1. Self introduction

This is usually the first lesson and very likely to be the first contact between the teacher and the learners. Names: Many ESL learners pick English names for many reasons that may be strange to native English speakers. Besides using popular names some names are chosen because of reasons like: The name sounds musical, the name sounds like the learner’s surname or family name, the name is short and easy to remember, spell and pronounce, etc. In one of my classes I have one of such names we may find so weird. He is called Lucifer. Two years ago I had Diable (The french word for devil). A middle aged woman also chose ‘Pussy’ for her English name because it sounded nice to her. When I told her the meaning she wept because she had been using it for one month already. My advice: Do not explain weird names in class in front of others. Tell them the meaning privately and leave them with the option of changing it.

Jobs: While the student who is a lawyer is very proud to say it, the one who is a plumber is looking for a vague word like ‘technician’ to use. In most societies in the world some jobs are considered dirty, low paying and indecent. To avoid embarrassment people turn to use vague terms when they make self introductions. In as much as we want them to be able to say what they really do for a living, we also don’t want to embarrass them in front of the other students.

2. Describing people

Age, Height, Weight, Marital status: These may not be taught under self introduction on the first day but may come up later when you start to teach your students how to describe people. In my example I was trying a classroom activity whereby they had to describe eachother guessing the height, age, weight and marital status. The activity was very exciting but two ladies really got hurt because of what the other students said. In some Asian countries a woman above 25 is generally considered by the society to be late for marriage as well as a man in his 40s. A woman above 50kg is considered overweight. Short and or chubby women are not considered to be beautiful by the society. A bald headed man is considered ugly no matter how great the rest of the body looks. So while the tall and slim ones feel proud as they are being described, the chubby or short ones are in total embarrassment. My advice: Bring pictures for them to describe. It’s less embarrassing.

3. Household chores

I had hardly expected any trouble to show up in this topic. I thought it was just about naming the chores and saying who was responsible for doing them at home and when. But no! There was a couple in my class. The man got really hurt when the wife proudly said ” My husband does all the chores at home.” The way the other men in the class laughed embarrassed the man. I am not sure about what happened later that day when the couple got home. Watch out for couples in your class.

4. Likes and dislikes

This is another popular ESL topic intended to help learners express their feelings about things, places and persons. What is sensitive about this is the fact that it may affect the friendliness that already exists among the adults in your classroom. The possibility that hurting sentences will be made is very high. Sentences like: “I hate smokers” “I don’t like boxing” “I dislike excessive use of makeup” “I dislike computer games”  “I hate pork” etc. Although they may be making these kind of sentences without the intention of hurting anyone, the others who feel guilty of these dislikes feel rejected and are less likely to communicate with those who gave them all the guilt. My advice: Teach them English phrases like ”No offence” “I don’t mean to hurt anyone,” and tell them to use these phrases every time they make sensitive statements.

5. Brand, price, real or fake

You are either teaching about shopping or famous brands and then you come to this speaking part where you want to drill them on asking the price of an item, what brand it is and whether or not it is real. In this modern society where people are judged by the things they own, be careful in the way you handle this. The lady talking about her Gucci handbag, the cost and where she bought it, is in a way showing off and looking down on her classmate next to her with a low quality handbag with perhaps no brand. Ladies are extremely sensitive to these details. In other words we should be careful in the way we point out details about personal items like: shoes, caps, mobile phones, handbags, jewelry, cars, etc. While these details make some learners proud and comfortable the same details make other learners feel miserable.

6. Where do you live?

This used to look like a very simple question to me until I came to understand that in many cities around the world, the area of the city where someone lives tells what financial status the person has. Of course this is not always true but that’s how the society thinks. In a city like Shanghai for those who have been there, people are proud to say they live at or around the Jing an temple because it is one of the most expensive areas of the town, therefore suggesting the persons financial status. On the other hand people don’t feel so comfortable saying they live in SongJiang or Luwan. Because this is embarrassing to some people, in my class I prefer asking questions like: Do you live far from downtown?

These sensitive topics abound depending on the ESL learners you are teaching, their culture, etc. It is practically impossible to discuss certain things without making one or two persons uncomfortable but with a little more care and the use of nicer expressions we can make our adults ESL classroom a less embarrassing place to be.

While hoping that this was useful, you are welcome to share your own experience in the comment section.

