Models of Teaching ESL Essay

Models of Teaching ESL Essay

With the increasing diversity and challenges in the educational arena, educators are given the responsibility of adapting and implementing new strategies that can intensify the level of facilitation of teaching objectives and goals. It requires reinforcing and rethinking old methods to suit the current needs of the time and constantly promote interaction and active involvement among concerned parties. In the end, by allowing these ideas to become embedded into practice, it can generate a consensus and environment sustainable towards learning and comprehension.

Looking at my current teaching profession, there are indeed several factors that continue to influence my practice. These elements help me adapt and create strategies in achieving my subject’s objectives. By immersing myself and carefully understanding these ideas, it can help me apply the mission and vision of my institution and look into possible areas for development and improvement. Among these factors include (1) the relevance of culture, (2) proficiency levels, and (3) the relevance of communication.

In the first part, I feel that culture is a vital aspect in any educational endeavor. It is in here that individuals derive themselves and share several values and principles that are then manifested in the environment that they are in (Brown, 2007). Seeing this, it can be argued that various cultural contexts can be seen and are evident within the classroom and thus establishes perceptions about key issues or subjects taught. These in turn must adequately be studied so as careful approach can be made on its inclusion.

Applying this to my teaching profession, I feel that my classroom has a diverse population comprising of different individuals willing to learn English. Due to this, I must effectively carry out new schemes and strategies that can facilitate active learning for all students. In here, I must equally understand that my students perceive and look into things differently. Each one may have a different insights concerning one possible idea. Seeing this, it is relevant that I apply empathy and harness a relationship that is open, tolerant and polite to make them appreciate the topics I am teaching (Brown, 2007).

Another significant element in my teaching practice involves proficiency levels. Relating to this concept, this idea revolves around the role of the educator in administering the proper set of instruction, materials and subject matter according to the prescribed standards and objectives given by the state and district (Brown, 2007). Due to this, several key strategies are highlighted and provided by institutions to actively provide direction on can make students proficient in a particular subject they are engaged in.

Relating this concept in my profession, I feel that creating an avenue wherein my work becomes adaptable and synchronized with standards can maximize the potential of students in appreciating and gaining experiences from the subject taught. I must continuously be aware of new trends and policies surrounding proficiency because it shall not only serve as my guide but help me intensify areas of application and practice. It has always been my responsibility to act as a bridge for learning. One way of doing this is by recognizing and advocating the needs of students by addressing their needs accordingly.

Lastly, I feel that communication remains to be an important process in any environment. In education, such practice continuous to be a facilitative process wherein both parties can transmit information and allow learning to occur (Brown, 2007). Though its importance is greatly highlighted, several setbacks in communication continue to occur within the framework of classroom education. On my part, I feel that it is necessary that educators continue focusing on increasing their ability to open up and interact with students. By allowing this trend to be prevalent, it can help increase outcomes and foster areas of growth and academic development.


Brown, H.D. (2007) Teaching by Principles: An Interactive Approach to Language Pedagogy.

(US; Pearson Education). Retrieved May 29, 2009.

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