TESOL Reflective Writing: English Teacher Development - MA TESOL

This assignment presents a reflective account on developing as an English language teacher (ELT), focusing on effective teaching strategies, lesson planning, and classroom management. It details the developmental process of a teacher, emphasizing critical reflection through self-evaluation, peer observation, and learner feedback. The account includes experiences teaching English to 12th-grade students, highlighting the importance of lesson planning, understanding student behavior, and integrating technology. The lesson plan incorporates constructivism learning theory and outlines objectives, resources, and timed activities. Various teaching methodologies, including integrated technology, are considered to enhance student understanding. The assignment concludes with a reflection on teaching methodologies and their impact on student learning.

Running head: REFLECTIVE WRITING ON TESOL
TESOL Reflective writing
Jahangir
Module Code: 77-701080AF
University Affiliation

REFLECTIVE WRITING ON TESOL
Part A
Reflective Account
The developmental process of a successful teacher is critical in shaping the eventual outcome
concerning competencies and the overall outlook of the teacher. Starting from the activities in
the classroom, the aims of the lesson and an assessment thereafter; a self- evaluation and
observation process summarizes a teacher’s critical reflection (Hayden and Chiu, 2015). With
the initial step of explaining, the importance followed by the inception of the reflection
process, which includes teacher diary, observation of peers, lesson recording and the
feedback to learners, together with what to be done next involving thinking, talking, and
reading and asking then eventually concluding, shows how critical reflection is. It is through
the aforementioned teaching insights based on my observations, and the general experience
that I base my proficiency (Ryve, Nilsson and Pettersson, 2013).
as an English language teacher. I started building confidence after peer discussion and
experience based on the lessons greatly shaped my teaching profession.
My first classroom experience was with the 12 graders English learners at Sheffield
Hallam University. This particular session at the university is so crucial in my reflective
accounting because of experiences and encounters with the students that I interacted with. I
was so tensed and confused at first but relaxed a few minutes into the session. I had issues of
engaging the whole class as some of the students was misbehaving while the session was
going on.

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Following the above experience that I recorded in my teachers’ diary, I have gained through
learning as well as an observation; I believe that the correct management and planning of a
particular lesson is an important step towards the realization of impressive outcome from
learners. The group requires specific skills to enable them to understand how to
communicate using correct English. In fact, the age is also advantageous because, as noted by
Martin-Beltran (2014), the adolescents always engage in collaborative literacy activities that
offer a healthy environment within which they may learn and practice languages while
communication. The teenage age, however, can prove to be challenging at times because of
an incidence where I noted a student staring at me conspicuously that got me scared for a
moment.
The above plan meets the description of researchers who contend that a lesson plan should
help teachers know “which way they ought to go” (Richards & Renandya, 2002, p. 30).
Therefore, it is expected to meet the multidimensional nature of a classroom as noted by
Wright (2005). Thus, as a teacher, I should understand the nature and behaviors of students in
a class.
The Rationale for My Lesson Plan
In an effort to meet the learning objectives of the lesson plan developed, working towards the
set objective is imperative. The outcome which included learners understanding usage,
exploration, form and interactive use of English language starting from the basic English
pronouns, words, nouns as well as objects with the eventual application of the pronouns such
as us, it, then, us within diverse contexts will finalise the process the lesson plan
(Appendix1 ) acts as the rubric .
An effective lesson plan is meant to reinforce the learning process and enable the learners to
grasp a large portion of what I teach. In a study conducted by Cajkler, Wood, Norton, and

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Pedder (2013), it was established that a lesson plan indicates a learning trajectory and
detailed description of an entire lesson as well as the course to be undertaken. Such views
have further been supported by Amalia and Imperiani (2013) who, in their study of the
benefits of designing an effective lesson plan, noted that such a strategy would enable a
teacher to summarize his thoughts concerning what is to be covered during a teaching
process. Based on that background, I believe that an effective lesson plan is necessary for any
class as it enables students to realize success. Therefore, the following are the features of my
lesson plan for the 12th-grade high school students' class.
The lesson plan contains the course that is to be taught to the class. In this case, the class shall
be for English language learners ESOL/EFL (English for Speakers of Other
languages/English as a Foreign Language). As a teacher, I have realized that there are
approved frameworks that always guide the planning process as demonstrated in the
Teaching English (2018), which points out institutions such as the British Council that
develops such outlines. I believe that it is necessary to indicate the course for identification
purposes. The development of a lesson plan is anchored on the constructivism learning theory
which indicates that people always construct knowledge and connotations based on their
previous experiences (Amarin & Ghishan, 2013). Therefore, the lesson plan should be
developed in a way that it conforms to a particular learning context with particular topic, the
class description, and the study objectives.
Lesson Objectives
It is necessary to include lesson objectives within a lesson plan because such inclusions have
enabled me to understand the objectives as well as the required skills necessary for the
students. The lesson objectives outline what a leaner should acquire during and after a given
lesson.

