The teacher as a responsive, reflective professional: A partner in learning
EST 373/573 (3 semester hours)
PRACTICUM IN TESOL
SPRING 2009
Instructor: Hoe Kyeung Kim, Ph.D.
Office: Rhode Tower 1343
Office Hours: TBA
Office Phone: 216-523-7122
E-mail: h.k.kim64@csuohio.edu
Course Description
This course is designed to expose prospective and in-service teachers to the field of teaching
English to non-native speakers of English language. In addition, this course will help students
to acquire the essential skills necessary to be successful as English as a second language (ESL)
teachers. Through consultation with their supervisors and mentors, assignments and active
reflections, students will explore the various roles of an ESL teacher, evaluate their
instructional strategies and develop their teaching philosophy.
Course Goals/Objectives:
A.
Knowledge:
The student will demonstrate knowledge of:
Different ways in which students’ prior knowledge, experience and cultural
backgrounds can be utilized in ESL classrooms (Ohio TESOL Standard 1.2.)
Different ways of grouping students for individualized instruction (Ohio TESOL
Standard 6.2.)
Various ways technology can be used to teach English to speakers of other languages
(Ohio TESOL Standard 6.4.)
Different methods and techniques in teaching ESL (Ohio TESOL Standard 7.1.)
B.
Skills:
The student will demonstrate the following skills:
Integrate ESL methods and theories in developing teaching units. (Ohio TESOL
Standard 4.1.)
Create lesson plans that accommodate different learning styles. (Ohio TESOL Standard
6.3.)
Apply different teaching strategies when teaching ESL students. (Ohio TESOL
Standard 7.1.)
Seek help and advice from teaching professionals and collaborate with mentor teachers.
(Ohio TESOL Standard 7.2.; TESOL Standard 5.b.)
Analyze and evaluate different classroom management techniques (Ohio TESOL
Standard 7.2.)
Reflect on their teaching practices. (Ohio TESOL Standard 7.3.)
C.
Dispositions:
The student will:
Demonstrate an understanding of the current political, social, and economic aspect of
the ESL classroom. (Ohio TESOL Standard 1.2.; TESOL Standard 5.a.)
Become sensitive and tolerant of students from different linguistic and cultural
backgrounds. (Ohio TESOL Standard 1.2.)
Recommended Text
Posner, J. G. (2005). Field experience: A guide to reflective teaching (6th edition). Reading,
MA: Addison Wesley Longman.
Course Requirements
Conferences with supervisor
Journal entries:
Lesson plans:
Evaluation by cooperating teacher (mentor teacher)
Evaluation by university supervisor
10%
25%
15%
25%
25%
Conferences with supervisor
You are required to attend TWO conferences organized by the course instructor. These
conferences are designed to provide an opportunity to share your teaching experience with
other practicum students. The times and places are as follows:
Feb 25 (wed) 5:00-6:00pm RT1343
April 29 (wed) 5:00-600pm RT1343
Journal Entries
You are required to spend 80 hours or more during the semester in an elementary, secondary or
adult ESL classroom. The field work should take place in a single setting over a period of 10
weeks or more. You are required to document your field work and write reflective journals
based on your observations and reflections. You should describe how you might improve the
teaching practices and students’ comprehension. Successful completion of the field experience
will be evaluated on the basis of the quality of your reflective journals as well as the
instructor’s and cooperating teacher’s evaluations.
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Journal Entries
You will be required to submit FIVE (5) journal entries throughout the semester. Each entry
should be typed and double-spaced. Each paper should not exceed TWO (2) pages.
-
Provide supporting examples (4pts)
Demonstrate critical thinking (4pts)
Include reflection on readings (2pts)
Journal #1
Develop a School and Class Profile. Describe in details the school setting and the ESL
classroom. You should include information about the students’ language, social and racial
background. In addition think about any observational techniques you might use to become
familiar with what the students already know in terms of the four language skills.
Journal #2
Reflections on Classroom Management Techniques. Observe the cooperating teacher (mentor
teacher) and describe the classroom routines, procedures and behaviors. How does the teacher
manage to encourage desirable behaviors? How does he/she manage inappropriate behavior?
How does your knowledge in child growth (or adult students) and development help you
understand the children’s behavior (or adult students) in class?
