italki Official Language Teachers Group

italki Official Language Teachers Group
italki Official Language Teachers Group is for all italki teachers to share their teaching experience and tips together. If you want to know how to create a more complete teacher profile and well organized courses, please join this group.

Discussions

(29 discussions)
Discussions Replies / Views
Do You Want to Target Chinese ESL Students? - italki can help you translate your profile into Chinese
Hi, teachers. If you want to translate your personal profile from English into Chinese and introduce...
3 / 384
29 days ago
Teaching System: Changes to Free Trial
Dear italki Teachers, We wanted to tell you that we have been listening to your feedback, and that ...
1 / 189
2 months ago
Tips for New Teachers on italki
1)How to create a better teacher profile: * Talk about what makes you a good teacher with things li...
0 / 214
2 months ago
Lesson Plans / Progress Reports
Teachers, When you go through multiple sessions with a student, do you give them a lesson plan? Do y...
1 / 239
2 months ago
How to Attract Students (from within italki)
- Filling out your teachers profile - Answering Qs on italki Answers - Adding a photo to your profil...
8 / 556
3 months ago
1st Arabic Language Lesson
Hello all teachers, I am here to help anyone interested in learning Arabic quickly and easily: Le...
0 / 347
3 months ago
Responding to Session Requests
italki would like each teacher to respond to each and every session request. Whether or not you can ...
6 / 388
3 months ago
Exchange Language
Hi everyone, Iam a Teacher of Spanish and Iam from Spain, right now I am living in NYC and I would ...
1 / 301
3 months ago
i have a question for being absent.
hey guys i had asession last night .I try to be punctual in my session,but my student dont on MSN(w...
4 / 416
3 months ago
Writing English
Hello friends, The basic problem my students face is to learn "writing English"? Can any...
7 / 498
4 months ago

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About this group

Created: Feb 17, 2009
Discussions: 29
Posts: 62