TEFL
Helping Students Create Their Own Learning Goals By Greta. J. Gorsuch
Reflection on an Article
(756 words)
Students learn (language) for various reasons from those who need English to study in university to those that just want to talk to more people from around the world. But what makes them achieve what they set out to do which is speaking English competently? You could say it is a goal, their intention, their aspiration to be this person who has no problems with language. The only difficulty is, do they really know what their targets are? These can be for a course of English language, for example, thirty hours or the end product over a longer period. I will try in this piece to explain some points regarding learning goals in relation to the article by Greta J Gorsuch.
First of all, I have to talk about the teacher and their role in the classroom with regard to student learning goals. What do the students think they are there for? Is the teacher there to do everything? Is the teacher there to spoon-feed the students so to make it easy for them? These are the sorts of questions that might be asked but is the teacher there to do everything? Greta’s article mentions that teachers are ‘traditionally the primary source of information and inspiration’. It is true that the students can be sat waiting for the teacher to speak, the idea that the students do not speak unless spoken to. They can actually feel afraid to ask further questions or just get the exercise done. This is where concrete learning objectives can try to make the students come away from relying on the teacher to create goals for themselves as students and as such putting more emphasis on themselves (students) and what they want to achieve. Greta says, ‘language students themselves are the best source of information’. To be a language learner does not just involve coming to class and listening to a teacher then going home. It involves being a language learner for life in and outside class.
It is here inside the class (not to mention outside) that the teacher if they want to create a learning environment they should encourage these learning goals for the students. Some teachers do not have ‘effective strategies’, Greta says. I agree with her as they can go into the class and teach a great lesson, but there could be more from the students. Greta mentions, ‘simple goal clarification activities’. This, I think, is the ‘use’ part of the lesson where the teacher actually gets the students to show that they have achieved their goal if only for that week by speaking and presenting what they have learned. This incentive, I think at least, gives students that pleasure of reaching a goal and then setting another one. The satisfaction to think that they set a target and have reached it must be beneficial in scaffolding their learning for future progress.
Greta’s ideas for future progress relate to giving cards out, getting the students to fill in their goals, making sure they are achievable and realistic ones at that. The only part, I think, that they must do is share these with other students. I think this honesty in class will get the students to realize what they are in class for. They must also be kept focused on these goals. Greta says, ‘ during the next few weeks, get students to look back at their card, and rewrite their responses’. Again, the teacher should never shy away from keeping the students focused on their goals. If one student does not feel they have reached their goals this is a great time to focus on why. It is true that a student may do, for example, thirty hours of study and then go up another level. In this student’s mind is that they are now a level higher, so their English language must be a level higher. This idea could be far off the mark, thus having students with achievable goals makes the students fully aware that they have reached that goal or not, and when this goal is relayed to the teacher he or she can give advice on what they can do next.
To conclude, it can be said teachers have to do their job but just as much the students have to do their job too. This does not mean forcing them; it means giving them that focus. Hopefully, the students will realize that a new foreign language is part of their life not just in the classroom for a few hours every week.
Reflective Essay: Skills for Life
(1303 Words)
Embedding Skills for Life in ESOL Teaching: A Reflective Perspective
Skills for Life, particularly literacy, numeracy, and information and communication technology (ICT), are increasingly recognised as essential components of education. These skills represent fundamental competencies that students require in order to participate effectively in learning, employment, and wider society. The importance of developing these skills was highlighted by the Moser Report, A Fresh Start (DfEE, 1999), which reported that approximately seven million adults in England had literacy skills below those expected of an 11-year-old. This concerning statistic emphasised the need for teachers to identify opportunities to embed literacy, numeracy, and ICT within their teaching rather than treating them as separate areas of learning.
This essay reflects on my experiences of embedding Skills for Life within my teaching practice. In particular, I consider how the principle of “learning by doing” can support learner engagement and motivation. Research has suggested that embedding key skills within vocational and subject-specific learning can contribute to increased learner motivation (Roberts et al., 2005). My own practice has been influenced by Gardner’s (1983) theory of Multiple Intelligences, which I explored through a research project examining the learning characteristics of students within an ESOL class. This experience encouraged me to consider how different teaching techniques could be used to accommodate learners’ individual characteristics while simultaneously developing their language and literacy skills.
