Get ESL students lined up. Teach when you want. Change lives.

You just need the customizable lesson plans
that fix mistakes and increase exam scores
for TOEFL iBT and IELTS.

 

 

Click to Get Trained Now
Our next cohort starts May 2017. You can reserve your seat now.
 

If you’ve been looking for an area of ELT that offers incredible job security and motivated students, then let’s talk about exam prep for TOEFL iBT and IELTS.

Once you’ve got the relevant experience, your schedule would be full. People think I’m kidding but think seriously: How many ESL students have to take an English test? Almost every single one.

… And how many ESL teachers are willing to lead exams lessons? Very, very few.

There is a huge gap between the number of students who have to take exams (and get high speaking scores in particular), and teachers who are qualified to analyze needs, plan and lead lessons that make a difference in students’ scores… and lives.

So what if you knew how to do it “right”? What impact would that have on your students’ scores and opportunities?

If you’ve ever wondered how the heck to get found by an endless line of motivated, willing students, read on…


GET ABOVE THE OVERWHELM

When I was planning my first TOEFL iBT speaking lesson, the CD’s from the book were rolling across the floor. I was completely lost and it took ages before I knew how to navigate the massive test-prep books.

And then because each student seemed so different—with different score targets and different starting levels of English—I rarely reused my early lesson plans.

My lessons didn’t always change students’ scores and I would get legitimately depressed. When I asked other English teachers how they taught for exams, I was met with a shrug. Since no one seemed to know, I read exam prep books, blogs and searched the internet—but nothing spoke to me or my struggles as a teacher.

Why did it seem like I was all alone?

 
 

BECOME AN EXPERT

I’m Jaime Miller and it all started with one student who entrusted her future to me. Since then, I’ve prepared countless TOEFL iBT students from over 30 countries. I’ve self-published three self-study programs. But self-study has real limits—especially when it comes to raising speaking exam scores.

After years of practice, observation and tweaking, I systematized the lesson plans that I used to panic over. I discovered how to prioritize and sequence lessons without making students’ brains melt. But more amazing was that I was improving students’ spontaneous accuracy with grammar, vocabulary and accent features (which led to the coveted TOEFL iBT Speaking score of 26-27 or 8 at IELTS).

By 2013, I had so many success stories and word-of-mouth referrals that I started a waiting list. When a spot opened, students would agree to take lessons in the middle of their nighttime just to fit in my schedule.

I was clearly at full capacity and I needed to make a choice: either share what I know through teacher trainings or keep raising my lesson prices.

Even if I worked myself sick, I could still only help a tiny fraction of students. More than that, countless teachers like you would never know how easy it is to teach exams. You know which I chose…

JOIN DEDICATED PROFESSIONALS

If you’ve been looking for “how to teach for exams” help, you’ve probably already discovered a barren landscape in ELT. The vast majority of books are written to students and neglect your unique questions and challenges.

Plus, schools are normally run by teams who don’t understand the exams they schedule lessons for. They hire you, hoping you’re the expert.

As for in-house training… “Well… Let’s just follow this random book!” Actually, one-sized-fits-all lesson plans are a major cause of students’ scores plateauing.

Unfortunately, there are more misconceptions and less collaboration in this area of ELT than any other—and you’re likely to inherit the industry’s confusion.

So then, when one of your students inevitably fails (because let’s face it, it’s a statistical reality), are you going to call it quits or will you rely on solid strategies that will re-energize both your and your student?

Please choose the latter…The ladder… The way up…

 

This is Your Invitation to Join Us …

How to Teach Exams, Level 1

with Jaime Miller

a practical, 16-week course and certification
(attend & participate in live webinars that build your confidence
teaching effective lessons for TOEFL iBT and IELTS)


We’re Starting soon!

There will be recordings of everything for you to review, but you’ll benefit the most by attending live.

Here’s What We’ll Cover

an overview of the 16 weeks of professional development

Goal-Setting Session

Although you’ll have access to the “Digital Reference Book” forever, we want you to get the most out of your first time through the material. That’s why we start with a global video conference party where you get to know the other teachers in the training. Groups and teams will be formed to help you stay accountable to your unique goals and needs. Join either the Fast-Action Takers (who are already often teaching exams students) or the Slow-Action Takers (who are learning the theory before they go into the classroom).