       Some learners think learning is part of practising and practising is part of learning. This is true but to a very little extent. Consider this example: Think of someone who has just bought a brand new car, learned and mastered all the road signs and traffic rules but hasn’t tried to drive the car using the knowledge learned. Think about such a person getting a drivers license. Do you think this person should have a license to drive? A sure NO.

Now that’s exactly what many language learners, probably including you reading this article, have done and are doing. They have learnt and mastered the rules of grammar, sentence structures, huge amounts of vocabulary patterns; they have covered a vast amount of reading material, can even write excellent essays. Yet these are the same learners who say “Sorry, my English is very poor” the moment you say “Hello, how is it going?” The reason is simple. They spent all their time learning and didn’t practise or they thought practising was automatically embedded in their learning process.  Like in the example with the person who can’t get the license to drive, you also can’t get the license to speak English.

So the question:  How do you practise your English?

Here are some common answers from students:

1. I often watch English movies.

2. I watch English news and shows on TV.

3. I read English books / newspapers.

4. I often visit some English websites, chat online and send emails in English.

5. I often talk with some foreigners in our company.

6. I don’t have foreign friends.

Back to our example of the wannabee driver: If your answers to the question are numbers 1 and 2 above, you are saying in other words that you often watch people drive. Should that make you drive? No or 3% chances.

If your answers to the question are numbers 3 and 4 above, you are saying in other words that you often read about traffic rules, road signs, car parts, car maintainance, etc. Should that make you drive? No or 7% chances.

If your answer is number 5 above you are in other words saying that you often drive if another driver asks you to drive. Should that make you drive? No or 9% chances.

If your answer is number 6 above then you are like the person in our example without even a car. Do you hope to be a driver? No or 1% chances.

To summarize this analysis above, I am trying to show that even if you used all of the above ways to practise your English you would probably improve other skills like listening, reading and writing, but your spoken English would be about 20% better. If your objective is to speak English, then this is definitely not enough. There must be a better way to practice your English. Here are the tips below:

1. Reading aloud

It sounds funny, doesn’t it? Many learners of English neglect this. Reading aloud helps you to listen to your own pronunciation. It helps you to identify the sounds and words you can’t say or can’t say correctly. (Reading silently – just looking at the words and moving your lips hides these problems from you). Reading aloud also builds your confidence that you are speaking the language. Therefore when you have to use the same words to speak to someone, you don’t panic at the thought of using them for the first time or fear incorrect pronunciation. Conclusion: Always read aloud (not only in class) on the street when you see a caption in English as well as in your bedroom when looking through an English newspaper.

2. Repeating

Repeat repeat and repeat aloud every time you listen to English no matter the source (music, movies, TV, English speakers).  Does it sound foolish to you to do this? Well, your choice: Look foolish for a short time and speak the language you want to speak or look great without the language.

3. You don’t always need a foreigner or native English speaker in order to practise your English.

Reasons: *Not all foreigners speak good English. Some speak worse English than you do. *Most native English speakers listening to you talking take one of these options: Ignore your mistakes and just try to understand what you are trying to say or correct almost everything you say thereby frustrating you and causing you to lose your confidence more. Neither of these two options is good for your practice.

Solution: Practise your English first with a learner of English as a second language like you. It builds your confidence more, it  is less challenging and less frustrating. It’s easy to find someone to practise with among your classmates, family members, neighbours, classmates / schoolmates, etc. On the other hand it is hard to find a friend who is a native English speaker and to have regular practice sessions. When you speak with a fellow learner like you, two of you limit yourselves to practising with the words, phrases and sentence structures you know. With a native English speaker even a simple “hello” may come with something new like “where are you heading to?” instead of “Where are you going?” from your friend. Remember that the number of speakers of English as a second language is fast outnumbering the number of speakers of English as a first language. So in your real life experience in future, you will probably be dealing more with people like you.

A little problem: One of my students complained to me that whenever she tried to practise her English with her classmates, they looked down on her with scorn considering her to be trying to show off by speaking a foreign language to them instead of their mother tongue. She found this very frustrating and gave up. Now this is possible unfortunately. People shouldn’t think like that.

Solution: Make it playful; make it look like a game.

