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Learning to teach ESL


The week we are instructed to create a short lesson plan (15 minutes). These lesson plans can be for beginner, intermediate, or advanced students. I decided to make a lesson plan for beginner students who are at approximately the first or second level in the Canadian Language Benchmarks (CLB) since I have more experience working with students at this level.

I have designed this lesson to be used for students learning at approximately level 1 and 2. I have combined some of the objectives for speaking and listening from the CLB publication since there are few learning tasks that only incorporate one type of language learning skill. The lesson was structured using the lesson mapped out in chapter six of the class text.

This lesson focuses on students understanding and following the teacher's instructions while introducing themselves as another student.

You can see my lesson plan in the pdf attached below.





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 I am really enjoying the TESL program even though we have only completed the first unit. I appreciate the amount of information contained in our assigned readings and I think that it will be very helpful when I volunteer in the ESL classroom and assist teens with their homework. This entry will primarily examine the Infed.org article written by Mark K. Smith because I think it is important to consider what teaching is before deciding what kind of ESL teacher I want to be. I will focus on definitions of teaching and intervention and building a growth mindset. I will reflect on these concepts within the context of my own learning and volunteering experiences.

Defining teaching
One of the descriptions that Smith provides to define teaching is “the process of attending to people’s needs, experiences, and feelings.” He explains that this involves an orientation based on respect and the belief that everyone has the right to share in life. I think that this description is particularly relevant to ESL because students come from diverse backgrounds and might be unfamiliar with the classroom setting. In addition, personal feelings and experiences can influence the needs of students in the classroom and the effectiveness of various teaching methods and actions.

My experience volunteering in the classroom setting has shown me that many students are afraid of being wrong. This means that if no one raises their hand after the class is asked a question that it does not necessarily mean that no one knows the answer. Rather, students may feel unsure of themselves and be reluctant to speak up. Therefore, it is important for teachers to be aware of their students’ feelings so that they can cultivate a learning environment where students feel comfortable and does not make them feel upset about giving a wrong answer. Making mistakes is part of the learning process.

Another definition that Smith provides is that teaching is the ability to “impart knowledge to or instruct (someone) as to how to do something” or to “cause (someone) to learn or understand something by example or experience.” In my educational experience, the schools that I attended were quite bad at incorporating both aspects of teaching. I did not learn how to write proper paragraphs and academic papers until I attended university and received help from a tutor. I found that having an example that I could use to structure my own writing was extremely helpful. 

I have tried to use both while teaching in the classroom and as a tutor. I have found it easier to teach by example or experience than to teach through instruction when assisting in the classroom because the students have a limited English vocabulary. This has also been true for my experience working with teens. Most have very strong speaking skills but have trouble following spoken and written instructions. One student that I helped did not understand a short story that she was assigned to read and answer questions about. However, her reading comprehension improved after I showed her how to scan the story for information to answer questions and to underline important information. As such, I think both aspects of teaching are important when trying to get students to apply what they learn in class to other knowledge and situations that they encounter.

Defining Intervention
Another concept that I find interesting in the assigned reading is intervention. Smith defines intervention as “the process of taking defined and targeted action in a situation” so that students can learn particular things. He explains that interventions can take the form of “questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities such as notetaking, discussion, assignment writing, simulations, and practice.”

I used some of these forms of intervention while working with one of the teens who was having trouble answering a list of questions about events and turning her answers into paragraph form. I asked her questions about the events to make her answers more detailed and helped her structure her answers themselves and her paragraphs. At first, I worried that she might have been relying too much on me to phrase her sentences and to decide what order to use them in paragraphs. However, the next time that I worked with her she had finished some of the events herself and she found it much easier to form paragraphs. Thinking about this experience within the context of intervention makes me feel satisfaction and shows me that it was appropriate to intervene when I did.

Building a growth mindset
The Smith article also details the research findings of Carol Dweck on the topic of adopting a growth mindset. She explains that a fixed mindset is what results from the belief that your qualities are carved in stone and creates a continuous desire to prove yourself. It is concerned with outcomes and performance and stems from valuing and praising achievement. In contrast, a growth mindset is what results from believing that some qualities are just a starting point and that effort, together with application and experience, leads to personal growth and achievement. This is particularly applicable to my experience as a student since I have a tendency to focus on short-term goals rather than continuous effort over time. As such, I understand that I could have inadvertently increased my level of stress over the course of my university career. It can also be incorporated into my volunteering positions where students worry about being wrong. A growth mindset can be encouraged by focusing on the role of effort within the process of learning.