May 2017: TUES the 2nd at 9 AM New York

Weeks 1 & 2: General Approach


  • I’ve done a lot of online training before and there’s always been video — but it’s always been static video. There isn’t the interaction — but the fact that Jaime is doing this in real time! I’ve felt really involved!
    Jane BirkenfieldMA in Linguistics

One of the greatest mistakes that exam schools and tutors around the world make is that they assume too much about the student and jump into lessons. We’ll talk about how to get started in the most professional and effective way possible.

In this section, you will review the videos and other material in the Digital Reference. If you make time for it, you can meet up with members of your accountability team. The following week, join everyone for Jaime’s Open Q&A sessions and get your hypothetical or real-world questions answered.

May 2017: TUES the 16th & THURS the 18th at 9 AM New York


  • Just from learning how to analyze a diagnostic test, my confidence went from 5 to 7.5 out of 10. Now, when I go into a lesson, I will know what the student needs, so neither of us wastes or time and he doesn’t waste his money.
    Sally GordonESL Teacher, CELTA

Weeks 3 & 4: Reading and listening

To create the foundation for higher scores in productive areas like speaking and writing, it’s critical to make sure learners’ receptive skills (reading and listening) are strong. We’ll look at how to plan effective lessons, reduce stress, and increase learners’ attention.

In week 3, you’ll self-study with the concepts in the Digital Reference Book. You are also strongly encouraged to meet with at least one member in your team for accountability.

Then, in week 4, we’ll all get together for the live group Q&A sessions.

May 2017: TUES the 30th & June 2017: THURS the 1st at 9 AM New York

Weeks 5 & 6: Writing

Many teachers are tempted to highlight and point out every grammar, vocabulary and syntax error their students make—but that often causes more harm than good. Especially when your student needs a change in just a few weeks, prioritizing the errors is essential. We’ll look at approaches that boost student confidence, target change and keep you, as a teacher, focused on “the right” things.

Bring all your questions to the Open Q&A sessions in week 6 to get Jaime’s answers.

June 2017: TUES the 13th & THURS the 15th at 9 AM New York

Weeks 7, 8, 9 & 10: Speaking

Because there is virtually no mentoring for this and no books have been published on this topic, many teachers perceive teaching speaking as the most intimidating of all.

You’ll have two full weeks to explore relevant material in the Digital Reference Book and observe video recordings of lessons where Jaime teaches pronunciation, intonation and “fixes fossilized errors” (which is the topic she shared at the 50th IATEFL conference in Birmingham in April 2016).

This is where the training course pays for itself. Because most of your colleagues are too nervous to tackle this, when you master these lesson sequences, you’ll have more students than you can teach at any time of the year. If you’re struggling with a student (real or hypothetical), you can bring all your questions for hypothetical and real-world problems to the Open Q&A sessions.

June 2017: TUES the 27th & THURS the 29th & July 2017: TUES the 11th & THURS the 13th at 9 AM New York

Weeks 11 & 12: Effective Review Sessions

With your finger on the pulse of what’s happening, it’s easy to steer clear of bad news. You can have an idea of whether your students are ready for their test before they go, and you can use a variety of methods to find out! You’ll discover eight effective review strategies which you can implement at different phases of a learner’s studies. Equipped with these, you will have multiple lesson sequences and activities that you can use to check in on students’ progress and wrap things up before the exam. Of course, if you have any questions, you can ask in the Q&A sessions.

July 2017: TUES the 25th & THURS the 27th at 9 AM New York


  • Submitting assignments for the Level 1 certificate was a great way to review everything that we had done in the course and to solidify it better in my mind. Thanks for the comments on the different parts of my test and mind maps.
    Andrew KeanTESOL Certificate & MA in Applied Linguistics

Weeks 13 & 14: Dealing with Bad News

Remember before we pointed out how there are so many ESL students who need qualified teachers, but so few teachers? A major reason for this is because most teachers aren’t aware of the pitfalls, or given models to overcome the frustrations. Unfortunately, it is only a matter of time before disaster strikes one of your students. It may be low scores, too little time, a sense of failure, or other hidden challenges.

