TESOL Standard 3: Instruction

Reflection

1. Classroom Environment

According to Krashen (1982), students learn best when they are in low-affective filter environments. We motivate students, build their self-confidence, and minimize their anxiety when we value the unique experiences that each student brings to the classroom. Reflective teachers use the students’ strengths and experiences to adapt and modify instruction to the needs of all students.

Learners gain more success when presented with clear routines and procedures; however, not all classrooms are alike. Well-defined expectations are crucial in sustaining an atmosphere conducive to learning. I ensure students are aware of the learning goals at each stage of the lesson. My priority as an ESL teacher is to facilitate a safe environment for students to express themselves, free of fear and judgment.

2. Appropriate Instruction and Scaffolding

English language learners have unique educational needs. Unlike their monolingual counterparts, English language learners have gaps in their language skills that need to be addressed. It is crucial for teachers to design and implement instruction appropriate for English language learners given that they do not learn at the same pace as their native English-speaking peers. Instruction should build a connection between new and existing knowledge, include problem-solving, and emphasize explicit strategies for learning words and concepts from context. It should also allow discussion, encourage cooperative learning, be open for clarification, emphasize cognates, include a wide variety of sensory materials, and focus on communication in conversational and academic English. Appropriate instructional design for English language learners must include big idea instruction, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, primed background knowledge, and intentional opportunities for language interaction. The SIOP model is a great example of a sheltered instruction model that is flexible in adopting grade-level standards for English language learners. Teachers can improve their instruction by creating benchmarks that reflect the intermediate stages of English language proficiency development.

In the absence of bilingual education, teachers must accommodate all students by implementing various strategies such as research-based instructional models (SIOP, CALLA, ICB, PBL, and others), emphasis on content and language objectives, differentiated and explicit instruction, comprehensive assessments, journal writing, group discussions, reading for fun, thematic units, and academic language development. Only then can language act as an opportunity for self-expression through the discovery of new ideas and experiences rather than an obstacle for English language learners.

3. Curriculum

Teachers are central to any curricular improvement as they are directly involved with curriculum implementation. To be effective, teachers must also consider the learning that occurs outside of school. Researchers implore teachers to leave their classrooms, form partnerships with parents, and engage their communities. Bringing everyone together in developing and implementing curricula serves to advance students’ total academic learning.