Education Commons^™

Feedback In The Lesson Observation Process: What Guides A Teacher Towards Development, Lina Kerbelyte

MA TESOL Collection

Lesson observation is a very common practice all over the world. However, rarely does it look at personal and interpersonal aspects that are needed in feedback in order to develop autonomous and successful teachers. This thesis does not look deeper into what constitutes a good lesson, nor what methods are most suitable for students. Instead, it seeks to look deeper into the phenomenon of lesson observation feedback through the eyes of a teacher in order to see what aspects of lesson observation are useful and guide educators towards their development. What does a teacher need in order to find feedback …

Sit’S Low-Residency Master Of Arts In Tesol Program: Principles And Practices In Online Teaching And Learning, Jaime Durham

MA TESOL Collection

Coursework in the revisioned Low-Residency Master of Arts in Teaching English to Speakers of Other Languages program at SIT Graduate Institute takes place primarily online. In this paper, the author examines the first two years of the program (which launched in 2013) from her experience as the program coordinator to illustrate how the MAT program’s foundational educational principles influence the program in the e-learning environment. The author uses the Community of Inquiry (CoI) framework to give an overview analysis of the design and implementation of the online courses, to measure levels of social and cognitive presence among students, and to …

Principled Approaches In Online Teacher Education: Migrating Sit’S Masters In Teaching Program, Katrina N. Baran

MA TESOL Collection

Delivery methods for teacher education at the post-graduate level are changing to accommodate in-service professionals and take advantage of technology. To shift the SIT Graduate Institute’s Masters in Teaching program to a low-residency format, an evaluation of underlying principles in teacher education, online education and the MAT program itself is necessary in order to preserve the integrity of the program and ensure success in this new format. Within the context of these principles and an analysis of a sampling of program areas, recommendations are provided.

Cognitive Load And Its Major Pedagogical Implications, Focus On Education In Jordan, Bassam Kutkut

MA TESOL Collection

Through my teaching experience in Jordan, I noticed the amount of work students had to do. I noticed the tremendous amount information they received from their teachers on a daily basis. I also noticed that students forgot most of the information they learned in class right after their exams. I was wondering if that’s the right way of teaching. Then, after my study at SIT, I learned that this is a cognitive overload that can impair the learning process.

Cognitive load refers to the information processing abilities in the human memory system which has limitations. When these limitations are exceeded, …

Using Technology In The Efl Classroom In Saudi Arabia, Neil Oby Morris

MA TESOL Collection

This paper explores the ways that technology, specifically the use of laptop computers and cellular phones, may be incorporated in the EFL classroom to enhance learning and lower the affective filter of male Saudi Arabian university students.

Saudi Arabia presents the EFL teacher with many challenges that are unique to this gender-segregated Islamic kingdom. Meeting these challenges and turning them into learning opportunities that other EFL teachers may find useful within their teaching contexts is the purpose of this paper.

The appendix includes a writing rubric and a 40-day materials introduction calendar. The calendar illustrates the day-by-day introduction of material …

Grounding Theory In Practice: A Reflection On Designing And Delivering A Workshop On Intercultural Sensitivity For Korean Public School English Teachers, Kevin Giddens

MA TESOL Collection

In this paper I will use a process of rigorous reflection to explore the design and implementation of a cross-cultural simulation workshop as a means of developing intercultural sensitivity among Korean public school English teachers in Daegu, South Korea. After introducing the workshop design I will describe in detail my experience of delivering the workshop. I will overlay Milton J. Bennett’s model for developing intercultural sensitivity (1993) with participant reflections as a means of grounding theory to practice and exploring whether or not participants were able to demonstrate observable movement within Bennett’s model. I will then highlight some possible modifications …

Choosing The Right Path: My Personal Evolution As A Teacher Developing And Maintaining Reflective Practice, Nancy Leland Rivera

MA TESOL Collection

After using self-reflection to learn more about herself as a learner and then as an educator during her first summer of study in the SIT Master of Arts in Teaching program, Nancy Rivera used this knowledge to further look at her teaching. She also used the same reflective process to examine her work during her IYTP (Interim Year Teaching Practicum) experience. In an effort to maintain this reflective practice after finishing her course work, the author examines the meaning of reflective practice, how she came to be a reflective practitioner, and methods she has used to maintain it.

A Manual For The Training Of Short Term English Teachers As Required By Small-Scale Schools In Japan, Peter Warwick Raymond Gabites

MA TESOL Collection

This paper examines the business conditions facing small-scale English conversation schools in the increasingly competitive Japanese market. It looks at their staffing requirements and current training methods and then endeavors to develop and effective training programme that can be operated within the limited resources available to these schools. The intention is to provide new staff coming from non-teaching backgrounds a practical introduction to the realities of teaching through a two-week period of observation, team teaching, and supervised solo teaching followed by two months of directed study on classroom management and methodology. This allows for gradual assumption of responsibility for classes, …