Okay. We're going to give enzymes another try today. So there's a mistake in the way I calculated the how am I doing scores. And the mistake is that if you missed a quiz, not if you got a zero, but if you missed a quiz, then it was calculating your how am I doing score incorrectly. So a few of you pointed this out to me and I fixed it. And so I posted a new how am I doing score on Friday. It's separate from the earlier one. And so if you missed a quiz, your how am I doing score should be higher than it was on Thursday. All right. Just check that if you would. Thank goodness a few of you went to the trouble to check your how am I doing score and found this error. Okay. Quiz seven scores I think are already posted. All right. So that should be all of the quizzes for the quarter. You should see all the scores. The key is posted as well on the results page. Quiz six scores have been updated. We made an error in the way we graded that. Excuse me. Completely my fault. There was an error in the notation that we used on the quiz. And so G and Mark went through and regraded all of these and reposted them and so the quiz scores that are up there for quiz six are updated. If you want to double check your quiz score, that would be a good thing to do. Now, the electronic evaluations got turned on last week. And a few of you have worked them out for me. But so far just 16% of you, I need, and there's no way I can force you to do this, but I want to ask you if you would please to take the course evaluation. Let me explain the situation as follows. I teach general chemistry, analytical chemistry, physical chemistry. When I teach general chemistry and I get evaluations from the students, they're almost useless. And the reason is it's not really their fault. I mean these students right here, they don't know if the drill instructor is a good guy, a bad guy, or an intermediate guy. They just know they can't hold their feet up for 30 seconds. All right? They have no experience with drill instructors. And so when I get feedback from them, you know, I can feel like I've done the best job in the world of teaching this class and I will get all of this extraneous feedback, you know, your pants are something wrong with your pants or, you guys are like these guys right here, all right? You're grizzled veterans. Most of you are graduating in a week and you've seen everything.  You know what exactly, what issues exist with the class. All right? I know there's issues with this class and it would really help me out if you went through and did these evaluations and not only just scoring them because I know that's the easiest thing because that's just radio buttons but if you actually wrote some comments to help us make the course better. I read every one of these comments. I get a printout of a list of all the comments and I read those all, all right? I don't get to see them for about two weeks because they don't allow me to see what your comments are before I issue the final grades but after I issue the final grades a week after that they let me see what your comments are, okay? So please if you would, I know it takes time, probably takes about 10 minutes, 15 minutes to do this. I'd appreciate it. All right, so we're going to talk about enzyme kinetics. Turns out all of this stuff is in chapter 21 of your book, all right, in a chapter that's called catalysis. So what we want to do and once again all quarter we've been doing this, we've been cherry picking certain topics from stat mech, thermo, kinetics that are the most important topics I think. And so this is one of those topics. The basic idea is we want to understand how enzymes catalyze reactions. Now we're not really learning how enzymes do this, we're studying the phenomenology of enzyme catalysis. In other words we're looking at the rates of enzyme reactions, we're trying to understand how we can break the mechanism of enzyme substrate catalysis down and turn it into a modular thing that we can assign constants to and make measurements on and compare enzymes against one another and so forth. We're trying to really understand the phenomenology of enzyme substrate catalysis. So we've got an enzyme, we've got a substrate. When the substrate docks in the enzyme what this schematic diagram here is trying to depict is that there is a recognition event that has to occur. In other words the enzyme is not going to catalyze this reaction whatever it is for any substrate. There has to be a recognition of the substrate by the enzyme at the active site in order for the substrate to dock and once this docking occurs then the enzymatic reaction can proceed. And in this case it looks like some sort of bond breaking reaction occurs. Okay? So this enzyme substrate complex is meant to represent this entity here and then products are produced and released from the enzyme at that point. Once this reaction occurs the affinity of the products for the enzyme is lower than the affinity of the substrate for the enzyme. If that was not true the products would just stay bound to the enzyme and it would be game over. Okay? So the enzyme has to release the products once they're formed in the active site. If that didn't happen the enzyme would be pretty useless wouldn't it? So that's what this event is depicting here. Okay. So we want to work out some equations that are specific to enzyme catalysis that help us to understand these reactions. The batteries in my laser pointer are dying so I'm going to use it sparingly but hopefully it'll get us through this lecture. Here's the mechanism I showed on the previous slide. Here's the rate of the reaction. All right? I'm just depicting here the rate at which P is formed. All right? I think you can see that it's a unimolecular reaction from the enzyme substrate complex with a rate constant K2. We're going to apply the steady state approximation again. All right? It's another example of that. And to do that we set the time rate of change of the intermediate ES equal to zero. And so I think you can see there's a rate at which ES builds up and two ways at which ES is consumed. And so that equation we could have written down earlier because it's just the steady state approximation and now we have to say some things that are specific to enzyme reactions. We're going to make some substitutions into this equation and one of the substitutions we want to make is for the enzyme concentration because we don't know a priori what it is as a function of time, all right? Presumably the enzyme is going to get bound from the enzyme substrate complex and the free enzyme concentration is going to go down and the enzyme substrate concentration is going to go up, presumably that's what has to happen. And so we don't know what that is, what E is but we do know how much total enzyme we've got, right? At least if we're studying this reaction in the laboratory we added a certain amount of enzyme at the beginning of the experiment to study the enzyme kinetics that we're trying to study in the lab, right? Now in a natural system, you know if there are cells around and we've got some extract from a liver and some enzymatic chemistry is going on, we don't know anything, all right? We can't study enzyme kinetics under those conditions in general, right? To study enzyme kinetics we've got to take the enzyme control, the pH, put some substrate in contact with it and measure the reaction rate as a function of time somehow, we've got to do that. Okay, so presumably we know this E0 at least if we're doing the experiment in the lab we know it. So the total enzyme can only exist in two forms, free enzyme and enzyme substrate complex and so now I can solve for the free enzyme in terms of the total concentration of enzyme and of course it's just equal to the total concentration minus the enzyme substrate complex. So now I can plug that into this expression, boom, here's my new steady-state approximation expression, all right? And when I distribute this K1 over these two terms I'm now going to get four terms instead of three, one, two, three, four terms and I can move the one generation term over to the left-hand side, put all the minus signs on the right side, all right? So all of that has got to be equal to that if this is equal to zero and now I just solve this for ES and that's easy to do because I've got ES, ES, ES, I just factor that out and this is the expression that I get. Oh, I want to remember that this ES concentration that I'm using now refers to the steady-state enzyme substrate concentration, all right? We're assuming that the steady-state approximation is correct. So this is the equation that I get for that and earlier we said that the rate at which P is formed is just equal to K2 times the enzyme substrate concentration. And so now if I just plug ES into here I get this equation right here, looks like a mess, okay? But I'm going to divide the numerator and the denominator by K1, so K1 is going to go away here and K1 is going to go away here and K1 is going to end up in the denominator here, all right? So this is the new expression for the rate of the reaction that I get, still subject to the steady-state approximation and now I'm going to roll all these constants up in column KM, K big M, all right? All of those guys together are going to be the McHale-List constant and this equation is the McHale-List-Menten equation. It is the most important equation in enzyme catalysis, okay? But it's moderately useless. In other words, we've derived this equation, it's very important, it contains all of the kinetic rate information for enzymatic reactions but we can't extract information from this equation very easily in the form that it's in. Ironically, it's the most important equation in enzyme kinetics but we can't really use it, all right? We need to do some more work. What do we need to do? Well, first of all, let's think about this equation. Let's see what it's telling us. Notice that in the denominator, there's an addition operation. What does that mean? There's going to be limiting cases, all right? If there's an addition operation in the expression for the rate, all right, there's going to be limiting cases but why? Because one half of this addition operation could be large compared to the other half or vice versa, okay? So we've got an addition operation in denominator. What are the corresponding limiting cases? Well, if K2 is big, remember K2 is part of KM, if K2 is big, how big? Big compared to K minus 1 and K2 over K1, if that's big compared to S, then this thing simplifies quite a bit. Notice if K2 is large, then K minus 1 can be neglected and S can be neglected. So I've just got K2 over K1 and K2 is going to cancel and so the rate of the reaction is going to simplify very substantially, right? The rate of the reaction is just going to be K1 times E0, the initial concentration of enzyme, times the substrate concentration. Yes. Did everyone hear that? Shouldn't it always be true that K2 is large if the steady state approximation is correct? The answer is yes, right? But we're going to abuse this equation on a routine basis, all right? So this limiting case is not always going to be observed. It turns out it is useful. And the reason is that we're going to apply it to the initial, in other words, we're going to measure a rate at the beginning of the enzyme substrate reaction using an initial concentration of substrate and an initial concentration of enzyme and