learning process.
Generally trouble makers (male or female) make very useful captains in a team as they still try to
impress their peers but have to do it through academic means when in competition with each other in
a competitive classroom situation. Of course as any teacher knows splitting up groups of teenagers
can at times be difficult but our teachers have a number of methods that work without complaints from
students and are very simple to implement.
Generally most teachers of language find senior high school students the most challenging to teach.
However with the implementation of making students enjoy the lessons on their own level and
showing empathy to their specific needs, teaching students of this age can be the most rewarding
when they become motivated as it is the most important time of their lives and teachers with the
correct classroom tools can make a difference in their adult lives and contribute to their future
success.
OIEC’s teachers are all qualified and experienced in teaching English
as a Second Language. Our teachers undergo extensive training when
joining OIEC and are chosen for their experience and success in
teaching.
Many schools across Asia now see the need for their students to increase their English language
proficiency at a greater rate than before because of the changes in the national curriculum and end of
year testing. Due to the changes in the testing system our teachers have been helping students at
schools with their communication skills (listening and speaking) and pronunciation.
We can supply teachers to schools from 6 hours (minimum) to 30 hours teaching per week. When the
time spent with students is during normal scheduled lessons, then our teachers will follow the
curriculum as set out by the school. If the teacher is teaching extra-curricular lessons, then the lessons
are based around the student’s ability and needs giving our teachers the opportunity to use additional
teaching materials.
The cost of the native teacher can be either paid for by the students or by the
school/college/foundation. When paid for by the students it is a far more cost effective way than for
parents to send their children to an English Course with native speakers and the price is usually as
little as 20% of an English course with a native speaker.
We currently supply teachers to Kinder Garten, Primary Schools, Middle Schools, High Schools,
Colleges and Universities and the response from Students, Teachers and the owners has been
extremely positive for a number of reasons.
Student Benefits
Increased confidence when using English, Our teachers give students increased opportunities in the
class to communicate in English through activities that build confidence without the usual criticism or
correction from the teacher. Our teachers are all trained at passive error correcting that doesn’t
embarrass students in front of their classmates.
- Increased Confidence to Speak English to Foreigners, Our teachers are
chose for not only their teaching ability but also their easygoing personalities
that make them very approachable. Students enjoy the classes and
interacting with our teachers thus building confidence ready for when students
will be using English at work and dealing with foreigners.
Increased Language Ability, Our teachers use the latest methods in Language
Acquisition. This simply put is to give the students the opportunity to acquire a
second language as opposed to being taught a language through grammar
and lots of exercises from books. Although grammar is important in language
it is far more effective to acquire it rather than remembering principles from a
book. Learning a second language the same way that we learnt our mother
tongue is the basis for all of our lessons.
for instance is just having native teachers. Many of the students we teach are proud of the fact that
they are learning to speak English from a Native Teacher as this is usually only the case if you come
from a wealthy family.
Increased Motivation and Enjoyment in Learning English, If we enjoy a subject then we are usually
better at retaining the information taught and get better grades. Local teachers have regularly noted
that students attention in their own classes is greatly improved once our native teachers start
teaching. This is simply that our teachers lessons concentrate on making learning enjoyable through
games and activities, students begin to enjoy learning English and with their increased confidence
and ability they become better language students.
School, College or University Benefits
Better Student Grades, As the goal of all educational institutions is for their students to achieve good
grades and go onto make a successful career for themselves this helps institutions achieve their
aims. Better grades also leads to higher enrolments for schools colleges or universities
Increased Student Numbers, Having Native Taught English Classes at a school improves the
international image of an institution. This in turn leads to more parents wanting their students to
attend. This has been the notable case in the majority of schools we send teachers to and has
increased income for the schools by a substantial amount.
International Image, Institutions with Native Teachers are considered to be international by definition.
This greatly improves the chance of the institution being successful which leads to increased
spending ability on improving facilities and standards at the school.
Cost of Native Teacher supply
Our prices for Native Teacher supply to schools, colleges and universities are very reasonable. In
some cases the institution owners or national education departments fund the classes and in some
instances the parents/students pay an additional fee to the school to cover costs. (Prices are usually
between US$6.00 and US$30.00 per month per student)
If your institution is interested in having native taught classes then please contact OIEC for a
quotation. To enable us to give you a quotation and proposal please supply the following information;
- Name and address of institution
- Principal/Contact Persons details
- Total Number of students attending the institution
- Proposed number of English Classes required
- How many minutes/hours per week for a native class per class
- How many students per class
- Preferred days and times for study
- Contract duration (minimum 3 months, usually 12 months)
- Notes on Teaching Methodology
Teaching Strategies and Objectives
1st – 3rd Grade (Age 5 – 9)
At this early age the student’s ability to increase their receptive and productive vocabulary is at its
highest. The student’s first language syntax is still being formed and their ability to take on a second
language and its structure makes teaching them a second language very easy when using the right
teaching strategies and techniques. Many studies have shown that at an early age any confusion in
the students structuring of two languages simultaneously will correct itself in time, as more immersion
in the target languages takes place. Another very important issue often overlooked is concentrating
on pronunciation from an early age. Taking remedial steps to correct pronunciation at this stage of a
child’s learning will equip the student with the ability to correctly pronounce words for the rest of their
lives.