Multiple Intelligences and Learner-Centred Practice
Gardner’s (1983) theory of Multiple Intelligences proposes that individuals possess different forms of intelligence and may demonstrate strengths in different areas. For example, some learners may respond particularly well to physical and practical activities associated with bodily-kinaesthetic intelligence, whereas others may benefit from visual materials associated with visual-spatial intelligence. Although the theory has been subject to academic debate, it provided a useful framework for me to reflect upon the diversity of learning preferences and approaches within my ESOL classroom.
In an ESOL context, language and literacy development are fundamental. However, I found that these skills could be developed more effectively when incorporated into learner-centred and active-learning activities. Such approaches encouraged students to remain engaged with the task while continuing to use English for meaningful communication.
For example, I provided each student with a picture of a famous person accompanied by a short piece of biographical information. Students were also given grammatically structured questions and answers which they used to interview one another about their assigned person. This activity incorporated verbal-linguistic skills while providing students with a meaningful opportunity to practise spoken English. In a higher-level class, I extended the activity by asking students to obtain their information independently from the internet, thereby incorporating ICT skills alongside literacy and language development.
Initially, students were required to read the information and identify answers to a series of questions. They then worked with other students to ask and answer questions about their famous person, including where the person was from, their age, and an interesting fact about them. I subsequently collected the pictures and divided the students into groups. Each group had to ask questions and use the available information to determine which famous person I was thinking of. The activity was structured as a game-show-style competition, with the group that identified the correct person first declared the winner.
Although the activity was designed to be enjoyable, it also provided a structured opportunity for language development. I guided students towards producing complete questions and answers and supported the discussions taking place within the groups. In this respect, the activity demonstrated how literacy and language development can be embedded within an engaging and collaborative learning environment. It also reflected the principles identified within LLUK Standard BS1, which emphasises the importance of maintaining “an inclusive, equitable and motivating learning environment”. The competitive element, combined with interest and challenge, encouraged participation while ensuring that the development of English language and literacy remained central to the lesson.
Embedding Numeracy within ESOL
My experience of embedding numeracy within ESOL teaching provided another opportunity to develop key skills through practical and contextualised learning. On one occasion, I was teaching a class about nouns. I initially organised an outdoor activity in which students worked in groups to identify and describe objects in their surroundings. The activity took the form of a treasure hunt and encouraged students to interact with their environment while developing their vocabulary. Following the activity, students wrote descriptions of the objects they had found and presented their findings to the class. This provided a progression from identifying concrete objects to using nouns in more meaningful linguistic contexts.
I subsequently developed this activity around the theme of shopping. I wanted students to become familiar with prices and the language associated with purchasing goods. I therefore collected newspapers, magazines, and door-to-door advertising flyers containing a combination of written information, images, and numerical data. Students were asked to examine the materials, read the information, and select eight objects. They then cut out the relevant images and attached them to a large sheet of paper. This incorporated a practical, bodily-kinaesthetic element into the activity while simultaneously requiring students to engage with written language.
The prices of the selected products were deliberately omitted. Students were required to write descriptions of their chosen objects in preparation for a subsequent selling activity. On some occasions, I adapted the activity by using computers and asking students to create their own catalogues. This variation also provided an opportunity to embed ICT skills while reducing the practical preparation and clearing-up associated with the paper-based activity.
Once the catalogues or displays had been completed, students worked in groups to estimate the prices of the products selected by other groups. The activity developed both spoken English and numeracy because students had to discuss possible prices, justify their estimates, and communicate their decisions to their peers. I structured the activity as a version of The Price Is Right, explaining that students could not guess above the actual price of the item. The student or group whose estimate was closest to the actual price was declared the winner.
This activity demonstrated how numeracy can be embedded naturally within an ESOL lesson rather than taught as an isolated skill. Students were required to interpret numerical information, estimate values, compare prices, and determine whether their answers were higher or lower than the actual price. At the same time, they were developing vocabulary, sentence construction, listening, speaking, and collaborative skills. The competitive and practical nature of the activity also appeared to increase student engagement, demonstrating the potential value of contextualising essential skills within meaningful activities.
