A little late on this post.  I’ve had quite the busy week.  My apologies.

blog 240 1

blog 240 2

*July 17-23: Friend’s wedding   *July 24-30: Testing my internet in my new place


For this post, I wanted to think of some classes (regular classes, not Unit Assessment classes) that allow for extended discussion opportunities due to the lack of content.  I will list the classes that come to mind.  Although this could vary based on students’ overall performance, I believe even students who go at a moderate pace may complete these lessons quickly.  A lot of these classes will be Lesson 5 and Lesson 11 classes… when the final projects are introduced and listed as a reminder:

Level 2 Unit 2 Lesson 5 (MC-L2-U2-LC1-5): My VIPKID classroom 

-There are not many slides in this lesson.  I usually can manage 25 minutes easily if students are struggling, but for most students, extension is necessary.  Most of the extended discussions here require structure.  Examples could be showing the key vocabulary (e.g. “This is a desk”, “These are headphones”) from the Unit, followed by showing other things nearby (e.g. “This is a book”, “This is an apple”, “These are cards”).


Level 2 Unit 4 Lesson 1 (MC-L2-U4-LC1-1): People in my Family

-The introduction to the basic sentence patterns along with the introduction to the letter sounds for /c/, /f/, /d/, and /h/.  There is not much content here, especially if the student can follow quickly.  I usually look to extend through using the sight word “see” and making example sentences for the student.  I will sometimes also blend the /op/ sound to form CVC words and make mistakes to see if the student can catch my mistakes (if they can understand what I am doing).


Level 2 Unit 5 Lesson 11 (MC-L2-U5-LC2-11): My Toys

-There is not a whole lot of content here.  Most students can blend sounds and independently read the key sentence patterns without any problems.  Extension may be necessary with this particular lesson.  Sight words (my, big, one) are helpful for extension.  Using the sentence pattern “What do you do on the playground?” and changing it to “What do you do at home?” could provide extension opportunities if the student is advanced.


Level 2 Unit 6 Lesson 2, 4, 8, 10 (MC-L2-U5-LC1-2/4, LC2-8/10): Food I Eat, Meals of the Day

-I included these only because the shape and letter patterns can get extremely repetitive and easy for students.  Sight words (e.g. blue, red, where) provide extension opportunities.  Usually you will be fine if the students struggle with the key sentence patterns, especially with Lessons 8 and 10.


Level 2 Unit 8 Lesson 1, 5, and 11 (MC-L2-U8-LC1-1/5, L2-11): I See Colors, Colors are Everywhere

-Students can finish Lesson 1 in a heartbeat, especially if they are familiar with the colors that are introduced.  Using the sight words “two” and “three” that are introduced will provide extension opportunities.  Asking students to show things that are “red”, “blue”, and “yellow” can also help.  The key sentence patterns that are introduced are very simple.  Having students show things near them and asking “Is this red?” or “Is this yellow?” are also possible options.

-Like Lesson 1, Lesson 5 also does not have much content.  Lesson 11 has the story about Green unable to find his car, but if students can easily read on their own and answer the reading comprehension questions without any problems, the other key sentence patterns provided are quite basic and simple.


Level 2 Unit 10 Lesson 1 (MC-L2-U10-LC1-1): Animals I Know

-If the student is advanced or has no problems with the /ell/ /all/ /ill/ sounds that are introduced, there isn’t much content that the lesson provides other than the introduction of nouns.  The sight words do not provide much extension opportunities in this Unit.  Plan accordingly, especially if the student is advanced.


Level 2 Unit 11 Lesson 11 (MC-L2-U11-LC2-11): Seasons in a Year

-A lot of the content is review for the students.  Some students may struggle with the sentence pattern “What season follows ______?”.  Most of the students that I’ve seen on this lesson have no problems with the dialogues in this lesson.


Level 2 Unit 12 Lesson 1 (MC-L2-U12-LC1-1): America

-A review of Level 2 Unit 1, a lot of the dialogues are as simple as they get.  Extension opportunities can involve asking students what they do in the morning, afternoon, or evening.  You can also ask the students what time they do certain things.  On the alphabet slide, you can extend by asking the students “Can you think of a word that starts with the letter ___?”.