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Benefits of the Lesson Objectives
• Through the objectives, I can outline more information concerning the activities to be
performed during a lesson. For example, the task may entail the definition of names of items
in the English language. Thus, all the activities being conducted during the lesson should be
based on the understanding of the task.
• The objective also outlines how the students may undertake the learning process. For
instance, students may work individually or in groups. Group work is an important strategy
because it may benefit slow learners as well as those who can grasp ideas faster (Bas &
Beyhab, 2017). Correspondingly, I believe that allowing students to learn individually is also
beneficial especially when introducing a new lesson.
• Lesson objectives also encompass how I should guide the students through the learning
process. For example, I may teach the class as a whole or interact with students one after the
other. Such decisions are based on the complexity of the subject under the study.
• Through the development of lesson objectives, I would ensure that all the learning
processes link to the previous activities. Each task must be conducted in a way that it may
contribute to the primary objective of the lesson while also considering its complexity and the
nature of the students.
• Lesson objectives also take into account the previous knowledge that students already
had. As a teacher, I must be in a position to understand my students based on their
capabilities, strengths, and weaknesses. With that awareness, I can offer appropriate
assistance to all my students.
The Necessary Components of a Lesson Plan

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Study Resources and Other Learning Aids
The lesson plan contains the relevant resources required to enhance the learning process. For
example, there should be a whiteboard on which to write the notes for the students. Boards
may come in different kinds such as the blackboard that may be affixed to the wall or
movable whiteboards. Relevant textbooks shall also be contained in the lesson plan. In
particular, the main English language textbook should be indicated in the plan so that other
teachers and students can ascertain the necessary study materials.
Special learning resources also include audio-visual tools that may be used to improve the
learning process. For example, I have been using a projector to demonstrate new concepts in
English for easier understanding. Such a device may enable the students to view items in
picture forms and learn their names in English.
To further facilitate the learning process and to make it entertaining and engaging, the
PowerPoint presentation may also be printed and distributed to students. Such materials may
be documented for future reference and to ease the learning process. Students with hearing
problems may be supported using audio tools such as loudspeakers. Including devices and
resources in the lesson plan may help the teacher not to forget certain important teaching
resources (Zangori, Forbes, & Biggers, 2013). Consideration of all the students and their
involvement in the learning process helps encourage them.
Time Plan
I have always ensured that the lesson plan contains timed activities. Each task must be
performed within a given period. Planning activities based on time is a strategic way of
ensuring that all the learning processes and stages are undertaken. Therefore, as a teacher, I

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must ensure that I cover all the learning components within the allocated timeframe. Failure
to observe time during lessons may lead to poor syllabus coverage.
Activities That I have Included in the Lesson Plan
After a quick check of on the present students, the whole ESO/EFL lesson plan starting from
the lead in, control practices to negotiation stage, the feedback, reviews and further
discussions and feedback (Appendix 1) follows. With the set aim of the learners
understanding usage, exploration, form and interactive use of English language starting from
the basic English pronouns, words, nouns as well as objects and the eventual application of
the pronouns such as us, it, then, us within diverse contexts will finalize the process.
As the teacher, I would then introduce the topic and take the students through the lead-in
stage, which involves the preparation of students for the session. Besides, I would establish a
communication link between myself and the students. The lead-in stage enables me to create
a good relationship as well as a conducive learning environment (Yuan & Lee, 2014). For
example, I would engage the students in understanding English as a second language.
Through such a process, it would be necessary to explain to the students the advantages of the
English language and how to apply it in real life situations. I would then give students an
opportunity to voice their expectations concerning the lesson. Thereafter, it may be necessary
to introduce the lesson after engaging all the students by encouraging them to participate in
the learning process.
In the second stage, I always control the entire lesson by directing the students on what to
focus on and the basic components of the topic under discussion. While controlling the
learning process, I then take the students through the learning process by teaching the
learners new language mechanisms. The stage enables me to use certain learning tools such

