ESL Teacher · Kindergarten through University · Multi-Curriculum Specialist
China · Turkey · Saudi Arabia · South Africa | TEFL Certified · PGCE · Available Immediately
+27 65 974 8058 | tjmatuba@gmail.com | linkedin.com/in/tebohojoseph-matuba-39b01842
PROFESSIONAL SUMMARY
I’ve built a career across teaching contexts — training centres, primary schools (IB and national curricula), kindergartens, and university foundation level — because I understand what works in each. I move between contexts not to escape, but to expand. Each environment taught me something the last one couldn’t: conversion and retention from training centres; scale and differentiation from primary schools; early literacy scaffolding from kindergarten; academic rigour from university work. The variety isn’t fragmentation — it’s mastery through range. I can teach any age, adapt to any curriculum, and drive measurable outcomes regardless of context.
TEACHING COMPETENCY
→Early learner ESL: phonics, early literacy, TPR, play-based and Montessori-influenced delivery for ages 3 to 6
→Primary ESL across IB and national curricula: Grades 3 to 7, real-time differentiation for mixed proficiency in the same classroom
→University foundation and academic English: EAP, IELTS Academic, academic writing and critical thinking at undergraduate entry level
→Training centre and commercial ESL: demo lesson conversion, high-retention cohort management, rapid skill building
→Classroom management across cohorts of 8 to 120: structured environments, behaviour systems, sustained engagement
→Assessment and progress tracking: formative and summative, data-driven adjustments, individual and cohort-level reporting
→Parent and stakeholder engagement: consistent communication, trust-building, enrolment retention and loyalty
→Curriculum design and institutional integration: cross-curricular collaboration, rubric development, methodology standardisation
→Languages: English and Sesotho (Native), French and isiXhosa (Professional), Basic Mandarin
EXPERIENCE
ESL and Kindergarten Teacher Mar 2025 – Mar 2026
Gaowa Montessori Piano Kindergarten · Beijing, China
→Sole English teacher for 120 students aged 3 to 6, all arriving with zero English exposure — designed and delivered all lessons independently.
→Within 12 weeks, students independently recognised letter sounds, blended CVC words, and followed multi-step instructions in English, tracked per student.
→Designed theme-based weekly lesson plans integrating music, TPR, movement, crafts, and storytelling; zero behavioural incidents across 30-minute sessions with 3-year-olds.
→Built Montessori learning stations (letter tracing, object-sound matching, tactile vocabulary) supporting fine motor development alongside language acquisition.
→Delivered weekly parent updates with class photos and home-practice guidance; sustained high enrolment and parent satisfaction throughout tenure.
EAP and ESL Instructor — University Foundation Programme Aug 2024 – Jan 2025
King Khalid University — Alkhaleej Education and Training · Abha, Saudi Arabia
→Delivered EAP and academic English to 45–55 foundation-level university students using Blackboard and Evolve LMS.
→Prepared students for IELTS Academic — Writing Task 2, paraphrasing strategies, and weekly mock speaking tests with personalised feedback; most achieved target band scores on first attempt.
→Served on the English Language Centre committee evaluating teaching methodologies and standardising grading rubrics across sections, reducing grade disputes by 20%.
→Delivered professional development workshops on CV writing, interview skills, and workplace English communication.
EAP and ESL Instructor — University Foundation Programme Aug 2022 – Jul 2024
Al-Jouf University — Quality Education Company · Al Qurayyat, Saudi Arabia
→Taught 100+ foundation-level university students per cohort across 30–60 per class from Saudi Arabia, Jordan, and Yemen.
→Achieved 30% grade improvement over one academic year through structured, outcome-aligned instruction and bi-weekly assessment cycles with monthly progress tracking.
→Led the English Club Speaking and Writing Zones — voluntary enrichment sessions improving student fluency by 15% and reducing academic speaking anxiety.
→Contributed to curriculum review; multiple material and methodology recommendations formally adopted institution-wide.
Primary School ESL Teacher — Turkish National Curriculum Feb 2021 – Jan 2022
Hedef Koleji Manisa · Manisa, Turkey
→Maintained 80%+ student participation across the full academic year — Grades 3 to 7, differentiated for mixed proficiency levels.
→Introduced Kahoot quizzes and interactive whiteboard activities as formative check-ins, enabling real-time identification of students falling behind.
→Launched voluntary evening English sessions for parents; within one term, parents reported improved ability to help with homework and hold basic conversations.
→Collaborated with Turkish subject teachers on cross-curricular vocabulary alignment, reinforcing retention across science and social studies.
ESL Instructor — Adult and Professional Learners (Remote, Concurrent) May 2021 – Jun 2021
MPC / Open English · South Africa (Remote)
→Delivered 1-on-1 and small-group online ESL to adult professional learners; achieved 30% increase in student retention through personalised lesson design.
Primary School ESL Teacher — IB Curriculum Aug 2019 – Jul 2020
Haida Baoan Shenzhen Primary School · Shenzhen, China
→IB-aligned ESL delivered to 40–60 students per class, Grades 4 to 6, with consistent on-task behaviour across large cohorts.
→Differentiated every lesson for mixed proficiency: visual supports and simplified frames for beginners; debate and extended reading for advanced learners in the same session.
→Tracked progress through formative and summative assessment; provided targeted after-hours support for struggling learners.
→Maintained regular parent communication on academic performance and behaviour throughout the academic year.
ESL Teacher — Training Centre May 2018 – May 2019
Learning Education Training Center · Shanghai, China
→Achieved 40% demo-to-enrolment rate — built instant rapport with children and trust with parents in single introductory lessons.
→Sustained 60% student retention through consistent lesson quality, personalised progress recognition, and proactive family communication.
→Used realia in every lesson; students taught with objects recalled words at measurably higher rates in assessments than picture-card-only groups.
→Organised 4 cultural celebration classes annually; each event drove an average 20% attendance spike and strengthened family loyalty to the centre.
