Teacher's Handbook

With more than 20 years of experience, Intercultura is a growing language center which offers English, Spanish and Portuguese classes along with a variety of Cultural and Extra-Curricular activities.

Our Mission
“Learn the language, live the culture.”

Intercultura is a language and cultural center devoted to achieving linguistic proficiency in the context of cultural immersion and intercultural education. We seek to cultivate global awareness and cooperation through the sharing of cultures and languages. We believe that participation in our program teaches not only a new language, but also effective tools for communication and understanding in the constantly evolving world culture in which we live.

Our Vision
Our vision is to provide students with an integral language learning and cultural experience, using the communicative approach in combination with strategic elements of current didactic and pedagogical theory in a total cultural immersion environment, which contextualizes the language acquisition process. In addition, we aim to maintain our role at the forefront of the linguistic and intercultural studies field by creating new programs, expanding facilities, continuing professional development of our staff, and reinvesting in the communities that receive us.

Our Commitment to the Community
Through a private enterprise, the majority of our profits are reinvested into academic and professional development for our staff, improvement of student facilities, and expansion of our community and cultural activities. A significant portion of our earnings goes to regional causes and social development organizations, and to the endowment of our local student scholarship fund. Intercultura supports several area environmental, social, and development projects, offering logistical assistance, materials, scholarships, and/or monetary donations to non-profit organizations.

Dates to Know for 2016
January 11-15th -- Orientation for spring semester

January 18th--First day of class for spring semester

March 20-26th -- Semana Santa (school closed)

April 11th -- Juan Santamaria Day (school closed)

June 20-June 24th -- Orientation for fall semester

June 25th -- Last day of classes for spring semester

June 27th--First day of class for fall semester

July 25th -- Annexation of Guanacaste Day (school closed)

August 15th -- Mother's Day (school closed)

September 15th -- Independence Day (school closed)

December 17th -- Last day of classes for fall semester

Salary
Teachers earn ¢5,100 per teaching hours, ¢3,000 per hour for administrative work (meetings, extracurricular activities, and trainings), and ¢6,900 for off-campus classes. Pay is in colones. Teachers are paid on the 15th and the last day of every month by direct deposit in Banco Nacional. 

15th: No time sheet is turned in. Teachers are paid a flat amount based on their average teaching hours. This is an estimate for the first half of the month, and the difference is paid on the last day of the month.
 * 21 or more hours per week = 40 hours paid;
 * 15-20 hours per week = 30 hours paid;


 * 10-14 hours per week = 20 hours paid;

Teachers fill out time sheets for the entire month and email them to the Human Resources Coordinator on the following dates:
 * less than 9 hours per week = no pay on the 15th.

Monthly Bonus
Teachers who complete their administrative tasks each month are rewarded with a bonus. The administrative tasks are as follows:
 * Updating attendance and grades every Monday.


 * Midterm and Final grades (with homework and attendance scores) must be completed no more than 72 after finishing.

Bonuses will be reduced in cases of negligence in completing these tasks.
 * Turning in timesheets on time and accurately.

The monthly bonus amount depends on the number of students you have and how many hours they study per week. Every student who studies three hours per week is worth one “cupo”, for six hours per week the student is worth two “cupos”, and with 12 hours per week the student is worth 4 “cupos”. At the end of the month your cupos are calculated and your bonus is paid based on these categories:
 * 11-20 cupos ¢5,000


 * 21-30 cupos = ¢10,000


 * 31-40 cupos = ¢15,000


 * 41-50 cupos = ¢20,000


 * 51-60 cupos = ¢25,000


 * 61-70 cupos = ¢30,000


 * 70+ cupos = ¢35,000

Teacher of the Month Bonus
Each month a teacher is chosen to receive a bonus of ¢5000 due to extra effort, availability, enthusiasm, participation, evaluation score, and general performance. The teacher of the month has the privilege of choosing a student of the month, and both will be published on Facebook.

Christmas Bonus
All teachers (part and full time) who complete their contracts receive the Costa Rican ‘aguinaldo’ bonus every December, which is calculated by adding the teacher’s accumulated monthly salaries earned between December 1st and Nov 30th each year, and dividing by 12. Teachers leaving in July will receive their aguinaldo earnings up to that point.

Visa Run Stipend
To live legally in Costa Rica, teachers must exit the country every 90 days for three full days (72 hours) to renew their tourist visa. We aid full-time teachers with visa run expenses by giving them ¢25,000 for the two mid-semester visa runs per year.

Spanish Classes
Full-time teachers who do not teach in the mornings may receive free Spanish classes from 8:30am-12:30pm. Teachers with morning classes have the option of taking afternoon Spanish classes, 1:30-5:30pm, when they are offered. Teaching English is first priority, so teachers should not take Spanish classes if they interfere with teaching. Those interested in Spanish classes must follow these procedures:
 * Talk with Marcelo by Thursday of the week before they want to start classes in order to be level tested.


 * Be at the school by 8:30am Monday morning OR call Marcelo at 8:15am to see if a class is available for their level.


 * Be dedicated to their Spanish classes and do the homework, setting an example for other students.

Part-time Teachers
Part-time teachers receive Spanish class benefits based on the number of teaching hours they have per week:
 * Up to 9 teaching hours/week: 15% discount


 * 10-17 teaching hours/week have two options:
 * Work 10-16 hours (unpaid) per week in exchange for free Spanish classes (20hours/week).
 * Receive a 25% discount on Spanish classes.


 * 18 or more teaching hours/week: Same Spanish benefits as full-time teachers.

Dance and Cooking Classes, Spanish Movie Showings/Discussions, and Intercambios
Teachers may participate in these events held for the Spanish students at the school every week.

Bank Account Set-up
Intercultura aids in opening an account at Banco Nacional, which facilitates direct deposit. Teachers get a bank card, which can be used in Costa Rica and internationally (if set up that way). Please keep in mind that it takes time to set up the bank account, so teachers will be paid with a check until then.

Paid Holidays and Vacations
Teachers are paid for the following National Holidays and vacation days:
 * The school closes for National Holidays when they fall on school days (April 11th, May 1st, July 25th, Aug. 15th, and Sept. 15th).


 * Semana Santa: paid holidays (Thursday & Friday), plus four vacation days (Monday, Tuesday, Wednesday, and Saturday).


 * Weekend off in June/July: three vacation days paid for returning full-time teachers at the end of June.


 * Independence Day: one national holiday (Thursday, Sept. 15th).


 * Winter Break: three vacation days (for all teachers) and two National Holidays (for teachers who return in January: Christmas and New Year’s) paid for full-time teachers in December.