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as pictures and drawings to enhance learners' understanding. Students may learn using several
strategies such as observation.
The third stage entails the negotiation process. It involves allowing the learners to take part in
the learning exercise by exchanging ideas about new concepts learned. Therefore, the stage
involves a teacher's interaction with the entire class through discussions. Students would
practice how to use the English language to communicate in different contexts. Handouts and
other learning materials are then issued to the students. I would also use the whiteboard to
write the main points as well as complex aspects of the topic.
There are two ways to determine whether the students have understood the topic. Firstly, I
would call the students one by one and engage them in a discussion concerning the main
factors that I have taught them. Secondly, I may establish groups and ask them what they
have understood and the challenges they encountered. As noted by Dornyei and Murphey
(2003), individuals always behave differently compared to when they are in groups. Whether
the evaluation has been done in groups or individually, the feedback would enable me to
understand the main issues that are complex to the students.
Teaching Methodologies for the Students
For this group of students, it is necessary to select a teaching method that guarantees a better
understanding of the English language.
The use of Integrated Technology
Based on the technological advancement being experienced nowadays, I have learned that the
use of expertise in education has become paramount. Most students have now become
knowledgeable in using devices such as computers, tablets, and Smartphone. As a result,
Nomass (2013) agrees that technology helps in the development of language skills and, as

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such, he advises teachers to encourage students to use it. Similarly, Gikas and Grant (2013)
also applaud the benefits of technology, particularly the social media platforms such as
Twitter in education. However, the authors fail to realize the major challenges that such new
technologies may cause to the students such as time wastage. Nevertheless, I believe that
proper use of technology would enhance academic improvement. While striving to empower
students linguistically, the application of modern technology would also help tap into the
students' interests; therefore, encouraging them to learn how to use English during
communication.
Cooperative Learning Structures
The use of student-centered approach in education is beneficial especially when learning
languages. Cooperative learning helps students improve their engagement in class leading to
increased interaction which is necessary for learning languages (Herrmann, 2013). Hence,
instead of handling each student independently, I would place them in groups and encourage
them to learn verbs as a team. Willis and Willis (2007) have underscored the importance of
teamwork. Therefore, as a teacher, I would then assume the role of a facilitator as I give
students increased opportunities to lead their groups and improve teamwork.
Goal Setting
Setting goals is an effective way of facilitating a learning process among the students. While
teaching, I would encourage the students to own the learning process. It is also interesting to
realize that goal setting also enhances the transformative theory of learning—which
hypothesizes that a learning process occurs across three dimensions: behavioral changes,
style variations, and psychological changes (Taylor, 2017). At first, it is necessary to
encourage the learners to participate actively in the learning process. I have learned that I
should engage and support students to set achievable goals.

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Assessment for Learning
I have been using the method to customize the learning process so that it conforms to the
needs of the students. While teaching using this method, I would ensure that all students can
learn at their individual speed. Unlike the summative learning technique, assessment gives
the teacher a chance to evaluate each student’s performance and give more support to the
slow learners (Vonderwell & Boboc, 2013). As a teacher, I would use learning logs, peer-
assessment methods, and observations, together with individual questioning to establish the
degree of comprehension. For example, students who can understand the application of verbs
would be given minimal support while those facing difficulties would be supported.
Account of My Development as a Learner Teacher With Reference to the Portfolio
As a learner teacher, I have gained immense professional development skills during my study
as well as the teaching practice period. For example, I now know how to develop assignments
that are related to the topics I teach. I have also learned how to advance my competence and
further expertise that are relevant to my teaching experience.
As demonstrated by my portfolio, I have gained the following benefits through my learning
and practice period.
Knowledge Gained From Reading Journal Articles
During my learning period, I realized that research is beneficial because it helps improve
learning experiences. To gain knowledge, the consideration of other authors' perspectives and

