Hey, I’m Lizbeth!
A language educator who believes language is meant to connect people.
My passion started young, translating song lyrics word by word, and grew into a love for helping others find their voice in another language.
I’ve taught Spanish and English across multiple countries and levels, from Pre-K to university. My approach focuses on building confidence, encouraging curiosity, and creating a space where students feel comfortable learning through real communication.
For me, language learning isn’t about perfection, it’s about helping students express themselves and connect with the world.
“Language is a tool for connection, not perfection”
Teaching Philosophy
Continous Learning
learning continuously to refine my teaching practice, especially to integrate new technologies such as AI.
Atmosphere
create a friendly atmosphere that provides experiences to which students can relate
Professional Identity
continue building my professional identity by observing colleagues, participating in workshops, and expanding this foundation by seeking opportunities that challenge me to grow
Teaching Experience
List of Courses Taught:
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University of Missouri – Columbia, MO August 2025 – Present
Enrollment: 22 students Designed and implemented daily lesson plans focused on developing students’ communicative skills in speaking, listening, reading, and writing. Created and adapted pedagogical materials, including grammar exercises, reading activities, writing tasks, and guided conversations. Integrated authentic materials supported by AI tools to make cultural content and diverse Spanish accents accessible for novice learners.
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Liceo Nueva Generación Barrancabermeja, Colombia January 2025 – August 2025
Enrollment: Approximately 18–22 preschool students Implemented English learning activities grounded in the Reggio Emilia philosophy, encouraging curiosity, exploration, and student-led discovery. Designed interactive games and project-based activities to support linguistic and cognitive development in early childhood. Promoted communication, teamwork, and social-emotional skills through group activities and hands-on learning experiences. Collaborated with parents and colleagues to address student needs and support holistic development. Observed and documented student progress to personalize meaningful learning experiences.
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Universidad Industrial de Santander (UIS) Barrancabermeja, Colombia January 2025 – August 2025 (Saturdays)
Enrollment: Morning group: 9–13 years old, A2 level (approx. 20 students) Afternoon group: 14–18 years old, A2 level (approx. 18 students) Planned and taught four-hour weekly English classes focused on developing A2-level communicative competence. Adapted materials and activities to meet the needs of children and teenagers with different learning styles. Designed speaking, listening, reading, and writing tasks that promoted confidence and active participation. Assessed student progress through formative evaluations and provided targeted feedback.
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Instituto IPT Pamplona, Colombia November 2019 – August 2022
Enrollment: Mixed groups of children (ages 7–12) and adults (approx. 12–20 students per group) Responsibilities: Taught English as a foreign language to children and adults at varying proficiency levels. Planned and delivered lessons, materials, and activities adapted to the needs of each age group. Reinforced foundational skills in listening, speaking, reading, and writing through communicative and task-based activities.
Teaching
Materials
View a sample selection of teaching materials here:
Student Evaluations
View a sample selection of student evaluations here:
Teaching
Evaluations
View a teaching evaluation here:
Relevant Certificates
UM System Online Teaching Certification
Teaching with confidence classroom presence, power dynamics, and engagement
Leading the conversation: Disscussion strategies
Students papers, essays or creative works
This is some of the written work my students can do after a couple of weeks in Spanish 1100. Some of them still make interlanguage mistakes since it is their first time in a Spanish class. That is normal and they overcome that quick with extra homework or more practice in class.
Step Into a Class
In this Spanish 1100 class students had to take turns sitting facing away from each other. One Students describes an image projected onto the whiteboard whilst the other trys to draw what they are explaining in the target language. This is a great example of negotiation of meaning in action.
Teaching Gallery
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Spanish 1100 - University of Missouri
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Pre-K English - Cambridge School
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Spanish 1100 - Universiy of Missouri
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Pre-K English - Liceo Nueva Generacion
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Pre-K English - Liceo Nueva Generacion
Review of a Textbook
I wrote a review of the textbook Dicho y hecho, which is designed for Spanish 1100. In it, I discuss the aspects I appreciated as well as the areas that could be improved.
Appreciation that keeps me going
“My lovely Lizbeth oh, what a shame that we didn't get to say goodbye! I had to travel; I stopped by for just a moment and then headed back out. But truly, I wish you all the happiness in the world. Thank you for everything you gave us—it meant so much. I knew that your presence at "El Liceo" would be a true asset, and indeed it was. We are sad to see you go, but I also know that you are leaving to pursue even more important goals both personal and professional. So, I wish you every joy in the world, and I hope that someday we might meet again. Look me up on Facebook or Instagram so we can stay in touch. Sending you a big hug! May God bless you, and may happiness always—always—be by your side. And once again, thank you for those beautiful words.”
Liceo Nueva Generacion School Principal
“Dear Yaritza Lizbeth Jaimes Jaimes,
The Division of Human Talent Management wishes to express its sincere appreciation for your dedicated service as a Cátedra Instructor during the first semester of 2025 at the Instituto de Lenguas. Your work teaching the courses KIDS 12 – BB01 and TEENAGERS 10 – BB01 has demonstrated professionalism, commitment, and the high linguistic and pedagogical standards expected of a Native or Professional Speaker.
Your contribution to our academic community—through your preparation, responsibility, and positive engagement with students—has been highly valued. The quality of your instruction and the consistency of your performance have strengthened our programs and supported the mission of the Institute.
We extend our gratitude for your dedication and the excellence you brought to your role.
With appreciation”