Mail
Teachers can have their mail sent to the school address: Intercultura, c/o Teacher’s Name, Apartado 1952-3000, Heredia, Costa Rica.

Vacation and Sub Days
Intercultura discourages further vacation days; however, in special cases, the director may approve additional unpaid time off during the semester, which can only be taken if the teacher finds a sub. No class should be substituted more than three hours in a six-month period.
 * Monday through Friday: maximum of four sub days.
 * Saturday Rotation Teachers: maximum of two sub days with rotation partner.
 * Saturday Full-Time Teachers NOT on rotation: can take one Saturday off per month if there is a substitute available. Saturday Part-time Teachers: maximum three sub days.

Procedures for Sub Days
1. Request sub days by emailing the human resources coordinator at least three weeks in advance. The requests are approved on a first-come, first-serve basis. No more than two teachers may take the same sub day. No vacation plans should be made until the request is approved.

2. Complete the Vacation Information Form (see appendix), have the director sign it, and put it on the sub board. Make sure sub names are filled in before you leave.

3. Find a substitute teacher and notify students that they will have a sub.

4. Email the detailed lesson plan to the sub (copy e-mail to Human Resources Coordinator and your team lead). Leave a printed lesson plan and all materials on the shelf below the sub board clearly marked. The sub should have EVERYTHING provided (books, CDs, markers, room #, student names, exams/quizzes, etc.).

5. Retrieve your materials from the sub tray when you return.

* Please note: Failure to follow the sub procedures will result in disciplinary action. Please be sure to familiarize yourself with these policies and follow them accordingly.

Taxes
Teachers who have residency or a work visa follow a process called Tributación, which requires teachers to report their earning to the local taxing office for Professional Services. The process is as follows: Teachers who do not have residency or a work visa must send a copy of their passport to Dennis in accounting so he can report your salary.
 * At the beginning of the semester, new teachers go to the Tributación office to register as professional service providers.
 * Teachers must take their original passport and a copy with them. Teachers receive a booklet of receipts, which cost ¢6,000 (deducted from teacher pay).
 * At the end of each month, teachers turn in one of these receipts to show their earnings. Receipts are submitted before payday in order to get paid.

Dress Code and Personal Appearance
Generally, the dress and personal appearance in Costa Rica is more formal and tidy than that in North America and in Europe. It is important that teachers use their discretion to dress respectably and professionally. Our dress code is business casual: Impeccable hygiene in Costa Rica is also very important, and teachers must abide by the cultural norms. Teachers are expected to follow the Tico way of brushing their teeth throughout the day and using soap and deodorant on a daily basis. Smokers should take special care to not smell of cigarettes. When teaching, teachers should never chew gum.
 * Nice pants (including jeans if they look nice and are not tattered), nice pedal pushers or capris, modest skirts & dresses (reaching to above the knee), collared and button-down shirts, closed-toed shoes (or nice sandals for women), etc. Clothing should be clean, pressed, and in good condition.
 * Not allowed: casual jeans, shorts, flip-flops, beach wear (halters, strapless shirts, casual tank tops), and t-shirts. Immodest, revealing, or casual clothing is unacceptable.

Housing
Homestay option: Intercultura can set up a homestay for teachers at a discounted rate. This includes 2 meals a day and laundry service.

Apartments: Most teachers share an apartment, paying $150-250 per month each. Apartments may or may not be furnished and may or may not include utilities and/or internet/cable connection in the rent. Utilities can be paid at any grocery store or online.

Safety
Muggings are common and sometimes unavoidable. We don’t recommend carrying valuables or more than ¢15,000 cash or more than one credit card. Only carry a copy of your passport (the original is only necessary for bank transactions or traveling). Always be aware of your surroundings and try to walk in groups. At night, take a taxi.

When traveling, never put your bag(s) in the overhead compartment: keep them between your legs. Remember that you are a target and need to be alert at all times.

General safety: beware of the holes in the sidewalk, pedestrians do NOT have the right of way, and people drive aggressively.

Cell Phones
Foreigners can buy a phone and a prepaid line once arriving in CR. Some cell phones are compatible with Costa Rican lines and can be brought from home if they are unlocked. You can only make international calls by using a calling card or Skype.

Miscellaneous Living Tips
It is important to remember that you are living and working in a foreign country and will encounter a number of cultural differences. Please respect these and use them to teach students about cultural differences and tolerance.
 * Toilet paper cannot be flushed; it must be put in the trash.
 * Water is drinkable in the San Jose area. At the beaches, bottled water is recommended.
 * Be aware of sensors at the front of buses. If you stand next to them, you’ll get yelled at.
 * Tips are not necessary in restaurants or taxis.
 * Make sure taxi drivers restart and use the meter (la maría). Also, make sure they give you correct change (bus drivers too).
 * Be aware that some Ticos generally are not very politically correct. They may make what we consider to be offensive comments about skin color, Nicaraguans and Colombians, gays and lesbians, and women.
 * You’ll notice that Ticos are not very sensitive about personal space as they are used to being physically close to each other on buses and standing in lines. They also greet each other and say goodbye with a kiss on the right cheek.

Teacher Administrative Work
Attendance (including units) must be updated every Monday. Each teacher is expected to take attendance in every class and keep a written and digital record.

Grades must be updated every Monday. All assignments must be graded, reported to students, and entered by the following Monday at the latest. It is essential that Part 1 or 2 final grades are completed within 72 hours of completing the course. Teachers should keep a written record of grades just in case. Oral Progress: The teacher meets individually with students at least once a month to inform them of their progress (especially oral). Teachers give their students Progress Reports three times per semester (at the end of February, April, June, August, October, and December).
 * Homework & Attendance grades are given at the end of Part 1 or 2, and they are taken directly from the attendance sheet where they are automatically calculated.
 * Quiz scores are a combination of the written quiz (40%) and the oral quiz (60%). The teacher must enter the total percentage.
 * At the end of the level, Part 1 & Part 2 final grades are averaged, and this is the level grade.
 * IMPORTANT: Students who are below-level with their oral skills and are in danger of not passing the STAR requirement (see below) should be put into the STAR Success Program as soon as the teacher sees they are weak in this area. Please do not wait until the end of the level to put a student in the program.

Ordering certificates: Certificates are NOT automatically processed, so teachers request them for classes finishing a level from Fanny either by email or in person two days in advance.

Punctuality: Teachers must arrive to work and clock in at least 10-15 minutes before teaching, and they must be in their classroom a minimum of 10 minutes early to prepare the smartboard and be able to start class on time. Teachers not in their classes 10 minutes early are tardy.

