Program Reflection

Meredith Peterson

Touro Graduate School of Education

EDDN 680

Practicum
What have you learned throughout the TESOL program to date?

There are many things I learned throughout the TESOL program through Touro College. The
first of many would be the methods and materials used to teach English to learners of other
languages. I learned how to cater to the learners needs through my participation in planning and
implementing current approaches and techniques that are grounded in data driven and standard
based instruction. This was possible through course work assignments as well as practicum’s
real-world application. I believe the program provided me with a sense of expertise to bring to
my new placement, such as a pullout or push in teacher. This was done by practice in engaging
discussion boards for all courses that allowed me to create, execute, and study pedagogical
strategies and analyze peer’s application for teaching learners of other languages.

I also believe that course discussions covered the problems that could be faced by educators in
the field of TESOL. A better understanding of resolving these potential problems came from the
programs significant emphasis to teach relevant laws, policies, supplemental materials and
connections with community. Through my studies I found that curriculum designers must
consider the different races, cultures, identities, and ethnicities in our US schools but I learned
this isn’t new, but has been revamped. According to Almanza, & Mosley, W. J. (1980), “recent
writings indicate that culture, as it relates to racial and ethnic differences in children, can
strongly affect various aspects of learning.” I learned to connect curriculum, lessons, and
programs through strategic planning by creating lessons, curriculum, and programs that are all
bridged by culturally responsive goals. Edutopia explains, “a successful classroom, our educators
agreed, is one in which students feel known, appreciated, and comfortable taking emotional and
intellectual risks. That requires intentional planning and consistent messaging by the teacher.”
(Kaplan, 2019) This comfortably can only be accomplished when students know their
backgrounds, diverse as they are, are individually celebrated and respected. 

The TESOL program taught me to stay up to date, engage learners through bridging the gap from
home and school, and to create learning environments anchored in vocabulary acquisition and
form a foundation of supportive language learning.

How have you grown personally and professionally?

I couldn't fathom liking anything else but being a special education teacher. Since the start of my
career my heart has been in special education but throughout the program my love for teaching
was reignited. I am personally eager to educate a new demographic and am already looking
forward to the following year. Since the beginning of my career, I have taught ELLs in my
classrooms, but it wasn't until this program that I truly understood what they needed and how to
educate them in a 12:1:1 class. I was able to learn from other teachers in my building and get
outside of my special education bubble thanks to the program.

Professionally, I have shown most growth in lesson planning. Before the program, I was unaware
of the SIOP model or different objectives. I have learned the difference between content and
language objectives, to which, content objectives focus on what the learners will be able to
accomplish after instruction. These are standard based and conclusive objectives. Language
objectives focus on how students will learn in regards to language; reading, writing, speaking
and listening. These objectives are based on student’s abilities, levels, and needs. As a whole,
this has greatly helped me professionally by allowing me to craft lessons that have supports and
scaffolds as well as student interactions by choosing a language domain action and linking it to
academic content.

What are the implications for your future teaching practice?

My recommendations for my future teaching style are to make sure that pupils feel self-aware
and confident while learning. By empowering children to feel strong and powerful in who they
are without making them feel superior to anybody else, the program has taught me how to
establish inclusive and affirming settings that work toward identity goals. My objective is to
provide pupils with the ability to express themselves and others in courteous, clear ways.
Another objective is to increase diversity awareness through inclusive curricula and testing.
Further goals of mine for future teaching include strengthening children's intrinsic abilities to
develop empathy and fairness skills as well as their intellectual functioning to think critically
about their environment. Justice, which goes hand in hand with the high expectations and
rigorous instruction principle, is the aim of this goal. Last but not least, activism, which might be
achieved by continuous professional development is an implication for my future teaching
practice. By creating an egalitarian, well-resourced system of support to result in significant
increases in student performance, I will be devoted to boosting learning for all kids. I want to
provide a safe, supportive learning environment for every child in the future.
References:

Almanza, H. P., & Mosley, W. J. (1980). Curriculum adaptations and modifications for
culturally diverse handicapped children. Exceptional Children, 46(8), 608–614.

Kaplan, E. (2019, April 12). 6 essential strategies for teaching English language learners.
Edutopia. Retrieved April 20, 2023, from https://www.edutopia.org/article/6-essential-
strategies-teaching-english-language-learners