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jorge Minaya

9:42 AM (GMT+08:00)



About Me

My professional training and my condition as international traveled Spanish native teacher has prepared me for this on line position. It involved a great deal of independent research, requiring initiative and self-motivation, including a wide range of skills, resource and knowledge about Spanish language.
Also, I am culturally sensitive, with a keen eye for detail and great common sense and decision-making abilities. Able to conduct research and conversation in Spanish/English with the same advanced level. And for my experience in virtual environments I’m a proficient user of internet programs.
I am able to take on the responsibility of this position immediately, and have the enthusiasm and determination to ensure that I make a success of it.


2008 Máster of politics, economy and culture of China.
University of Alcalá de Henares, Madrid, Spain.

2008 Chinese Language studies certificate one year
Spanish Institute of Chinese Studies, Madrid Spain.
1991 French Language studies certificate two years
French Alliance Foreign Language Institution, Madrid,
1990 English Language studies certificate ten years
American Foreign Language Institution. Madrid, Spain.

Native Language: Spanish


- Spanish/English Proficient- literacy, speaking and listening Comprehension. MS Office Proficient and PDF Proficient



2013-2019 Spanish teacher in Tao Yuan City, Taiwan, Republic of China.

2005-2011 Spanish teacher, Madrid, Spain.


- Like the most effective teachers, I vary my style depending on the nature of the subject matter, the phase of the course, and other factors. By so doing, I encourage and inspire students to do their best at all times throughout the class.
- It is helpful to think of teaching styles according to the three famous Ds: Directing, Discussing, and Delegating.
The directing style help me to promote learning through listening and following directions. With this style, the teacher tells the students what to do, how to do it, and when it needs to be done. I impart information to the students via lectures, assigned readings, audio/visual presentations, demonstrations, role playing, and other means. Students gain information primarily by listening, taking notes, doing role-plays, and practicing what they are told to do.
To succeed using the directing style I usually use the following resources:
• Start with the big picture. Provide the context before launching into specifics.
• Be clear and concise. Students need to know exactly what they must do to succeed and by what criteria their work will be evaluated. Clear goals, specific deadlines, and concise directions increase student motivation and eliminate confusion.
• Provide sufficient detail. Communication breakdowns occur when important details are omitted or instructions are ambiguous. For example, when I once neglected to specify that the most important thing is to speak the language well, the most likely is that students devote greater efforts to the study of grammar and neglect the communication plan.
The discussing style allows me to promote learning through interaction. In this style, I encourage critical thinking and lively discussion by asking students to respond to challenging questions. I am a facilitator guiding the discussion to a logical conclusion. Students learn to have opinions and to back them up with facts and data.

Some examples about how this style works:
• Prepare questions in advance. Great discussions do not just happen. I should ask one question at a time. Should be open, curious, and interested in learning what each student thinks.

• Have students create questions. I like to have my students read a paragraph and formulate at least three questions. We then discuss their answers in on line class.
The delegating style allows me to promote learning through empowerment. With this style, I assigns tasks that students work on independently.
How this style works:
• Assign research language topics. In my teaching course, I require students to interview some friends, parents or people in general to get answers to questions like the following:

o How many places have you traveled to?
o Who do you usually go with?
o What’s your favorite tourist attraction?
• Assign a capstone project. Let students show you what they can do when working independently on a topic that’s important to them.
Use an appropriate mix of each teaching style. I typically structure each of my classes to include some amount of each teaching style.
Using an appropriate mix of teaching styles helps students learn, grow, and become more independent.

There is no one best teaching style. Effective teachers use a variety of styles, and they know how and when to choose the most appropriate one for the specific situation. In essence, the three teaching styles boil down to this:
• Direct — Tell students what to do
• Discuss — Ask questions and listen
• Delegate — Empower students


The approach to language learner as the method I use to teach Spanish is directly related to “The Communicative teaching method”. It recognizes that communication has a social purpose: the language learner has something to say or to find out. Consequently, in this teaching method importance is placed on helping the student get the message delivered. This is what really matters: that you can understand and be understood.

In this line of thought, the main objective of my Spanish teaching method is to help the student to improve his communication skills and abilities: oral interaction and expression, listening and reading comprehension, and writing expression. It means, the emphasis in each class is placed on the development of student's abilities to speak and understand spoken Spanish. This could sound obvious but in practice it can simply be forgotten because it is easier to teach through repetition and memorization, focusing on grammar rules and structure instead of aiming to fulfill the real purpose of language: communication. Of course, grammar is still important, but under my methods it functions as an aid to communication and not as an "end in itself".

About the approaches that are not unique, but on the contrary, there are several possibilities, it is important to understand that they have some interesting relationships with each other. They overlap, support, complement and even contradict each other. It is safe to say that no single approach can answer all of every teacher’s questions, so it is in your best interest to be open-minded enough to try all of them and begin to see which one works best in which situations. They all do have their own merits and minuses.

Within this variety of approaches, I consider that there are two crucial to develop a good teaching method.

1. Direct Approach
In this approach, that is my favorite, the emphasis is on the spoken language and the development of oral skills. All with the final idea of teaching the student to speak the language correctly. Of course grammar is important, but here is not taught explicitly but is learned inductively by the students through repeated exposure to the spoken language and activities like pantomiming, word-picture association, question-answer patterns, dialogues and role playing give the students the chance to figure out the rules for themselves.

Another key point is listening and comprehension thus become central to this approach. There are no vocabulary lists to memorize, but there are a lot of words and phrases to listen for and become more familiar.

2. Grammar-translation Approach
Contrary to what is expressed by other points of view, I think the “Grammar-Translation Approach” can perfectly complement the “Direct Approach” offering the language teacher a more complete teaching method, since under this approach grammar and vocabulary are memorized rote and plenty of written examples and drills are given where grammar rules are observed.

In conclusion, if both approaches are correctly combined, this greatly favors students of a foreign language in terms of listening comprehension, writing and speaking a language.


Teacher Stats

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timetable2 years ago
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Teaching Expertise

Upper Beginner
Upper Intermediate
Upper Advanced
Castilian Spanish



2005 - 2008
Master's degree in Chinese Culture, society and economy
University of Alcalá. - Alcala de Henares, Madrid, Spain
Focus in Chinese Culture, society and economy