Reflection and Continuing Professional Development
In conclusion, this reflective discussion has demonstrated how my exploration of Gardner’s (1983) theory of Multiple Intelligences contributed to my understanding of learner diversity and informed my approach to embedding key skills within ESOL teaching. This work formed part of my ongoing continuing professional development (CPD) and encouraged me to reflect critically on how different teaching approaches could respond to individual learners’ needs.
My experiences have reinforced my belief that literacy, numeracy, and ICT should not necessarily be treated as additional or separate components of an ESOL curriculum. Instead, they can be incorporated naturally into meaningful learning activities. Literacy can be developed through reading, writing, speaking, and listening activities, while numeracy can be embedded through practical contexts such as telling the time, handling money, comparing prices, and purchasing goods. Similarly, ICT can be incorporated through research activities, collaborative projects, and the creation of digital resources.
Embedding these skills within ESOL teaching can therefore provide learners with opportunities to develop several competencies simultaneously. It also enables learning to become more relevant to students’ everyday lives and encourages active participation. Most importantly, my experience has reinforced the importance of “discovering, respecting, and meeting individual needs” (FENTO, 1999). Through reflection and continuing professional development, I aim to ensure that my teaching remains inclusive, learner-centred, and responsive to the diverse needs of students.
References
Further Education National Training Organisation (FENTO, 1999)
Moser, C. (1999), A Fresh Start. London: DfEE. Retrieved on 15 June 2008 from http://www.lifelonglearning.co.uk/mosergroup/
Roberts, C., Baynham, M., Shrubshall, P., Brittan, J., Cooper, B., Gidley, N., Windsor,
V., Eldred, J., Grief, S., Castillino, C. and Walsh, M. (2005), Embedded teaching and learning of adult literacy, numeracy and ESOL: Seven case studies. London: National Research and Development Centre for adult literacy and numeracy.
Explain Gagne’s Events of Instruction
(Words 1110)
It was during the 1960s which saw a flurry of activity in the study of instructional design that Gagne’s book the ‘condition of learning’ came out. In 1965 Robert Gagne published his book entitled The Conditions of Learning. In his book, Gagne (1965) described the analysis of learning objectives, and how these different classes of learning objectives relate to the appropriate instructional designs. Gagne famously tried to explain the methods of learning of students. His theory centered on the acquisition of language and how students do this through the process of learning and the different stages that are done. He exposed the stimulation that the students get or have to move onto the next stage of learning.
- Gaining attention (reception)
- Informing learners of the objective (expectancy)
- Stimulating recall of prior learning (retrieval)
- Presenting the stimulus (selective perception)
- Providing learning guidance (semantic encoding)
- Eliciting performance (responding)
- Providing feedback (reinforcement)
- Assessing performance (retrieval)
- Enhancing retention and transfer (generalization)
These changes that the students’ experience can move them onto further learning. Of course, all this was meant for the students to learn to their full potential. Internal and external factors were taken into consideration. In this piece of writing, I will explain the methods and how they work in the classroom.
The classroom, language acquisition and Stephen Krashen
(623 Words)
I think a few of you can recall I mentioned Stephen Krashen a few times and his theory on comprehensible input. Of course, time is always with us over the two days, so I am always reticent to talk too long about certain theories, although I hope I do highlight it efficiently and effectively. So, I have written a few extra notes on language acquisition, the classroom and Krashen and his approach and theory that will hopefully make you think more about what goes on in the learning environment and the approach you take in teaching the students.
To begin with, an EFL instructor can be a fantastic teacher but how does he/she know if the students are ‘acquiring the language’ in the way they should be which is natural and not forced. ‘Acquiring language’ is one of the salient points in children’s actual acquisition of a language. It is a fact that children, in a natural settings learn language rapidly and without formal instruction. Children are not given formal education when they are very young yet they acquire their language progressively to being fluent. It makes me think of some Thai schools I worked in where they barrage the students with grammar that is in such a formal setting that doesn’t leave any room for talking. The students can be very good at grammar but cannot speak and quite a few seem very shy also. Furthermore, if the students are not relaxed in the classroom (the setting) the teacher cannot expect them to learn. You would hope they learn their second language the same as their first language in a natural way where children never felt the language was demanding or never felt pressured and weren’t inhibited to use it.
