Projects
NEW YORK CITY USA
THE English Teachers are involved in a natural seeking answer - question methodology that helps their students’ learning process. Teachers are decision-makers who have to ensure their learners’ success on the second language learning process by making of choices, such as working with appropriate texts, focus on literature, keeping in touch with technology by integrating the curriculum, the pedagogy and the classroom management. They are reflective and sensitive to the needs of their students as they approach optimum conditions for enhancing literacy, language, and learning. They encounter failures and successes and have much to offer. They have learned and their process has grown and improved because of their classroom strategies. However, teachers do not necessarily see themselves as researchers. Teaches work a lot but nobody knows their effort because they do not share their findings. This short article is based on a personal professional experience I had at QUEENS BOROUGH PUBLIC LIBRARY – FLUSHING BRANCH IN NEW YORK CITY six years ago. I had the opportunity to apply to teach an ESOL course. I was assigned a multicultural course of 12 students whose native language was not Spanish. I developed different projects through the term that was given for my course 5 months. I carried a “Project of English Idioms” and different cultural events and presentations. This experience has been the most valuable of my whole life because it let me the opportunity not only to be skillful in my teaching performance, but also to be open minded to learn, interact and socialize with other cultures and be aware of the English language. I can assure that my classes and projects were based on the learners’ needs, interests, and goals by interacting and working cooperatively. A very positive aspect is that after having this ESOL experience I feel much more confident to continue enriching my teaching performance and I can not wait to go back to the ESOL classroom again.
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