Sample Teaching Practicum Syllabus

This document is to provide the overall context of assignments that may be required from those
who wish to earn college credit based on their teaching experiences through the TaLK program.
The suggested requirements are modifiable and other specifics such as the grading policy or
submission deadlines may be added accordingly.

Acknowledgement:

ESL 332 TESOL Practicum, Jarvis L. Crosby, Ed. D. (jarvis@tfc.edu), Toccoa Falls College, Toccoa
Falls, GA, USA
FLG 375 TEFL Practicum, Kate Reynolds, Ed. D. (reynolkm@uwec.edu), University of Wisconsin-
Eau Claire, WI, USA
Teacher Midpoint Self-evaluation Form, Kate Reynolds, Ed. D. (reynolkm@uwec.edu), University of
Alberta, Alberta, Canada
Classroom Observation Form, Eduardo Valerio, Ph. D. (www.lhup.edu/evalerio), Lock Haven
University of Pennsylvania, PA, USA

** It is advised that those who wish to conduct their own projects, field research or other
academic activities pertinent to their designated focus area, formulate a delineated plan of study
with a faculty member at their attending university.

COURSE DESCRIPTION

This teaching practicum allows students to design international experiences through the TaLK
(Teach and Learn in Korea) program. It is expected that the students will self-direct their
academic requirements in absence of the supervision of a faculty member during their TaLK
scholarship term.

COURSE OBJECTIVE

To plan effective lessons targeted toward the learners areas of need.

To engage in best instructional practice in order to provide effective teaching
To develop an understanding of how and when to implement various methods.
To develop the practical skills necessary for analyzing and evaluating effective teaching in the
EFL classroom.
To take an integrated approach to teaching grammar, pronunciation, vocabulary and other
necessary skills.
To design and conduct needs assessments, placement measures, and proficiency tests as
necessary.
To engage in reflective practice for professional development.

COURSE REQUIREMENTS

I. Pre-Teaching Assignments

A. Reflection Paper [*due 2 weeks before departure]

Read the following three articles about reflective teaching and respond in a 2-3 page paper:
Brookfield, S. (1995). What it means to be a critically reflective teacher. In Becoming a critically
reflective teacher (pp. 1-27). San Francisco: Jossey-Bass.

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Florez, M. (1997). Reflective teaching practice in adult ESL settings [Electronic version]. ERIC
Digest. Retrieved from http://www.cal.org/ncle/digests/reflect.htm
Murphy, J. (2001). Reflective teaching in ELT. In M. Celce-Murcia (Ed.), Teaching English as a
second or foreign language (3rd ed. pp. 499-514). Boston: Heinle & Heinle.

B. Classroom Observation Paper [*due 2 weeks before departure]

Observe other professionals teaching English as a Second Language for a minimum of three
hours. Please submit your observations and reflections in a 2-3 page report. When organizing
your thoughts and opinions, consider the following:
Professional conduct of the teacher, e.g. use of authority, language, appearance, attitude
towards students and subject matter, etc.
Teachers relationship with students in the class, e.g. stance, comments, tone, responses,
attitude, collaboration, etc.
Context/content of teaching, e.g. subject, grade levels, etc.
The teacher's familiarity with course material
Methods of instruction, e.g. lecture, collaborative work, writing workshop, etc.
Time Management, e.g. ratio of instructional methods, pacing, etc.
Others:
- How does the teacher accommodate to a variety of student learning styles in the
classroom?
- How does the teacher manage transitions?
- How does the teacher integrate todays discussion with prior and subsequent topics
listed on the syllabus?

II. In-Field Assignments

A. Teaching Practicum
You are required to teach non-native speakers in a structured classroom environment 15 hours a
week for 16 or 20 weeks under the supervision and evaluation of a professional. A record of the
dates and times of teaching must be submitted.

B. Lesson Plan
Write detailed plans for each lesson to be taught. The lesson plans should reflect a variety of
TESOL situations, including listening, comprehension, pronunciation, classroom interaction and
drills, and potential out of classroom assignments. These plans should be submitted to the head
teacher for review and be approved at least three days prior to implementation. Supportive
materials such as worksheets, handouts and photographs of class activities should be submitted
with the lesson plans.
**It is encouraged that you video-record your teaching performances in an actual classroom
setting and keep some of the samples of your students work.