Family example: In a family where dad, mom and children can speak a little English, pick a day, Saturday afternoon may be, and set it aside for English practice. Let there be a small penalty like: The one who forgets and speaks the mother tongue buys coffee for everyone, cleans the bathroom, does the dishes, cooks dinner, whatever…

Colleagues example: In an office where many can speak basic English, pick a day of the week like Friday and set it aside  for English practice. Call it English day or something else. Again set a penalty for losers like: 30minutes overtime, buying snacks for everyone else, etc. This one works like magic and don’t be surprise to see your boss supporting it so well. Friday is a good day because losers go home and spend the weekend trying not to be a loser the next Friday.

4. Teach someone English

Do you know why experienced teachers are usually the best teachers? It’s because they have done the same thing over and over for years. Explaining things to students and other teachers. Do not mind the little English you know. Teach someone the little you know. Your child, friend, wife, husband, etc. Just teach them, explain to them, ask them to repeat after you. Secret: The best time to do this is after your English lesson. Teach the lesson you have just learnt to someone else. Funny isn’t it? It’s funny but this how the idea of Language Exchange Partners started.

5.  You are almost there.

If you are already using the methods discussed in numbers 1,2,3 and 4, then in addition you can do the other things mentioned before like listening to English songs, watching English movies, reading English books and newspapers, chatting online and talking with native English speakers, etc.  In this way you will improve your four language skills at the almost the same pace.

You are welcome to comment on this article or share your experience at our forum where you can meet other students and teachers. If you having problems improving your English you can contact me directly for assitance from my homepage by clicking here.  One last word for your motivation: “We are all learners of the languages we speak.”

 BigD

Shanghai, March 2009

Is it really true that if you simply watch English movies you can improve your English? No, you need to do this with some skill. Here below is a carefully organized way to do it and expect good results:

1. Think of your favourite movie (in your mother tongue), I mean that movie that moved you so much that you watched it over and over and told the story to many of your friends without missing a thing.

2. Now go buy that same movie or check what you have for the English version.

3. Look for a friend (who is an English learner like you for best results) who has not yet watched the movie and set up a date for two of you to watch the movie together.

4.  Play the movie with the audio in English and the subtitles in English.

Your friend will be a little disappointed but you won’t be because you know the story so well. Now comes the English learning and practice time. You have to explain the movie to your friend as it plays on.

If you can hold yourself from two things: switching to the subtitles in your first langauge and explaining to you friend in your first language, then you have fully paid the price and every time you do this your English will improve. In this exercise you improve listening, reading and speaking skills. The only skill that isn’t improved is writing which I will soon discuss in another article entitled “Improving your writing skills.”

Visit this blog often.

1. My best student; Fat beautiful Alice

In one of the ESL classes I teach one of my best students in English is Alice. She is a little chubby. Every time she stands to say something in class, her classmates whistle. Some oink (sound made by a pig). All in an attempt to make her understand that she is not normal, that she is fat = ugly. Sometimes Alice cries. When I think about what this little innocent girl goes through everyday I feel like to curse the society in which we live.

Yes, I do not even blame the classmates who whistle and oink at her, I blame the society, you and I reading this post perhaps, the companies we work for, the TV channels we watch, the movies we watch, the magazines we read, the actors, actresses and all other super stars we adore; who have defined beauty, success, fame, etc in these few words:  Slim and tall. They have defined ugliness, failure, etc in these few words: Fat and short.  How unfair!

Alice is fat, not slim. Alice is beautiful not ugly. Alice is a person, not a pig. Alice is the best ESL student I ever had. She inspired me to write this article. Now ask yourself how many times you have said things like: Fat ugly xxxxx instead of fat xxxxx or ugly xxxxx. Beautiful tall slim xxxxx instead of beautiful xxxxx, tall xxxxx or slim xxxxx.  In other words, associating the adjective ‘fat’ with negative things is hurting.

We are teachers – moulders of the society. We can correct this wrong mentality and save thousands of other people like Alice from this social prejudice.

2. Commenting on the way people look

It’s an everyday comment we make. You look good today. You look beautiful in that dress. You look handsome in that suit. You look young with that haircut. etc.

Now these may look very normal comments to you. You say them to others and others say them to you almost everyday. You have just not yet met a sensitive person like my colleague in the office who instead of ‘Thank you.’ would ask you: “Do you mean I look bad on other days?” “So I usually look ugly in my other dresses!” etc. My colleague is sensitive but outspoken. Others are not. When you compliment them they may say thank you but keep the other side of their thoughts. This is one of the examples I mentioned earlier as hurting without knowing.