Level 3 Unit 3 Lesson 1-2, 4 (MC-L3-U3-LC1-1/2/4): My Body Parts

-Lesson 1 is piss easy.  I’m sure a lot of the sentence patterns may have the students thinking “What the hell is this?!?!”.  You can extend during the grammar part of the lesson: singular/plural nouns (and I mean exteeeeeeeeend).

-I included Lessons 2 and 4 because most students that I have seen have no problems with skip counting.  A lot of the slides include skip counting.  Plan accordingly.


Level 3 Unit 10 Lesson 1, 7-11 (MC-L3-U10-LC1-1, LC2-7/8/9/10/11): A Chinese in America, An American in China

-For Lesson 1, frequency adverbs are a must for extension opportunities.

-I included Lessons 7-11 because of the repetitiveness of these lessons.  I remember having a few regulars during the spring that only booked me with these lessons.  I’m sure we collectively said the sentences “Culture is art”, “Culture is music”, and “Culture is celebrations” at least 1,000 times.  The math portions in Lessons 8 and 10 don’t make things any easier.  You can definitely ask the students what they do at certain times of the day and also how often they do it (incorporating frequency adverbs as review).

I’m sure there are more but these are the ones I can think of on the top of my head.  There are also some Level 4 lessons in which there is not a lot of content to work with.  I will work on these and include them in the next update.  Have a good evening everyone!








Did 3 weeks of 100+ classes before having to attend a wedding overseas followed by moving right afterwards.  Starting to get back on schedule.

Data for blog

My tips for this update:

(1) Find what you are good at and double down on it.

I see posts all the time of teachers finding themselves with excess time and reading a storybook to kids, playing hangman, or playing tic-tac-toe.  To this day, out of 2337 classes that I have taught, I’ve never read a storybook, played hangman once, and only play tic-tac-toe with 1 regular student because he goes apeshit when its time to play (it helps that his mom doesn’t mind either).  I personally find little to no value in doing these things if you have extra time.  This is just my personal opinion, especially since parents are paying as much as they are for these lessons.  Furthermore, I just can’t picture myself reading Dr. Seuss or any other children’s book to my students.  If you are the type of teacher that enjoys reading storybooks or teaching/playing games when there is extra time, great!  Every teacher has their own unique style to personalize the learning experiences of these wonderful students and I fully respect that.

There are two things that I believe have helped me, perhaps even differentiate myself from the crowd.  (1) I often change my voice between a masculine and feminine voice, sometimes at will and without even thinking about it.  At first I originally would do this for role-play.  Now I do this unconsciously and at any time.  I’ve gotten a lot of praise from parents mentioning how much it attracts the students to maintain focus.  (2) I find ways to have extended and off topic discussions.  I believe this is especially valuable and beneficial, in particular for assessment classes.  There are a lot of assessments in which students will finish them very quickly and you have to be ready for that.  I find any opportunity possible to extend and ask questions to the students during assessments.  I’ve gotten pretty darn good at it as well (humble brag).


(2) Assessments that I believe require preparation for students finishing early!

Below are Level 2/3 assessments that I believe DEFINITELY require extended conversation or some type of activity/game/storybook:

Level 2 Assessments:

Unit 3 Lesson 6: Don’t get me started on how difficult Lessons 1-5 are for these beginner students.  I’ve found that most students, however, go through this assessment rather quickly.  Levels 1 and 2 are fairly simple, while Level 5 is extremely short.

Unit 4 Lesson 6: Similar to Unit 3 Lesson 6, the math and grammar sections are very short and not really much of a challenge… even for students who may have struggled in the lessons prior to this assessment.

Unit 8 Lessons 6 and 12: These will definitely need to be stretched as far as you can stretch them.  If you are just going through slide by slide without any interaction or discussions, I guarantee you that the students will finish within 15 minutes.  I personally feel like Unit 3 (School Phrases) and Unit 8 (Colors) should be swapped.

Unit 12 Lesson 6: The phonics blends and math section are a cakewalk for students at this level.  Extension will be needed for this assessment.


Level 3 Assessments:

Unit 3 Lessons 6 and 12: This entire Unit isn’t very difficult for students that I’ve taught.  Students can do these in their sleep.  You will need to extend and stretch these assessment as much as possible.