Student Changes: Student Services must be advised of ANY changes in classes (room change, student issue, etc.). Throughout the course, students will be added and deleted from your class attendance sheet because of grades, absences, or failure to pay. It is the teacher’s responsibility to be aware of which students are officially in the class by monitoring their updated attendance sheets on the server. If a student is not on the electronic attendance sheet, he/she is not allowed in your class and must be sent to Student Services to be put back on the attendance sheet.

Teachers must clean up after themselves and put all the supplies/books/materials they use in their proper place the same day that they check them out. Personal items should be stored in lockers. The team leaders will check every room at the end of the night to make sure materials are not left in the classroom.

Teachers must check their email every day.

Attendance
Tardies: If a student arrives within the first ten minutes, it is not considered a tardy. Arriving after the first ten minutes of class is a tardy, and three tardies equals one absence. For a 1.5 hour class, if a student arrives more than 45 minutes late they are considered absent. For a 3 hour class if a student arrives more than 90 minutes late they are considered absent.

Unjustified Absences: A student with more than three hours of unjustified absences in a month may be moved to a lower level or be required to take private lessons at his/her own expense in order to catch up. It is up to the teacher to decide if the student requires private classes to cover material missed or do any assignments (quizzes, oral presentations, etc.). It is extremely important that the teacher keep the Student Services Coordinator (Fanny) updated on all issues relating to attendance.

Justified Absences: Justifications must be turned in to the teacher within one week of the absence. The teacher and Director will determine whether a student with justified absences needs to change to a lower level. Justifiable reasons for missing class include sickness (doctor’s note), major family event, birth, death, severe illness, work (manager’s note), and natural disasters. If you know that a student will be absent ahead of time for a justifiable reason, please mark JA for the date of the absence so that Fanny knows not to remove the student from the list if they have too many absences.

Group class no-shows: The teacher must stay in the classroom for the duration of the class as they are paid for the time and a student may come late. The teacher may leave to go to the teacher’s lounge halfway through the class, but must tell reception where they will be.

Underage Students
It is important to keep the parents of all underage students updated on the student’s progress, grades, and attendance. For this reason, underage students have a report card glued into the front cover of their book. It is the teacher’s responsibility to: Underage students may not leave class early without a phone call to reception from a parent. We are responsible for underage students while they are in our school, and it is important that the parents stay informed.
 * Glue or tape in a new report card every time the class starts a new part or a new book.
 * Keep this report card updated with incomplete homework, absences, tardies, grades, and comments about participation.
 * Send an email to Fanny, copying the director, if there are any persistent issues that are interfering with the student’s progress in the class.

Incomplete Assignments
Incomplete assignments at the end of a level will result in a zero on those assignments. Thus, it is the student’s responsibility to complete all assignments and arrange a make-up time with the teacher in the case of being absent on a quiz or exam day. Teachers determine their own policies for making up assignments.

Testing Center
If a student is absent the day of a quiz or a test, he/she has the option of making it up the written portion in the Testing Center (the oral portion of the quiz must be done with the teacher during a break/before/after class/during a class activity).

If the absence is unjustified the student must pay 1500 colones for the service, but it is free if the absence is justified.
 * Students may only use the Testing Center once per part for unjustified absences, but can use it an unlimited amount of times for justified absences.
 * The TC is open Monday and Tuesday 7:45-8:45pm and Saturday 4:15-5:15pm
 * If the student has to pay, he/she must arrive at least 20 minutes early to reception. Please note that reception closes at 4pm on Saturdays, so the student must be informed that he/she must arrive 20 minutes before 4pm to pay.
 * Students are not allowed to enter the TC after the start time and are only allowed one hour to complete the test. If a student takes longer than one hour he/she must pay for another session.
 * The teacher must approve the use of the TC for the student by putting the test in the TC folder and filling out the appropriate forms (one for the student, one for reception, and one to attach to the test).
 * Students must bring their own paper and pen to the test.
 * The students must complete the test within two weeks of the test being given in class.
 * If the student needs to make up a test, but cannot come to any of the TC sessions, he/she can schedule a private make-up class with a teacher for 4.000 colones.

Plagiarism and Cheating
Intercultura is very strict in prohibiting plagiarism and cheating. The Oral Presentation and Writing Assignment recommended topics are all very personal in order to reduce the chances of students plagiarizing.

Teachers should NOT assume that students know what plagiarism is. It is common for students to change a few words in an article they find online or use google translator and have no idea that that is not okay. Thus, teachers must take time to instruct students on how to avoid plagiarism. Plagiarism is defined as copying or using an outside work (texts, graphics, tables, etc.) and presenting it as one’s own. This includes, but is not limited to, these cases:

1. taking parts of websites and copying it word for word, or

2. taking parts from the website and modifying some words in different parts of the text, or

3. using a translator, or

4. having someone else write the assignment.

In the cases where plagiarism is suspected, the teacher should take a snippet of text and put it in quotations in the google search bar. If it is plagiarized, the source will appear. Once plagiarism or cheating is confirmed, teachers must enforce Intercultura policy:
 * First case: Student receives a zero on the assignment with the opportunity to redo it at the teacher's discretion.
 * Second case: The director must be notified, and the student is a candidate for expulsion from the course.
 * *If the student is a minor, we must inform his/her parents the first time it happens.

Basic Classroom Rules
No cell phone usage (in cases of emergencies, students should speak with the teacher and put phone on vibrate mode); English-only; keep the room clean and organized; do not leave things unattended; respect everyone, regardless of nationality, race, gender, religious/political beliefs, or sexual orientation. Non-students may not enter classes or participate in school activities.

Class and Student Changes
Teachers must advise Student Services of all class changes – room changes, student issues, etc. They must also be aware that since students pay on a monthly basis, there may be changes in class size. Here are the policies from the student manual to know:
 * We only close classes of five or fewer students after notifying students and teachers of the change. If there are other options for groups for the students that are convenient, we will close the group as soon as possible. If there is no other option for the students, we will wait until the end of the month or the end of the level if it is approaching.
 * We always try to fill the class before closing, and we try to offer students the same schedule whenever possible. When this option does not exist, the students receive a discount. We always make it a priority to replace the lost hours in the teacher’s schedule.
 * Small classes that are close to finishing part 1 or 2 of the book will remain open until they finish; however, they should move at a faster pace.
 * All new students entering a class should have a ticket from reception. If they do not have the ticket, the teacher should send them to reception.
 * On the 18th of every month, reception will notify the teacher of which students have not paid. If a student hasn’t paid by the 18th of the month, he/she is not allowed back into class until he/she shows the receipt of payment. If the student arrives to class, the teacher must accompany him/her to reception.

