Teaching reflections

Now that I’ve had several weeks of living among and working with students it is easier to see the strengths and weaknesses of my students at this stage of their growth.

My impressions are just impressions. I’m sure there are several realities under the surface that teachers who both understand and speak their language might discern better than I could. And I have learned many things about my own self as a teacher. Certainly this experience is stretching and challenging me in new ways. I hope my growth will be of value to my workplace.

The School of Foreign Languages (SFL) has about 13 foreign English Dept profs from the USA, Canada, Britain and many many more full time English professors from China. I’m the only visitor this year. The department chose a sensible text for the MA Integrated English course. It’s helped me reconsider methods for teaching academic English to English language learners. I have enjoyed building the PhD class. No text provided but it is rather simple–candidates are practicing for academic conference presentations in international settings and it is my task to guide them.

One professor-scholar who manages the SFL is asking for each instructor to discuss his/her methodologies and to list any problems we incur. I really appreciate taking the time for a meeting to have a discussion like that. Teachers helping teachers…

After weeks of observation here are some areas that need work in Teaching Academic Writing for English L2(+) scholars here at SCUT:

1. Congenial/Relational instruction–mutual respect for students who are graduate level or higher is vital. Demonstration of equality and a recognition of collegiality means reliquishing control in exchange for mutual respect

2. Collegiality– necessity for approachability and warmth invites students to realize their capacity for confident mastery particularly as they make the transition from undergraduate students to scholar-contributors

3. An invitation to agency. Upfront explication of expectations and an expectation that each student will be diligent and personally responsible to meet the course demands.

4. Collaborative and individual competency

5. Orderly and timely submission of all work

6. An understanding of one’s discipline and appreciation for its administration and advancement (one’s attitude toward one’s discipline is both evident and contagious!)

What things help students learn better:

1. Cooperative (collaborative) work helps individual progress

2. In-class writings

3. Expression of personal experiences/interests

4. Mimesis (body language/face expression)

5. Use of poetry (or music) to teach word packet phrasing, linguistic markers and pragmatic particles

6. Read aloud sessions

7. Consideration/contemplation for their purpose in studying English