under those conditions, this equation is going to work pretty well. Okay, so what does this mean? If K2 is big, all right, we've derived this simplified equation, but conceptually what does that mean? What does it mean if K2 is big? What it means is that the reaction doesn't even know ES exists, right? If K2 is big, as soon as ES is formed, boom, it reacts immediately, right? So its concentration is very low, which is good. That's in compliance with what the steady-state approximation is assuming, right? The enzyme substrate concentration is going to be quasi-constant because it's very low. This also means that E is approximately equal to E0 because ES is approximately zero, right? And so essentially what this means is that the formation of the ES in this first reaction here is the rate limiting step in this sequence of reactions, all right? The rate at which the ES is formed because as soon as the ES is formed, boom, it reacts like a shot, all right? Notice also that the reaction is first order and substrate, all right? In this limit of high K2, the reaction is first order and substrate. We'll come back to that. What if S is big, all right? If S is big, then I can neglect this whole guy in the parentheses here, all right? And I just end up with this expression right here and S is going to cancel and so the reaction rate is just, in that case, just given by this expression here. It doesn't even depend on S. Not only that, it doesn't even depend on time, all right? It only depends on the initial enzyme concentration, all right? In the limit of large S, large concentrations of substrate, the reaction rate is constant, all right? You don't see any change in the rea- So conceptually what we expect to see is that low substrate concentration, well, we'll get to that, okay? What does this mean? What's happening? It means in this limit when S is big, all of the enzymes tied up as enzyme substrate complex, all right? We've got very high concentration of S. We've driven this reaction forward because it's first order in S and we've basically saturated all the enzyme. All the enzymes got a substrate on it, right? There's so much substrate around that this reaction has been driven so far to the right based on Le Chatelier's principle that we've tied up all of the enzyme as enzyme substrate complex. The enzyme substrate complex concentration is approximately equal to the total enzyme concentration, okay? This means that the reaction of S is rate limiting. This second step is now rate limiting, okay? And that's what it looks like, all right? I'm using that rate constant for the total reaction rate. E0 is just equal to ES, all right? So in this limit, the reaction doesn't care about the substrate concentration. What if K minus 1 is big? Not very interesting, it happens. Reaction will be slow, not an interesting limiting case, but one that could happen, right? K minus 1 could be large compared to K2 and then K minus 1 over 1 could be large compared to S. But if that's true, the equilibrium lies far towards the substrate equilibrium lies way over here, all right? And it's a bad enzyme, right? It's not a very good enzyme. The enzyme's not recognizing the substrate. Maybe the substrate is not the normal substrate for that enzyme. The reaction rate's just slow, okay? The substrate doesn't want to dock with the enzyme to form the enzyme substrate complex. Okay, what if S is small? What happens at low concentrations of substrate? Check it out, all right? Here's the Michaelis-Menten equation, all right? If I make S small, it disappears from the denominator. I end up with this expression right here. The reaction is first order in S. Okay? So we said when S is big, the reaction rate becomes constant. When S is slow, the reaction rate is first order in S. Okay, so we know what this reaction's going to do as a function of S, right? It's going to be first order at low S. So this is a plot of the reaction rate versus the concentration of S. At small S, we see first order kinetics for S. In other words, the reaction rate goes up linearly as a function of the concentration of S. I think you can see this looks like a straight line down here, right? But as S gets larger, it starts to curve and at high concentrations of S, it becomes concentration independent, all right? And in that limit, there's a maximum reaction rate, Vmax, that's equal to K2 times the total concentration of enzyme that I started out with in this reaction, all right? So this is what any enzyme will do as a function of the substrate concentration, all right? That's what this equation predicts, all right? And it's also what's experimentally observed. Now, there's some other things that are indicated here that I'll explain to you. In the limit of large S, we obtain the maximum rate, Vmax. I already showed that to you, right? Here's the Vmax and we're not quite there yet. We would have to go to higher and higher and higher concentrations of substrate. But eventually, this reaction rate will asymptotically approach this dashed line which represents Vmax. That's the maximum reaction rate for the enzyme. That's a reaction rate that is characterized by the fact that the enzyme, every enzyme's got a substrate stuck on it. So at that point, the reaction can't go any faster. Okay. So K2 times theses of Vmax, yes. Okay. Now, there's lots of things in enzyme kinetics that are confusing, but here's one of them, all right? So let's get rid of one thing that's confusing here. Vmax over E0 is given by this expression right here, but we also call Vmax over E0 the turnover number. I think you could see Vmax over E0 is obviously equal to K2, all right? What are the units of K2 going to be? Seconds to the minus 1. Why? Because ES reacts to give products, right? So it's a unimolecular reaction. And so the rate constant is going to have units of 1 over seconds, okay? And so that's okay. So the turnover number is going to have units of per second. Reactions per second is what it represents. Okay? So Vmax over E0, I mean, I just, so if we work out the units, this just shows that. Vmax is molar per second, if you will. That's the reaction rate. The concentration of enzyme is molar. So the units of this quotient here are 1 over seconds, right? We're going to call that K catalysis or K2 or the turnover number. All three of those things are the same, right? If someone says the turnover number, they're just talking about K2. If someone says Kcat, they're just talking about K2. If someone says K2, they're just talking about the turnover number because they're all the same thing. They all have units of 1 over seconds. Isn't that confusing? Why have three names for the same thing? I don't know. Okay. Now, let's take the ratio between the reaction rate. Now I'm just going to call the reaction rate V. Remember, I was calling it DPDT? No difference. I'm going to just call it V, the velocity. Divide that by Vmax. Remember, Vmax is just K2 times Z0. If I divide these two things, obviously that's going to cancel. And so I'm just left with S over S plus Km. And if I take the reciprocal of that, I get this. And if I divide by Vmax and cancel these S's over here, I get this, which is the same as this. So all we've done is to take the Michaelis-Menten equation and do some more algebra on it to get an equation that is not called the Line-Weaver-Berke equation. It should be called the Line-Weaver-Berke equation. But it's not. But if you make a plot using this equation, it is called the Line-Weaver-Berke plot. How are you going to make a plot? Take 1 over S. That's going to be your vertical axis. No. That's supposed to be X. That's supposed to be, sorry. That's the vertical axis, horizontal axis rather. That's such, it's a typo. This should be Y. 1 over the velocity is the vertical axis. The slope is this, the intercept is that. I think I've used this slide for three years. I've never noticed that. All right. To be clear, we're talking about the initial substrate concentration and the initial velocity. All right. So you take your enzyme solution in your pH-controlled buffer. All right. You add some substrate and you measure, usually spectroscopically, how fast the products are formed as a function of time. And you extrapolate to zero time, all right. And you measure the reaction rate at time zero. Of course, you're measuring initially the reaction rate over a range of times, all right. But you extrapolate to zero to get the initial rate. We call that V zero, all right. And it applies, of course, to the initial substrate concentration. That's usually what we're plotting in a line weaver-berk plot. Here's what it looks like. All right. 1 over S, horizontal axis. 1 over V, vertical axis. Notice it says V zero. That means the initial velocity. All right. This should really say S zero. That's the initial substrate concentration. All right. We should get a straight line from that. The slope of the line is going to be KM over V max. The intercept on the y-axis is going to be 1 over V max and the intercept on the x-axis is going to be minus 1 over KM. Really? Yes? Check it out. If I take 1 over V and I make it zero and I solve for what 1 over S is going to be at 1 over V max equals zero, I get, minus 1 over KM, all right, from the not line weaver-berk equation. Okay? So, this is an extremely useful equation. The Michaelis-Menten equation, no, not so much. All right? Not useful except that I can derive the not line weaver-berk equation from it and that's really useful. Here's a problem from last year's final exam. All right? The following results are obtained by the not line weaver-berk equation. Substrate concentration, reaction rate, this should say VS zero. This should say V zero. Which substrate concentration is it constant during this whole reaction? Not necessarily, all right? It's going to be consumed as a function of time, right? Is the reaction rate going to be constant as a function of time during this reaction? Not necessarily, all right? We're really talking about the initial substrate concentration and the initial velocity. Here's some data. Tell me about this enzyme, all right? I want to know everything about its kinetic behavior, all right? Well, we can get everything. In other words, we can get KM and we can get E zero, all right? And we can get V max by making a line weaver-berk plot. So, to make a line weaver-berk plot, we don't want S. We want 1 over S. We don't want V. We want 1 over V. I want to plot 1 over V versus 1 over S. Here's a piece of graph paper that you're going to have on your answer sheet, all right? Here are the data points that you're going to plot. You're going to draw this axis because you know you don't want it here, all right? You're making a line weaver-berk plot. You want it in the middle somewhere, all right? Because you want to extrapolate this thing to the 1 over V max equals zero. This dash line here is meant to represent the maximum possible errors that any student could possibly make in plotting these data points, isn't it? So, we can grade it, okay? Now, what's helpful to you is to have a straight edge so that you can plot these data points here and then draw a straight line through them, all right? So, maybe you can use the edge of your notebook, but if I was you, I would buy one of those cheap plastic rulers that are about that long. That's very handy for this purpose, a straight edge, okay? So, now that I've got this, I can determine V