Private Class Policies

 * All cancellations and rescheduling, whether cancelled by the teacher or the student, must be communicated with Reception.
 * The student may reschedule a maximum of two classes per month with at least 24-hours notice and must reschedule the class with the teacher within the same month.
 * If the student reschedules more than twice in a month with at least 24-hours notice, or the make-up classes are not completed within the same month, the class is lost, meaning there is no option to make up the class.
 * In cases where the student cancels with less than 24-hour’s notice, or if the student simply does not come, the class is lost, meaning there is no option to make up the class.
 * If the teacher cannot come to class, the student can decide whether he/she wants to do the class with a substitute at the planned time or make up the class with the regular teacher at a later time.
 * Private classes enable the teacher to cater to the individual’s needs and interests, and the pace of the class depends on the student’s skills and goals. The student can choose to follow Intercultura’s regular program in the textbook, being evaluated and receiving a certificate at the end of each level, OR the student can opt for pure conversation practice, or other special interest topics.
 * The student pays a fixed monthly rate, regardless of how many classes are received in the month. If the student does not pay and does not come to the first class of the month, reception will try to call the student to find out if he/she will continue. If we don’t receive an answer we will assume the student will not continue. The teacher will be paid for the first class of the month, but should not plan on teaching the class anymore.

Non-regular Private Class Policies
You can organize time outside of your regular class with a student to review material that was missed, review material that the student does not understand, or to make-up assignments (quizzes, etc).

It often happens that the student does not know they have to pay for this time, especially if he/she is making up a quiz. Please be sure to follow the following procedure carefully in organizing a non-regular private class so as to avoid confusion and miscommunication:
 * 1) Your student tells you that he/she wants or needs to take a private class. You decide on a certain amount of hours. Before scheduling a time, tell them to go to reception to pay.
 * 2) The student goes to reception to pay for the hour(s) and the receptionist staples a little form with the student’s name, the teacher’s name, the student’s normal schedule, and a blank spot for the schedule of the private class.
 * 3) The student comes back to you with the receipt and little form stapled to it in hand and you decide on a schedule for the private class.
 * 4) You (the teacher) write the schedule on the little piece of paper and, with that, confirm the meeting time. Also please take note of the class in your own agenda and the receipt number so you can enter it into the Non-Regular Private attendance log on the server.
 * 5) It is the teacher’s responsibility to make sure the student has paid for any non-regular class time. You must see the receipt of payment and report the class in the non-regular private class attendance sheet, located in the Teacher Shared Files, Administration folder. If the receipt number is not on the attendance sheet, the teacher will not be paid for the class.

Class Structure and Information
Our program consists of six levels, all of which are a total of 102 hours. Our program is based on the Common European Framework. The textbook for the first four levels is Interchange, 4th edition. It has 16 units per book, with a quiz every two units—one quiz per month in the Economic program. The two most advanced levels utilize the Passages Series. This series has 12 units per book, with a quiz every two units. The additional time in these courses is filled with conversation. Every student in every level must have the student book and the workbook.

Additional Programs

 * Specialized Courses in Conversation, Pronunciation, and Job Skills: We offer our advanced students more specialized options to fit their needs.
 * The TOEFL exam preparation course is 15 weeks long, meeting six hours a week (120 hours of preparation including homework). The TOEFL exam is essential for studying at the university level in the U.S. and Canada, and the score is valid for two years.
 * Kids’ Classes for children ages 6-12 meet once a week for 2 hours, and each level of Kids Box or English in Mind lasts 12 months. Teachers should regard kids’ classes with as much priority and importance as adult classes, if not more. Parents tend to be very involved and demanding, and they expect to get the most of their money and be informed of everything going on in the classes. We target public school kids who are most likely not receiving effective English instruction at school, so parents caring enough to send their students to our private institution expect results.
 * Kids should never be unattended. Teachers are assigned Yard Duty 15 minutes before each class. This means that teachers must have their classrooms set up (including the whiteboard) 20 minutes before the beginning of class, and be in the yard 15 minutes before class starts to watch the kids. Teachers are paid an extra 15 minutes for this. Kids should not be on the computers without a teacher there. During breaks, teachers must stay with the class and monitor behavior. Students must walk, not run. Students cannot leave the school until their parent picks them up.
 * Management Systems: Teachers must have systems in place from the start for how to deal with discipline issues (see Classroom Management under Teaching Standards). Discipline should be positive and appropriate. Teachers must be really aware of what children are saying to each other in Spanish in case of name-calling and bullying. Involve administration and parents in difficult cases.
 * Lesson Planning: Classes should be very interactive and include lots of movement and competitive games. Activities should be changed every 10-20 minutes. Kids love homework! HW should be assigned more in these classes than in regular classes.
 * Materials: See Kids Program Director for copies of exams and practice hand-outs from the book. All students have a text, and the teacher has a teacher’s edition and CDs. There is a Kid’s Class locker with supplies and resources.

Grade Breakdown
To pass a level or part (half of a book), students must receive a 70% average or above on the Graded Assignment Requirements: Speak-to-Advance Requirement (STAR)

Star Program
The STAR program exists to ensure students are capable of orally communicating in English proficiently at their level. You may have a student who is meeting the minimum required average on the graded requirements (70%), but struggles with participation in the classroom and/or requires extra speaking practice. Try to identify potential candidates for the STAR program as early as possible.

The STAR Success Program consists of a minimum of 20 hours of conversation practice and grammar review. Over the course of two months, we recommend that the student… After the two-month period, the student and Academic Coordinator meet to determine whether the student requires additional help or can exit the program.
 * 1) Attend their regular class, continuing to move forward with his/her classmates.
 * 2) Attend an additional 1.5 hours of class per week for 8 weeks (12 hours total of extra practice completely free to the student). These classes are outlined on the Student Profile by administration.
 * 3) Attend 8 hours of conversation practice, participating in Rock Star, Coffee Hour, private Intercambios, or conversation practice of their choice.

Teachers must recommend the STAR Success Program to students in need of extra oral practice well before the completion of a part or level.

 How to Put a Student in the STAR Program: 

It is very important to be extremely gentle with students when informing them that their oral abilities are a “little low” for their level. Sometimes in trying to help students and be honest with them, we send them out the door, discouraging them from continuing their English studies. To avoid this, please follow these steps for low-performing students:

1.    Regularly have individual conferences with students (all students) about their progress.

2.    Let a student know, the earlier in the level the better*, that they need extra help. Don’t let it be a surprise         to them that they’re below level.

