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Geoffrey Heller(대도시희망,서류준비중) |
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| 번호 |
854 |
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| 강사이름 |
Geoffrey Heller(대도시희망,서류준비중) |
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| 성별 |
남성 |
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| 국적 |
USA |
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| 생년월일 |
1963년 04월 13일 |
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| 혼인여부 |
Single |
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| 시작가능 날짜 |
2008년 12월 15일 |
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| 선호지역 |
대도시선호 , |
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| 선호대상 |
성인부 선호 |
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| 토요일 근무 |
토요일근무 가능 |
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| 근무 타입 |
Full Time |
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| 최종학력 |
석사 |
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| 전공 |
Comparative and Regional Studies |
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| 교육관련 자격증 |
none |
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| 희망급료 (월 기준) |
220만원 |
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| 희망숙소 |
원룸이나 스튜디오 |
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| 강의경력 유무 |
강의경력 없음 |
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| 한국방문 경험 유무 |
한국방문 경험 있음 |
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| 강의경험 |
CURRICULUM VITAE
Name: Geoffrey Michael Heller
Date of Birth: 13 April 1963
Place of Birth: Cleveland, Ohio
Nationality: American
EDUCATION AND QUALIFICATIONS
AUGUST 1985 -- MAY 1988
YALE UNIVERSITY GRADUATE SCHOOL
Qualification: Master of Arts (with honors)
Date obtained: January 1995
[NB: Though I fulfilled all the requirements for my M.A. by May 1987, I neglected to submit a formal request for the actual diploma until seven years later.]
Subject: Modern European History
AUGUST 1981 -- MAY 1985
GEORGETOWN UNIVERSITY SCHOOL OF FOREIGN SERVICE
Qualification: Bachelor of Science in Foreign Service
(GPA 3.95 Honors: summa cum laude)
Date obtained: May 1985
Subject: Comparative and Regional Studies (Russian Studies)
October 1983 -- July 1984
SCHOOL OF SLAVONIC AND EAST EUROPEAN STUDIES, UNIVERSITY OF LONDON
Subject: Nordic and Russian Studies
JULY 1983 -- AUGUST 1983
HARVARD UNIVERSITY SUMMER SCHOOL
Subjects: Playwriting and Anglo-Saxon
JANUARY 1979 -- JUNE 1981
SHAKER HEIGHTS SENIOR HIGH SCHOOL
Qualification: high school diploma (summa cum laude)
Date obtained: June 1981
Subjects: European History, American History, English Literature, American Government, French, Classical Greek, Public Speaking
TEACHING EXPERIENCE
JULY 2008 ?AUGUST 2008
COLLEGE ADMISSION PREP CAMP, BERKELEY, CALIFORNIA
Writing Instructor
Duties: Helping high school juniors and seniors to prepare personal statements for their college and university applications. Delivering lectures to the entire group and consulting with individual students. Making sure that each student had at least two personal statements ready for submission to college admissions boards.
AUGUST 2007 ?JUNE 2008
ENGLISH FOR SPECIAL PURPOSES FOUNDATION, ULAANBAATAR, MONGOLIA
English Instructor
Duties: Teaching English to interested learners, at levels ranging from beginning to advanced. Conducting special courses focused on either conversation or writing. Holding classes for employees of particular companies and organizations. Tutoring individual students as requested. Administering initial placement tests and end-of-term exams.
OCTOBER 2006 -- DECEMBER 2006
AZERBAIJAN UNIVERSITY OF LANGUAGES, BAKU, AZERBAIJAN
Instructor, Department of English
Duties: Conducting conversation classes for English majors. Teaching writing to one group of English-language instructors enrolled in the university's Academic Reading and Writing Center.
FEBRUARY 2006 -- JUNE 2006
KAZAN STATE UNIVERSITY, KAZAN, RUSSIAN FEDERATION
English Instructor, Department of Romance and Germanic Languages
Duties: Conducting conversation classes for English majors. Giving students practice in preparing and delivering formal oral presentations. Strengthening students' ability to think critically and constructively on an array of complex issues.
SEPTEMBER 2005 -- JANUARY 2006
XIAMEN UNIVERSITY, XIAMEN, P.R.C.
