Hailey Maurer

FINAL PRESENTATION

As I reflect on my philosophy of teaching English to speakers of other languages, I find it to be threefold. 

to foster a sense of personal growth in students to guide students in using communication in meaningful

contexts  and to extend learning beyond the classroom in life-

long goals

MY TEACHING PHILOSOPHY

Three Components: 1) Personal Growth:

establish a strong, supportive community of trust between students and teacher that defies linguistic barriers.

students can introspectively explore authentic language in use

Interactionalist approach Hands-on opportunities to negotiate meaning and achieve

communicative competence with instructor and peers incorporating differentiated instruction strategic peer-grouping multiple layers of scaffolding to lowers students' affective

filters. collaboratively creating rubrics  

TEACHING PHILOSOPHY

2) Meaningful Contexts: An educator should focus on preparing students for encountering real-world problems, rather than merely teaching “to the book.”

facilitate practical reading, writing, listening and conversational skills

connect with native speakers in the target culture. highly encourage students to continue the use of their home

language English as a means to create ties between home community

and English-speaking community assign cultural projects that allow S’s to reflect on the unique

and rich aspects of their home culture and linguistic heritage, and share their findings with the student body in English. 

TEACHING PHILOSOPHY

3) Life-Long Goalsgive each student opportunity to actively take part in

learning processMaintain a well-rounded curriculum

Students are preparing to enter into a competitive job field and may hold a stronger value in particular areas of English study over others,

Implement regular surveys and tailoring projects to capture students' varying aptitudes, interests and personal goals

Avoid cookie-cutter projects Write clearly defined content and language objectives employ ongoing formative assessment

Student portfolio projects. 

TEACHING PHILOSOPHY

Northeastern Flora and Fauna: Grade/Class/Subject: 12th grade / ESL Class/ Earth Science  Unit / Theme: Northeastern Flora and Fauna  Target Group: This lesson was designed for 20 students in 12th

grade students who are at a low beginner to pre-intermediate proficiency level.  

I. Class Cultural Reflection A.     Pre-Discussion [5 minutes] a. Teacher will begin class by writing KWL questions on the board.

The instructor will inform the students that they will be returning to the last question at the end of the lesson. 

KWL's. What do you already KNOW? What do you WANT  to know?  What did you LEARN?

ACTIVITY 2.3: LOW BEGINNER TO PRE-

INTERMEDIATE LESSON PLAN

“How are animals often portrayed, or shown, in stories, myths and legends?” (Have students give a few examples of animal movies, songs, or stories from their native country.)

B. Think-Write-Share Activity [10 minutes]                        1. Owl                         2. Penguin                         3. Rabbit                         4. Foxb. Students will be asked to get into four groups (collaborative discussion). THINK about how these animals are depicted in literature from their own culture, and they might be portrayed how outside their native culturesWRITE about what kind of impression they get from these four animals “What can these symbolize?”SHARE words or phrases that can be associated with each animals from contemporary media and popular culture

ACTIVITY 2.3

II. Vocabulary Focus

A. Research Workshop [ 20 minutes ]

Students will be assigned a “buddy” to investigate NYS animal or flora with through various sources. Pictures of several animals and plants discussed in their science class will be laid out on the table. Students will decide where their animal goes on the ecosystem and food-chain. 

Two large paper charts will be placed at the front of the classroom (one with a distinction for "flora" and "fauna" and the other will contain species categories such as "amphibian," "mammal," "Invertebrate," etc. Teacher will demonstrate by using "think aloud" modeling. Students

will work together in their groups to fill in the chart with their animals. 

ACTIVITY 2.3

B.  Vocabulary Investigation [ 15 minutes ] Students will work in small groups and become experts on

ten new vocabulary. Each group will take on the role of “teachers” and come up

to the front of the room to teach the new words they learned to the rest of the class. Role-play will be encouraged. 

The teacher will go over all the words of the different groups together until the class has been exposed to the lexicon. 

C. Memorization Activity [ 15 minutes ]

Students will use “around the world” Flashcard assessment activity to work on comprehension.

ACTIVITY 2.3

III. Extension Activity

Students will also be asked to seek out other speakers of their native language in the community and show those speakers three pictures of flora and fauna discussed in class

Does any similar animal or plant exists in their home country and what they are called. This is intended to help students build vocabulary in

their first language and to make connections to English

ACTIVITY 2.3