*normally students in the first part of the Intro level are not recommended for STAR

3.    Inform the Academic Coordinator that you have a potential STAR candidate and complete a student                 profile and STAR plan.

4.    Recommend the STAR program to the student and encourage them that it is totally normal to need extra       oral practice when learning a language.

5.     Have the student meet with the Academic Coordinator. They will give the student an oral evaluation                which will help the student understand their level and where their weaknesses are. The Coordinator will          then give the student a list of possible extra classes to attend each week (including Rock Star and Coffee         Hour), discuss the strategies listed in their STAR plan, and instruct the student on how to fill out the                   Progress Check List

6.     Maintain communication with the Academic Coordinator and the student about the progress of the                  student. Ask the student every week to show you the log of classes attended and make sure they are              doing at least 2 hours per week. If after one week the student hasn’t gone to any extra classes, send              him/her to the Academic Coordinator.

Study Hall
In addition to the STAR program for students who need help with their conversational skills, we offer a weekly class for those struggling with grammar. If you have a student that’s falling behind on their written quiz scores and/or having difficulties with the target language in class and on the homework exercises, you can recommend that they attend Study Hall to catch up. The student will get to do extra practice activities and get personal attention from the Study Hall teacher. It is a free service, but the student’s regular teacher needs to sign them up in advance by filling out a boleto and leaving it in the Study Hall folder in the teacher’s lounge. Also, the teacher must write the student’s name on the schedule at reception. There is no limit to how often a student can attend Study Hall.

Quizzes
These are given every two units and include a written and oral component. Only in extremely special circumstances may a teacher allow a student/class to retake a quiz; however, the quiz must be a different version. The combined grade of the oral (60%) and written (40%) quiz must be entered as the quiz grade.

Written Quizzes (40%)
Copies of the quizzes are in the filing cabinet in the teachers’ room, and teachers check them out, returning them afterwards. Students are not allowed to write directly on the quizzes (except in special cases). They write their answers on a separate piece of paper, which Intercultura keeps for our records, for these reasons: Teacher Tips: The teacher may not leave the room during the quiz and must be vigilant to prevent cheating. The listening portion is found on the Class Audio CDs (the track number is in the teacher’s edition for the CD booklet) and should only be played twice. The answer key is on the server, and audio scripts, if needed, are in the back of the teacher’s edition. Audio tracks are also on the computers in each classroom.
 * The same quiz/test is used for all students in each level to maintain the same rigorous standard for all students. Thus, the school keeps them so that they cannot be copied and cheating will not occur.
 * Intercultura is a GREEN SCHOOL, meaning it is environmentally friendly. Since we use the same quizzes/tests, it makes sense to recycle them.

Oral Quizzes (60%)
The teacher asks each student 4-5 questions from the Question Bank, found on the server, (approximately 5 minutes per student), and grades the student using the Oral Grading Rubric (see Appendix).

Teacher Tips: We recommend that the teacher employ a variety of approaches to completing the oral quiz:
 * One-on-one: This is the best and works well for small classes because they don’t take too much time. The class should be given a specific assignment to complete while the teacher is outside the classroom administering the quizzes.
 * Group: Using the Question Bank, either the teacher asks the questions, taking care to ask each student at least 4 questions in order to fairly grade, or students ask each other the questions, keeping the conversation going naturally (asking follow-up questions), and the teacher observes and grades.

Exams
There is a midterm and final exam only covering the first or second half of the book (Interchange: units 1-8, units 9-16; Passages: units 1-6, units 7-12). Exams should never be retaken. There is a written (40%) and oral (60%) component, and the combined grade must be entered as the exam grade.

Exams are checked out from the filing cabinet in the teacher’s room, and students write their answers (kept by Intercultura) on a separate piece of paper. The listening portion is on the server in a folder titled MP3, and the answer keys under Quizzes and Tests. The speaking portion should be one-on-one, and the teacher may select the questions from the Question Bank (Units 1-8 questions for the midterm, for example).

Oral Presentations & Writing Assignments
These assignments should be done together in the middle of the course (see Master Syllabus in the Appendix). Students give an oral presentation and turn in a written version on the same topic. There are suggested personal topics and assignment requirements in the Master Syllabus. The Oral and Written Grading Rubrics (see Appendix) are used to grade the assignments. Also, to have an idea of what students at each level are capable of doing, please see the Level Competencies in the Appendix.

Teacher Tips on Grading the Oral Presentations
In addition to the presentation, there should be a spontaneous portion in which students answer questions from their peers. A brief discussion is also a possibility.

It is important to grade based on performance for the level, not effort, improvement, or against other students. Students need clear and fair feedback that accurately reflects their oral abilities so there are no surprises if the teacher recommends a student for the STAR program.

Teachers should follow this standard:
 * A (90-100%) = Above average speaking abilities for the level.
 * B (80-89%) = Speaking abilities are where they should BE for the level.
 * C (70-79%) = Speaking abilities are a concern because they are slightly below level.
 * D (60-69%) = Speaking abilities are dangerously low for the level.
 * F (59% and below) = The student speaking abilities are failing the level.

Evaluation and Advancement: Kid's Program
The Grade Requirements for the Kid’s Program are as follows: There is no STAR requirement for kids. If they are not progressing properly, they can be moved to another class.

Professional Development
Intercultura is dedicated to helping its teachers develop and gain personal and professional value from the experience of working at our school. Thus, we offer support and training throughout each semester.

Teams: Based on your schedule and the levels you teach, you will be assigned to a team of teachers who teach similar levels, under the guidance of a Team Leader – a senior Intercultura teacher who specializes in that level. Your team works together, sharing ideas and advice, and the team leaders are here to assist you in whatever you may need throughout the semester.

Monthly Challenges: The goal is for teachers to score a 90% or above. In cases of scoring below a 90%, the teacher will receive feedback on how to improve and if the score is below 85% they may be given another opportunity to complete the task. Workshops and Meetings: Ongoing training is provided through monthly workshops and biweekly meetings (schedule to be decided by the team and what is convenient for most). Regular meetings and workshops are conducted by team leaders, for their team members only. Occasionally, there will be departmental meetings and workshops mandatory for all staff.
 * 1st Month: Classroom Observation by team leader. Teachers will have two opportunities to score an 85% or above. (See Teacher Evaluations in the Appendix).
 * 2nd Month: Grammar Test. All teachers receive the Grammar Goodies review guide to study and keep as a reference throughout the semester. Teachers will have two opportunities to score a 85% or above. We also do a round of student evaluations to give the teacher feedback. It’s not counted as a monthly challenge.
 * 3rd Month: Peer Observations: All teachers must observe two of their peers teaching and conference with the teacher and director to give feedback.
 * 4th Month: Classroom Observation by the director (unannounced). Teachers will have two opportunities to score a 85% or above.
 * 5th Month: Student Evaluations: Students will complete evaluations of their teachers and classes. See Teacher Evaluations in the Appendix.
 * 6th Month: Free!

