1 / 12

Karen Salerni Master’s Candidate in TESOL, Literacy, and Culture

Open Enrollment: Coping With a Fluctuating A dult Population at a Private English Language School. Karen Salerni Master’s Candidate in TESOL, Literacy, and Culture. Research Context and Needs Assessment. “San Diego English School” (SDES) Intensive English Program (IEP) Open enrollment

sasha-hanson
Télécharger la présentation

Karen Salerni Master’s Candidate in TESOL, Literacy, and Culture

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Open Enrollment: Coping With a Fluctuating Adult Population at a Private English Language School Karen Salerni Master’s Candidate in TESOL, Literacy, and Culture

  2. Research Context and Needs Assessment • “San Diego English School” (SDES) • Intensive English Program (IEP) • Open enrollment • New students take entry test on Mondays, begin class on Tuesdays • Core (integrated skills) classes meet Monday-Friday • Partner-teacher system • Began teaching a Tuesday/Thursday Intermediate Core class on January 21 • Teaching is hard! Open enrollment makes it harder! • I struggled with: • Lesson planning • Integrating new students into my classroom

  3. Open Enrollment by the Numbers

  4. Research Question • How can I cope with a fluctuating international adult population at an English language school with open enrollment?

  5. Literature and Theories • English as a lingua franca • Only about 25% of English users are native speakers (Seidlhofer, 2005) • English is notable for: geographical spread, cultural diversity of speakers, variety of purposes it serves (Dewey, 2007) • Open enrollment • “Less than optimum” (Wardell, 1991, p. 66) • To improve teaching and learning: • Build community (Martinsen, 2009) • Differentiate instruction (Finn, 2010)

  6. Phase I: Plan

  7. Phase I: Findings

  8. Building Community:Conversation Cards

  9. Phase II: Plan How can I better cope with open enrollment by: • effectively and quickly building community in my classroom? • differentiating instruction to meet the needs of all of my students?

  10. Phase II: Findings

  11. Phase III: Plan How can I improve my teaching and student learning in an open-enrollment context by: • differentiating instruction? • continuing to build community both inside and outside of the classroom?

  12. Overall Findings and Reflections • Open-enrollment findings: • Other teachers can provide information and support • The best way to plan a lesson is to plan less! Be flexible and open to change • Building community provides support to teachers AND students in this context • Differentiating instruction is challenging when you have a limited amount of time to meet your students and learn about their needs • Personal reflections: • I’m a teacher now! • Open enrollment has many challenges, but there are also many positive aspects: • I’ve met a variety of students from around the world • Classroom dynamics are always changing: If you have a good group of students, it’s difficult when someone leaves, but if you have a difficult student, you know they will leave eventually! • Not only am I a teacher, but I’m a better teacher – and person – because of open enrollment

More Related