C. Reflective Teaching Journal

Keep a daily journal of your reflections on the effectiveness of your teaching performances (e.g.
strength and areas for improvements). Reflections should critically and constructively discuss the
attempts made at new approaches, methodologies and/or suggestions provided by the head
teachers, and evaluation of childrens overall learning. Each entry must be matched to the lesson
plan (and evaluation materials if applicable) of the day and brief summaries of childrens
understanding should be included.

D. On-site Supervisor Report

The head teacher will evaluate your teaching performance twice during your teaching term by
observing your interaction within the classroom. The evaluation sheets should be kept confidential
from the students and must be returned to the faculty in charge either by post or email. Make

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sure to provide your head teacher with your lesson plan and the evaluation form approved by the
department.

F. Self-Evaluation:
Upon the completion of your teaching term, critically reflect on your entire teaching experience.
The purpose of this self-evaluation is to provide you with an opportunity to reflect on your growth
as a teacher. The questions listed below are meant to act as a guide for writing this formative
evaluation. You are not required to answer all of the questions but for each category, cite
specific examples that demonstrate your growth as a teacher. Comments should reflect
strengths and areas for growth.

Description of the School and the Context of Teaching

How did the context of the school environment affect my teaching?
What was the English proficiency level of my students?

Preparation, Planning and Organization

Were my objective and expectations clear and relevant?
Did I have a thorough knowledge of the subject matter when preparing my lessons?
Did my lessons have an introduction, body, closure and ideas for assessing the students
learning?
How well did I utilize available teaching resources to achieve my lesson objectives?
How did I make provisions for individual differences in my planning?

Teaching Skills and Strategies

In what ways were those lessons effective and successful?
What plans did I set to improve my lesson planning?
How did I develop specific teaching skills such as questioning, monitoring students,
checking for understanding, providing clear instructions, setting expectations, and
securing resources?
How did I ensure that time was well spent, during instruction and during individual or
group work?

Communication
How did I establish effective communication with students?
What methods of communication with students were most successful?
How did I communicate with my Head Teacher, Korean co-scholar and/or other staff
members?

Management and Classroom Environment

Were effective routines clearly established?
Were my expectations for student behavior clearly communicated and consistently applied?
Did I have the attention of the class? What aspects of the lesson held the students
attention the best and why?
How did I deal with challenging behaviors in the class?
What methods have I used to re-focus the class and gain their attention?
Did I treat each child with dignity and respect?
What proactive strategies did I employ?
Were effective social skills consistently taught, encouraged, and reinforced?
What accommodations did I make when responding to the variety of students needs in
the classroom?

Understanding Students Needs

In what ways did I establish rapport with my students?
How did I discover personal strengths, challenges, and interests?
What did I know about my students moods, fears, and pleasures?
How was I applying what I knew about my students to motivate them during lessons?

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 Professional Qualities and Attributes
What professional qualities was I consistently displaying?
Was my lesson plan thorough and well-organized?
Was I punctual and attending regularly?
Was I cooperative and open to learning?
What qualities such as initiative, enthusiasm, and active participation was I exhibiting at
my school?
What methods of self-evaluation and self-reflection did I establish?
What was my comfort level with individual students? With the whole class?
Was I familiar with the professional code of ethics, and how did I display the
characteristics of a professional educator?

Reflection and Self-Evaluation

How did my reflections aid in the development of a personal philosophy, teaching style
and in the formation of a teaching identity?
What specific reflective practices did I build into my instructional term and how did they
enhance my personal growth?
How did I monitor my actions and reactions in the context of teaching?

III. Teaching Portfolio

All the written requirements for this practicum should be submitted in the format of a portfolio.
For ease of reading and record keeping, it is recommended to use a three-hole punched paper
inserted into a binder, with section dividers and tabs. The portfolio should be of such quality that
it could potentially be shown to a prospective employer.

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