You can avoid this by leaving out the words ‘today’ ‘this morning’ ‘in that dress’ etc. It may help.

Here is a tip to make you think more about this: I had a boss who used to come in to the office and say to me. “mmm your desk looks very tidy today!” What message do you think he was trying to pass on to me? Watch out when people compliment you.

3.  Staring at others

You see someone on the street walking towards you. The person looks different from you (height, size, skin color, age, outfit, etc.) So you start staring at the person from head to toe. You elbow the person next to you to join you in the staring exercise. Sometimes the staring is accompanied by comments in a language you are sure the person doesn’t understand. In some extreme cases you take out your camera and give a shot.

This happens on the street, on the bus, in restaurants, on the train, etc. It makes the people you stare at extremely uncomfortable even if you mean no harm.

Out of curiousity we sometimes do this. Here is a suggestion: Take a casual look at the person or better still, greet the person and have a short conversation with him / her. That will make the person feel better while you satisfy your curiousity.

Now over to you reading this article. Share with everyone else a comment or gesture that hurts you. Write your comment in the comments section.

Happy New Year 2009

Do you have rules for your class? The rules of your school are simply not enough. They are too vague, superficial and not specific enough to help you in your class. I am going to share with you what I have done many times and in several schools to keep my class with me and everything going smoothly. First, you will see 10 simple steps to establishing rules for your class, then suggestions for rules and penalties.

A. Making Class Rules

1.       Make your class rules when you first meet the students not when indiscipline sets in. Let your students decide or suggest at least 50% of the rules. Do not limit your rules to “Don’t, can’t, must, mustn’t”. Also use softer words like “Should, try to, make sure, etc. In other words the rules should not sound too oppressive. They should rather sound helpful.

2.       Rules should be decided alongside with their penalties so that you do not have to think of what to do when a student breaks a rule. They should know what the penalties are.

3.       Rules as well as penalties should be divided into major and minor categories. Example: No talking when another student is asking or answering a question is a minor rule while fighting is a major rule.

4.       Elect a class representative who is the spokesperson for the class and also in charge of the rules. Be careful with who gets elected. Hints: The naughtiest student in class made class representative is a very good catch. He or she will easily be controlled rather than anyone else having to deal with him or her. Making a timid, shy or weak student class representative can also be a big motivating factor and make them better. You will highly need your sense of sharpness here to get your class representative.

5.       Double check rules for errors and contradictions. Consult senior teachers in your school to see if the rules fall in line with school rules.

6.       Get the rules translated into the first language of the students you teach especially if they are beginners.

7.       Make a master copy of the rules A3 paper or bigger and paste it up somewhere in the classroom.

8.       Leave blanks for approval and signature at the end of the rules. Let every student have a copy, read, approve, sign and glue it to the inner page of the cover of their English Text book..

9.       Now launch a prize to be won at the end of the year or semester by the most disciplined student. Decide conditions for winning the prize without being too hard like “If you never broke any rule.” NB. When a prize is too hard to be won or a rule is to hard to be kept students simply give up.

10.   Last but not the least, announce a Rule-Free-Day. This is a day on which students don’t have to keep to the rules. This day is great fun to students and they always look forward to it. It helps in easing tension and difficult moments in class. It is also on this day that class parties, group projects, shows are done. Choose the day wisely or leave it open and tell them that the days comes any time they are doing great in class work and discipline. Hint: Mine is the last class of every month.

Now you are good to go. Follow the rules. One little slip at the beginning will lead to something bigger in a very short time.

B. Suggestions for rules

These are purely suggestions because schools have different settings and every class is unique. It’s up to you to modify them the way you like.

1. Eating, chewing gum and drinking juice, water, pills, in class.
2. Throwing papers / things at others, on the floor, at the trash can, through the window, etc.
3. Taking off clothes / shoes
4. Writing/ drawing on the desk / board / chair / wall / door
5. Taking personal items of other students without permission.
6. Saying bad words or making rude and impolite gestures.
7. Interrupting other students when they ask or answer questions.
8. Yelling at other students.
9. Cheating during tests
10. Lateness to class
11. Skipping classes
12. Missing class tests / projects
13. Submitting homework
14. Leaving the classroom during the lesson.
15. Sleeping
16. Fighting / Running around in class
17. Standing on the chair or desk
18. Changing seats.
19. Refusing to follow instructions from the teacher.
20. Stealing / lying

C. Suggestions for penalties

These again are purely suggestions because schools have different policies regarding punishment. You have to modify them to suit your students.

