ELTAs' Experience Sharing

Summary

The video features two English Language Teaching Assistants (ELTAs) sharing practical experiences from working in Taiwanese schools, followed by a Q&A about workplace expectations and professional boundaries.

Rachel’s Experience and Advice

Rachel, a Vietnamese speaker who has worked as an ELTA since 2022, joined the program to gain teaching experience, improve her skills, enrich her experience of living abroad, and receive financial support. She has worked mainly in elementary schools and also in a junior high school.

Her work has included:

• Assisting local co-teachers with textbook lessons.
• Teaching English stories, songs, and cultural topics such as holidays.
• Supporting students as they complete classroom assignments.
• Helping Taiwanese teachers organize extracurricular activities.

Rachel said the role helped her improve her teaching, communication, and language skills. It also gave her experience and training that may be useful in future employment.

Before Signing a Contract

Rachel recommends discussing the following with the school:

• Schedule: Check the assigned days and periods. Ask whether the schedule can be adjusted if it creates a long gap or an unnecessary overnight stay.
• Workspace: Find out whether there is a desk and chair, a place to store belongings, or access to an office during breaks.
• Transportation reimbursement: Clarify which expenses are covered and what documentation is required. If you use a student or monthly transit pass, explain that you may not have a ticket for every trip. Ask what kinds of taxi or ride-service receipts the school accepts.
• Meals: Check whether lunch is provided, particularly if the school is in a rural area where nearby food options may be limited.
• Preparation periods: Ask what the school expects ELTAs to do during periods when they are not teaching.
• Unexpected absences or cancellations: Agree on how to notify the school if you are ill, who will cover your class, and what happens when students are unavailable for scheduled periods.

After Signing a Contract

Rachel also recommends clarifying:

• The school’s expectations and the specific activities you will support.
• Which grades and English levels you will work with.
• Who your co-teachers are and how to contact them.
• Whether teaching materials are provided and what requirements apply if you need to choose them.
• How much of each class period you are expected to teach, since this can differ between schools.
• Your co-teacher’s preferred working style. Some co-teachers divide the lesson, while others teach collaboratively.

Rachel emphasized adapting instruction to students’ needs. Beginner-level students may need slower speech, simpler language, and more support. She encouraged ELTAs to continue learning through training, observe experienced co-teachers, seek help from the school or ELTA center, and be realistic when adapting their ideas to a particular class.

Shivangi’s Experience and Advice

Shivangi, now in her third year as an ELTA, works at Pingjen Junior High School and Shin E Elementary School. She described her junior-high experience and identified four main responsibilities:

1. Assisting with thematic lessons.
2. Serving as an English conversation partner.
3. Leading club activities.
4. Preparing lessons with teachers.

When working with local teachers, Shivangi recommends planning early, communicating about lesson goals and activities, and being punctual. She emphasized that co-teachers know their students well and are important planning partners.

Engaging Students and Planning Lessons

Shivangi recommends:

• Using games, storytelling, and interactive activities.
• Adapting explanations to students’ ages and proficiency levels. With younger children, use gestures, speak slowly, and give short, clear instructions.
• Encouraging collaboration and critical thinking through group activities and challenges.
• Using positive reinforcement. For example, some schools give students stamps or points that they can later exchange for gifts.
• Understanding the co-teacher’s goals before preparing a lesson. Preparation may sometimes happen close to class time, so flexibility is important.

Challenges and Strategies

Shivangi identified language barriers, differences in teaching styles, and large classes as common challenges. She recommended using visuals and simple, slower speech; adapting to co-teachers’ approaches; and using group work with clear roles to help manage large classes.

Her advice to new ELTAs was to be flexible, ask questions before class, build relationships with teachers and students, accept that mistakes are part of learning, and remain curious and open-minded. She also shared photos and stories from school events, field trips, and student gifts as examples of the relationships and activities that made the experience meaningful.

Q&A: Workplace Expectations and Professional Boundaries

During the Q&A, Alex offered guidance on several practical topics:

• Students’ English names: Not all students have English names. ELTAs can use students’ Chinese names in romanized form. If asked to suggest an English name, they should give the choice thoughtful consideration rather than choosing one randomly.
• Physical contact: Alex advised ELTAs not to initiate physical contact with students. If a student makes casual contact, such as touching an arm, the ELTA should avoid encouraging further contact and maintain a professional relationship.
• Social media and messaging: Alex recommended keeping private and professional lives separate and avoiding social-media connections or LINE groups with students and parents. Communication groups with co-teachers and relevant school staff are different and can be useful.
• Supervision and student behavior: A co-teacher or school representative is generally expected to be present. If an ELTA is left alone with students or needs help managing classroom behavior, they should raise the issue with the school.
• Drills and emergencies: Schools generally organize drills and communicate procedures in advance. Alex advised staying in contact with the school, preparing for local hazards such as earthquakes and typhoons, and keeping basic emergency supplies in mind.
• Classroom assignments: Whether an ELTA stays in one classroom or moves between rooms depends on the school and schedule. A participant also noted that arrangements can vary by location; in some cases, an ELTA stays with a group of students throughout the day. The general advice was to remain flexible and confirm expectations with the school.

Speakers and Sources Featured

• Rachel: ELTA sharing her experience and practical advice. Her center’s name is unclear in the auto-generated subtitles.
• Shivangi: ELTA sharing her experiences at Pingjen Junior High School and Shin E Elementary School.
• Alex: Facilitator and advisor answering questions about professional boundaries, school procedures, and preparedness.
• Unnamed audience members: Ask questions during the Q&A. One mentions a different ELTA arrangement in Keelung.
• A Pingjen Junior High School director: A Chinese-language talk about Shivangi’s relationship with the school is mentioned and linked, but is not included in the subtitles.