We know how important it is for you to remain confident and keep things in perspective—both for yourself and for students. Jaime will share some stories and strategies for handling and responding to stressful situations big and small. As always, bring your questions to the Open Q&A.

August 2017: TUES the 8th & THURS the 10th at 9 AM New York


  • I knew one of my students wasn’t going to get her target score but I wasn’t sure how to have the conversation without blowing her confidence right before the test. I brought up the question in Q&A. I got the advice and confidence to have the Plan B conversation with her the very next day. It went so well! We both benefited from it.
    Laura WoodsTEFL Certificate & MA in Linguistically Diverse Education

Weeks 15 & 16: Earning More Money

As you might have already discovered from higher education, a degree doesn’t guarantee more respect or money. The thing you’ve never been shown how to do is position yourself as an authority and influence people. You’ll find out Jaime’s techniques and clear examples of how she has motivated and inspired hundreds of students to commit to an effective study plan, overcome challenging situations and get results.

If you weave specific communication techniques into lessons, email exchanges and conversations, then your students will be more likely to sign up for lessons with you and follow your recommendations. That directly impacts their chances of completing homework you assign, making measurable improvement, and then referring their friends to you.

August 2017: TUES the 22nd & THURS the 24th at 9 AM New York

Seriously, I spent 3 years and over $8,500 with ESL teachers who did not know how to teach for TOEFL iBT. Honestly, if I had known before I started, I would definitely study with one of the teachers who are certified.Dilanur Komar, Turkish Nurse

The Next Steps: Getting Certified & Filling Your Schedule

The ESA certification is recognized by our community of over 10,000 online students. Since most certified teachers only work with 6 students a week, you can imagine how many are left hoping that more teachers like you will step up. When students understand this certification program, they quickly realize its value and say they would choose a certified teacher. As ESA raises students’ awareness through various social media campaigns, demand and recognition will grow.

To officially complete How to Teach Exams, Level 1, you’ll submit a series of assignments that show your understanding of the theories and concepts presented throughout the course. This includes attending a minimum of 4.5 hours of live Q&A sessions, passing a test about assessment literacy, and submitting mind maps or summaries for each of the key areas we discussed.

 
  • Connector.

    Be Acknowledged

    Candidates who successfully complete the assignments are verified as certified ESL Exam Prep Coaches on our website. To see it, click here.

  • Connector.

    Get Found

    Certified teachers can also take advantage of “The Bridge Package,” a promotional service that connects them with serious students. To learn more about that, click here.

  • Connector.

    Keep Climbing

    Teachers who reach Level 1 are eligible to participate in ongoing mentoring that continues to hone their skills. To learn more about ESA’s certification track, click here.

 

This is Your Invitation to Join Us …

How to Teach Exams, Level 1

with Jaime Miller

It’s time to ensure you have lifetime access to lesson plans and the exam-teaching methodology that gets results and brings a steady income.

8 monthly payments of $150 USD
(or a single payment of $1000 USD)


Click to Get Trained Now
 
 

 

Enroll in How to Teach Exams, Level 1 risk-free. Join us for the Goal Setting and General Approach sessions. If you decide this program isn’t for you, then let us know before Week 3 for a cheerful refund.

 

Real Feedback & Perspectives

  • I wish I had the How to Teach Exams training course available to me when I first started out, 12 years ago. I noticed many gems of wisdom in the Digital Reference Book that it took me years to figure out, that I now incorporate into my teaching techniques.

    Teachers in this course are provided with real activities that work in the classroom or online, ones that I have used myself, and I know they work. With step-by-step, clear outlines, and recommendations of additional online resources, this course has everything that a star of a test-prep teacher would need.

    Click here for her peer review.

