“ I may not be Doctor Freud, but..”  

THE PATRON SAINT OF DOVER LANGUAGE CENTRE WELCOMES YOU! 

 What are the teachers like? 

Dover Language Center chooses its teachers on the basis of the following fundamental requirements:

1.              professional teaching knowledge

2.              empathy, humor, humanity

3.              knowledge of the given language

4.              punctuality

All of these qualities are of roughly the same importance. Our students, as well as any other interested parties, are welcome to see excerpts from the HOUSE RULES OF DOVER LANGUAGE SCHOOL under the headings REGULATIONS FOR TEACHERS and BASIC TEACHING REQUIREMENTS. These excerpts allow for a good insight into Dover Language Center’s teaching methods. Insofar as you, the student, in the course of your studies, find that something written among these regulations has not been fulfilled (and/or something that you feel is fundamentally important has not been achieved), please write about your experiences and grievances and send them to dover@dover.hu (Attn: Katalin Magyari) or veraszto@doverkiraly.t-online.hu. You may also seek out Katalin Magyari or Ildikó Mód in person.               

I.       RULES AND REGULATIONS FOR TEACHERS  While formulating these regulations (for the good of the teachers, ultimately), we kept in mind what we considered the reasonable comments and demands from teachers and students. Our instructors are no doubt aware that students pay a tuition and expect conscientious, high-standard, exceptional service in return. 

1. TARDINESS…For teachers, being late for lessons is forbidden. Instructors must actually begin the lesson at the appointed starting time. Therefore, teachers should be in the classroom, completely ready, 2-3 minutes before the session is due to begin. Photocopying, cuing audio material, and the distribution of papers must all be taken care of before the start of class. Too often students complain about teachers scampering out of the room during sessions in order to photocopy or find audio material. 

The lesson must also begin on time even if there is only one student present. This provides an excellent opportunity for individual attention, to brush up skills and practice conversation. For every minute late, five replacement minutes must be taught (free of charge). Also, 100 forints per minute will be deducted from the teacher’s pay. This means that teachers who are nine minutes late own their students 45 minutes of unpaid teaching, or one complete teaching hour (9 x 5 = 45 minutes = one teaching hour), and 900 forints will be deducted from that month’s pay. 

Since this is adult education, and our students have paid for this educational program, tardiness or absence on the part of students cannot be condoned. We are convinced that the teacher’s ability to handle situations has a great deal of effect on tardiness and absence. 

In many cases, the quality of a teacher’s work plays a large part in determining whether students come late and how many fail to show up. In essence, the students must feel that the teacher takes class attendance seriously. We ask every teacher to reflect upon this with unbiased modesty and objective self-criticism. A truly talented teacher with cunning flexibility and a talent for adaptation can, with consistent work, often win the approval of “difficult” students or “problematic” groups. 

For classes that have not been cancelled, the teacher still receives payment, even if not one student shows up. Take into account, though, that the first student may arrive five minutes before the scheduled end of class. That is why the teacher must remain until the very end of class, even when no one shows up. If the instructor does not wait until the end of the session and then a student does turn up (to ask about homework, for example), then the teacher must hold a replacement session, for the entire class, unpaid… 

4.       CANCELING LESSONS …In exceptional cases, it is possible to cancel a lesson or hold class at a different place or different time with the WRITTEN consent of one of the school’s leaders. It is the teacher’s task (even after obtaining official written consent) to inform EVERY member of the group, including those who are absent on the day the teacher announces the change to the class. Also, the teacher must make up the class in a manner that is agreeable to all the students. To this end, it is important for teachers to record their students’ phone numbers, address, email addresses, etc., so that pupils can be informed immediately in case of a problem. 

If, for some exceptional reason, the teacher cannot hold class, it is the duty of that teacher to find an appropriately qualified substitute and to give the Language School notice in writing (even via fax) beforehand, specifying the substitute’s name and contact information. If a student is not informed of a cancellation in time and comes to class in vain, then the teacher must hold a replacement session, as well as an additional “replacement” class, which will be unpaid… 

5.   SUBSTITUTION If, for some exceptional reason, the teacher cannot hold class:

a./  the teacher must find an appropriately qualified substitute.

b./  the Language School must receive notice in writing (for example, via fax) beforehand, specifying the substitute’s name and contact information.

c./   if a student is not informed of a cancellation in time and comes to class in vain, then the teacher must hold a replacement session, as well as an additional “compensation” class, which will be unpaid.