max, Km, Kcat, all of these things, everything that you can possibly determine in terms of the observational kinetics of this enzyme we can extract from this line weaver-berk plot, okay? Getting the right answer starts with getting the right line weaver-berk plot and the right intercepts and the right slope, okay? You with me so far? This is straight out of Chapter 21. Now, how many people have heard everything I've said so far in another class? Now, what could possibly mess this up? Well, an inhibitor, all right? A molecule that inhibits this reaction could mess it up, all right? And inhibitors are extremely important in enzyme kinetics. And this is the beauty of the line weaver-berk plot, all right? How the line weaver-berk plot changes with and without inhibitor is diagnostic of how the inhibitor is acting on the enzyme. It's a thing of beauty, all right? You can measure the line weaver-berk plot without the inhibitor, add the inhibitor and look what happens to the line weaver-berk plot, add a little more inhibitor, add a little more inhibitor, all right? Of course, you have to measure it as the initial velocity of the reaction at a series of substrate concentrations, all right, for added inhibitor, all right? But once you've done that, you can determine exactly what type of enzyme inhibition is occurring. There's three possibilities. The inhibition could be competitive, non-competitive or uncompetitive. Is this another example of confusing enzyme terminology? Yes! None and on are not the same. All right, I don't know who came up with this stuff. Okay? So, what's the difference? It's very simple. In competitive enzyme inhibition, the inhibitor is binding at the same active site that the substrate wants to bind to, all right? If the inhibitor is in there, the substrate can't bind. It's blocking it, all right? That's competitive inhibition. The word perfectly matches what's happening. In non-competitive inhibition, the inhibitor is binding away from the active site and it can bind either to the free enzyme or to the enzyme substrate complex. But it's binding away from the active site. It's not binding at the active site. So, the inhibition is not competitive. And finally, in uncompetitive inhibition, the inhibitor is binding away from the active site but only at the enzyme substrate complex. All right? So, there's a subtle difference, all right? Non-competitive and uncompetitive. In non-competitive, the inhibitor can bind either to the free enzyme or the enzyme substrate complex. Non-competitive. In uncompetitive, it can only bind to the enzyme substrate complex. You see the difference? Free enzyme or enzyme substrate complex. That's non-enzyme substrate complex only. That's un. Good luck. It's hard to remember. All right? Here's a cartoon. Here's the inhibitor. Here's the substrate. The inhibitor is blocking the active site. That's this piece of the pie here. Once the inhibitor is in there, the substrate can't bind. Obviously, the reaction slows down but in a very characteristic way. All right? It slows down, all right? And so, here's what the Michaelis-Menten data looks like. All right? Initial velocity, initial substrate concentration. All right? Here's what happens in the absence of the inhibitor. Now I add the inhibitor, the whole curve shifts to the right, but if I make the substrate concentration high enough, I get the same V max. What's happening? I'm out competing the inhibitor. I've got a certain inhibitor concentration and if I add enough substrate, eventually this guy wins over this guy. All of the enzymes get tied up by substrate if there's 1,000 substrates for every inhibitor. All right? I think you'll agree the substrate's going to start to win and in that limit, I get the same V max, right? The enzyme is maxing out during the reaction that I care about. The inhibitor is having a relatively small effect on that. Okay? So, if it's a competitive inhibition situation, you can always out-compete the inhibitor by making the substrate concentration enormous. In that limit, you get the same V max. What does that mean? Oh, so let me point out that in competitive inhibition, you see how this is half V max here, this dash line right here? What happens at half V max? Why is that interesting? Well, it turns out at half V max, if you do the math, Km is equal to the substrate concentration. I put it on this slide so you can check it out later on. All right? Here's the substrate concentration. That's equal to Km at V max over 2. All right? So, if you're just looking at your raw data and you haven't made a line weaver Burke plot yet, you can look at this plot right here. You can go to half V max, that's equal to Km right there. And so, you can see the effect of the inhibitor is to increase Km, all right? But it doesn't affect V max. What influence does that have on our line weaver Burke plot? This is one over V max. It does not change for competitive inhibition. So, if I add in, here's no inhibition, now I add inhibitor, now I add some more, now I add some more, or I get a series of straight lines that have the same intercept but different Km's. There's Km, one over Km is down here, minus one over Km, one over V max, all right? And I can look at this line weaver Burke plot and say, boom, it's competitive inhibition, obviously, all right, same intercept, different slope. And the slope is changing in this, it's getting, the slope is getting larger as I increase the inhibitor concentration. What about non-competitive? While in this limit, here's the inhibitor, it's binding away from the active site now, you see that? It's binding, it can bind, in this case what I'm showing here is binding to free enzyme but can also bind to the enzyme substrate complex, all right, if it's non-competitive inhibition. And in that limit, what happens is Km is unaffected but V max gets reduced, all right? So this is one over V max, remember? This intercept is one over V max and so as I increase the inhibitor concentration, Km doesn't change but the intercept changes and the slope gets bigger, I can look at this and I can easily tell the difference between these two cases right here, all right? This guy is preserving this intercept, this guy is preserving this intercept, all right? So the line weaver-berk plot allows us to diagnose immediately which of these two cases is operating. I mean, I know when I add inhibitor the reaction is slowing down, I can see that, all right? But I want to understand where the inhibitor, how the inhibitor is acting on the enzyme, is it plugging up the active site, is it binding away from the active site, is it doing that for the enzyme substrate complex only or for the free enzyme as well, all right, I can tell all that just by doing a few experiments. Finally, uncompetitive amazingly gives us a third case that we can easily tell the difference. In non-competitive, this slope which is Km over V max turns out that slope is preserved and I get a different intercept for one over V max, a different intercept for one over Km but the ratio stays the same, isn't that amazing? So, I can classify, if I am willing to do the work because there's a non-trivial amount of work here, I mean, you've got to do four or five experiments to map out every one of these lines with different initial substrate concentrations, different initial enzyme concentrations to get different initial velocities. Now, if you buy this book which is the Bible of Biochemistry, even it does not contain what I'm about to show you which is the mathematical derivation of where these straight lines come from. It's not in your book, it's not even in Leninger, it's value added but you can't get it very easily anywhere else, all right, are you ready for this because I'm not going to laboriously do all this math, I'm just going to click through these slides and show you because it's a thing of beauty. Here's the mechanism that we've been talking about so far, all right, reversible formation of the enzyme substrate complex, reaction of the enzyme substrate complex to give products, all right. Now, we're going to add two other possibilities. The enzyme can reversibly form a complex with the inhibitor, that's I, all right, and the enzyme substrate complex can form a complex with the inhibitor as well, all right. So, there's two new possibilities that we have to consider. These two new possibilities encompass all of the things that can happen, all three types of enzyme inhibition, competitive, non-competitive, and uncompetitive, okay, and all we do is we write a conservation of mass equation, the total enzyme that I'm putting in my beaker has to exist in one of four states, free enzyme, enzyme substrate complex, enzyme inhibitor complex, enzyme substrate inhibitor complex. There's only four possibilities, right? Now, I do the math on this, and this is what that looks like. I have to create some definitions. I'm going to derive something called, I'm going to define rather something called alpha, which is one plus the inhibitor concentration over big K1, what's big K1? That guy, all right, the equilibrium constant for the inhibitor interacting with free enzyme, that equilibrium constant. What's K1 prime? That's the equilibrium constant for the enzyme substrate complex. That's going to be A prime, one plus that over, okay, and so I do math and I do a little algebra and we can write equations, and it doesn't take us that long before we get to your equation 21.8B, all right? Here's the non-Liever-Berberk equation. Here's the non-Liever-Berberk equation for enzyme inhibitors, all right? Check this out. I've got an alpha prime instead of a one. I've got a K times the Michaelis meton constant, all right? Instead of Km, all right? So I've just inserted alpha prime here and alpha here and now I've got an equation that is completely general for all types of enzyme inhibition, all right? This equation explains those three behaviors that we just talked about, all right? How does it do that? First of all, notice that if K alpha, sorry, if alpha prime is one and alpha is one, then the inhibitor is exerting no effect. I just get the non-Liever-Berberk equation, all right? That's this case, alpha equals one, alpha prime equals one, zilch, nothing happens, all right? For competitive inhibition, alpha is greater than one, alpha prime equals one. Vmax does not change, but Km gets bigger. This table is a thing of beauty. It's also not found in Leninger. Non-competitive inhibition inhibitor binds to both ES and E away from the active site, yes, yes, yes, both alpha and alpha prime are greater than one. Vmax gets smaller, Km doesn't change, that's what that actually means, what these two alpha means. And finally, uncompetitive inhibition, alpha doesn't change, but alpha prime is greater than one. Both of these two things are smaller, but the ratio is preserved, so the slope stays the same for uncompetitive inhibition. These are those three cases I just showed you. I just put the slide in here so you can look at it next to this, yes. So one thing that should be obvious is that for competitive inhibition, right, the inhibitor looks like the substrate. If it doesn't, it's not going to inhibit the reaction. This is the classic competitive inhibition reaction, succinate dehydrogenase, dehydrogenating succinate, all right? This is the mitochondrial membrane. Here's what that enzyme looks like. It's got a transmembrane component that plugs into the mitochondrial membrane. This is the lipid bilayer, all right? We've got these alpha helical peptide regions that are very hydrophobic that like to insert into the lipid bilayer, all right? And then we've got this more globular, extracellular part. Here's the reaction. Here's the succinate. That's this guy, all right? Here's the fumarate, that's the product of the reaction, all right? That's the succinate after it gets dehydrogenated, succinate dehydrogenase, succinate dehydrogenase. We'll form fumarate, form this double bond, all right? The classic competitive inhibitor is melonic acid. Look at this, and look at this, all right? If I rotate about that single bond, I think you're going to agree that this looks a lot like that. There's an extra carbon here, all right? But melonic acid inhibits succinyl dehydrogenase, succinate dehydrogenase, inhibits the heck out of it, all right? Why? Because the active site gobbles this stuff up. It looks just like this. It's very similar in size, okay? Did I finish early? Are there any questions about this? Because on Wednesday, we're going to talk about something else. Okay, look at chapter 21, and then see if you have questions about this stuff.