Some of the methods used at this early age include TPR exercises (Total Physical Response) for
vocabulary and short dialogue practice and realia including the use of flash cards and mnemonic
devices. Most of the methods our teachers use for these grades are forms of indirect learning with
the emphasis on building vocabulary and language chunking that can be used and analysed at a later
date in the students language acquisition. Of course if students can be taught or have the opportunity
to learn through extensive immersion then it becomes less important for the students to learn the
academic structure of the target language at a later stage in school. Usually with the first three grades
of school most activities have to be teacher as opposed to student centred due to issues of
concentration and self discipline. This also allows the teacher to build greater confidence in using
language and control the learning environment at this early stage.
All our teachers understand the issues of concentration at this early age and plan lessons that have
multiple parts of varying styles to keep the students interested.
3rd – 6th Grade (Age 9 – 12)
Once students have started to build their receptive and productive vocabulary, then we can start to
concentrate on sentence structure and discourse. At this age some explanation can be made of why
and how language is formed and used however we keep this to a minimum at this stage as in the
student’s brains the 1st and 2nd language formation and the differences are still being formed and
structured naturally with very little need for guidance. Explanations of grammar can be extremely
confusing for students if at this stage they still don’t understand why their first language is structured
as it is, so any explanation is kept extremely simple. At this age the students have enough vocabulary
and life experience to begin using English in full sentences and start producing language
independently. This is encouraged through more student centred activities rather than teacher
centred activities which have to be used with the very young students. Student centred activities
encouraging creativity, independence as well as working in a small group or pair is not only vital for
language acquisition but also for development as a well rounded person. Encouraging students to
work and communicate in groups also helps them to begin to learn independently when at home
listening to music or watching TV or movies with English dialogue. Students at these ages still have a
strong desire to please adults and in particular the teachers they have a good relationship with, as
well as impress their peers with their knowledge within the classroom. It is vital that this is cultivated
amongst the students of this age, as it may help delay the less productive tendencies of students as
they reach puberty.
6th – 9th Grade (Age 12 – 15)
At this age in the student’s development of learning a second language they will have a larger
receptive vocabulary and reasonably large productive vocabulary and will have already started to see
the differences between L1 and L2 and definitely be confused by the structure of the English
language. This is because their first language (Indonesian) is now a permanent structure of how
language should be formed in their brain, so students naturally begin to try and transfer this structure
in to the target second language (English). This change from primary students and their immense
capability to acquire a second language to that of a young teenager whose brain now struggles to
make sense of two language platforms and questions the differences must be handled correctly.
Explanations of the grammatical and structural difference between L1 and L2 must be handled with
care at this stage. Attempting to draw parallels often causes even greater confusion in our minds
because nearly all parallels between 2 languages have exceptions. When the exception appears then
the parallel is destroyed in the mind and greater confusion is caused. One of the greatest examples
amongst Indonesian students is that of prepositions. There are many cases when Bahasa Indonesia
uses the equivalent preposition to English yet the number of exceptions to this rule are far smaller
than the number of mistakes all students make. In fact if students directly translated all prepositions
they would make far less mistakes. Particularly at this age of student the confusion between L1 and
L2 can be at it’s highest. The national curriculum is mostly to blame for this as students are
continuously taught equivalents and exceptions. This is not only the national curriculum in Indonesia
but in nearly all countries including England, Australia and the USA.
At this age no activities our teachers use, would draw parallels or point out exceptions.
It is important that the students mind clearly sees that Indonesian is one language and English is
entirely another again through total immersion during lesson time and very strongly discouraging the
use of Indonesian in the classroom during English lessons this helps the mind separate the two
different language structures.