The classroom as a setting I think should not be a place that is far from reality such that students can only speak in the classroom not outside where it is most important. I think that as a teacher the authenticity of the teacher’s teaching and the classroom has to be right so as to enlighten the learning experience. The issue here is students often learn their second language through constant grammar study so the similarity between it being similar to a natural, childhood, first language acquisition and later second language acquisition is not apparent. Thus creating a real classroom experience is a must for the students. The use of real objects, pictures, videos, roleplays, situations, even field trips (not forgetting the teacher/facilitator’s approach) to get the feeling that the students will use this language outside the classroom in numerous settings is a must.
Stephen Krashen whose ‘acquisition theory’ is used in teaching, states that ‘language learners need language ‘input’ which consists of new language along with clues as to what the language means’. As a teacher, you should follow this path that allows the students to speak in class while giving them that little bit more to expand their language. The teacher should build on what the students already know. I think this normal delivery of speech and with ‘hands-on’ language acquisition experience facilitates the natural learning process. If you remember when you were a child and your parents never really gave you a formal education in language acquisition, here lies comprehensible input that naturally supplies children: it is slower and simpler. Moreover, it focuses on the here and now, it focuses on meaning over form, and it extends and elaborates on the child’s language.
I think the students should not be treated like kids but you should allow the students to speak and acquire more language as they use their already known language such that the process will follow that the students will acquire more in your interesting natural approach classes.
Motivation for a varied life in teaching
(1385 Words)
What motivates a teacher to start in the profession? For sure many reasons make someone begin a career in teaching. Is it pay or job security or is it a fall back option? This being said, initial motivation does not mean that years later the same can be said. The fact of the matter is the evolution of the new teacher into a mature tutor. This is then the professional person who has recognized the true meaning of teaching. This person recognizes their role in helping to shape young minds and impart moral values through education. Teaching has to be a vocation. In part an autobiographical story highlighting aspects of Asian teaching and also analysis, there are many aspects that any teacher has to realize to fulfill true potential.
Certainly, ongoing professional development highlights certain challenges in teaching that a teacher has to face up to. A focal point has to be the realization that students do not really know how to learn. How can any teacher, great as they may think they are, not realize that the students are naive about how to get the most benefit from a lesson? Any teacher has to look at the students’ own learning traits in light of today’s imperative that they both foster lifelong learners in their classrooms as well as become lifelong learners themselves. It’s the teacher’s inspiration that plays a huge part in a student’s education although every student and the class as a whole have to progress to help the teacher get the most out of them.
Different countries have varying approaches to learning and teaching. How does a foreign teacher survive in another country’s learning environment? Any foreign teacher working abroad has to adapt and work within the culture. It can be hard to change teaching methods to what has been ingrained from school through to university. Motivation to rise above some of another country’s inequalities as you see them is paramount. In some of these cultures, students tend to be passive and may be reluctant to participate in communicative exercises. A change in the style of teaching to suit these learners’ needs is essential because completely following an Asian model would be alien to any foreign teacher; a balance has to be met. A new foreign teacher would think it is strange to see no encouragement given to the students to think independently while just following the examples of the teacher, who is held in high esteem. Progression as a teacher means drawing attention to many facets of teaching. Inspiration has to come from somewhere. Breaking the barriers that slow students’ learning and build foundations that provoke students’ development has got to be a motivator.