d./   if the teacher does not obtain written permission to reschedule or relocate a class, and in so doing, incurs any unpleasant consequences for the students (see item c ./ above) or the school; then, the fee for the class will be deducted from the teacher’s salary. If, as a result of teacher negligence, even one student misses class, the fee for the the class will be deducted from the teacher’s pay, and the teacher will be required to hold a make-up session, as well as an an additional unpaid “compensation” class for the student in question. This also applies if the teacher has obtained only oral consent to reschedule or relocate class.

e./  If the school does not inform the teacher in the event of a change in time or location, then the teacher cannot be held responsible for the consequences – that is, the teacher will not be required to hold a replacement class, and the fee for the forfeited class will not be deducted from teacher’s pay… 

6.  COURSE PLAN …Unforeseen and unexpected events can have an influence on course material. Nevertheless, teachers are required to abide by the outlined methods and maintain the significant thread of the course as planned.  Required contents of a course outline:

a./  the number of the course, date of submission, teacher’s name

b./  practice and drilling of previously covered material (testing plan)

c./   title of the material as well as the theme, together with the date when you intend to teach the material

d./   teaching points in connection with the material (grammar, list of expressions, intonations and speaking rhythms to practice, practice material)

e./    presentations to be given by students (including title, date, and the name of the student elected to present)

f./    proposed homework…   

II.      FUNDAMENTAL REQUIREMENTS AND EXPECTATIONS WITH RESPECT TO METHODOLOGY AT DOVER LANGUAGE CENTER  1.       TEACHING STYLE Following in the tradition of great pedagogues such as Comenius and János Csere Apáczai, our style mates Humanism with the Prussian pre-occupation for consistent drilling. By blending Anglo-Saxon, Hungarian, and Prussian teaching styles, we can make use of each of them at the appropriate time and in the appropriate way. 

Criteria for Professional Teaching Aptitude:

a./      a suitable manner for treating people

b./      knowledge of the language

c./      methodology

d./      conscientiousness 

Indeed, before calling oneself a teacher, these fundamental attributes are necessary. Endeavor to know every student well – keep an eye out for their problems, their special needs or requirements. Cater to the all the students, but in a way that fosters group unity. The students must know and feel by all means that their language development is important to the teacher, and that the teacher is bringing about this development in the most appropriate manner. The teacher must know how, when, and why it is possible to rebuke a student, which students they must never rebuke, whom to call upon when, how to check a student who wants to speak continuously, and how to encourage a student who never wants to speak. Only on the most rare of occasions should you wait for someone to volunteer an answer.  

Do not call on students in their seating order. Teachers who feel that they cannot serve (or have difficulties in satisfying) a group or a particular student may, with confidance, turn to their colleagues, Ildikó Mód or Katalin Magyari, or Lajos Verasztó for support and advice. 

Teachers must make sure not to speak too much during lessons. In our experience, many teachers never realize that they are playing a larger role in the lessons than their students. This is a big problem. A teacher’s role should be that of a conductor’s – calling on students, making them speak, and orchestrating the class as a whole. For students who are afraid to speak (or who want to speak, but whose English is riddled with mistakes), give them texts of various length to learn by heart and say it aloud with them during the class. We are happy to see any cultured teaching approach, so long as it serves the effectiveness of the training. 

2.       CHOOSING MATERIAL Methods and material must serve the needs of the group (be it conversation-centred, preparation for a written exam, business-oriented, etc.) appropriately. One must be very careful when choosing material. Make sure not to choose teaching material that is offensive to tastes or sensibilities. The material must match the level of the course, highlight the given grammatical theme, as well as suit the Dover style. With respect to material, teachers should always consult Katalin Magyari, Ildikó Mód, Péter Dohár, or Lajos Verasztó. 

3.       PRESENTATIONS We kindly ask our teachers to read this chapter very carefully! An increasingly important part of the practical goals of language knowledge is the ability to speak in front of others—to take part in official meetings, discussions, or other public speaking occasions. Teachers who do not give students appropriate class-leading experience or training often fear that, if one students holds a presentation, the others will be bored. Alas, this worry is typical of teachers who also like to play too large a role in their classes. From the outset, the teacher should tell the students to make their presentations interesting, just as we must be interesting in real life when we are in a position to speak (or if it is in our best interests to do so).