English Instructor, Department of English
Duties: Teaching academic writing to junior English majors, with particular emphasis on composing persuasive essays. Teaching intensive reading to freshmen English majors, with corresponding exercises on comprehension, grammar, and vocabulary. Assisting in the preparation of a new textbook for students of English-language translation and interpretation.
SEPTEMBER 2004 -- JULY 2005
CHINA FOREIGN AFFAIRS UNIVERSITY, BEIJING, P.R.C.
English instructor, Department of English and International Studies
Duties: Teaching academic writing to sophomore and junior English majors, with particular emphasis on crafting persuasive essays. Conducting topical discussion classes for juniors and seniors, the chosen topics being issues of contemporary significance. Helping selected students prepare for speech and debate competitions.
JULY 2004 -- AUGUST 2004
REN'AI INSTITUTE, BEIJING, P.R.C.
Teacher Trainer
Duties: Giving lectures on pedagogical methods to middle-school teachers of English at fifteen different sites in three Chinese provinces. Holding demonstration classes for workshop attendees.
FEBRUARY 2004 -- JUNE 2004
NANJING UNIVERSITY OF FINANCE AND ECONOMICS, NANJING, P.R.C.
English Instructor, Faculty of Foreign Languages
Duties: Conducting English-language conversation classes for first-year students. Speaking with students about different aspects of Western culture and society. Performing other academic and administrative tasks as requested.
SEPTEMBER 2003 -- JANUARY 2004
GUANGDONG UNIVERSITY OF FOREIGN STUDIES, GUANGZHOU, P.R.C.
English Instructor, Faculty of English Language and Culture
Duties: Teaching two classes of third-year academic writing and two classes of contemporary British culture and society. Conducting a postgraduate seminar on "marginalized groups" in American history and society. Assisting Chinese colleagues and administrators as needed.
SEPTEMBER 2001 -- AUGUST 2002
RIGA BUSINESS SCHOOL, RIGA, LATVIA
English Instructor, English Language Center
Duties: Teaching reading, speaking, and writing skills in English to intermediate-, upper intermediate-, and advanced-level students. Proofreading and editing texts prepared by the school. Assisting in other academic and administrative tasks as needed.
SEPTEMBER 2001 -- DECEMBER 2001
LATVIAN ACADEMY OF CULTURE, RIGA, LATVIA
History Instructor
Duties: Leading a course for undergraduates on modern British intellectual history.
FEBRUARY 2002 -- JUNE 2002
LATVIA UNIVERSITY, RIGA, LATVIA
History Instructor
Duties: Conducting two seminars for undergraduates -- one on British intellectual history, one on the history of antisemitism.
SEPTEMBER 1996 -- JULY 2001
EOTVOS LORAND UNIVERSITY, BUDAPEST, HUNGARY
Tutor/Instructor of Language Practice, Department of American Studies
Duties: Teaching Language Practice classes, which focused on (1) the conventions of speaking and writing English in an academic context, and (2) speaking, reading, and writing about topics in American culture and society. Skills emphasized were those relating to reading critically, writing essays and research papers, and giving formal oral presentations. Topics covered included the following: freedom of speech, racism, higher education, the mass media, individualism vs. communitarianism, biomedical ethics, hero-worship, and American humor.
From the autumn of 1998 I was also responsible for teaching an array of seminars in American history: Bigotry in the United States -- A Historical Approach; California and the American Imagination; Britain and America -- Cross-cultural Perspectives; Intellectualism and Anti-intellectualism in American Life; Introduction to American Intellectual History.
Duties outside the classroom included the grading and critiquing of graduating students' theses, as well as active participation in the annual admissions process.
SEPTEMBER 1997 -- JUNE 1998
SCHOOL OF PUBLIC ADMINISTRATION, BUDAPEST, HUNGARY
Lecturer on American Government
Duties: Helping students gain a better understanding of United States politics and government, while strengthening their command of and comfort with the English language, in accord with the stated objectives of this Soros-sponsored position.