and we're live again hello everybody hi let me know if you can hear me if you can see me if everything is working well and yeah I'm so ready for this live today I'm super excited we have a very exciting topic topic that we're gonna talk about today and let's see what's gonna happen you know so as you probably know our topic for today is 10 pieces of advice for new TEFL teachers or new EFL teachers so very very exciting and just gonna wait a little bit for more people to join you know high-goes yeah and also please if you can see me if you can hear me if you are out there just leave a high and where you're watching from into the comment box below we are live on Facebook and on YouTube right now at the same time super exciting so please let me know where you are in the world where you're watching from and maybe also where you are right now in your TEFL in teaching journey are you already TEFL or T-cell certified are you currently taking a course where are you planning on teaching are you already teaching abroad are you teaching online you know how it goes right let me know if you've watched some of my lives before you know what this is all about how this works so I have prepared some slides for you I always like to include a visual just that goes along with what I'm saying instead of just me here I find that that works much better and it's more interesting my name is Linda by the way here from ITTT I am in South Korea about an hour and a half south of Seoul in a city called Cheongju I've been here for almost six years now it's been a long time time flies especially because we can't really count 2020 can we so yeah awesome we have some familiar people here hi Irma from the Philippines that's awesome Juliana still from Illinois thanks so much for tuning in it's so great to see familiar faces week after week and I know I keep saying this every week but I appreciate you guys so much for tuning in and I hope we're also gonna get a bunch of new people because that's always fun a new set of people so yeah we are doing these live sessions twice a week one time myself and then one time my colleague Lisa who is a non-native English speaker a teacher from Russia and so that's really interesting if you're interested if you're a non-native English speaker you really really should check out her live sessions because they're super informative and give you a different perspective she has a lot of great tips about what it's like building or establishing your teaching career as a non-native English speaking teacher so that's really really interesting because I know at ITTT we get a lot of people from all over the world not only native English speakers and you don't have to be a native English speaker to have a successful career in teaching either so there we go so that's why that's where I was going with this don't forget to like and subscribe you know subscribe to our YouTube like our Facebook page because that's how you'll get notified whenever we go live and we also share a lot of other interesting stuff besides our live sessions on our Facebook page and on YouTube a lot of teaching resources a lot of you obviously TEFL information you can check out some course grads testimonials and what they say about ITTT you can reach out to some of them you know and build connections build your network which is really really important and things like that so also there is a 30% off I need to practice this more here 30% off any TEFL or TESOL course so you might want to check that out as always that's the best discount out there you can find we only share 30% discount codes typically during our live sessions so if you're watching you're very lucky you can get that 30% off any TEFL or TESOL course if you haven't taken one yet or if you want to get you know an upgrade we have different course options I did a live probably in October or November about all our different course options so you might want to check that out you can always rewatch all of our live sessions on YouTube or on Facebook you can find the videos section and there will be a folder or playlist called live events or live videos or something like that and you can rewatch all of them also we're always turning our live events into audio only podcast episodes so if you're into podcasts that might be something you're interested in I always listen to podcasts while I'm driving and it's very relaxing so that might be an option for you you can find our podcast on you know Google podcasts, Spotify, Apple what is it called iTunes Apple podcasts you know what I'm talking about you can search for ITTT or TEFL podcast it's called the TEFL and TESOL podcast by ITTT every recently I think in January or in February we hit a thousand downloads which is super exciting so there we go I got a couple of responses here in the comment section please bear with me we don't have a mod or an admin or anything like that who's helping me out with comments it's just me I have two laptops in front of me I have a mic I have some something to drink and all that good stuff so bear with me if I'm not getting back to you right away but as always you can just throw your questions at me at any time that's what I'm here for and that's what I love doing just having a conversation I don't want this to be just me talking I want us to engage and have a conversation with each other all right we have Luciana who says hello good night for all what time is it where you are and where are you at oh good question Luciana Luciana is asking do you have a channel on Instagram yes we do let me share the link with you because we have a different sort of a different handle over there it's called international TEFL training we were thinking of changing the handle name perhaps just ITTT or something like that let me post it in your in the comment section here that's our Instagram please head over there and give us a follow we are trying very hard to grow our Instagram you know you need 10,000 followers to get that swipe up function the stories and that's what we're really aiming for so if you could do that that would be great that's one of your homework one of your assignments for today okay go to our Instagram and just follow us it'd be great we also have a hashtag on our Instagram hold on it's called my TEFL adventure so if you tag your Instagram posts with hashtag my TEFL adventure then you can get featured every Friday today today's feature Friday so if you post something about teaching about living abroad anything that has to do with TEFL then you can get featured on our Instagram so how about that that'd be awesome you could do that please that'd be awesome alright let's see who else we have here oh Irma says we keep coming back because we learn a lot from your sessions thank you so much thank you I really hope that you do because that's what I'm here for I always tried to you know come up with new topics and make them as exciting as possible I guess and it's really fun I like doing these live sessions if you've seen some of the earlier live sessions that I did maybe you can tell the difference like the first time I guess with anything it was more I was more nervous and I didn't really know what to do and it took me a long time to prepare but now I mean it still takes a lot of time to prepare but I'm enjoying it it's fun I like and because we were like a TEFL family now there's so many people that come back here week after week it's awesome Moses to Moses is in the house hi Moses what's up how are you yes sounds cool the hashtag yeah if you are an Instagram please use our hashtag my TEFL adventure and you can get featured on our account that would be awesome so please please please do that today's feature Friday well it's Friday already where I am but I'm probably gonna post the feature Friday or we are gonna post it in probably six or seven hours so if you have time in the next six or seven hours you can post something with the hashtag you will be featured today if not next week all right please do so that'd be great we have Juliano hi Juliano it's good to see you again as well he says hi Linda it's always a pleasure to hear your tips congrats thank you that's awesome and then we have Brett hey Brett I remember you too you've been watching a couple of times as well see we're growing our families growing week after week familiar faces I love it I love it that's awesome all right so then without further ado here today's topic 10 pieces of advice every new EFL teacher needs to know so that's the topic that I chose for today I think it's really important just to share this with you guys even if you are already teaching abroad and if you are you know please also share your advice that would be awesome I'm gonna present every advice starting with one obviously then as we go until 10 and feel free to you know add your comments I want to start a conversation and please add your advice as well that would be awesome we can all benefit from each other I always also learn so much from you guys during these live sessions and I appreciate it so much so without further rambling let me get rid of this and let me add my presentation here to the stream I'm a little smaller now I hope you can still see me down here but yeah that's what we're doing and like I said at any time feel free to scan the QR code in this upper right hand corner if you can and I'm also gonna share a discount link let me just share it right now before we forget and that also is gonna get you 30% off if you apply through this link and we have a what's it called cookie cookies cookie system on our website so if you use the link right now and use you leave the website I think it's for 30 days you return later you can still get a discount so alright here we have interesting Debbie Moore styles the nature wanderer awesome that sounds very cool I'm have I'm probably gonna have to check out that channel afterwards but hey watching here from the Philippines awesome thanks for joining us Debbie I wish I was in the Philippines we I went on my honeymoon well with my husband to the Philippines and it was amazing I want to go back okay let's get started and I'll keep an eye on my comment box so at any time feel free to talk with me or I'll get nervous if nobody's talking to