References
 
Dweck, C. S. (2007). Mindset: The New Psychology of Success. New York, NY: Ballantine Books.
Jackson, N. (2015, January 21). Tutor Teaching Education [Photograph]. Retrieved from https://pixabay.com/en/tutor-teacher-education-student-606091/
Smith, M. K. (2018, June 25). What is teaching? A definition and discussion. Retrieved from http://infed.org/mobi/what-is-teaching/
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Here is an image of my PLN. I hope that some of the labels aren't too faint. I have organized the parts into flowers and leaves. The flowers show the people and resources that help me to grow as an ESL teacher, while the leaves show the organizations and social media connections that help to connect me to these people and resources.

At the moment, most of my contacts are organizations and websites that provide resources like lesson plans to ESL teachers around the world. I have found it difficult to locate other teachers. Hopefully adding more classmates from this program will help to expand my PLN.
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Welcome to my blog! My name is Hayley Jonasson and I am currently enrolled in a part-time certificate program for Teaching English as a Second Language through the University of Manitoba. I am graduating this fall with a Bachelor’s degree in International Development Studies from the University of Winnipeg. I am taking this program because the ability to teach is a marketable skill that I can use to financially support myself abroad while I try to find work in the development field. In addition, having a TESL certificate is expected if I try to find a job locally where I can teach English to newcomers. I’m not sure what life has planned for me in the future.

My class was instructed to read a blog entry that was written by Tyson Seburn about what it means to have a teaching identity. In the blog entry, Seburn explains that a teaching identity is a public presentation about how a person wants to be seen professionally in the teaching field. He states that a professional identity requires a person to be aware of their skills and to perceive their job as a profession. Furthermore, working for survival and a continuous search for a new job take the place of a professional identity in situations where people do not see their job as a career in itself. These attitudes explain why I do not have a developed and clear professional identity, since most of the jobs that I have worked were not rewarding and were not something that I wanted to make my career. Instead, they made me see the importance of pursuing a university education to provide me with better career opportunities. My educational journey has improved my ability to read, write, and analyze information, which are skills that I can incorporate into my teaching.

Seburn says that our areas of interest and expertise inform us about how we fit into the larger professional world. As such, one person’s role in the world of English language teachers differs from another’s based upon their areas of interest and expertise and what they bring to both the classroom and the international teaching community. My educational background is situated in the field of international development. I am aware that the ability to obtain a good education can be a way out of poverty for people in the developing world. This is because English is an international language and knowing it provides opportunities for further education and for employment opportunities, like working in the tourism industry. Therefore, my educational background allows me to have a clear picture of long-term goals and overall outcomes. As such, my insights and understanding differ from people with other educational and teaching backgrounds and we all bring our understandings to the international teaching community.

I also have experience volunteering in an ESL classroom that teaches English to refugees and other newcomers who live in Winnipeg. Together with my educational background, my volunteering experience has helped me understand the importance of second language acquisition and literacy for this population. Refugees must reach a certain level of language competency before they can obtain employment. As a result, the students in my class are highly-motivated to learn English. Not knowing English severely limits the ways in which they can participate in Canadian society because they cannot read, write, speak, or understand the language in the ways that it is present in our everyday lives. As such, I understand myself as a person who uses language resources and tools to present them in simple ways to build understanding. This means that participating in social media and partaking in the international teaching community by sharing ideas and resources has a direct impact on my identity as a teacher.

My class was also instructed this week to watch a YouTube video posted by Tyson Seburn about having a teaching identity. In the video, Seburn discusses how teaching identities extend past the classroom and evolve over time, depending on the people we are in contact with and the choices we make inside and outside the classroom. As someone who is new to the field, knowing what teaching strategies to use and which will be most effective for achieving learning goals. This is why Seburn points to the use of a Professional Learning Network (PLN) as a valuable source of information and resources for teachers of all experience levels. You can see a visual representation of my PLN here. In addition, I have created an About.Me page that briefly describes my teaching identity.



References

Seburn, T. (2017, March 19). On developing identity: who am I? [Video file]. Retrieved from https://www.youtube.com/watch?v=uysevKaxQ6E

Seburn, T. (2017, April 23). Who do you think you are? Retrieved from http://fourc.ca/teacheridentity/
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Teaching assistant in an ESL classroom and part-time student in a TESL program through the University of Manitoba. Interested in international development, language acquisition, and working with people from diverse backgrounds.

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