Mentor Program: Each new teacher is assigned a mentor for the first month of the semester. In this time, the mentor meets once a week with the mentee to answer questions and help the new teacher. The mentor program is laid out in detail in the Mentor Checklist (see Appendix).

Intercultura Teaching Standards
Intercultura’s teaching standards are based on current research in education and TESOL. The following is a breakdown of what is expected of Intercultura teachers in every class.

Board Use: Before each class begins, the teacher already has the following information on the board: the agenda for the day (use this to whet their appetites for class!), homework assignment, date, and teacher’s name. Throughout the class, the teacher writes new vocabulary on the board in a designated column, and the board is used throughout class for error correction and instruction. Here is an example of what the board should look like: Warmer: Every class starts with a catchy, fun warm up activitythat engages students and gets them speaking right away. The teacher has a plan-B warmer in case few students arrive on time. “How was your weekend?” is not a good warmer, however some natural conversation is a great way to start before doing the actual warmer. Not having a warmer or starting class with book work is unacceptable. Please see the Intercultura Warmer Bank on the server for warmers that require no materials.

Homework Review: Homework must be assigned every day, using exercises from the workbook as a minimum assignment (Interchange) and adding whatever other creative assignments they see as appropriate (reading articles, watching TV in English, writing assignments, etc.).

Teacher Tips on Checking Homework: Scaffolding: Scaffolding involves building from the ground up and providing a sequence of instruction in every activity (micro-level) and every class (macro-level) in order to reach learning objectives, set students up for success, and have a smooth lesson flow with logical transitions. The teacher looks at the goal of the activity or lesson, and then thinks of ways to lead up to the main point, starting with more simple steps and leading to more complex ones. Scaffolding is NOT opening to a page in the book and completing an activity with no lead up or introduction.
 * Do not grade each student’s HW as the class sits in silence. It’s better to review as a class the difficult exercises or have them go over their homework in pairs.
 * Always check and mark that students did the homework, and mark complete/incomplete in your records.
 * HW Review should take approximately 10 minutes.
 * Students may complain about getting homework, and they may not do it, but they respect and appreciate a teacher who gives it because they know that it is important for their advancement.

Teacher Tips for Scaffolding:

Grammar lesson on Passive Structures:

1. On the board, the teacher writes an active and a passive sentence and sees if the students can identify which one is passive.

2. Students read a brief article out loud and yell “Monkey!” when they see a passive structure. The teacher models by yelling “Monkey!” the first time.

3. Present the structure and usage, eliciting student responses as much as possible.

4 Complete a practice exercise in the book as a class (in the Grammar section and possibly the Snapshot as well). Possibly throw an object: the thrower states an active sentence, and the catcher puts it in passive form.

5. Get them to produce the structure by (a) presenting a 1-minute news story about a crime, (b) describing a piece of art or a movie, (c) ask and answer questions in the passive form, making it as conversational and spontaneous as possible.

PPP (Present, Practice, Produce): PPP is a type of scaffolding and is used when presenting new language, whether it be a grammar concept, vocabulary, or pronunciation. It is important to cover these 3 steps (not necessarily in order): Effective Listening Activities: There should be at least one listening activity in every 1.5 hours of class. They need to be scaffolded so that the context, new vocabulary, and relevant grammar is introduced. Listenings are usually played twice, depending on student need. There are great tips in the teacher’s edition for how to teach these activities.
 * Present: The concept (structure & usage) is presented by eliciting student knowledge as much as possible, using a variety of methods (audio-visual, conversation-based, identification or matching, etc.), and employing simple explanations. The challenge here is keeping TTT low.
 * Practice: Students complete structured exercises to practice the structure (fill-in-the-blank, matching, etc).
 * Produce: This is a less-structured, very important step in helping students own the concept (put it into use) and checking for student understanding. The goal here is to encourage spontaneous production, fluency, and confidence.

Maximizing Student Speaking Time: Students speak approximately 80% of class time, and writing and reading activities should mostly be done at home. Every speaking activity has a clear pedagogical purpose: if the purpose is fluency, the errors should be written down and reviewed at the end of the conversation activity; if the goal is accuracy, errors should be corrected on the spot. Our goal is to have as much organic, spontaneous, student-led conversation as possible in every class (about 50% of every class). The teacher should bring in a large variety of conversation topics and activities to broaden vocabulary and challenge students. Student-centered conversations happen when students (not just the teacher) ask questions and keep the conversation going by adding information or asking follow-up questions.

Strategies for Facilitating student-led Conversation: Clarity of Explanations: English is the only language spoken in our classroom, so it is extremely important to employ certain strategies to ensure understanding. It is important to provide a context when explaining anything in your classroom (new language, directions, etc.) using visuals, miming, dialogues, etc.
 * Assign roles (facilitator, question askers, contribute more info)
 * Put prohibited words on the board / recommended words
 * Brainstorm before the conversation or do 1-minute speeches
 * Have students bring in topics
 * It’s okay to go off topic / don’t force the topic
 * Teacher sits in a different spot (puts something in his/her mouth so as not to talk & be the center of the conversation)
 * Give students direction if needed (ask a question, look at classmates, etc.)

Teacher Speech: It is important to recognize your audience and speak appropriately. The teacher should adjust word choice (use as many cognates & simple words as possible), speaking pace, and enunciation (especially of important content words).

Body language: The majority of our communication is nonverbal and therefore universal. Teachers should utilize this powerful medium as much as possible. For example, teachers can employ certain gestures consistently so that students understand without any words being spoken what the teacher wants.

Board Use: The board is effective for visual explanations. For example, it’s great for explaining the structure of grammar, showing timelines for verb usage, or correcting errors. Teachers should write clearly, organize concepts neatly on the board, use a variety of colors (especially to show grammatical structures), and erase when appropriate to avoid a cluttered and difficult-to-read board. Be sure to not use too much time writing unnecessary things on the board (with your back to the class).