Of course, any teacher would not automatically change their style of teaching. The question is: should they focus more on themselves as a teacher or the students? Which one deserves more thought? It must be believed that deeper thinking about the children’s role in learning is paramount. It’s just when you see children who have so much energy, who are not lazy per se, using their energy into ignoring the learning process. This does not mean every one of them is mentally challenged; it is the direction they are taking. For example, a fifteen-year-old student kept saying the word ‘brio’. What it meant in his language or English language was not clear, but he would say things like ‘do you brio?’ and ‘I am brio’. This was actually when ‘present tense’ was being taught. The co-teacher thought this student was being disruptive and after class, she had a word with the teacher about it. She went on to mention that he was a hyperactive kid who had problems at home and she was sorry. Basically, that was the end of the story. Many factors come into one’s learning and potential, but there was a child who had energy. He was contributing in his own way. It was the way the teacher dealt with this child’s attitude that had the major factor in his learning. The teacher was glad to have this student taking part. He felt it was a bit negative just to put him down as having problems and forget about it. It was felt the teacher just had to channel that liveliness and educate him to use it properly. To put in bluntly teachers need to see what role the students actually play in the classroom. Similarly, Beth Buchler, educational consultant and director of New-Learning Educational Services wrote that you need a ‘student who is responsible, who takes charge, and who self-regulates in the context of today’s changing learning environment’. A teacher does not change these children overnight and many will take time. Every student has potential. The issue for the teacher is how to overcome their learned behaviors they have in class that is being detrimental to them.
So, why are they not performing? One other factor could be a boring teacher. How can any teacher help a student change their learning style if the students (or even the teacher) do not have any interest or enthusiasm? Referring to Alexandra Frean’s piece written in the Times newspaper about ‘boring teachers blamed for rowdy classes’. It seems obvious that students will show their bad side when they are bored, but according to Ofsted, at that time, this was a problem in English schools. The report drew an angry response from the National Union of Teachers which was understandable but it happens. An example of a disruptive class comes from watching an Asian teacher conduct a lesson. The students were naughty, but why were they naughty? Was it because they were disobedient or because the lessons were not so interesting? The teacher was shouting at the noisy students at the start of the lesson. They were quiet once the teacher started shouting, but after that, they were back talking again. The teacher asked them to look at the questions in their book and find the answers in the reading. It seemed a very easy lesson plan. Were the children interested? Maybe, they were not interested. All they needed to do is fill in the blanks which were being done by a couple of people, namely by the best students. The others were just waiting for the answers happily relaxed talking to each other. This teacher was not making the class interesting, no wonder the students were back talking. After exiting the classroom for five minutes then entering an ‘okay let’s check the answers’ loud voice, the teacher went through the answers. The teacher started speaking in their native language then asking for one English word answer at a time. The English teacher’s speech was mixed with their native language. The answers were now being given anyway so the ones who did not bother can just fill in their book. What was the teacher’s purpose in this class? Where was the motivation to learn? If you had filled in the answers you would have finished. It must be said that “Yes, you have finished but isn’t the purpose of learning a foreign language for using it in a context that is valuable for the future. The weaker students are just copying the answers while laughing about something not involved in the subject at hand. This new information they should have learned will stay in their minds for a short time”. Basically, it is hard for a native English teacher to see this whole episode and not feel sorry for everyone involved because everyone walks and carries on regardless.
The irony of all this is that the more the students become independent learners; a process “in which individuals take the initiative, with or without the help of others” (M. Knowles), the teacher’s job will hopefully become more manageable. Motivation and interest will take over idle chat and disruption. Teachers can then confidently feel that they are succeeding and be motivated to take their teaching to another level. This will be not only with themselves but also with the other students. Hopefully, the pride the teacher feel from making these students ready for the world outside school and their future will show them the true meaning of teaching and encourage them for many years. Hopefully, this piece of writing has tried to open teachers to this fact.
References
Bernard-Powers, J., Darling-Hammond, L., Der Ramos, A., Kass, M., LaBoskey, V., & Markowitz, M., et al. (2000). Principles of high quality teacher development. San Jose, CA: The Teacher Quality Collaborative. Retrieved January 23, 2002, from http://www.jointventure.org/initiatives/21st/tqc/principles.html
Boring teachers blamed for rowdy classes
By Alexandra Frean, Education Editor
http://www.timesonline.co.uk/tol/news/uk/article624308.ece
Critical Issue: Terms of Engagement—Rethinking Teachers’ Independent Learning Traits – Beth Buchler, M.A., educational consultant and director of New-Learning Educational Services
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd400.htm
Malcolm knowles, informal adult education, self-direction and andragogy
http://www.infed.org/thinkers/et-knowl.htm
Supporting and Facilitating Self-Directed Learning
http://www.ntlf.com/html/lib/bib/89dig.htm
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