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findings is necessary. Such results may act as the basis for further studies. Before depending
on any source of information for research or knowledge purposes, it is necessary to ensure
that the information is reliable and credible. In my previous years of academic growth, I
realized that peer-reviewed journal articles are among the most reliable sources of
information because they are always developed not only by competent professionals, but any
research work always undergoes peer review. In their evaluation of the Malaysian Journal of
Library and Information Science, Bakri and Willett (2017) noted that journal articles are
regarded as scholarly publications and the information they contain are rich for learning as
well as referral purposes. Certainly, such a finding is consistent with what I have always
learned in my previous academic development. In the process, I realized the following
benefits:
Journals Present Broadened Perspectives
Journal articles contain information that may be gathered through a comprehensive research
process. After the studies, the authors normally give their views on a variety of issues.
Besides, the need to review journals encourages authors to conduct research activities
ethically (Cohen & Morrison, 2011). In the same line, I have gained the necessary research
capabilities that allow me to benefit from research works I always undertake. In fact, the
experience enables me to increase the level of knowledge I have in several fields of study..
Journals act as Credible Sources of Information
Research teams are expected to conduct their studies and present the data without biases.
Peer-review of journals gives major stakeholders an opportunity to study a given research and
establish whether there are signs of predisposition or prejudice (Venkatesh, Brown, & Bala,
2013). If it is found that an author has adopted a given biased perspective, such matters are
always expunged from the study and the authors may be required to revise their reports. I

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have, therefore, realized that in any study I carry out, I have to present my opinions
objectively.
Journals Offer Professional and Academic Views
Most journals are usually based on professionalism. For instance, a review of research on
mobile learning in teacher education by Baran (2014) which is a journal of educational
technology and society demonstrates specific techniques and proficiency especially in the
data collection, data analysis, and result presentation. The demand by the teaching
professionalism to consume and relay credible information has been the guideline in looking
for journals that are peer reviewed. However, sometimes the journals are very complex to
understand or are inadequate in scope coverage. Besides, academicians prefer using the most
recently published journal articles because they tend to include the current information
(Venkatesh, Brown, & Bala, 2013). In my studies; therefore, I have been focusing on the
recent information by using reliable data collection methodologies such as questionnaires and
direct observations. Indeed, the analytical skills in Baran’s review of research on mobile
learning in teacher education (2014) have developed my technological as well as overall
analysis competencies that I can apply in my teaching profession.
Formative Peer and Tutor Feedback
Feedback from my tutors has been helpful in my professional development. Starting with
notes that I have received regarding the corrections and what I was supposed to have done. It
has enhanced my individual learning process like the instance where I was unable to give an
insightful introduction to the reflective accounting report (Appendix 2. The feedback I
recently received has indeed provided me with numerous advantages as follows:

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Formative Tutor Feedback Enhances the Understanding of Subjects under the Study
While working on assignments, I have, on many occasions, failed to consider several aspects
of the subject. For example, when I was giving the objectives of a lesson plan in the previous
assignment, I failed to connect the benefits that each objective brings to the specific tasks.
Fortunately, the feedback I received from the tutor pointed on my engaging teaching mode
which is a positive feedback. As reported by Wright (2005), who underscores the benefits of
understanding classroom complexities.
Tutor Feedback Encourages Specificity
In most of the feedback, I have realized that my tutors always require precision in the
learning process. For example, all the responses I have received from my tutors discourages
the act of generalization in the learning process. In a study conducted by Nicol, Thomson,
and Breslin (2013), it was established that learning is all about clarity and the avoidance of
ambiguity. Whenever I failed to communicate my points in a clear manner, my tutor could
identify the gaps and could point out ambiguous areas. I have then realized that I need to
impart the same knowledge to students where precision, avoidance of jargon and effective
choice of words with a particular context.
Feedback Assist Learners to Improve Academic Improvement Processes
Without feedback, it would be difficult to establish whether I have made mistakes in my
assignments or whether they are faultless. My tutor has always supported me by giving
numerous pieces of advice concerning the process of learning. For example, as further
established by Borg (2011), tutor feedback may influence a teacher’s beliefs that may also
influence how they think. Similarly, I never had the kind of knowledge I possess now at the