Unit 7 Lesson 6: I feel like this is the worst assessment of any Level 2 or 3 assessment in terms of content.  It hardly covers any of the tedious word form and standard form numbers that students learn during lessons 1 – 5.  It also barely covers possessive adjectives or any of the difficult /oo/ or /ou/ phonics sounds that students learn.  I’ve never had to stretch an assessment as much as this one.  Be prepared!



(3) Seriously, stop complaining about 4 apple parent feedback.

Unless you are below a 4.0 rating, there should be no complaining.  None.  Zero.  Parents are paying over $20+ for each 25 minute class.  They are the customer.  Learning English for these students in Asian countries isn’t a game.  For many of these students, English is seen as status and power rather than a way of communicating.  Many job requirements and promotions require a specific English score on language exams.  Unfortunately, many of these English language learners are focused to learn English for extrinsic purposes and benefits.  It personally pissed me off to see how English is taught when I was overseas.  Even if a parent gave you 4 apples, you still got paid right?  Did their 4 apple no comment feedback leave some type of emotional scar?  Am I missing something here?

As I mentioned in the last update, find ways to improve.  There isn’t always going to be someone holding your hand along the way telling you ways in which you can improve.  Be honest with yourself.  Assess yourself objectively.  Find ways to improve.  I always hold myself accountable.  I’m not competing with anybody but myself.

Have a great week everyone!






Good evening everyone.  I wanted to try this blogging this out and make an update every 40 days regarding my experience with VIPKID.

How I heard about VIPKID:

To keep a long story short, I was transitioning back to the states after a 5-6 year stint teaching in South Korea.  I received several emails from a recruiter about VIPKID while traveling before returning back stateside.  I originally thought nothing of it because when you’re traveling, you want to be enjoying the moment without worrying so much about what’s to come.

After returning back and five weeks of reaching out to connections and applying to jobs to no avail, I decided to give VIPKID a shot.  Without going into too much detail, I passed the initial demo interview and eventually moved on to pass both mock interviews.  I found it funny that originally I came back to the states wanting to exit the ESL/EFL teaching scene… and here I found myself two months later coming back full circle.

My schedule from the first classes until now:

Jan 20th – Jan 22nd:  13 students (13 boys / 0 girls)
Jan 23rd – Jan 29th:  35 students (29 boys / 6 girls)
Jan 30th – Feb  5th:  47 students (37 boys / 10 girls)
Feb  6th – Feb 12th: 85 students (61 boys / 24 girls)
Feb 13th – Feb 19th: 105 students (68 boys / 37 girls)
Feb 20th – Feb 26th: 105 students (72 boys / 33 girls)

I have a weird schedule and sleep pattern in comparison to most people at VIPKID.  Being from the west coast (we get the worst of it in my opinion), I sleep from 6am – 1pm.  I have regulars from the first available time slots (usually 5:00 – 7:30pm)  and have no problems getting bookings from 11:30pm – 5:30am.  Fortunately I usually have the energy to plow through, get my feedback done before 6am, and then pass out.  I would say that 75% of my schedule now consists of regulars.  I’ve heard other teachers having difficulty with bookings and unfortunately it seems random and inconsistent.

Things I’ve done that I feel like have worked for me thus far.

My intent here is not to glorify myself on all of what I’ve felt I’ve done right, but rather to list what I believe has worked out for me (aside from keeping a consistent schedule).

A bio that focuses explicitly on education only.

I think my experience in Korea really helped with this after witnessing the grueling education system on the other side of the planet.  I mention that many educational facilitates are fixated on the mindset of “Did I teach what I needed to teach for today?” rather than “Did the students understand today’s lesson?”  This is of course, more often than not, no fault of the teachers but more of the policies that are unfortunately tied around the curriculum/teachers.  Anyone who has taught in Korea has witnessed this and kids that don’t understand are unfortunately left in the dust with limited intervention support.  I’m sure this occurs in other parts of the world as well.  I also mention that it’s important to allow kids the opportunity to demonstrate their knowledge that is most comfortable for them (I’ll briefly go into detail below).  Finally, I state that I’m not perfect and hope to not only improve the confidence and overall language skills of ELLs (English language learners), but also improve my teaching skills as well.  I don’t mention anything about my personal interests or hobbies.