    Jessica BeckMA in Applied Linguistics, Director of IELTS Training for All Ears English http://ielts.allearsenglish.com
  • One of my students called me after her exam and she was on cloud nine because she scored 71 when she only needed 53. She really did get to cross the exam off her list. It’s very exciting that she gets to start university in the spring.

    Exam prep has a beginning and an end. When my student achieved her goal, it was very rewarding. It made me want to help more people. I feel like I’ve only just touched the surface of this.

    The How to Teach Exams course let me do what I like to do, which is help people!

    Click to watch her interview.

    Laura WoodsTEFL Certificate & MA in Linguistically Diverse Education
  • Working with Jaime I had an opportunity to help impact a student’s life in a major way. After significantly raising her TOEFL iBT score from 86 to 103, my student won a very large scholarship, and had an even larger opportunity to change and impact her country.

    I chose Jaime after going through every person I could find, and asking everyone I could for recommendations. She was the most credible because of the congruence of her material with both reality, and with herself. She didn’t meet my expectations. She surpassed them in every way.

    Click to watch an interview with Valentina, his student.

    Matt LeddingLanguage Consultant and Professional Speaker http://englishout.com
  • Over a year ago, I was teaching a regular ESL class when a few students approached me and said they needed help in studying for the TOEFL exam. “Oh sure,” I said, thinking that I’m an academically-inclined ESL teacher so that will be a snap. As we waded into the territory which is TOEFL-prep, I quickly realized that it was no snap. The TOEFL was daunting, and finding sane ways of helping the students study for it was yet more daunting. The big name preparation books (Cambridge, Delta, Oxford, Barron’s) were not especially helpful. The internet provided resources galore but there was no clear direction for the students.

    My students and I watched some videos of Jaime on YouTube, began to explore the website, and eventually bought the Advanced Speaking Guide, then the 24+ Writing, and eventually the Right Notes. We continued to watch videos. The students loved watching Jaime and working with her materials, but I still felt that I didn’t know a clear pathway for them, and they didn’t know for themselves.

    When I received a notice that Jaime was teaching an online TOEFL teacher preparation course, I signed up right away (even though I was extremely busy). The teacher’s course was amazing in so many ways that I’m not sure I can do justice in a few words.

    Firstly, because Jaime has found her way by making many mistakes which she readily shares, I quickly relaxed my guilt about my own often-fruitless efforts to find the best practices and ways of addressing the needs of each student. But there was so much more. The teacher’s course helped put everything into perspective. Now I know how to assess the students, work directly with their areas of weakness while not spending valuable time on areas in which they are already competent, as well as how to guide them through the materials (Jaime’s and other sources) based on their needs.

    Each week, we had interactive discussions and webinars with new information and directions. As teachers, we could ask one another questions, express our understanding, and talk about students, the curriculum, assessments, how to get from here to there, anything. Not only was the program high learning, it was also invigorating, and dare I say, a lot of fun.

    Cassell GrossESL Teacher

 

Common Questions

badge-new-we-supportAbsolutely not! In fact, English Success Academy is a TEFL Equity Advocate and we welcome all teachers, especially those who learned English as a second (or third!) language.

That said, every teacher who enrolls in How to  Teach Exams must have a high level of comfort studying and communicating in English in order to keep up.

In 2017, the only cohort being led starts in May. The schedule and frequency for 2018 has not been decided on yet. To get updates about future cohorts, please enter your name and email address below:

1. Teaching Experience

To teach exams without stressing, you should already know how to teach a lot of different kinds of things:

  • Grammar. Even students who seem quite fluent can make everything from elementary to advanced grammar mistakes. You shouldn’t be scared about or unwilling to brush up on concepts like “reduced adjective clauses” and “passive” verb forms.
  • Vocabulary. In any lesson, you may have to encounter a mysterious phrase your student produces, like “Is important to humans for breathe.” To provide valuable lessons, you need to uncover the student’s meaning, find a natural-sounding replacement.

The course will cover how to prioritize what order you address mistakes, as well as the process for re-training “fossilized” errors, but you need to know what the mistakes and solutions are.

We recommend having at least 18 months experience and that you enjoy teaching older teens or adult learners.

