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Applying Systems Theory As A Lens On Teacher And Student Perceptions Of Assessment And Feedback In An Intensive English Program, Thomas A. Germain
Applying Systems Theory As A Lens On Teacher And Student Perceptions Of Assessment And Feedback In An Intensive English Program, Thomas A. Germain
MA TESOL Collection
The goal of this project was to apply systems theory, or more generally, systems thinking as a lens on the perceptions of teachers, students, and administrators who work together at an intensive English program (IEP). This goal necessitated a two-part project: a review of pertinent literature on systems theory and a limited qualitative study situated at the IEP. Sixteen participants, including seven teachers (more than half of the current faculty), two teacher/administrators, and seven students from different levels within the program, were invited to participate. The primary focus of the study was on participants’ awareness of and attitudes about two …
Teaching Issues And Insights In Japanese High School, Robert H. Taferner
Teaching Issues And Insights In Japanese High School, Robert H. Taferner
MA TESOL Collection
This paper has emerged from a review of reflective teaching journals I kept during the interim year component of my Master of Arts in Teaching program. Through this review of my journals I identified five recurrent teaching issues that played a central role in my teaching over this year. In the paper I examine the areas of team teaching, feedback, student needs, discipline, and classroom management for insights and solutions that served me during the interim year and will be useful to me when I encounter similar situations in the future.
An Open Corridor Esl Workshop: A Supplemental English Program At Sit, John B. Millett Jr.
An Open Corridor Esl Workshop: A Supplemental English Program At Sit, John B. Millett Jr.
MA TESOL Collection
This report is a description of the creation and workings of an Open Corridor ESL Workshop designed as a supplement to an intensive ESL program. The workshop's form is based on the beliefs that learners learn in different ways, have different needs and interests which should be reflected in the content of activities, and can take the responsibility for their learning. An assessment of the strengths and weaknesses of this workshop and recommendations for improvement and use in different situations are presented in the final section.