SEPTEMBER 1997 -- JUNE 1998
KAROLI GASPAR UNIVERSITY, BUDAPEST, HUNGARY
English Instructor
Duties: Conducting seminars for third-year students desirous of improving their proficiency in written and spoken English.
SEPTEMBER 1996 -- JUNE 1997
POLICE COLLEGE, BUDAPEST, HUNGARY
English Instructor
Duties: Teaching one course on selected topics in American civilization and engaging several other classes in conversation about assorted subjects of contemporary interest.
SEPTEMBER 1995 -- JUNE 1996
TECHNICAL HIGH SCHOOL, KOMARNO, SLOVAK REPUBLIC
Teacher of English as a Foreign Language
Duties: Teaching English grammar, vocabulary, and usage to Slovak and Hungarian secondary school students. Providing in-class and at-home exercises to strengthen each of the four main skills of language acquisition (speaking, reading, writing, listening).
JULY 1995 -- AUGUST 1995
YOUTH FOR UNDERSTANDING, BRNO, CZECH REPUBLIC
English Instructor
Duties: Directing exchange students (actual and potential) in daily group conversations centered on topics relating to Czech and Slovak history, culture, politics, and society.
FEBRUARY 1995 -- MAY 1995
SOUTH KOREA
Freelance Teacher of English as a Foreign Language
Duties: Teaching English conversation classes for Korean college students and adults at various schools and universities.
OTHER WORK EXPERIENCE
AUGUST 2008 ?PRESENT
Program Officer
INSTITUTE OF INTERNATIONAL EDUCATION, IVLP, SAN FRANCISCO, CALIFORNIA
As a program officer for IIE's International Visitors Leadership Program, I help set up professional meetings for visiting scholars, government officials, and other dignitaries from foreign countries. This involves making extensive use of IIE's online resources, contacting the appropriate organizations and personnel, and preparing a detailed itinerary for each delegation.
JULY 1999 -- JANUARY 2007
Copy Editor, Budapest, Riga, Beijing, and Baku
In Budapest I copy-edited four book-length manuscripts by Hungarian historians, as well as several articles by assorted other scholars and writers. In Riga I served as the English Language Editor of the first two issues of a Latvian literary journal and also edited several academic articles translated from Latvian into English. In Beijing I edited a few texts submitted by professionals in various fields, and in Baku I served as a proofreader for one of the English-language newspapers there.
AUGUST 1994 -- DECEMBER 1994
Intern
MINORITY RIGHTS GROUP, WASHINGTON, D.C.
I assisted with efforts to gain outside backing for MRG investigation into violations of group rights in Bosnia, Rwanda, and elsewhere.
JULY 1993 -- MAY 1994
Program Assistant
WORLD WITHOUT WAR COUNCIL, CHICAGO, ILLINOIS
I initiated and developed a project to raise public awareness of contemporary genocide and its potential remedies. I also compiled an annotated bibliography on "multiculturalism vs, pluralism" in the United States.
FEBRUARY 1991 ?JULY 1993
Manager
METRO GOLDEN MEMORIES, CHICAGO, ILLINOIS
Directed store operations, supervised staff, ordered merchandise, set up new accounts, assisted customers, answered correspondence, established and maintained an efficient inventory control system.
JULY 1989 ?FEBRUARY 1991
Assistant Manager
BOOK HAVEN, NEW HAVEN, CONNECTICUT
Assisted the manager and the owners in all facets of store business.
LANGUAGES
French (good reading knowledge); Russian (moderate reading and speaking knowledge); Hungarian (fair reading and speaking knowledge); some knowledge of German and Classical Greek.
ACADEMIC AND OTHER INTERESTS
History: modern British history (esp. 1815-1945); modern continental European history (esp. Russian, German, French, and Scandinavian); American history (esp. 1865-1953); colonial and post-colonial history (esp. Australian and South African); Ottoman history; history of Palestine and Israel; history of ideas and mentalites.
Politics, Philosophy, and Sociology: liberalism vs. totalitarianism (with particular reference to twentieth-century fascism and communism)' applied ethics (with particular reference to individual rights and obligations, in the tradition of John Stuart Mill); Jewish studies (with particular reference to antisemitism and the Holocaust); diaspora and minority studies.