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beginning of this module. Fortunately, feedback has acted as a major learning component
because they point out my weaknesses while giving recommendations on how to improve. In
the process, I have gained a substantial amount of knowledge that I have been using to
educate students.
Tutor Feedback Offer Opportunities for Independent Learning
After receiving the feedback, I have always tried to understand the tutor’s recommendations
with an objective of avoiding similar mistakes in the future. In fact, I have realized that
feedback may be considered a form of a conversation between the teacher and me. Unlike a
class, sessions that always entail real-time communication with the tutor; I have realized that
through feedback, I can conduct research on my personal development especially on cases
where I was unable to explain to the student the English language structure. In the process, it
becomes possible to consider a wide range of related topics that may help improve
knowledge to the learners. In the 12 graders English language class, I was asked by the
learners to be moderate in my teaching pace, which I have individually tried to enforce on the
subsequent English language teaching.
Peer Feedback Offer Positive Criticism
When my peers give their opinions regarding my work, it is always common to identify
disapproval in such observations. Even though some may be biased, positive review of such
criticisms offers a chance to look at certain aspects of the study from diverse perspectives
(Nicol, Thomson, & Breslin, 2013). Indeed, I have noted that the criticisms that come from
peers offer a lucrative opportunity to consider new and unique viewpoints for instance
regarding quality and scope, which helps in the development of creative thinking.

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Reflection on Teaching Practice Experience
In the process of my teaching development, I had both uplifting and low experiences while on
English language teaching expedition with the 12 graders at Sheffield Hallam University. My
uplifting moments came when I got commendable remarks from my students regarding my
one on one engagement with them. Nevertheless, my speedy rate of covering topics like the
introduction of English language basics was criticized although I had perceived it to be easy
to understand. Conversely, It has become clear to me that teaching practice is an integral
part of learning and professional development. Just as it has happened to me, the exposure
grants teachers vital experience within a real learning environment (Oleson & Hora, 2013).
My teaching practice experiences have substantially contributed to my improvement in
several phases of my development as follows:
Teaching Practice Provides an Opportunity to Identify Knowledge Gaps
While handling actual English language teaching session for the first time at the Sheffield
Hallam University where I engaged the 12 graders, I have realized that an individual may
encounter several challenges based on the questions posed by students. For example, in my
first teaching practice, students could request me to give them specific pieces of advice and
guidance concerning English language structure. Unfortunately, I could realize that I lacked
adequate information to satisfy the students’ needs for knowledge which really got me
embarrassed prompting me to seek assistance from my peers because of my inability to fully
explain the issue to the learners. I further was advised to refer utilize the institution’s library
for more details regarding the English Language structure. After reading books such as
reflective teaching in the second language classroom (Richards & Lockhart, 1996), I have
realized that I am always responsible for the facilitation of students’ interaction and learning
process.

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Teaching Practice Relieves Uncertainties from the Teacher
Classroom learning experience may make actual teaching seem more complex than it is.
Therefore, through teaching practice, an individual may encounter the real experience of an
actual teaching environment. A notable example is when I used to fear before I undertook my
first teaching practice. However, when I embarked on the actual teaching for the first time, I
realized that it depends on an individual’s perceptions and beliefs as confirmed by Borg
(2005). The knowledge has, accordingly, helped me to gain adequate knowledge on how to
handle students.
Teaching Practice Imparts Courage and Confidence to the Teacher
The practice is a form of learning, though, in a different environment. As a result, the teacher
may encounter several diversities in the field of education (Edge & Garton, 2012). For
example, before I undertook my teaching practice, most of my tutors and colleagues were
from a region that is not considerably diverse. However, when I went to the field, I could
meet many international students from different cultural sbackgrounds. Besides, some
students also came from different religious and geographical backgrounds. It was, therefore,
necessary to learn unique personalities from the students. I now feel more confident when
handling students when compared to my previous interactions. At first, I also found standing
before many students a big challenge. However, through practice, I have gained confidence
that allows me to handle students courageously.
Lesson Observation Notes
Lesson observation is a fundamental way of learning the teaching experience because I was
able to gauge the English learner's attentiveness and caution to those students who could
misbehave (Appendix 1). All the occurrences that I observed both positive and negative were

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noted as I took during the process would, consequently, offer a good source of referral
information upon which I gained adequate knowledge. During my observation session at an
English class of 12 graders in Sheffield Hallam University, I learned beneficial insights on
English grammar where the sentence structure and usage after coming across a student who
had issues in the arrangement of phrases, clauses, and words. It is after I was trying to help
the student on the basic types of sentence structure including the simple, compound, complex
and compound-complex structure (Nordquist, 2018) that I realized that the noun Subject-
Verb-Object (SVO) canon could be broken and still have a grammatically correct sentence.
In fact, the study notes documents several features such as scaffolding, instructor mentoring
techniques, encompassing the Teacher class, group, Individual Work, and pair work in
individual interaction as well as repetition. The lesson observation notes offer the following
benefit:
Lesson Observation Notes Help Deepen Understanding of the Learning Process
During observations, I recorded some of the most outstanding and significant occurrences in
class. The experiences noted have since enhanced my improvement in teaching exercise. For
example, I managed to record several errors during the observation. I then used such mistakes
and presented them in terms of a report that I may use in the future to make vital changes in
the teaching process. For example, I learned how to introduce new topics and engage the
class .
Critical Evaluation of the Knowledge Gained During My Learning Experience
Skills and Knowledge I have learned
Communication skills