2. A Certificate

It’s best if you have at least a teaching certificate (CELTA or an equivalent).

Jaime totally understands that some teachers will join How to Teach Exams with urgent lesson situations. Because of that, the Digital Reference Book is completely open to you as soon as you pay. That way, you can get tips, answers and lesson plans that solve your dilemma.

However, the sequence of material presented over the 16 weeks also links concepts together in the most logical way.

Between self-guided exploration of the Digital Resource and Jaime-guided Q&A sessions, you’ll have the best of both worlds!

Maybe! Let’s find out… If you are serious about enrolling, but if you need a more flexible payment plan, send Jaime an email or directly schedule a time to chat.

We have to respect other teachers who have already paid for the program. That said, we are committed to helping as many teachers learn how to teach exams as we can.

(Remember that in some countries like America, you can take this course as a “tax deductible” expense.)

The video below shows the Digital Reference, the learning portal where all of the training content is organized.

You have lifetime access to the Digital Reference where the core concept videos and materials are stored. As long as you pay in full, and remain a good member of our community, you will always have access to it.

The next time that How to Teach Exams is led, you are welcome to join in the sessions for a refresher. That’s what we mean by “lifetime!”

Red Flags

If you agree with any of the following statements, they are strong indications that you should not enroll in How to Teach Exams.

  • You think Jaime Miller is annoying or arrogant. (There are a lot of videos and face time with Jaime. If you don’t like her, now is the time to click away…)
  • You just want a quick course about how to teach exams. (If you want to follow a one-sized-fits-all lesson plan, use any published exam prep book. However, the purpose of this 16-week course is to train teachers how to accurately diagnose students’ weaknesses and tailor effective lesson plans for individual students.)
Green Flags

If you identify with the following characteristics, they are strong indications that you are in an optimal position to implement the concepts in the training and see a quick return on investment.

  • You have strong English. You don’t have to be a native-speaker teacher, though!
  • You have an ESL certificate and the ability to explain grammar.
  • You are motivated by students with clearly-articulated goals.
  • You don’t have any chronic health issues that force you to make frequent, last-minute schedule changes. (This matters because exam students often face tight deadlines and they count on you to show up.)
  • You tolerate low levels of stress from risk and ambiguity. (No one can guarantee that your student is going to get the exam score they want in their requested time frame. If one approach does not work, I will help you reassess the situation and find a new route.)
I recommend you find 5 to 8 hours each week. You should set aside 2 hours a week to attend the webinar. The length of Q&A sessions will vary, but it is safe to budget another 90 minutes to review those.

Then you will need time to implement. Each module will include many activities you can use with your students right away.

In the program, you’ll get connected with other ambitious teachers who will form part of your accountability group. Some of the course work is to have focused conversations with these trusted peers. We make the most progress in teaching through collaboration — and you will benefit from the professional relationships you cultivate in this course.

The concepts here have been vetted by seasoned teachers who tutor for TOEFL iBT and IELTS. It is widely agreed that these are sound methodologies and practices suitable for a wide variety of exams.

That said, all concrete examples in the program are given for the context of TOEFL iBT so if you are in the position of wondering how to teach TOEFL iBT, this course is very well suited to your situation.

This course will show you how to use the test-prep books that you, your school or your library has—or how to create lessons and material that fits your exam students’ needs. But yes, it’s possible you will need to purchase some extra books.
Honestly, there is a need for qualified teachers.

If you prove yourself to be an exceptional and detail-oriented teacher, it will be noticed and opportunities will appear.

Do you want to talk? If you have questions about whether or not now is the right time to join us, what will be covered, or if you’re just not sure this is the right program for you, I’d love to talk!

(Part of why I’ve been successful with my students is that I know my programs aren’t right for everyone. If I get the feeling that you’re taking on too much, or that you wouldn’t benefit from the program for whatever reason, I’ll be honest with you about that. There is no pressure to enroll.)

Schedule here to set up a time to chat with me…



 
 
To finally be able to provide a community where teachers get the confidence and the opportunity to discover they enjoy teaching exams… That makes my year!Jaime Miller

 
 

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