Reflection on Workplace English Training Program Internship

Teaching the Workplace English Training program certainly was one of my most
pleasurable highlights during the semester at the time. This teaching experience I had has greatly
benefited and inspired me to pursue the knowledge and skills to be a better ESL instructor. I
think what made it so enjoyable to me was that it was a productive process of sharing. All
students, supervisor and myself were able improve and perfect ourselves through exchanging
thoughts constantly.
This program was offered to international CSU staff who hoped to improve their English
skills to achieve better performance at their work place as well as in social life. I have tried to
implement multiple teaching methods/techniques to meet the various needs of students that have
different learning style. For example, I used communicative language teaching, cooperative
language learning, total physical response, etc. and made adjustments to adopt the method
according to students and supervisors feedback, assessment of students levels and needs. My
supervisor, Andrea Heyman, met with me regularly and provided many valuable feedback along
with efficient teaching techniques and materials. She was most satisfied with my flexibility,
adaptability, and the eagerness of trying various teaching methods.
I tended to train myself to be more sensitive to students needs and appreciative of their
potential. It was very important for teachers to form the ability to deal with students from
different backgrounds. All the students were professionals who were older than me, I was very
nervous at the beginning of the internship. After being in contact with them, I realized that they
have their personal lives other than work and classes. Some of them were experiencing a difficult
time and I have tried my best to provide learning resource and mental support. While I also
regarded myself as the students equals, I have served as their mentor and friend. I also let the

students be in charge of the classroom, created a student-centered, stress-free environment, that

is to say, I regarded myself as a facilitator to improve students academic performance by
providing guidance and resources to achieve learning goals. For example, I usually tended to ask
what students have known before I teach any new knowledge and then brainstormed new ideas
with the students as much as possible. A lot of times students gave diverse answers and they were
able to learn with each other, as well as to communicate and be more familiar with their peers.
Language is an artistic tool that human being employ to create and conduct. Therefore the
ultimate goal of teaching a language, to me, is for students to apply it in real-world to solve
problems. I therefore required myself must be well prepared before class, incorporate authentic
materials and practical knowledge within amusing activities as well as to have a flexible mind to
adjust these preparations pertinently to ensure that a well-organized, thoughtful lesson takes
place efficiently. My supervisor was observing my instruction half of the time and she
occasionally would offer help to demonstrate how to deal with unexpected situations. For
example, there were a time that she offered to demonstrate a pronunciation class, in which I
learned how to teach consonants using Total Physical Response method. During the preparing
process, I have learned that it is crucial for a teacher to considerate any suggestions or ideas to
appreciate the differences among diversified students. Moreover, to lighten up the classroom
atmosphere, entertainment is by no means just a trick I used to activate students energy. Without
the chance to be able to feel safe, relax and have fun, they can hardly learn anything well, not to
mention the vapidity also harms students acquisition ability. I also employed computer-based
technologies to conduct a more sophisticated instruction. For example, I used Google image to
search new vocabulary to show students the related pictures instead of explaining explicitly, this
has helped them to retain a direct connection between the vocabulary and the meaning.

It is hard to believe that we are already at the end stage of the WET program. I am glad to
see both the students and myself to cultivate our skills little by little in each day. I am heartily
thankful to my supervisor, Andrea Heyman, whose guidance and support that has helped me to
develop a deeper understanding of ESL teaching. I would like to show my gratitude to my coworker, Kathleen Hamel, for sharing and supporting during the program. I also would like to
offer my regards to all of those who supported me in any respect during the time.