Journal #3
Reflecting on Achievement of Learning Goals. Describe the teaching techniques the
cooperating teacher (mentor teacher) uses in class. Your reflections should be based on
observing the teacher working on a whole teaching unit, which usually consists of several
lessons. Think about the techniques you have learned in your methods class. Are any of these
being used in this particular classroom? If you were to teach this unit would you change
anything in the presentation of the content?
Journal # 4
Teacher- Student Interaction. Observe the way the cooperating teacher (mentor teacher)
establishes and maintains rapport with his/her students. Pay attention to the classroom
interactions. How does the teacher provide input and feedback? What kind of error correction
does s/he use in teaching the language? How does he/she encourage students to extend their
thinking?
Journal # 5
Grading Criteria. Observe the way the cooperating teacher (mentor teacher) implements
alternative ways of assessment. Make a photocopy of a student’s assignment and grade it.
Compare your grade with that of the cooperating teacher (mentor teacher). Discuss with the
teacher the criteria s/he uses in grading. Interview the teacher about different methods of
evaluation students’ performance that s/he uses in their work.
Lesson Plan Project
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You will be provided with guidelines for your lesson plans in the Methods class. In addition to
two lesson plans for your own teaching, you need to submit additional THREE lesson plans.
These three lessons should all be part of the SAME UNIT. You should consult the cooperating
teacher (mentor teacher) on the topic for your teaching unit.
The content of the lessons should be appropriate for the students’ age level and proficiency in
English. The lesson plans should include the lesson’s objectives, procedures and class activities
as well as assessment tools. Make sure that the activities accommodate all learning styles and
reflect the teaching techniques you have studied about in the Methods class.
- Age and level appropriateness
- Integration of language skills
- Design of class activities
- Use of group/pair work
- Assessment plan
Practicum Teaching and Supervisor Evaluation
You should submit your practicum plan (your teaching for two lessons) to the university
instructor by February 1, 2009 (via email).
During the semester, you are required to teach TWO lessons. The second lesson should be
taught at least two weeks after the first one. Your teaching of two lessons will be evaluated by
the course instructor (refer to the Office of Field Services observation form).
You are required to submit a 30 minute videotape (VHS) of your teaching to the course
instructor. You should tape a portion of your second lesson teaching. Video equipments are
available at the Office of Field Services. (Office of Field Services: 216-687-4616 Fax: 216687-4636)
Note: All absences, changes and other schedule adjustments must be reported to your college
instructor. If you are sick or have a family emergency immediately contact your cooperating
teacher (mentor teacher)
Each assignment will be given a letter grade: (A) for outstanding work, (B) for good work,
(C) for work that is marginally acceptable, the letter (N) for work that needs improvement.
These marks are given to help you see how you are doing on your work during the
semester.
Final Grades
Graduate Students:
A: Exceptional, clearly superior;
A-: Far above expectations:
B+: Above expectations:
B: meets expectations;
F: inferior, failure
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Keep in mind that at the graduate level, you must average “B” or above for the course to count.
Undergraduate Students:
A, AExceptional effort; exceptional work; exceptional progress
B+, B, B- Very good/good effort; very good/good work; very good/good progress
C+, C, C- Average effort; average work; average progress
D+, D, D- Low pass due to minimal work, minimal effort and progress
F
Fail because of lack of effort; below minimal work was completed
In accordance with CSU policy, if you have a documented disability and require
accommodations to obtain access in this course, please contact the instructor at the beginning
of the semester. Students with disabilities must verify their eligibility through the Office of
Disability Services in UC 304 (216-687-2015).
Professional Dispositions
“One important aspect of your education is the development of professional dispositions—
ways of working, thinking, and interacting with others—in three areas: Professionalism, Work
Ethic, and Communication Skills. You should be monitoring your own development beginning
now and continuing throughout your teaching career. The Student List of Professional
Dispositions which you received with your acceptance into your program (also available at
http://coehs.csuohio.edu/fieldservices) is your guide.”
Tentative Assignment Due
Feb. 1
Submit your observation schedule and teaching plan
Feb 25
First conference with the instructor
(Journal #1 and #2 due)
April 29
Second conference with the instructor
(Journal #3 and #4 due)
May 4
Journal #5 & Lesson plan project due
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