me and I just talk to myself but yeah so let's jump right in as always I like to add a brief introduction about myself because there are some new people here that don't know me or anything so or well not anything but me or ITTT so here we are my name is Linda Dunsmore I am a travel writer and content creator under the name Linda goes East you can find my personal website at Linda goes East or www.lindegoseast.com and on social media at Linda goes East especially on Instagram I love to share my adventures on there that's one of my Instagram pictures at a last year at a temple in Korea I loved it there and I am originally from Germany slash USA my mom is German my dad is American and I spent some time in both countries and since 2015 I've been based in South Korea and I also taught English in China and also in Korea here and yeah I'm also a Teflon TESOL marketing professional at ITTT that stands for international Teflon TESOL training you can find us at Teflon course.net and on Instagram like I mentioned just a couple minutes ago at international Tefl training and like I said we have a feature Friday so every time you use hashtag my Tefl adventure you can get featured on our Instagram so please do so you know anything that's teaching related or traveling you know abroad everything that's sort of related with Tefl you can use that hashtag and we would love to share that on our account and yeah ITTT is a leading Teflon TESOL course provider worldwide okay all right then let's get back into the topic advice right away advice number one here we go you need to prepare myself all right advice number one teaching is actually not that hard when you are prepared okay that's my first advice for new EFL teachers a long time ago or actually not that long ago it was a misconception that just being a native English speaker means that you're you can teach English you know and that is not the case right just because we're native English speakers or we're fluent English speakers doesn't mean we actually know how to teach so if you don't if you are not prepared teaching can be very challenging I've seen a couple of people who you know in their career early on they were obviously new they didn't even take a Teflon course they were just going abroad you know for fun and then it's like here teach 15 little kids six year olds here you go and then they're just standing there like oh my god what they do what they do so we want to avoid that right how can we avoid that taking a Tefl or TESOL certification course a course like that will give you the perfect base of know how to be able to lead a classroom abroad or online I think we all agree on this point right and I think also that more and more countries and more and more schools abroad are also realizing that only being a native English speaker does not make you a great teacher that's why more and more countries and more and more schools make Teflon and TESOL a requirement for example I taught English in China probably seven years ago and at that time I was just starting to get to get into teaching and I wasn't Tefl certified yet because at that time a Tefl or TESOL was not a requirement to teach in China so but then I knew I was going to come to Korea and I wanted to have better opportunities in Korea in terms of teaching because I knew exactly where what city I wanted to go to and that's why I took a Tefl course at that time but yeah it was not a requirement for teaching English in China at the time but fast forward to now a Tefl or a TESOL is required to teach English in China so it's changing all the time and you know countries governments are tightening their requirements and make Tefl and TESOL one of the requirements that you need to have so it's always good to have it and like I always say it's not only this piece of paper in your hand that certifies you but it's much more for this reason this reason that it teaches you exactly you know what you need to do so that you can avoid not just being in this classroom and totally being overwhelmed so that's why we always recommend a Tefl course all right Christina over here is watching from Trinidad and Tobago awesome hey Christina thanks for joining us we're talking about 10 pieces of advice for new EFL teachers all right moving on to number two oh there's more from Christina she says I'm currently doing the Tefl 120 hours with it TTT hashtag loving it thanks girl that's awesome so happy that you love it and so happy that you're here all right let's move on to advice number two for new EFL teachers yeah patience is gold that's not only for new EFL teachers but literally for everybody right patience is gold that's such a good such a good advice so even though you take a Tefl course you know you work through all the units you learn all the techniques you learn everything there is to know during your Tefl course still does not mean that you're going to walk into your first class and it's going to be perfect it's not going to be perfect your first class is not going to be perfect your second class is not going to be perfect and neither is your third class so you know with any profession with teaching it's just going to take time so be patient you will get better at teaching and learn and develop your own personal teaching style over time don't expect just because you took the Tefl course you walk into the classroom and you boom you're an amazing teacher that's not how it's going to be most likely so be patient and you'll figure out your own style as you go and I think a lot of people you know they walk into the classroom they're obviously super excited but then there's like 15 kids or 15 students and it's overwhelming right I mean yeah it's nerve-wracking if you have your first class and you're in a different country it's a different culture you're in a different environment you're nervous so of course you know you're going to make mistakes but that's all okay nobody expects you to be perfect also the schools are not going to expect you to be perfect typically the schools that I worked at most people teaching there were fairly inexperienced so the schools know that and the schools have like training staff most of the time in place or teachers who have already been there a year or two they are going to help you and guide you and teach you you know all the tricks and tips and then you put your own spin on it and you develop your own teaching style what's going to work for you because every situation is different every classroom is different you might have a problem student and you can't really learn in a Teflon course or without you know any hands-on experience you can't really learn how to deal with that so it's always going to depend on the specific situation and your own character and yeah patience is gold be patient don't be frustrated if your first week of teaching is a mess because it's most likely going to be let's be honest you're arriving in a new country or if you teach online doesn't matter but you're nervous and maybe you have jet lag so all of those things you know it's and it's understandable you your students are gonna understand everybody's very understanding so do not worry about that hey foes on good to see you again and hi Linda hi everyone yeah awesome so what do you think about that one patience is called can you relate do you does anybody have a story of their very first class how did that go hi Allah is that how I hope I say it right Allah Allah hi good to have you here I'm sure somebody has a story for us about their first class ever and how it probably didn't go so well okay Allah wants to participate he's Egyptian awesome yes welcome welcome we are talking about 10 pieces of advice that every new EFL teacher needs to know we are at advice number two patience is gold and it's great life advice in general okay so when I started teaching English in Korea oh just Allah I'm sorry I don't know how to say it I'm so sorry anyway please forgive me all right when I first started teaching English in Korea I started or in China too I mostly taught children so and sometimes they were just like really like every class has a problem student I suppose and so that was kind of difficult to deal with in the beginning if you're like if you don't know what to do right so yeah and actually we had in typically actually all the schools where I worked at we have like the English teacher so me and then we would also have like a local teacher so a Chinese teacher or Korean teacher who would be in the classroom and they also help you right they also help you with problems problem students they can take them out of the class and talk with them while you are teaching the other kids so you're not alone in there you have a support system in the school so do not worry right Irma says I'm not yet a teacher but working in customer service for a few years I believe patience is gold yes right it's not just for teachers it's for everybody in general okay awesome all right then moving on and it's still if you have a story feel free to write it in the comment section and I will share it with everybody advice number three all kids are the same or all students are the same I taught kids mostly so that's why I'm saying kids but all students are the same in general so what I mean by that is no matter where you teach in the world you can apply the same teaching techniques and strategies to students all around the world right so especially children classroom management in a class of young learners works like a charm with a reward system so that's a really good piece of advice for anyone who's completely new to teaching and it also works with adults use a reward system you can develop your own reward system you can google it like esl reward system esl reward system and there is a ton of options so what we had at the school that I taught at in Korea we had sticker boards so every student it was like this sort of smaller piece of paper sort of in the front of the class under the whiteboard and with every student's name on it everyone had their own sticker board and every time they did a good job you know they were sitting nicely they threw away their trash you know they were paying attention they raised your hand anything like that they would get a sticker and then they would collect the stickers and then at the end of the day they would come to the front of the class they would put their stickers on the sticker board they were like I think maybe 50 50 each sticker board had like 50 spaces or something so the goal is to fill the sticker board and then I think they would get don't remember exactly but depending on how many stickers they got then they would get a reward we're actually my school they because it was quite a bigger school they had market day once a month and so the students were able to exchange their stickers for like items like snacks they could buy snacks for that or they could buy like stationary items like pencils or rulers or even small toys so things like that so that's what really um what they really loved or if you don't have stickers if you teach online you could do like smiley faces you know draw smiley faces oh how many smiley faces did you get today um things like that so reward systems work really well and also for adults um you can maybe find a reward system but usually for adults they tend to be they tend to want to be there in class and they tend to be more motivated for themselves than children are