Giving Clear Directions: It’s a good idea to rehearse directions for activities beforehand to be as succinct as possible. Remember to always model what you want as it helps to cut down on words.

Checking for Student Understanding: When explaining any new concepts or directions, it is important to concept check: ask students to explain or repeat the information again, get them to complete an initial task to ensure they can do the rest of the activity, or ask them closed concept questions (like “What does ____ mean?” or “Can I use this word here?” instead of “Do you understand?”).

Maximizing Class Time: Every class should be planned carefully to ensure that students are challenged and engaged throughout. Students should never be sitting in silence with nothing to do. It is unacceptable to not have a lesson plan, and the teacher should have more than enough activities planned in case something doesn't work or take as much time as thought.

Error Correction: The teacher employs a variety of error correction techniques that are appropriate for the activity: target correction (only the target language is corrected), fluency correction (correct at the end of the activity), and accuracy correction (correct on the spot). The teacher always elicits corrections from the students, seeing if they can self-correct before seeing if peers can help, and finally the teacher. Students are encouraged to correct each other. See the Error Correction Hierarchy in the Appendix.

Teacher Persona: Teachers are professional, friendly, approachable, caring, organized, with-it, knowledgeable, prepared, fun, and appropriately dressed. They have strong rapport with their students. Teachers take special care to have impeccable hygiene and personal presentation! They should be extremely careful with body language at it expresses more than they may realize about their attitudes and feelings towards students, what they are teaching, and towards their job.

Classroom Management: Management—enforcing classroom standards and achieving cooperation—is essential for maximizing learning. A structured and effective lesson plan is a vital ingredient to management. In addition to the standards already stated, here are a few more to keep in mind for having a well-managed class: Management is every teacher’s job, and it must be positive (affirm students, set limits, be gentle, build cooperation) and economical (practical, simple, easy to use: reduce the teacher’s workload). Teachers should always be calm yet strict in enforcing their standards. The most effective and efficient form of behavior management is building relationships with students.
 * Student-centered classes: Elicit student responses, keep students on their toes, and make students active participants of knowledge, not passive recipients. Allow the students plenty of time to answer; do not put pressure on them nor give them the answer straight away.
 * Class pace: Change activities every 20 minutes, incorporate movement every 40 minutes, and don’t spend more than 20 minutes on grammar in 1.5 hours of class. The lesson plan should contain an approximate time for each activity, and the teacher should always be aware of time and student response to activities or instruction. Also, teachers must follow the syllabus (see the Master Syllabus in the Appendix) to keep with the standard course pace as students complain when teachers spend too long on the same unit.
 * Predictability: Routines can be useful, but be sure to keep things fresh and exciting. For example, when you ask questions, do not go round the table but ask at random to make sure they always pay attention. There should be a balance between book and non-book work, and the teacher should plan creative, stimulating activities (both in and out of the book) that meet student needs.
 * Teaching with a Purpose: Especially with adults, it is important to convey the reason for everything you are doing. When students don’t see the value in an activity, they may act out. Every activity must have a pedagogical purpose – no fluff to fill time or just to have fun.

Teacher Tips for Classroom Management
Rewarding Positive Behaviors: To avoid alienation, rejection, nagging, and weakened relationships that often accompany negative discipline & consequences, teachers can set up management systems to reward positive behaviors. There are many strategies, but here is one that is cheap and easy to use: PAT – Preferred Activity Time. Teacher is the giver & accountant of TIME. Start with giving them time (they can’t be responsible with something unless they have it) – probably 15 minutes. Use the time on a regular basis (depending on class – every 2 weeks/once a month). Students plan the use of that time! Every penalty implies a corresponding bonus, so decide what behaviors you want (finishing activities quickly, coming to class on time, being prepared, attending Rock Star) and don’t want (speaking Spanish, using cell phones in class, distracting others), and give/take time accordingly.

Addressing issues right away: Most behaviors start as small and almost unnoticeable, and they turn into big problems if left unaddressed. From the One-Minute Manager, here are some guidelines for giving short and effective praises or reprimands: Students Speaking Spanish: Intercultura has an English-only policy in all classes, but students speaking Spanish is a common problem. Here are some tips for dealing with Spanish (and other management issues): Reflection: The last step of teaching every class is to reflect on how the class went and make notes to oneself about the class progress.
 * Praise/Reprimand immediately (be specific)
 * Tell them how you feel about what they did right/wrong. (How it helps the classroom/student, etc. / Don’t attack the person; only the behavior)
 * Stop to let it sink in. (Glowing in praise / uncomfortable silence)
 * Praise: Encourage them to do more of the same & shake hands/touch in a way that shows you support their success
 * Reprimand: Shake hands/touch to show you’re on their side. Remind how much you value them. (Never give a reprimand based on hearsay)
 * Be consistent. Enforce the rule from the first day, and every day.
 * Introduce useful classroom expressions on the first day and drill them frequently: “How do you say…?” “What does… mean?” “How do you spell…?” “How do you pronounce this word?” etc.
 * Talk to the students about the importance of speaking, listening, and thinking in the target language. If they are serious about learning English, they should understand that speaking Spanish is counterproductive for the entire class.
 * Have the students decide together on an appropriate punishment for breaking the rules. Nothing too severe: doing a crazy dance, giving an impromptu speech, wearing a silly hat or guachiman vest, apologizing publicly in front of the neighboring class, etc. They are more likely to respect a rule they made themselves, and call each other out on it.
 * Institute a token system. Everyone starts with 3 tokens (poker chips, beans, etc). Students are penalized one token every time they speak Spanish. When the tokens are gone, they receive one of the above punishments.
 * Deputize Spanish police. Appoint one of your students to report spoken Spanish. It may be more impactful coming from a peer instead of the teacher. Be sure to change the role frequently so that everyone has a chance and there is no resentment. Often, repeat offenders make the best cops.
 * Draft a class constitution on day 1. Everyone decides together on the rules, signs the document, and you hang it on the wall. It’s visible throughout the semester and you can remind them that they wrote the rules themselves.
 * Don’t respond to what students say when they speak Spanish, even if you understand. Any acknowledgment of meaning might only reinforce the behavior.
 * Don’t get mad about it. Especially if it’s an accident. You don’t want to scare the students away.

Technology, Smart Boards
The majority of our classrooms are fitted with interactive white boards, or smart boards. This technology is a powerful tool for your lessons. The board works with a stylus (a special pen) that acts like a mouse and allows you to virtually write on the screen. PLEASE DO NOT WRITE ON THE SCREEN WITH ANYTHING OTHER THAN THE STYLUS.

