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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

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

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  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

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