so all right let me see what you guys say so Juliana says I always did did that in my art design class cool you had a reward system also stickers or what um what kind of reward system did you have Juliana says well I believe that teachers need to be organized prepare the class and do the best it's difficult at the beginning but it's normal yes exactly so that was the the something for um advice number two patience is cool yes Juliano have you ever used a reward system yeah so either way uh pretty much all students worldwide function the same way or you can manage them the same way because we get this question a lot or I get asked a lot because I taught in China and now I teach in Korea you know how are the students different what's the difference and of course there are some differences because it's they are from a different culture they speak a different language but basically they function the same way they all want the same things especially children um you know so reward systems are always really great Juliana says I do it lots of lollipops okay lollipops are good yes however you do need to be careful you know always usually if you work for a bigger school not just by yourself they will have a reward system in place so you can ask them you know how do you do it how is it appropriate because maybe some parents or some people don't want their kids to get too much candy or whatever it is so that's just something to note but yeah all right moving on to advice number four of 10 pieces of advice every new if l teacher needs to know let's have a look advice number four and this is very important don't underestimate culture shock so this is for people who go brought to teach English right so I've seen teachers coming to Korea or China and just not being able to handle culture shock and then after two weeks they would just go back home it's rare but it can happen so be aware of that it's not just this how do you say it's not just this cheesy concept culture shock is real so do as much research about your new country the country that you're moving to as you can to understand the local culture so what you can do is you can read blogs of people living there you can engage with them there's lots of Facebook groups you know teachers in Korea teachers in Peru whatever it may be you can find Facebook groups you can find blogs there as well so you can reach out to people you know via Instagram now we have clubhouse you can find rooms on clubhouse clubs and join and that's a really really good way to get yourself prepared so that you understand there's lots of blog posts about you know 10 things I wish I knew before teaching in Korea or something like that there's tons of blog posts like that or YouTube channels watch people you know there's tons of YouTube channels of people living in different countries and teaching and stuff like that so that's always a good resource so what else was I gonna say oh I forgot oh yeah yeah yeah so also a good way to sort of combat culture shock you could take some language classes before you move abroad you know for example if you move to Spain you could take some Spanish language classes and usually language classes also include a bit of like culture topics so they would talk about some differences between your culture and their culture so you can pick up a few things like that as well and you pick up some language you know some words and phrases that you can use when you move and that's also gonna help you adapt to the new culture much faster right Mariela says I usually do stamps that's also cool a good reward system yeah love that and then if they have 20 stamps or something you give them a snack maybe or a pencil or anything yeah that's good okay let me take a sip of water as I always say there is sort of a 20 second delay between me talking and then you receiving so I want to give you as much time as possible so that we can talk about this point before moving on to the next point but we can always go back to it but yeah culture shock definitely don't underestimate and just prepare as much as possible Juliana says I usually sang a Chinese song for my student if they did well in class that's such a good idea yeah cool so if they were doing well then you would reward them by singing a Chinese song that's awesome love that Irma says I always do this reading blogs and watching vlogs about my desired location for teaching this really helps the do's and don'ts are sometimes shocking right do's and don'ts that's also good lots of blog posts about oh the do's and don'ts in Spain or whatever it is yes absolutely absolutely okay awesome then let's move on to advice number five sort of connected to the culture shock issue so you will be confused probably a lot if it's a very different culture and that's okay all right so oh my gosh I I've been living in Korea for almost six years and I get confused about things you know still on a daily basis you know you turn on the tv and there's something and you're like what's going on what why are they doing this so it's okay even though you do so much research you watch all the different youtube channels in the world you live in a country for six years you you're still allowed to be confused and that's okay um just one important thing to remember so don't try and place your way of doing things onto the locals like oh at home we do it this way that's better that's the better way um you are after all the guests in their country but at the same time you know stay true to your own values and don't completely change yourself it's all about compromising and finding a balance so what I mean by that is yeah I've been living in Korea for six years I've adapted to the culture but of course there's still some some things that I don't like about the culture that I don't that don't align with my own values and so um I stay true to my own values I don't change completely I'm also I'm not Korean I will never be Korean so there needs to be a mutual understanding right from the locals the local community and you so it's all about finding that balance right and connecting and exchanging we are living in this super globalized international world so this is what it's all about these days exchanging information sharing ideas um yeah and we all get confused sometimes you know the locals in the country where you are they might get confused like oh what is what is she wearing why is her hair like this or whatever it may be and that's okay too you know um so yeah you will be confused they will be confused we will all be confused it's okay it's okay um as long as it's a good balance all right juliana says using cock-made words in class comparing to students language is a good strategy yes I agree that sounds great very good right yeah or especially children teaching children you know they will be very confused um I remember oh what did they say oh my god like those kids they said so many things but it's like or even like blue eyes I have blue eyes so you know kids here they'd be like why do you have blue eyes why are your eyes like this and stuff and she's like why am I blue but like for them it's very special nobody has blue eyes naturally in korea so um they're confused about that and I'm confused that they're asking me that right so those kinds of situations Irma says for me it is called respect to their culture so you can be respected as a guest as well that's what I think it should be yes I agree a hundred percent that's very very well put I couldn't have said it better exactly yes mutual respect exactly that's what it's all about for sure for sure great thank you Irma that's what I was trying to say perfect okay all right are we ready for number six number six you might get sick surprised you might get sick some people you know they move abroad they they're only planning on spending maybe a year there so what could happen in a year well look at 2020 what can happen in a year right so before you go oh let me answer this question real quick so Wesley's asking can I watch this live stream later yes you can on youtube and also on facebook on youtube there is a section or a folder playlist called live videos live events so you can rewatch that later no problem all right getting back to this advice number six you might get sick so before you move abroad to a new country ask yourself or find out if you have access to health care in the country you choose that's very important you know you never know what might happen you know you could nothing might happen but something really bad could also happen you could have an accident you could have you know whatever um everything's possible there might be a pandemic a virus right so you never know and um so make sure you have health insurance if you do not get health if you don't have access to health care in the country you can get your own health insurance you know from your home country for a year while you go abroad that's totally recommended definitely recommended and then also it's highly recommended that you pack a health kit with all essential medications that you might need right so things like painkillers headache medicine allergy pills if you have allergies contact lenses if you wear contact lenses and also things like birth control those things you can buy if you're able to in bulk for a whole year for example or for six months and then you can take that with you so just be prepared you know different countries have different different countries are different so they might not have that medication that you use at home they might not have those allergy pills they might not have those contact lenses or the birth control so make sure you are prepared and you prepare it and you have it and you bring it with you a lot of people are doing this so that's just one advice to think about a very important one and a lot of people might forget or they just assume oh yeah you know you will have the same stuff there but it's not always the case it's not always the case or it might be a lot more expensive to get it you know in a different country all right advice number seven um your friends and family might not be able to relate right and for people who've already lived abroad in different places they are uh very well aware of what i'm talking about so it can be like things like you know cultural issues or like uh even like little things you know they might not be able to understand what you're going through because they have never maybe lived abroad or they've never lived in that country in that culture before so it's very difficult for them to relate to your issues right so as much as you're trying to explain to your friends and family back home what you're going through they are never 100 obviously going to understand right so there's just something to think about and sometimes it can it can go even that far as to where family or friends back home are asking when are you coming home and when are you going to get a real job right as if teaching being an english teacher abroad is not a real job right um we hear that a lot um so my advice is no matter what people say back home you know don't take it too personally they don't know what you're going through and after all it's your life and you can live it the way you want all right that's I think and that does not only go obviously for EFL teachers abroad that's for everybody okay no matter what people say um they don't know what you're going through and it's