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Teaching involves talking and convincing students. In the English class at Sheffield
Hallam University I have realized that as a teacher, I must also communicate facts. During
my learning and practice experience, I managed to learn adequate communication skills
including clarity and concision, empathy, friendliness, respect, open-mindedness and
listening where good listening is imperative for gaining effective interaction with the
university students. Communication skills are vital because I have used them to arouse
discussion and augments among my students. To further demonstrate my communication
competency, I have been able to listen to students while trying to understand their
perspectives and ideas.
I have equally learned the non-verbal communication cues, which are relevant to
understanding students' behaviors and characters. Specifically, I have understood how to
discern body language behaviors such as eye contacts, facial expression behaviors, as well as
the meaning of silence. Indeed, as noted by Ryve, Nilsson, and Pettersson (2013), effective
communication may enrich the performance of group work in classes. Undoubtedly, my
learning experience has effectively enabled me to acquire effective communication
competencies that are relevant to teaching exercise.
Mentorship skills
Mentorship entails the ability to guide an individual by setting a desirable example that
can be emulated for positive growth. Additionally, my mentorship skills have been facilitated
by the numerous classes I have attended college. In particular, my tutor has always
recommended that I should become committed, empathetic, and considerate towards other
people. As a result, I am capable of developing an unshakable level of integrity, which is a

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vital characteristic not only in education but also in other fields such as political science and
business.
Mentorship helps the development of a healthy relationship between teachers and students. In
their study that entailed the evaluation of how mentorship affects the perception of students in
classrooms, 43 mentors in a K-12 public school were selected to guide and advice 14
individuals (Mathur, Gehrke, & Kim, 2013). It was then discovered that the mentorship
process is beneficial for the academic development process.
Leadership and confidence
Over the period of my academic life, I have managed to acquire effective leadership
capabilities. In teaching, I realized that being a good leader is as good as having the required
technical skills. It would be inappropriate for teachers to be intelligent yet lack the ability to
express themselves. Such an individual may be ineffective in his or her teaching exercises. A
leader should also possess effective decision-making capabilities. Such are the qualities that I
have acquired throughout my college life particularly when I was pursuing my undergraduate
degree. By then, I was appointed as one of the student leaders after I had impressed my
colleagues with my rare leadership skills and capabilities.
The levels of skills I have gained have contributed to my confident approach to issues.
Since I am empowered and knowledgeable, I am always capable of reasoning with people of
different characters. As a result, I can face students and other people in a brave manner.
While evaluating the qualities of an effective teacher, it was indicated that non-cognitive
qualities like self-confidence among the trainees are important because they may encourage
fairness, compassion, as well as humor in the life of an individual (Singh et al., 2013).
Objectivity

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As a teacher, it is important to be objective because the trait substantially contributes to high-
quality outcome in education. Notably, an academician should be in a position to make
realistic and impartial judgments devoid of personal feelings and biased perceptions.
Teaching requires adequate and correct interpretation of theories and facts as they are, and in
a professional way. However, a predisposed teacher may distort facts leading to an erroneous
learning process.
Reflection on Learning Experiences and how They Relate to My
Developing Approach to Language Teaching and Learning
My developing approaches are fundamental because they are likely to enhance my learning
experiences. My ability to realize success is directly dependent on how I develop positively
in terms of skills acquisition and experience gained. It is, hence, necessary to improve good
characters and positive behaviors that would enable me to gain the anticipated level of
proficiency. All the experiences I have gained are, therefore, relevant to my teaching
experience. Acquiring more competencies and skills would equip me with vital knowledge
that would allow me to realize success in my teaching experience.
Areas of My Continuing Development
Multilingual Competence
Even though English is one of the most widely spoken languages in the world, there are other
languages that are equally common. In a study conducted by Noack and Gamio (2015), it was
confirmed that Chinese tops languages that have the most number of native speakers, with
1.39 billion individuals speaking it, followed by Hindu and English with 588 million and 527
million speakers respectively. With such a huge number, it is evident that the Chinese and
Hindu languages have more speakers when compared to English. Therefore, I have always

