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(Revision-10/26/08)

MOLLOYCOLLEGE

ROCKVILLE CENTRE, NEW YORK 11570

SEMESTER: FALL/SPRING

DEPARTMENT: GRADUATE EDUCATION

COURSE # SECTION EDU 548:

TITLE: TESOL STUDENT TEACHING SEMINAR

CHILDHOOD/ ADOLESCENT (0 credits)

Course Description:

Weekly seminars provide TESOL student teachers with the opportunity to discuss field experiences and share problem-solving techniques. Personal reflection on students’ emerging teaching techniques is an important component of this seminar. Additionally, guest speakers will provide input on current topics relevant to the educational field. A highlight of the student teaching seminar is a full-day workshop which includes student participation in seminars and mock interviews.

Co-requisite: CHILDHOOL: EDU 545 ANDEDU 551AOR 552A

ADOLESCENT: EDU 545 AND EDU 555A OR EDU 556A

Benchmarks

Reflection on Disposition for Teaching

Reflection of Professional Practice

Course Objectives:

Teacher candidates will:

  1. discuss field experiences related to TESOL;
  2. provide peer support related to issues in the ESL classroom;
  3. share techniques directly related to classroom experiences with ELLs;
  4. discuss interviewing strategies useful in the field of TESOL;
  5. update and refine resumé, cover letter, and statement of teaching philosophy;
  6. become familiar with a variety of report cards and evaluation instruments used in local school districts;
  7. continue to update their professional portfolios;
  8. address the importance of parent-teacher relations, especially communication with parents of ELLs;
  9. consider the needs of diverse learners in the classroom, i.e., gifted, learning disabled, culturally diverse, etc.
  10. enhance questioning skills that will benefit ELLs;
  11. expand reflective teaching practices;
  12. share experiences on the use of technology in the classroom and its integration into lesson plans.

Course Requirements and Evaluation:

  1. Punctual attendance at weekly seminar.
  2. Active participation in seminar discussions.
  3. Updated professional portfolio and presentation to peers.
  4. Updated resumé, cover letter, statement of teaching philosophy.
  5. Benchmark submission: Reflection on Disposition for Teaching and Reflection of Professional Practice.

For additional information on the TESOL field experience, field evaluation forms and assessment rubrics, see the MolloyCollege TESOL Handbook.

Recommended Readings

Agor, B. (2000). Integrating the ESL standards into the classroom practice:Grades 9-12.Alexandria, VA: TESOL.

Beattie, M. (2001). The art of learning to teach: Preservice teacher narratives.Upper Saddle River, NJ: Merrill.

Blair, T. R., & Jones, D. L. (1998). Preparing for student teaching in pluralisticclassrooms.Boston: Allyn and Bacon.

Byrne, D. (1987). Techniques for classroom interaction.New York: Longman.

Bullock, A., & Hawk, P. P. (2001). Developing a teaching portfolio: A guide forpreservice and practicing teachers.Upper Saddle River, NJ: Merrill.

Cruickshank, D. R. (1987). Reflective teaching.Reston, VA: Association of Teacher Educators.

Danielson, C. (1996). Enhancing professional practice: A framework for

teaching.Alexandria, VA: ASCD.

Echevarría, J., & Graves, A. (1998). Sheltered content instruction: TeachingEnglish-language learners with diverse abilities.Boston: Allyn and Bacon.

Echevarría, J., Vogt, M., & Short, D. (2004). Making content comprehensible forEnglish language learners: The SIOP model (2nd ed.).Needham Heights, MA: Allyn and Bacon.

Harris-Freedman, R. L. (1994). Open-ended questioning: A handbook foreducators.Menlo Park, CA: Addison-Wesley.

Henderson, J. G. (1992). Reflective teaching: Becoming an inquiring educator.

New York: Macmillan.

Irujo, S. (2000). Integrating the ESL standards into the classroom practice: Grades 6-8.Alexandria, VA: TESOL.

Kupetz, M. (Ed.). (1997). ESL standards for PreK-12 students.Alexandria, VA: TESOL.

New York City Board of Education. (1986). Getting started in the elementaryschool: A manual for new teachers. New York: Author.

Nunan, D. (1999). Second language teaching and learning.Boston: Heinle & Heinle.

Pelletier, C. M. (2000). Strategies for successful student teaching: Acomprehensive guide.Boston: Allyn and Bacon.

Samway, C. (2000). Integrating the ESL standards into the classroom practice:Grades 3-5.Alexandria, VA: TESOL.

Smallwood, B. (2000). Integrating the ESL standards into the classroom practice:PreK-2.Alexandria, VA: TESOL.

Wentz, P. J. (2001). The student teaching experience: Cases from the classroom.Upper Saddle River, NJ: Merrill.

Wong, H. K., & Wong, R. T. (1998). How to be an effective teacher: The firstdays of school.Mountain View, CA: Harry T. Wong.

Zabel, R. H., & Zabel, M. K. (1996). Classroom management in context:Orchestrating positive learning environments.Boston: Houghton Mifflin.

Recommended Websites

Dave’s ESL Café

ESL Café’s Idea Cookbook

ESL Resources

International Reading Association

National Association for Bilingual Education

NationalCenter for ESL Literacy Education

National Clearinghouse for Bilingual Education

National Council of Teachers of English

Lessonstop

TESOL

Seminar Course Calendar

Mondays at 3:30 p.m. to 4:30 p.m.

The listed topics are only suggestions.

Introduction and Instructional Planning

Complete Cooperating Teacher Form with pertinent information concerning your student teaching and give to your College Supervisor

Review this course outline and the process of keeping a daily

Plan Book. (To be brought each week to seminar for supervisory

review.)

Classroom Management - Introduction

Review classroom management techniques and discuss strategies

for increasing positive behavior in the classroom. Discuss

character education values of honesty, tolerance, compassion,

and cooperation.

Classroom Management-- Continued

Opportunity to discuss further strategies, review a film on management, or discuss specific management issues.

Questioning Skills

Portfolio Update - revised philosophy statement/resume/

cover letter submitted to Field Supervisor

for review.

Interview Strategies and Techniques

Portfolio Update - revised philosophy statement/resume/

cover letter corrected and returned to

teacher candidates by Field Supervisor

Interview Strategies and Techniques continued

Application Procedures

OPEN DISCUSSION

Benchmark Submission - Reflection on Disposition for Teaching to Field Supervisor

Parent/Teacher Relationships

Technology in the Classroom

Share websites and instructional software

Benchmark Submission – Reflection of Professional Practice submitted to Field Supervisor

Assessments

Final Seminar - Each student to share his/her personal reflection of professional growth as an educator through the 3 phases of Field work.

Student Teacher Workshop (Date will be announced)

8am-3pm – Multi-Purpose Room, WilburArtsCenter

Inform your cooperating teacher you will not be in the field school this day.

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