Besides, if the teacher skilfully moderates the presentation (for example, interjecting with stimulating questions at appropriate times) or encourages other students to comment upon the given theme, then the boredom factor disappears or becomes practically imperceptible. As a rule, beginning with groups preparing for a basic language exam, teachers should have each of their students give at least two presentations of 3-8 minutes in length (if possible, from freely chosen material) by the end of a 60-hour language course. Material for the first presentations must be distributed at the very first lesson. At that time, teachers should also write down the exact date when each pupil will deliver a speech.

The material could be a song, a favourite topic, film, book—anything that will get them to talk. Give the students ideas and turns of speech that will help them write the speech. The student writes the presentation at home. The teacher collects the speech and corrects the written material before handing it back to the pupil, who then must practice the perfected text and finally deliver it at a “performance level.” The second time round, speeches should be given around the eighth or tenth occasions, so that there is time to prepare. Call the students attention to what they should take note of during the speeches (rhythm, intonation, attention-getting, impact, etc.). 

4.       PAIR WORK Well prepared, practiced, and delivered pair work can be the most useful part of language teaching. It sharply develops communication and concentration skills when it comes to presenting, and it also drills vocabulary and the proper use of structures. At most educational institutions (including language schools), pair work is hastily, half-heartedly, and superficially incorporated into the course. It is a time-consuming method, involving refined theatrical techniques. We ask our teachers to study the appropriate techniques of this method thoroughly, to acquire it properly, and to make applying it a priority, since it is the most obvious manifestation of complex language mastery. 

Preparing for pair work:

a./      Distribute guiding expressions, essential vocabulary, and specify one or two grammar structures to be practiced

b./      Supply them with time to prepare and practice

c./      Have them perform their dialogues

d./      After the first performance, if correction is necessary, correct them and have them repeat flawed passages with the correct grammar, structures, usage, intonation, and speech rhythms

e./      before you have a performance repeated, summarize with the students what they must pay attention to during the performance

f./       ask for an encore While one pair gives a trial run for the instructor, the other groups may continue to prepare and rehearse, but every group must repeat the exercise as many times as it takes to get it right. 

5.       HOMEWORK Regular written homework is a requirement. Students should write out homework on a separate sheet of paper, so the teacher can collect it. While teachers should never correct homework during class, they may, on subsequent occasions, draw attention to typical mistakes or exceptionally good work. 

6.       TESTING At least once a month, exams must be administered, collected, and given a percentage score. The test material should be clear, of a consistent complexity, and should always refer back to previously studied material. Whenever possible, do not solicit one-word answers, rather complete sentences or compositions. Be sure that students do not just give answers on tests, but formulate questions as well. It is also important that tests have a verbal or audio component. Teachers must remain in the room while examinations are in progress. 

7.  MULTIPLE CHOICE TESTS Giving answers to multiple-choice assignments during class is forbidden. Exercises of this kind must be completed as homework by the student and corrected outside of class. The only exception is when holding a trial language exam where students must complete the task in a given amount of time. Never should it occur that while a class is taking a test, the teacher (for example) is correcting homework, preparing for another class, or reading a novel.    

8.  GROUPS WITH MULTIPLE TEACHERS When two instructors teach a course, they are required (we repeat: required!) to cooperate and harmonize their teaching material. Unfortunately, we have yet to hear the end of those common complaints: that neither teacher has a clue what the other is teaching, that both teachers produced the very same material, that the themes have not been coordinated convincingly, and so on. 

Failure to coordinate teaching programs is, in our opinion, one of the most glaring omissions a teacher can commit. Any teacher not satisfied with the partner teacher’s organization of themes should immediately seek out Katalin Magyari, Ildikó Mód, or, as a final resort, Lajos Verasztó. 

It should be clear from the class log just how far an instructor has progressed with the planned teaching material. Teachers who share a group must keep their lessons plans current and accessible to each other, even if one teacher insists upon making exclusive use of the material stipulated in the lesson plan.

If a teacher makes such a stipulation, they must prepare it in writing and sign it along with the partner teacher. A native speaker should undertake, for example, practice with material that has already been translated, development of the given theme, role-playing, picture description, and essay-writing. 

The native Hungarian teacher should primarily deal with grammar material, grammar practice, translation into Hungarian, and the analysis of new material. They should point out elements of the teaching material that cause Hungarian students trouble, but would escape the notice of a native English-speaker. 

9. PROGRESS REPORT (Dover form) At the end of the course, a progress report must be prepared concerning all the students. For off-site courses, teachers must complete one form per student; concerning the work of students in on-site classes, one form per class will do. Please study the form in due time. These sheets are remarkably important indicators. Please fill them out responsibly and accurately. (That is, do not gloss over students’ weak points.)