Hardware: Each class has a smart board, projector, and computer. In addition, there is a small box for each room that contains a projector remote and stylus. The boxes are stored in the teacher’s lounge. Newer boards come with built in speakers, while older ones have speakers connected to their computers. Each room also has Internet access, and is connected to the school server.

Software: The primary application is ActivInspire. With this program you design flipcharts (presentations) for your lessons. The program is on all classroom computers as well as those in the teacher’s lounge. You can download a trial version for your personal computer at prometheanplanet.com. To unlock the full version, ask administration for the product key.

Tutorial: http://www1.hollins.edu/depts/math/Demo/ActivInspire_ActivClassroom%20How%20to%20guide.pdf

Trouble shooting: Server Resources: All computers in the school are connected to our server. The English department’s folder is located under SERVHEREDIA\English Department\TEACHERS shared files\Teacher files. Here you will have a personal folder to store your own files, as well as access to shared resources for all teachers. Sometimes there may be connection issues. It’s advisable that you have a flash drive for your files, just in case you can’t access the server from your classroom.

Organic Teaching
What is organic teaching? Organic Teaching Strategies & Tips: 
 * 1) Fresh: not cooked/processed, nutritious education, creative, real.
 * 2) Earth-friendly: not paper-based, not wasteful, recycling How can we teach organically?
 * Scrap Paper Vocabulary: Take a handful of scrap paper and write new words on the papers as they come up in class. At the end of class, hold up the words to review, then give the papers to the students or keep for future classes. You could do this for spoken errors as well.
 * Conversation Cards: Label cards with commands: “Ask a question,” “Add information,” “Relate to your life,” “Bring another person into the conversation.” Give each student several cards to use up during a conversation.
 * Good ol’ Note Taking: Rather than give handouts with information, have students take notes. If it’s a lot of information, email it to them before class, asking them to read it and take notes at home.
 * Song Lyrics: Fill-in-the-blank lyrics can be good, but what happens to the paper after the activity? Trash. Instead, cut out strips of the song lyrics that they have to put in order. You can reuse this.
 * Role plays
 * Organic Conversation: In natural settings, no paper is needed to have engaging conversations, so try to simulate natural conversations.
 * One student makes a simple, short statement, and the other students have to ask questions until the subject is exhausted.
 * Who is this person? Find out what students can tell you about a person, and have them ask the person questions to find out what they don’t know.
 * Truth or Lie: Brainstorm a list of crazy things on the board (streaking in public, swimming naked in the ocean, being on TV in the news or on a show, etc.). Students take turns asking another student if he/she has done one of these things (“Have you ever swum naked in the ocean?”), and the person HAS TO say yes and then tell the story. At the end, other students can ask more questions before deciding whether it’s the truth or a lie.
 * Hot Topics: Students bring in topics and take turns facilitating the conversation. Hot Topics can be based on articles that students pick and read, then report to the class and lead a conversation based on it.
 * Hot Seat: Brainstorm topics on the board and have one student sit in the hot seat. Randomly pick a topic and tell the hot seat student to speak for one minute about the topic. Then classmates can ask the person questions.
 * PNI – Positive, Negative, Interesting (see Warm-ups in the Appendix).
 * Debates
 * Inner-outer circle: with each new partner, give them a new topic to talk about or have them invent topics. Report conversations to the class.

First Day Tips

 * Introduce yourself and write your name on the board.
 * Tell them that this is an English-only class (it is best to pretend you know no Spanish – it makes them work harder to communicate their ideas in English and not rely on Spanish).
 * Establish classroom rules with the students and implement management strategies. Be friendly, but firm. It’s better to start out strict and get more relaxed throughout the semester than start out relaxed and not be able to get stricter.
 * Do some “Icebreakers” before getting into the lesson and memorize all students’ names. If some students do not have a book, proceed with your lesson using the book to show that they will need it, and send them to reception to buy it.
 * Let the students know who you are, where you are from, tell them about your family, experiences, etc… so that they may become comfortable speaking English with you. Avoid telling students your age if you are under 25, and do not tell them that you’re a new teacher if this is your first teaching job!!
 * Talk to the students about their goals and expectations for the year, and try to find out what they want out of their English class.
 * Be sure to talk about error correction. Let them know that you won’t correct them on the first day, but let them know that you will be correcting them in order to help them improve and that they should not be offended by your corrections. Making errors is totally normal!
 * Enjoy the thrill of teaching Intercultura students!

Lesson Planning Tips
In a 1.5 hour class, the time breakdown is approximately the following: See the Appendix for a Sample Lesson Plan format. Whether teachers use this format or another they prefer, they must keep track of lesson plans in a notebook or on the computer and always have their lesson plan with them when teaching.
 * 10-20 minutes: Warmer (conversation-based, if possible)
 * 10 minutes: Homework Review
 * 20 minutes: Grammar (Including the Presentation, Practice, and Production phases)
 * 10-20 minutes: Listening and other activities from the book
 * 20-40 minutes: Conversation
 * 5 minutes: End of lesson review – always finish positively, make sure students understand the homework, review new vocabulary and other concepts learned, and whet their appetites for the next class!

Alternative Classes
Make sure that all “special activity” classes have a specific plan or goal. There should be no more than two alternative classes per semester, and it is not recommended to do the same type of alternative class more than once in the same month.
 * Cooking Classes: There is a board to reserve the kitchen in the teachers’ room. If you want to do a cooking class before 6pm, please make sure to talk to Marcelo or reception first to make sure it is not being used for Spanish classes. Give receipts for ingredients to the English Director, who can reimburse up to ¢2,500 per class per semester. Make sure you warn your students that they absolutely not allowed to speak Spanish during cooking classes. If the director walks by and hears the students speaking Spanish, she is going to be very upset and the teacher will be held responsible.
 * Computer Lab: Sign up for the Computer Lab, only to be used during class times. Lock the door when you leave. Check with Marcelo if you want to use the computer lab before 5pm.
 * Multimedia Activities: Teachers are not allowed show entire movies in class. The maximum time spent on a video is 25 minutes and as long as the video has a clear purpose and objectives. Do not download movies and music on the school computers or while using wireless at school on your laptop as this clogs the school server and makes the service very slow for everyone. Always do a test run of any audio-visual or computer based activity, ask the IT department if you need help.
 * Special Outings: Notify the Director and Receptionist if the class is going on a special outing. Minors must have parent’s verbal permission via a phone call to reception. Sign-out each movie, CD, activity, game, quiz, or test that you need for each class. Put them back the same day! Return computer lab key as soon as you’re done using it.