Due to the effect of their bodies changing and issues of insecurity entering the classroom, great care
must be taken with error correcting in front of peers. Students obviously must be corrected on points
that are being covered or have been recently covered if continually making mistakes. Usually however
most communicative activities that are none paper based are used for reasons of increasing fluency,
so directly correcting an insecure teenager during such activities should be discouraged in all
language teachers. The method used by experienced teachers should be that of error correcting by
repeating the sentence that has been incorrectly given, correctly, without dwelling on the mistake that
has been made. This usually is enough if repeated through a class without discouraging the less able
students. The students at this stage are encouraged to become more independent in their learning
and the activities used by our teachers reflect this change. Using competition within the classroom at
this age is also very effective as young teenagers are naturally extremely competitive amongst
themselves and as a whole less interested in pleasing just the teacher. Winning a competition at this
age is to prove they are better than their peers and less likely to be a result of wanting to only please
the teacher.
At this stage our teachers have to concentrate on pronunciation to a greater extent as at this stage in
language development practiced mistakes on pronunciation and intonation become embedded in the
students mind and rectifying the mistakes will get progressively more difficult as they get older. A
regional accent in our first language, picked up at this age can remain with us for the rest of our adult
life. If parents were to move a 12-15 year old child from Surabaya to Jakarta, then it is almost certain
that the child will have a Jakarta accent for the rest of their life, even if they wished to change it or in
fact moved back to Surabaya as an adult. So students practicing the correct pronunciation and
intonation of English is of utmost importance if they are to successfully acquire English as their
second language at this age and stage in their development.
9th -12th Grade (Age 15 to Adult)
At this age concentration is less of an issue than with earlier grades but motivation is an increasing
problem. With the hormonal changes in the student’s bodies, friends become increasingly more
important and making family and adults happy is of decreasing concern. Our teachers are trained to
tackle this in a variety of ways.
Empathy, for their sometimes lacking motivation, is one of the most important tools in the classroom,
and planning lessons that involve material that interests them as young adults, is a vital way of
motivating them to work harder. Activities that treat them as young adults and increasing their input
into the classroom gives this age of student a sense of achievement and helping them see that their
actions, will have an effect on the lesson through reward or perceived punishment shows them that
they are no longer children and must take responsibility for their own actions. Some activities our
teachers use are, assigning secretaries for group activities, debating subjects of interest to the youth
of today and peer correction during class time in written, spoken and listening exercises. These
activities help students see that their motivation or lack of it, will affect them directly in class time and
later in life. It is also important that through activities such as the ones mentioned above, students can
see that they can be rewarded for trying to be a mature adult and they will no longer be treated as a
child if they can act in a responsible manner. This again is important if teachers of these grades want
to gain the respect and trust of their students.
Through all grades our teachers encourage students to enlarge their circle of friends through
constantly changing the classroom setting and therefore the dynamic of the class. During senior high
school when students tend to become more isolated in their groups of friends or insular our teachers
use this in the classroom to their advantage. If treated correctly when close knit groups of friends are
split up, then any trouble makers within a class become a useful resource in the learning process.
Generally trouble makers (male or female) make very useful captains in a team as they still try to
impress their peers but have to do it through academic means when in competition with each other in
a competitive classroom situation. Of course as any teacher knows splitting up groups of teenagers
can at times be difficult but our teachers have a number of methods that work without complaints from
students and are very simple to implement.
Generally most teachers of language find senior high school students the most challenging to teach.
However with the implementation of making students enjoy the lessons on their own level and
showing empathy to their specific needs, teaching students of this age can be the most rewarding
when they become motivated as it is the most important time of their lives and teachers with the
correct classroom tools can make a difference in their adult lives and contribute to their future
success.
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OIEC supply Native English Teachers to schools, colleges and universities in Indonesia and Malaysia. The
benefits for the students, school and owners of the school or college far outweigh the very reasonable cost.
OIEC, Native Teacher Jakarta, Native Teachers Indonesia, Native Teacher Supply, Native English Teachers
Indonesia, Native English Teachers, Qualified Native Teachers, Native Teacher Price Indonesia, Native
Teachers in Indonesia, Native Teacher Contracts
OIEC, Native Teacher Jakarta, Native Teachers Indonesia, Native Teacher Supply, Native English Teachers
Indonesia, Native English Teachers, Qualified Native Teachers, Native Teacher Price Indonesia, Native
Teachers in Indonesia, Native Teacher Contracts
benefits for the students, school and owners of the school or college far outweigh the very reasonable cost.
OIEC, Native Teacher Jakarta, Native Teachers Indonesia, Native Teacher Supply, Native English Teachers
Indonesia, Native English Teachers, Qualified Native Teachers, Native Teacher Price Indonesia, Native
Teachers in Indonesia, Native Teacher Contracts
OIEC, Native Teacher Jakarta, Native Teachers Indonesia, Native Teacher Supply, Native English Teachers
Indonesia, Native English Teachers, Qualified Native Teachers, Native Teacher Price Indonesia, Native
Teachers in Indonesia, Native Teacher Contracts