When I started the program, I did not know what to expect. I saw it as just a series of classes necessary to enable me to obtain the certificate I wanted.
What I got was a time-consuming, challenging, sometimes arduous, occasionally frustrating adventure that brought me deep into a world of thought and learning I had been removed from for a long time, and I realized I had profoundly missed it, as I worked in an unrelated field for all of my adult life.
In reviewing my course notes from Cultural Perspectives and Teaching Methods in TESOL while constructing this portfolio, I came across a note I had written to myself: “I want to belong to the academic culture”.
The program made me want to learn more about every subject matter. The terms did not seem long enough.
This program enabled me to achieve one goal and opened up a world of knowledge and possibilities.
The program will enhance every aspect of my teaching, especially as it relates to understanding where learners are on their English language journey, how I can best identify and help them overcome the internal and external obstacles and help them as they progress in new language acquisition.
I plan to make the 6 Principles of Exemplary Teaching of English Learners as my cornerstone as I build my new professional life in the TESOL world.
My teaching philosophy is that students are the focal point and driving force in any educational setting. To understand where students are and what they need, it is important for teachers to get to know them. I think a funds of knowledge curriculum is one of the most effective ways of gaining the knowledge a teacher needs to plan a lesson that incorporates the interests, backgrounds and abilities of students. While a standard curriculum that focuses on skills and tests that demonstrate mastery of course work is effective (especially for children), I think connecting to learners’ historical accumulation of abilities, bodies of knowledge and considering cultural and societal histories is more impactful when teaching adults.
I lead a book/short story discussion group for English language learners as a volunteer with the Adult Literacy program at my local library. The library serves a diverse community. The literacy coordinator usually refers learners with intermediate/more advanced fluency to the group. We also draw from library patrons who come on their own after seeing postings in the library common areas. Most sessions include regulars and walk-ins. When a new person comes to a session, I introduce myself, give my background and ask each person present to introduce themselves, giving their name, country of origin, their experience speaking and education in English, how long they have been in the U.S. and what brought them to the book club.
These introductions usually spark conversation amongst those present to discuss similarities and differences in their histories, education and goals. The regulars are usually very supportive of newcomers and frequently encourage learners who are newer to the country or less fluent. This interchange also allows me to gauge the learners and make adjustments to the planned discussion and lesson plan as needed.
By getting to know the learners, a teacher can assess the student’s stage of learning and learning style. He/She can use that information to develop a plan employing the method that would be most beneficial.
My focus is adult learners. While the teacher is responsible for establishing and implementing the curriculum, I think an adult classroom is more successful when a teacher acts as a facilitator. It is important that a teacher of adult learners of English recognizes adults are likely educated in their native tongue and may resent learning scenarios more suitable for younger or less educated learners.
I see my role in the classroom as a facilitator and a communicator.
Mabelette Adams Bermack 