Not always stopping kids from being well, kids.  

When a kid is acting a way that may be deemed unacceptable in normal circumstances, I try to let the situation play out and see where it leads.  I have students who instead of circling the answers, draw flowers and trees over the answers but at the same time demonstrated their understanding, students who feel the need to jump up and down while talking at the same time, a regular student that I see almost daily who enjoys typing what she sees while saying the answer (she’s only 6), and a few screamers/shouters who say everything as if they are falling off a cliff.  I try to be a bit open and flexible about the way students portray their understanding and try to view things from their point of view.  I also make sure to make a note of that in the parent’s feedback.

Letting kids lead.

One of the proudest moments of my time teaching overseas was letting a 12-year-old girl teach the class using only English (I let her teach two times in total).  She would without question be considered a teacher’s pet to many.  She was so outspoken, accurate and assertive during class that I thought the hell with it and decided one day to let her teach.  Let me say that when she lead the class, it was absolutely flawless.  Her demeanor, attitude, the way she conducted the class, the way she corrected students in a non-aggressive manner.  My Korean co-teacher was also quite flabbergasted as well. With the students at VIPKID, I gauge whether I believe students can shoulder the responsibility of leading and give them as much of the power as they can handle.  I also enjoy playing the role of the student, making deliberate mistakes, and seeing if the student can catch these mistakes.

Simplicity and focusing on building rapport.


My station


My background


My reward system – I let students know that if they do a good job, I will give them 4 stars and draw a picture bit by bit.  If they can correctly guess the picture, I will give them their final star.  I let some of my regulars draw their own pictures when they earn stars and I try to guess what they are drawing.

At first glance, the background of my teaching station along with my reward’s system may seem lifeless and bland.  I like to keep things simple.  I have no fancy decorations and almost no self-made props.  I focus strictly on the teaching and the learning part.  I’m a huge Ken Robinson fan and one of my favorite quotes from him involves the focal point of strictly the teaching part of education: “If there’s no teaching and learning going on there is no education.  So if we’re going to improve education we have to improve that.  And everything else has to take a place around it and not get into the middle of it.”  Though I feel like props are excellent for enhancing the learning experience, I also feel like it can hinder learning if overdone or if the teacher is too wrapped up in them.


This is how I keep track of the pictures I draw among other things.  I’ve been a bit lazy inputting assessment scores and parent feedback.

Thorough and meaningful feedback.

This is what I believe really helped me and is probably the most important factor that has worked for me.  I personalize each and every feedback and do not use any cookie cutter, copy&paste, or generic feedback.  If a student excelled in class, I always mention where/what slide/which part.  If the student did something memorable or has a particular interest that I find awesome, I include that as well.  I’m a huge LEGO fan and I always make it a part to have 60-90 seconds to share some of our LEGO sets and mention that in the feedback.  A lot of these LEGO fans have become regulars.  One of the things I really look for is if a student’s fluency level is better than their accuracy, I point this out as a very positive thing in the feedback  Education in most parts of Asia are zoned in on accuracy (using correct grammar, sentence structure, vocabulary) and do not focus much on fluency, especially after elementary school.  I personally think it’s a shame knowing a lot of these kids build up their confidence and overall English language abilities in elementary school only to have it crushed when they enter middle school and start focus on testing and non-practical usages of English.  If a student is confident in their fluency (producing language smoothly and with confidence) I believe that accuracy will follow.  If it is flipped the other way around, students may be so centered into trying to be grammatically correct that output never occurs and thus confidence remains flat.  I feel like parents are aware that opportunities of practicing fluency are limited and mentioning a student has good fluency is a very positive and optimistic comment.  I don’t say it because it’s what I think I want the parents to hear, but rather I mention it because I believe it.  Sometimes I’ll even watch the replay and recall some areas where students shined or areas that I believe they need to improve in.  Now I’m not suggesting that everyone should do this as we all have lives and priorities to take care of.  However, spending a few extra minutes personalizing feedback, in addition to the overall performance of the class, could make the difference between a one-and-done and a regular.

Questions and/or comments. 

If you have any questions or comments I will be happy to answer them whether you are a current VIPKID teacher or are thinking of applying.  You can apply here. Enjoy the rest of your weekend everyone!