your life and you can live the way you want if you want to teach english abroad in Asia for 10 years for the rest of your life that is a real job and that's okay and maybe your friends and family won't be able to understand that but at least they should try and respect your decision so that's my piece of advice number seven for something that you might have to deal with just so that you know and you can be prepared for that conversation right um yeah just waiting if somebody has a comment for that but we have somebody familiar in the house hey hekmatullah good morning I am very fine how about you we are talking about 10 pieces of advice that every new EFL teacher needs to know thanks so much for joining hekmatullah okay then um I'm moving on to advice number eight but feel free to keep your comments coming advice number eight very very important yes Wesley I already answered you you can watch this later I answered that a couple minutes ago you can watch it later on youtube and on facebook you can always rewatch our sessions there'll be folders for it so you can rewatch okay okay Juliana says my gosh I've never thought about it it's a kind of prejudice when they don't consider your job a job yes right um I think it also has to do with how um teaching abroad is always advertised right it's always advertised as this adventure it's like vacation you know and um it's not it's a job you know when I was working I mean my first year teaching in Korea it was literally it was so much work like I was working all the time I didn't have a lot of free time so it's not like going on a vacation right you might live in like an exotic place by the beach or whatever but it's not you're still working it's a job right Irma says I gave my family a hint that I'm planning to go teach abroad and my dad was like how long will you live there yeah I mean and they also worry right parents worry that's their job they need to worry so obviously they're like when are you coming home you know they want you there and I get it you know totally get it hey Gwen hi no problem you can always rewatch you know from the beginning we're talking about 10 pieces of advice that every new efl teacher needs to know and we're just talking about advice number seven that family and friends back home might not be able to relate to your experience abroad and how to deal with that hey Richard 12 years in seven countries I've seen the good and the bad things you may not believe oh yeah please share some stories we should do a live together one day and you can share your stories that would be really interesting we should make a live about all the crazy stories that we had right while teaching abroad that would be really interesting all right awesome then let's take it to advice number eight very important read and understand your contract okay we talked about this last week was it last week the scams the Tefl scams so obviously read and understand your contract to make sure that you are not falling for a scam but also teaching English is big business in many many countries and there are more vacant positions than teachers to fill them so a lot of schools are trying to you know give you a very disadvantageous contract because they feel like they can because you as a foreigner might not be might not understand local laws and regulations so they give you a contract to sign with loads of loopholes in their favor that can happen so when you interview for a job abroad ask as many questions as you can about the school about the employer to see if they seem trustworthy right before you sign your contract and also reach out you know there's a lot of Facebook groups actually it's called like they're called like legal like legal support for teachers in Korea or something like that there's lots of groups for teachers in lots of different countries you can do a search and there will be people often free of charge that will be able to help you with your contract you can send them a copy of the contract they can read it over they are lawyers they know if they will be able to tell you if it's a good or a bad contract if you should sign it or not I have experienced a lot of things like that as well in my teaching career where schools try to take advantage of foreigners because yeah we don't know the local laws you know and we trust them right we think that they're going to be my employers they're sort of going to be helping me they want the best for me but oftentimes they just want the best for their wallet so yeah that's the best that I can say so be sure that you read and understand your contract and reach out to people you don't have to just sign the contract after you get it talk to people like I said reach out to those Facebook groups and you'll be able to get a lot of great advice there if the contract is you know valid or not okay Wesley says thank you Linda if I may ask a question how could we overcome language barriers when teaching abroad good good question yes um well one easy fix would be you learn the language right and I mentioned that before that it would be great if you're planning on moving abroad that you take some language classes before you leave so that you at least know some basics that goes a long long way um but most of the time most people abroad the locals are going to be very very understanding they they know you're a foreigner and they don't expect you to obviously be perfect right or know their language actually it's funny here in Korea I've had so many situations where people were talking to me in English and then they felt bad because their English was not perfect or not great and their English was fine but like this is Korea why do you feel bad that you can't speak my language like I feel bad that I can't speak your language perfectly after six years you know what I mean so most of the time locals are going to be so helpful and understanding and they're going to do everything to you know figure things out with you you can also obviously overcome language barriers by with you know different apps translation apps or something but the best way is just to immerse yourself in the local language and try to pick it up there's a lot of language courses in pretty much every city where you're moving right and they also combined language with culture so yeah that would be my advice all right good anything else about the contract let me think but definitely definitely if you are moving abroad before signing anything I really recommend you checking out those Facebook groups the legal legal groups there's so many out there there's a lot of good information yeah sure Wesley you're welcome all right then moving on to advice number nine yeah or just not an advice but the statement I guess you might not go back home so just keep that in your mind for me it was actually funny because I moved when I moved to China my mom she was like you're gonna love it so much you're not gonna come back you're not gonna come back home and I was like what are you talking about I'm gonna come back home I might you know two years three years seems like a long time and then I'm gonna come back home like yeah but here I am after eight years abroad nine eight nine years abroad and here I am and I don't have plans on going back at the moment so you know there are many reasons for teachers to stay abroad attractive career opportunities you know you can make good money there's always vacant positions at schools typically a lot of people also decide to open their own schools up um others they might find love and settle down and start a family abroad you just cannot predict the future that's I think what I'm trying to say with this um you just can't predict the future so you know just I also always liked making like a timeline or a plan like a five-year plan right um and that's great that you have you know your mind set on a goal and everything but you cannot predict the future it always comes differently as you're thinking as you're expecting as you're planning you cannot plan your life you can't like it's just how it is you cannot plan your life so just be open to that idea that's what I'm trying to say I guess don't let good opportunities slip away because of your plan like oh no I'm going home next year I already told my family I'm going home next year I can't take this job trust your instincts trust your gut trust your heart and you'll find happiness this is getting deep here but um that's how it is right in my opinion Irma says pack everything when you leave you might not go back yeah that's some good advice too sell everything sell everything sell your house sell your car take the money and then go bro just kidding just kidding but a lot of people are doing that no good good yeah that's what I'm trying to say I'm just gonna wait a few seconds and see if somebody makes a comment and then we're moving on to the last one already we're already an hour in now and last piece of advice and then we can do a Q&A you can ask me things or we can just chill for a little bit and then say goodbye all right let's do the last one yeah um advice number 10 or statement number 10 you won't be the same person and this I know sounds so cliche we've all seen the TikToks of the people coming back home and they're like uh you know I mean you probably know what I'm talking about but anyway also culture shock like we talked about is real and so is reverse culture shock right I experience this also every time I go back home it's just weird right when you live abroad or in a different country for so long and then you go back home like reverse culture shock is a thing it's a thing when you're living abroad for a long period of time you change you adapt to your surroundings that's that's human nature um that's what you do also me I adapt it's a really funny funny story um in Korea I love I've been living in Korea for almost six years now and in Korea they bow a lot right like when you greet somebody or when you say thank you you do like this little bow and I started doing this back home when I go back home and I feel like I do it just automatically like oh thank you thank you you know when I do it I'm like oh my god no I'm back home I'm in Europe or I'm in the US what are you doing they're gonna think you're stupid so it's like little things like that um yeah and also on another note um things to remember a thing to remember is that life when you go back you come back home after a couple of years and you expect everything to be the same right this is how you left but life goes on for those staying back home believe it or not life goes on you know so maybe some of your friends have moved away or some of your friends have kids now or some I don't know some of your pets may have passed away it's a little morbid but you you see what I'm saying right so life goes on even without you and that can be a little bit difficult I also experience that sometimes I have my group of friends and we meet every time I'm back home which is obviously not very often um and they their lives go on and they meet regularly and then sometimes when I'm there you know they have all their inside jokes or they have all their inside like oh last time we did this or oh we love this restaurant we come here all the time and last time we ate this and this and you're just missing out on that so um just be aware that you might you can feel like a little weird when you come back it's not the same anymore so yeah I don't