Zhongshan Bond Language Institute
Welcome to Bond Language Institute
Skype: bondrecruitment@bond2000.com bondhsk@bond2000.com

Teaching Resources

1. State Schools & Bond:

The majority of teachers who are employed by Bond teach conversational English in the State run schools in Xiaolan or Zhongshan. The teaching takes place in very large classes (50-60 students in each class), and in both Primary and Middle Schools.

The role of the teacher in this situation is a dual one. Firstly the role within the classroom itself is to act as a model for the students. Foreign teachers give students the opportunity to hear a native speaker.

The teacher must also be a motivator. Chinese English teachers tend to focus only on English grammar, as a result, not many students are interested in learning English. If the teacher is able to adopt an innovative approach to teaching, then they can reignite interest with lively, active and fun classes.

The second role the teacher must fulfill is with the other members of staff at the school. The system in which they teach does not help them with their pronunciation and vocabulary knowledge. Teachers are expected to sit and chat with these teachers (informally) in between teaching periods to help them expand their language.

2. Teaching at Bond

Teaching at Bond is much different from teaching in state-run schools. The classes max out at 20 students and each class has both a Chinese teacher and a foreign teacher. The Chinese teacher is the head teacher of the class since she contacts the parents and keeps track of scores.

There are a few Bond classes that the foreign teacher teaches exclusively and even though a Chinese teacher is still assigned to the class, she is mostly there for support and doesn't teach any of the classes.

The Chinese teacher will fill out an observation form once a month. They do this to ensure that they know what you are doing in the class and while they might give you some advice, it's not something to get nervous about.

Bond classes are the best opportunity for foreign teachers to improve their teaching skills. With smaller class sizes, teachers have more opportunities to be creative and influence the students' English education.

3. Teaching Hours

The exact number of teaching hours are outlined in each teacher's contract, but usually consist of a five-day work week with the teacher working four days at a state-run school and one day at Bond.

Bond, in association with the local education authority also, runs an English corner in Xiaolan and in Guzhen over the weekend, which usually lasts for 1½ hours. Local children and adults attend these sessions to practice their English with a native speaker.

4. Overtime

Sometimes overtime is on offer to cover a sick teacher or in order to cover an additional activity with Bond. Overtime is not compulsory, but voluntary and is a good way to earn some extra money if.

5. Dress Code

When teachers teach off of Bond premises, they do not need to wear the Bond uniform, but they still must look presentable. Here is a list of guidelines:

  • Flip-flops/ sandals/ thongs are inappropriate footwear;
  • Tattoos are to be covered at all times while teaching;
  • Any jewelry worn is subject to acquiescence from Bond management;
  • Provocative or unconventional clothing is not allowed; this includes sleeveless tops or dresses, miniskirts and anything that shows cleavage.

When teachers teach at Bond, we ask that they wear the white Bond polo and/or orange Bond jacket while still following the above guidelines.

6. Lesson Planning

As a professional teacher it is important that lesson plans are written for each lesson taught. These lesson plans should be available for inspection at all times by senior Bond staff and the school principals.

The reason for this, is to ensure that the quality of teaching is maintained and that proper planning is taking place.

Many of the partner schools require that a copy of the teacher’s plans are given to the school principal each week.

7. Delivery

As stated earlier, the teacher should plan lessons in such a way as to make them as innovative, interesting and as fun as possible. The delivery of the lesson should also be carried out in this manner.

8. Assessment

Each month a training supervisor will assess each teachers teaching. This will involve the supervisor sitting in the class and writing a report on what they see. There is opportunity for discussion to take place before the final report is written. A copy of the report is given to the teacher and a copy retained by Bond in the teachers employment file.

The assessment is a ‘two-way’ process. The teacher’s views and thoughts are taken into consideration when writing the report.

We do this in order to aid professional development

The report will contain the following information:

  • Class type
  • A copy of the lesson plan
  • Teaching method used
  • Textbook/Materials used
  • Blackboard/Whiteboard/I-Board usage
  • Quality of English taught
  • Other Comments/Observations

There will also be a section, which suggests things that the teacher might work on before the next assessment if required.

These assessments are also used to help determine incremental salary rises throughout the length of the contract.

9. Bond Teaching Resources Centre

Teachers are encouraged to make full use of two teaching resources centers located in Shiqi and Xiaolan respectively. Over the past years, Bond has invested a significant sum of fund to purchase valuable ESL / TEFL / TESOL books, dictionaries, posters, cassettes and CDs etc. from Western countries and HK.

10. Teacher training

1. Training 1: Induction (one hour): Introduce teachers to Zhongshan and Bond. The induction handbook should accompany this training.

  1. Bond introduction
    This should be a brief introduction of Bond Language Institute. This introduction should give the teachers a sense of the kind of company they are working for.
  2. Zhongshan/Xiaolan introduction
    This is to give teachers a sense of where they now live. We also want to provide them with resources for shopping and entertainment,
  3. Policies
    classroom rules, dress code, lesson plans, etc.
  4. Teaching Preference Survey
    We can use this Survey to see where we can best place new teachers. If they can teach their preferred age and level, they will likely do a better job.
  5. Question and Answer

2. Training 2: Teaching in China/at Bond (five hours)

  1. Morning: two hours
    i. Where our teachers teach and how often: It’s important for new teachers to know the difference between teaching at a partner school and at Bond. Also we need to emphasize that just because Bond classes are on the weekend, it doesn’t mean they are less important.
    ii. American English overview: Most of the TTC teachers are British, but American English is more prevalent in China. The current TTC teachers said it would have been helpful to have a crash course in American English. We don’t want any teacher to change his or her accent or speaking style, but it’s also important that they understand where the students are coming from.
    iii. Receive teaching assignments and books
  2. Afternoon: three hours
    i. Lesson planning: This should be an afternoon for teachers to start planning their lesson with the help of the teacher trainers.

3. Training 3: Classroom Management (one hour)

  1. One of the most difficult things for new teachers is controlling their students. We want to give them tools both for managing small classes and big classes that don’t involve screaming at the students. We want to emphasize positive reinforcement and rewards.

4. Training 4: Fun and Games (one hour)

  1. One of the most important roles of a foreign teacher is to make students love learning English. This training will focus on games or activities that can keep the classroom active and happy.

5. Training 5: Explaining words in English (one hour)

  1. Ideally we want foreign teachers to teach without the help of their Chinese co-teachers translating. It’s also important that foreign teachers don’t use Mandarin or Cantonese in the classroom, no matter how well they can speak it, since it’s a foreign teachers job to create an immersion classroom where the students must communicate with them in English. Explaining games, vocabulary and grammar in English can be really difficult, but it’s not impossible. This training will give teachers strategies and an opportunity to practice.

6. Training 6: Feedback (one hour)

  1. By this time, all the teachers will have been observed and this training will focus on common problem areas. This training will probably differ from semester to semester.

7. Training 7: Difficult lessons (one hour)

  1. Teachers will need to find a part of a future lesson that they think will be hard to teach. As a team, we’ll brainstorm ideas on how to handle those lessons.