1. Standing at the back / in front of the class.
2. Losing a seat with a best friend
3. Hands straight up in the air
4. Standing on one leg
5. Emptying the trash can
6. Cleaning the board for one week, month, etc
7. Doing a long and hard homework
8. Copying a long text from an English text book
9. Call by teacher to parents
10. Letter from teacher to parents

 Denis

Shanghai November 12th, 2008

“I am 40. I am married. I live with my wife and kids…” That’s a disappointment.

“I am 25. I am single. I live alone…” That’s a potential…

Well decades ago most teachers were people in their 30s and 40s. Teachers were like second-place parents  to students so the problem of students falling in love with teachers was not very common. Times have changed. Education is faster nowadays. People are getting First Degrees at 20 and getting teaching jobs in High Schools and Universities where they have to face students who are almost their agemates. This has made the problem more serious because it’s hard to find a justification to stop the teenagers from dating the 20 – 25year-old teachers.

The 18year-old sitting in front of the 20year-old teacher is hardly following the lesson. The teenager is more interested in the teacher’s look in comparison to the look of an ideal partner he or she has or dreams to have. The young teacher on the other hand – a likely newbie too in dating, is speculating and contemplating on what could be wrong in having a date with one of those teenagers staring up at him or her with such admiration and envy.  That’s the setting. Then the cultural dimension comes in.

In countries with a mad rush to study foreign languages like English, the foreign languages come with their cultures and overshadow local cultures. Students who can speak a foreign language are envied by other students as well as the society in general. In the same light, students who get ‘closer’ to foreign teachers enjoy a feeling of superiority over other students. Talking and walking home with a teacher after school is a total excitement. So there it goes. From talking and walking home after school to exchanging telephone numbers and emails. From phone calls and online chats to dinners and visits at home. We are into a student – teacher love relationship!

Now how justifiable is this?

Parents condemn it. School authorities condemn it. It distracts students. It’s morally wrong. It’s unprofessional. These points are justified. Remember the old saying: “Do not screw the crew.”

Students think it’s a pride; it’s language practice; it’s cultural exchange; it’s self-realization; it’s secured dating and enriching. These points are justified too. Isn’t it said that “students should learn from the teacher in and out of the classroom”?

Teachers think it’s only normal to date these youth mates they meet almost everyday. Remember the old African saying: “A goat eats around the pole to which it is tied.”  They think the closer they are to the students the more the students open up to them. Yeah the theory goes, if students love the teacher they will love the subject.

Right now you are trying to guess which opinion I hold, aren’t you? Well I belong to the category referred to as ‘a disappointment’ at the beginning of this article. However, not all who belong to this category have been able to stay safe. In the same way, not all who belong to the category referred to as ‘potentials…’ in this article have or plan to ‘eat around the poles to which they are tied.’

If you are an extremists on this topic I am sure the word pedophile has come to mind more than once as you read this article, but it’s actually very far from it. It’s another problem and a real problem. It’s in almost every sector of education. So far, the old view of the problem – condemning just one side of it, has prevailed. It is probably time to address the issue in a different way.  

Please, you are welcome to leave a comment about this.

            It was a nice school, newly opened and facing a lot of competition from rival schools not very far away. So Johnny and Cathy were investing a lot in publicity. When I got hired, things looked pretty promising. More classrooms were made as more students trickled in. I got on well with the students and received constant praises and promises from my boss. I shared a flat with Tony another English teacher at the school from the Philipines. Some parents accompanying their kids to school in the afternoons would stick around to see the new English teacher a lot had been said about in advertisements. They would peer in to the classroom to see what I was doing. Some brave ones who met me in the hallway would ask “Where are you from?” The boss who was always hanging around watching things from the hallway would cut in just in time and answer the curious parent. Tony and I were not allowed to talk about our origins to students as well as to parents. The explanation our boss gave was that it was a marketing strategy. For Tony from the Philipines, he had to say he was Asian but had grown up in Australia or any other developed country. For me, I had to completely hide the fact that I was from Cameroon, Africa. I was a New Yorker.