want to make this sad or anything but yeah all right let's look at the comments there's some funny ones I think Gwen says oh my god yes nobody ever believed me when I said reverse culture shock was real but it is it is absolutely when you live in a different culture for long enough you'll feel it for sure yes absolutely absolutely yes agree Juliana says well I believe it's easier when you're young and have the whole life before you but when you have already reached a certain age with family children it's more difficult going back home are you talking about going back home I agree yes definitely sure more difficult and like even traveling back and forth with the family like it's more expensive it's not so easy yeah Irma says this is what I want rebirth but in a good way so when you're coming back home you're like a new person yeah I guess that's interesting that's an interesting perspective I like that that's awesome Juliana says yes I agree I did not stop speaking English in Shanghai when I visited my grandma four years ago okay yeah totally or well because I lived in China maybe Juliana you'll be able to relate or Gwen in China six is this right six this is how they say six in Chinese so sometimes I would do that like oh yeah six six beers or like and obviously outside of China nobody knows what that means so they're like what what are you talking about six hang loose what does that mean let's say little things like that and you pick up and then when you go back home or you go to another place they're like what are you doing so yeah it's funny but that's then makes you who you are right so that's very interesting and you always have something to talk about right you always have stories to tell so yeah all right then let's move on to Q&A and we can have a bit of a chit chat before I am before I am signing off but yeah hang loose right six are hang loose yeah yeah it's funny or also like especially like hand things right in different countries different things what I I don't know if there is anybody here who's Korean or who knows anything about that but it's really funny here with measurements right when you describe like oh yeah it was like this big or like it was like this you know you would go like this normally right or like where I'm from right I would do this in Korea they'd be like yeah it's like this it's like this so thick and length they'd be like yeah like this or like this like this I'm like the first time I saw that I'm like what what does that mean what is that so it's like little things like that and that's why living abroad you know every day is exciting every day you learn something new even still after six years every day there's something new and funny and confusing and something new that I learned so it's never boring even after this amount of time so I'm sure some of you can relate but that's just oh somebody says I think I saw you in an ad what ad I don't think so or maybe they stole my they stole my face I don't know I don't know what ad was that I'm doing these lives every week maybe that's why or ITTT's live ads or something all right cool so just a reminder for 30% of any Teflor TESOL course you can scan the QR codes here and I'm also just going to share share the 30% off link again in the comment section you can see it on Facebook and on YouTube if you click on that you'll actually go straight to our application page but because of the cookie-based system that we use the coupon URL is actually saved I think for up to 30 days so whenever you go back and you're ready to apply you will still see your discount there all right um yeah I hope today was fun I had fun I hope what I was saying made sense sometimes I feel like I can't really express myself really well I don't know it's weird I think COVID and lockdowns made me or a lot of people like not being able to socialize because we're all just home we're not really among other people um but yeah I don't know what to say but yeah before I start rambling and before this turns awkward I'm just gonna say I'm gonna sign off thanks so much for being such a fun and active crowd today I really appreciate you guys and like I said I hope it was um helpful oh there's a question okay cool Brett is asking what about getting documents episteld does it depend on which country you're taking the course if so which docs okay um yeah so it's going to depend on the country where you're going if they needed episteld or not um so you would need to ask you know your your the embassy usually it's for visa purposes right so you would have to check with the embassy the visa requirements if you need your documents episteld or not so typically for me what I had to get episteld was my criminal background check I believe and perhaps my university diploma the copy you don't have obviously not get your original episteld but a copy so you would have to do that and I actually because I already lived abroad at the time I used a service for that there's a lot of different services that will help you do that as well the epistel yeah so check with that embassy or with your employer which documents you you need to get episteld it's you it's not for every country but I had to do it for Korea I remember and China I don't think for China I also I think I also had to do it for some documents to get married in Korea um maybe or just notarized oops I wanted this one Gwen says you're doing great I haven't socialized in months and now I can't talk outside of my early years teacher voice I know right it's the same with me um I work from home I even have before COVID so I think I'm even worse than you guys uh in terms of socializing um yeah it's it can be really awkward sometimes Irma says I had so much fun sorry if I talked too much today you didn't talk too much I love that that's what I love about our group here because I want us to talk together I would hate it just like just me talking and giving a lecture you know so um I'm just so into the topic awesome um I'm really happy to hear that because you know every week I'm like oh what should I talk about which topic because I don't want to do repeats um so I wanted to be interesting every time and something new and yeah interesting so thanks so much Irma that means a lot Juliana also says thank you so much and have a nice day yes guys all of you also bread you're very welcome thanks so much for watching again today and um for being so nice um you know sometimes um social media people on social media sometimes are not nice so I appreciate you guys for being so nice and um sharing your stories asking your questions having a conversation exchanging information that's what I'm all about and um I hope to see you again next week I'll be there um I'm excited and uh if also if there's a topic that you want me to talk about let me know you can also DM me let me make yourself bigger you can DM me on instagram at linda goes east give me a follow um you can DM me about what you want me to talk about next and also let me share that again because maybe some people missed it where was that anyway I can't find it now but on instagram if you tag your posts with hashtag my tefl adventure you can get featured on the ittt instagram account so please do that that would be awesome I'd love to see what you guys are up to um because I can only see your profile pictures so I would love to see what you guys are up to behind your profile behind the name and um network and engage and have a yeah have a good time so thanks so much Juliano also thanks so much for sharing your great comments and everything um thanks Juliano oh Juliano says have a nice day you're the best thanks so much okay here we have something has has now oh my god I can't pronounce it has now we probably not I'm so sorry um yes about teaching methods okay teaching methods that's a good one I'm going to write that down and I'm going to work on that one okay I also recently started teaching English online so maybe that's also something that I'm going to talk about in the future um so yeah anyway I'm starting to ramble I don't want this to be weird at the end so I'm going to sign off now thank you so much oh my gosh no let's just stop thank you so much for watching and for your great comments and I wish you all a wonderful day a wonderful weekend um go out have fun responsibly wear your masks and um yeah I see you next week I need to stop talking now all right bye guys thank you so much bye guys


What's up, Psych2Go viewers? It's Donna, you know, the person behind the voiceover for the last video on gawking at the opposite sex, and I'm here to introduce a new segment on Psych2Go called Psych News Edition, where we announce the new discoveries happening in the world of psychology, so without further ado, let's get on to the first story. The scientist at the University of Maryland School of Medicine, led by Dr. Scott Thomas, claimed to have found a compound that can beat the symptoms of depression within 24 hours. The team focused on a compound called GABA NAMS, and tested their hypothesis on rats. Rats were subjected to chronic violent stress that caused the rats to act depressed. When treated with a compound, scientists were able to reverse the symptoms of depression within 24 hours. So that's a huge improvement from current antidepressant medication we have today. Normally, current medication takes up to two weeks to work, but people won't start feeling positive effects till six to eight weeks. Now, the study hasn't been done on humans yet, so I'm a little bit skeptical of it as of now, due to the fact that sometimes depression is caused by external events, whether that be bullying, abuse, or financial problems. Before taking medication, those external problems do need to be addressed first. A pill will not make those problems disappear. You got me wrong. Any sort of progress in the realm of science is a great thing, and only good can come out of this new discovery. Our second story comes from the University of Pennsylvania, and it's for you frequent migraine suppers. I've got good news and bad news. The bad news is being prone to migraines is genetic. If you often get them, that's that, and you were born with what you have. The good news is researchers have found a link to migraines and an incomplete circle of willis. The circle of willis is the joining area of several arteries of the brain. Because of that finding, researchers are now working on other treatments for migraines. It's coming soon, you guys. And our final story is about screaming. Screaming is a vital form of human communication. Without using any words, it can convey messages of excitement or fright. Furthermore, screams have this effect on the brain that causes it to become alert once it's heard. That's important, of course, because it tells us right away that we either need to fight or run. That is why Popple and his team at the University of Geneva in Switzerland asked people to judge screams based on how terrifying they were in hopes to learn about this mean of communication much more. Researchers found that roughness in the screams ranged from 30 to 150 Hz. And the rougher the sound, the greater the activation in the amygdala. The team suggests that this new information can be used to improve alarms. Please don't make alarms more annoying. This one is annoying as it is. That's the news we have for you this week. And we at Psych2Go would love to hear your opinions on what you learned today.