Literature: the nineteenth-century English novel (British and American); the nineteenth-century continental European novel (esp. French and Russian); modern English-language drama (British, Irish, and American); modern continental European drama (esp. Scandinavian); the essay tradition; Australian literature; medieval heroic and epic literature (with particular reference to Icelandic sagas and to the Arthurian tradition).
Comparative Cultural Studies: dialect and idiom; the influence of genre fiction on the popular imagination; film as a reflection of national and cultural mores.
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| 커버레터/이력서 |
To whom it may concern:
An American citizen with an internationalist outlook, I seek a position as a teacher of English, academic writing, public speaking, American studies, or related subjects, preferably either at the university level or at a language school the majority of whose clientele are university students and adult professionals. Behind this search lie a solid academic background, over a dozen years of teaching experience, and ample familiarity with cultures other than my own -- all derived in turn from an abiding commitment to education, inside as well as outside the classroom.
Possessing a bachelor's degree in the equivalent of Russian studies from Georgetown's School of Foreign Service, and a master's in modern European history from Yale, I have spent the past thirteen years teaching abroad. For five years (1996-2001) I was a lector in the American Studies department of Budapest's Eotvos Lorand University (ELTE). The Language Practice classes I taught there aimed to strengthen students' use of English in an academic context through extensive reading, writing, and talking about topics relating to American culture and society, with especial emphasis on the composition of persuasive essays. At ELTE, too, I conducted a number of upper-level seminars on diverse themes of American cultural and intellectual history. Subsequent teaching assignments ?in Latvia, China, Russia, Azerbaijan, and Mongolia ?were of shorter duration, but always I have followed the approach elaborated below. Throughout my teaching career I have borne primary responsibility for designing syllabi, selecting appropriate materials, and evaluating students. More abstractly if no less importantly, my years in front of the classroom have allowed me to hone the skills of communication, organization, and supervision essential to effective teaching, along with the flexibility to exercise those skills in a variety of geographical and institutional settings.
Though I have never formally studied or followed any particular pedagogical methodology, in practice my teaching has encompassed two basic precepts. Like so many teachers of language nowadays, I adhere to what is called the communicative approach. That is to say, instead of lecturing on this or that grammatical rule or lexical standard, I try to give students as much opportunity as possible to employ language in the active exploration of history, culture, politics, ethics, and other substantive intellectual pursuits. For to me language is valuable less as an end in itself than as a tool for probing and describing the world around us. Yes, one must understand how that tool works before putting it to constructive use. But I have never regarded myself solely as a tool-sharpener.
This leads me to my second, and more fundamental, pedagogical precept -- a precept whose intrinsic worth two thousand years of classroom convention and innovation have done little to diminish. Whether or not Socrates was in fact the originator of the "method" commonly ascribed to his name, the emphasis he placed on getting students to perceive "the truth" for themselves, on encouraging intellectual growth through questioning and challenging his youthful interlocutors rather than dogmatically telling them what to think, well accords with my own practice -- and not merely as a device for cultivating students' linguistic proficiency. Whether one's concern is promoting international peace or improving computer technology or critiquing theories of literature, the ultimate goal of all save the most strictly vocational higher education should be the development of critical thinking; for it is only through critical thinking, through the ability to evaluate other norms, other procedures, other ideas without unquestioning reliance on past or present arbitrary authorities, that either an individual or society at large can progress in any meaningful sense of the term. And the chief means by which teachers today may foster critical thinking among their students is the same that Socrates utilized so many centuries ago: engaging learners in active dialogue about one or another aspect of the human condition.
Thus my classes in English involve more -- much more -- than English. While grammar, vocabulary, and pronunciation are hardly ignored, they remain incidental to the focus on language as an instrument for conveying information and ideas about issues of greater interest or import, with corresponding stress as well on certain broader skills of communication (argumentative writing, public speaking, analytical reading). Is such an approach in keeping with what most people nowadays expect of the stereotypical language-teacher? Perhaps not. But stereotypes, like rules, are made to be broken -- often to comparably beneficial effect.
Sincerely,
Geoffrey Heller
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