               At first Tony and I wanted to quit but we needed the money so badly and our visas were running out. Tony said  he could stand it as long as the salary was regular, that he had had a similar situation in another school but to me it was the first time in my life to be asked to deny my origin. I decided to talk to a few African friends about my plans to quit. Some said to me “Welcome to China!” Others laughed at me and said I was stupid. They said I ought to count myself lucky to have found a job. They said I was lucky to have found a school boss that accepted Blacks. These reactions put me into serious thinking. For the time being, I decided to completely avoid answering the ‘Where are you from’ question. But the closer I got to the students the harder it became for me to keep to this decision. The boss took pictures of Tony and I and made wall papers and handouts to reinforce publicity.

            Four months rolled by and the school kept growing. Then a new dimension of the problem came up. The students who had now become so interested in us started asking a lot of questions about New York and America.  My colleague Tony was facing the same problem. The more we dodged the questions the harder and more embarrassing they became.

           I quit that same month after pay out. Tony continued but quit two months later. I decided to head for Beijing. The decision called for laughter again from my friends when I tod them. They said Beijing was the last place I could dream of ever having a job in because only Whites could teach there. So now it was not being American that mattered anymore. I now had to be White. To prove this requirement friends referred me to ads online like this one:

 -10000-13000 per month
-work visa provided
-Full-time native english teacher needed
-work in Yizhuang 6 hours per day
-Native english speakers(American Canada England)
-White person
-Former kindergarden experience needed

anyone who interests please send us ur CV and PHOTO to hr@chinawaijiao.com

any further information please contact Ben 13911211178 or 51660822

      It was so painful to think that teachers were hired not because they were qualified but because of their color. Yes, you want your English teacher to come from English speaking countries. That can be understood to an extent but – that the teacher should be White! I don’t get it.

     * Does being a native speaker of a language make one a teacher of that language?

    * Does having the nationality of an English speaking country make one a speaker and teacher of English?

     These are only two of many questions with contradictory answers about English teaching in China.

     I headed for Beijing against all odds. I rewrote my resume and included these lines in the introductory paragraph: ”I am not from America, England, Canada, Australia, New Zealand. I am Black and I am from Cameroon – Africa. I am a trained ESL teacher…” I just wanted to avoid answering calls for interviews beginning with the question “where are you from?” and then the interviewer saying “Sorry bla bla bla….” I attached my recent picture to the resume and sent it out to atleast 50 schools.

The first response I got was from the Principal of a Middle School who congratulated me on my straightforwardness. The next school that called me asked me to do a demo lesson and hired me thereafter for their summer camp. During the summer camp they pleaded with me to sign a full time contract with them but I had found a better job with a Korean International School.

My Dad always says: “if you meet darkness, do not run away, light a candle.”

Staying away from racist persons only promotes racism. Working and living with them, proving that their mentality is wrong helps reduce racism.  A tree goes out in conquest of the sun only with its roots firmly buried into mother earth. NEVER DENY YOUR ORIGIN.

The dance requires a leader, who is said to be the head of the snake, to stand at the head of a line. All other persons line up behind the leader forming the body of the snake. The smallest of the group takes the last position which is supposed to be the tail of the snake. The game is simple. The leader leads the rest in an extremely curly move just the way a snake moves. The snake is supposed to move in between desks, chairs, tables etc. The game has other instructions such as: Hiss, coil up, move your tail, raise your head, flick your tongue, strike, bite etc. These instructions are given by one of the students – the snake owner who is said to be a magician.

So, caught in the game we were; pulling, coiling, hissing, etc. as the snake owner shouted out instructions to us. It was in one of those instructions “Rise” I rose (I was the snake’s head). But the rest of the body of the snake was supposed to remain on the ground. So I rose as the rest of the body stuck to me. Then more instructions came in. “Look around.” “Flick your tongue.” “Strike.” I surged forward to strike but the naughty one directly behind me held tight to my pair of Jeans. My weak leather belt snapped. Before I knew what was happening my pants were down to my ankles and because I was surging I fell flat on my stomach as the kids roared in laughter pointing at my thighs.

I managed to get to my feet but the show had lasted long enough. The real problem was getting them to stop talking about it which I didn’t succeed to do. It’s the bell signalling class over that saved me from the embarrassment. Every time I buy a new belt I remember this incident.

I will try to write every week. I don’t have much time.

Thank you and congratulations Denis for this website.

Jason.

Thanks and cheers!

Denis DNT