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desired to study other languages, particularly Chinese. When I become a bilingual teacher, I
will be in a position to support international students better than I can do now. For example, it
will be easy for me to translate the Chinese words into English and vice versa. According to
Farrell (2015), teacher reflection is vital in language education. Hence, the skills will
definitely improve my teaching competence. Besides, the knowledge of two of the most
widely spoken languages will equip me with the required knowledge on how to interact well
globally.
Time Management Skills
Whereas I always complete most of my lessons on time, it has increasingly become a
challenge for me to cover all the study objectives within the time stipulated. Most of my
colleagues claim that I consider details that I end up mismanaging time in relation to the
tasks. At first, I thought that focusing on a small portion of my lessons would be beneficial
because students would understand the topics I was teaching adequately. Unfortunately, it
later emerged that I was wrong. It is necessary to make proper plans and design the sequence
of teaching activities in the classroom (Woodward, 2001). I believe the strategy will help me
realize proper time management.
Going by a research that sought to establish whether time management strategies may have
any impact on a student’s performance, it was noted that the “impact of teacher time
management is directly proportioned with the performance of students” (Sahito, Khawaja,
Panhwar, Siddiqui, & Saeed, 2016, p. 47). Therefore, it is apparent that I must be precise in
time management while teaching students. Delays of about five minutes that I have been
experiencing would amount to major negative impacts on students’ academic performance in
the long run. Therefore, I believe that I will soon become one of the best time managers.
Several Teaching Styles

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Even though I have gained substantial skills and competencies in teaching, I am not yet
conversant with other new teaching styles. I believe that I have adequate knowledge of
technology. However, there are new and emerging ways of applying technology in the
classroom that I have still yet to comprehend fully. For instance, in their assessment of how
to blend experiences possessed by students during both the formal and informal learning
practices, Lai, Khaddage, and Knezek (2013) found out that it is important to enhance
students' technology use in the learning process. therefore, I am striving to incorporate the
technology as one of my teaching methodologies. Unfortunately, it is also true that such
changes require resources, which a learning institution may not possess at times.
Suggestions of How I can Achieve the Continuing Development in the Future Working
Context
With adequate planning and preparation, I am convinced that I will realize my continuing
development objectives through the following initiatives.
Enroll for Another Class to Learn a new Language
Since I wish to learn more than one international language, I will have to enroll in a Chinese
class so that I may communicate effectively using several languages. However, since I am
still pursuing my first objective which is to become competitive in the English language
teaching, I may only learn Chinese during my free time, preferably during the evening hours..
Learn Time Management Techniques
I believe that it is possible to learn new time management techniques through my normal
daily activities. Firstly, I will devise strategies to help improve my speed of handling lessons.
For example, I will be using a watch to set the time within which I will try to complete my
teachings. It will also be necessary to set reminders to enable me to know the remaining time

REFLECTIVE WRITING ON TESOL
while teaching. Secondly, I will always focus on the major aspects of a given topic instead of
giving too much concentration to minor details.
The knowledge I have gained as an ELT (English Language Teacher) is essential for the
growth of my career. Based on the entire portfolio I have accumulated during my learning
period, I feel adequately prepared to handle the teaching practice. I am equally competent in
developing and implementing a practical lesson plan. The knowledge I have acquired may be
attributed to my comprehension of several learning tools such as journal articles, lesson
observation notes, formative peer and tutor feedback information, as well as through my
teaching practice.

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Science Teaching, 50(8), 989-1017.
Appendices
The student learning progress was commendable with positive feedback from them
( Appendix 1)showing grasp of English language. The variance was due to inattentiveness of
some of the students, who missed out besides those who missed critical sessions. The above
represented a substantial improvement, which was commendable for the class. The DOL
strategy could also have been the cause as I replaced the traditional one. Starting from
observation, feedback and the peer consultancy, my English language teaching has been a
great development to my teaching profession as well as my overall learning experience.

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Appendix 1
The TESOL Lesson Plan
LESSON OUTCOME:
The key skills and knowledge that EFL should achieve at the end of the lesson include
 The learners understanding usage, exploration, form and interactive use of English language
starting from the basic English pronouns, words, nouns as well as objects.
 After an introduction to basic English words the eventual application of the pronouns such as us, it,
then, us within diverse contexts will finalise the process.
Topic: Understanding English Date: 1/9/2018
Key Learning Area: English as a foreign Language (EFL)
Year Level: Grade 12
Outcomes: assist learners understand the meaning, form and interactive use of English language

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The EFL LESSON STRUCTURE:
Stage/Time Activities & Aim Required
resources
Interaction
(PW,IW, T-C
& GW)
The Teaching
Strategies
Lead-in
0-5 mins
Provoking as well as
discussing English
language as a whole
Learners involvement
and context setting
Introduction to basic
English knowledge
Understand the topic,
subject
an d the session
objectives
English
Course
book,
projector
Slides
Teacher – class
interaction
Habits of Mind
The DOL
strategies
Art and Science
of Teaching
The grouping
strategies

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Stage/Time Major lesson Content: Resources Interaction The Teaching
Strategies
The
Control
practice
10-15mins
Learners introduction to
English knowledge basics
Deliberate on the English
knowledge provoked
Peer observation
Learner involvement
with previous task
Pronouns such as the, us,
the, it, them
slides class and pair
work
Habits of Mind
The DOL
strategies
Art and Science
of Teaching
The grouping
strategies

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Time Main Content
(Continued)
Resources Interactions Strategies for
teaching
The
Negotiatio
n stage
15-20 mins
Aiming at basic English
words context
Listening task direction
on
the basic English words
confirm with the
transcript often
aligning event orders
perform a quick check on
the learners grasp and
The course
book
Class versus
an
Individual or
learner, T-
Class, pair
versus pair
Habits of Mind
The DOL
strategies
Art and Science
of Teaching
The grouping
strategies

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understanding
recording lessons
Time Conclusion: Resources Interaction Teaching
Approaches
Feedback
20-25
minute
Student feedback
Targeting pronunciation
and some extension, via
simple task of
talking ,asking and
reading review
Statement of challenges
Perform a lesson recap
Whiteboard,
Reading
texts,
Pictures
T-class Habits of Mind
The DOL
strategies
Art and Science
of Teaching
The grouping
strategies

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Further
discussion
25-30
minute
Reflect their thoughts
concerning English
language
Employ the
scaffolding
technique to
support and assist
the students
Language
focus on
the
context
30-40
minute
Students to focus on
whether they are able to
connect the objectives of
the learning process, the
possible benefits of English
language, feedback given,
and whether the language
fits various contexts
E

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Further
feedback
40-45
minute
Participate in the
conversation with the
teacher, respond to
questions asked
T-class, GW Request students
to give feedback
Further
discussion
45-50
minute
Reflect their thoughts
concerning English
language
PW, GW Use scaffolding
technique to
support and assist
the students

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SAFETY CONSIDERATIONS/MATERIALS
ASSESSMENT
REFLECTION
At the start, the learners looked clueless on the introduction of the topic but later on, I
could observe positives after they were able to answer few tasks given to them. I enjoyed
the class because of the responsive nature of the learners though some misbehaviour
Careful use of the ower oint used for projection to avoid power glitches as well as harm to the studentsP P ,
and the tutor.
he session was successful over of students showed abilities in using some simple the nglish wordsT , 80% E
and structures here is need for a more input with e amples and cues for better understanding of the. T x EFL.

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was recorded. The use of cues like slides greatly influenced the outcome. The lesson was
successfully due to the classroom practices i employed after the peer discussion i had
before the session.
T-C: Teacher class, GW: group IW: Individual Work, PW: pair work,
Appendix 2
Reflective Account
The developmental process of a successful teacher is critical in shaping the eventual outcome
concerning competencies and the overall outlook of the teacher. Starting from the activities in
the classroom, the aims of the lesson and an assessment thereafter; a self- evaluation and
observation process summarizes a teacher’s critical reflection (Hayden and Chiu, 2015). With
the initial step of explaining, the importance followed by inception of the reflection process,
which includes teacher diary, observation of peers, lesson recording and the feedback to

REFLECTIVE WRITING ON TESOL
learners, together with what to be done next involving thinking, talking, and reading and
asking then eventually concluding, shows how critical reflection is. It is through the
aforementioned teaching insights based on my observations, and the general experience that I
base my proficiency (Ryve, Nilsson and Pettersson, 2013).