There are three benchmarks of effective practice as defined by TESOL: self-assessment, critical reflection, and refinement of practice. To begin with the first step of self-assessment, a teacher must understand that there are four different facets of each benchmark that should be evaluated:
- Language development and learning dynamics
- Sociopolitical and sociocultural realities
- Planning, implementing and managing instruction
- Professionalism, reflection and evaluation of practical
To make this self-assessment practical, a teacher can use a T-chart like the ones in our text on pages 371, 374, 378 and 382. On one side, the teacher writes research-based teaching practices as outlined by TESOL. In the adjacent column, he writes about his teaching practice. Anywhere the two do not line up is an area to consider change. Each one of the four T-charts represents the four facets listed above.
Our textbook also includes rubrics on the pages following the T-charts, and assessing one’s self by determining which statement best reflects your current practice in each area is another great tool.
The area I have found most difficult in my experience has occurred when I have used what is considered best practices according to research and professional organizations like TESOL, but am told by a department chair that I have to do it an “old school” way. What I will do differently now is be prepared with the facts to back up my methodology.
Herrera, S. G., & Murry, K. G. (2011). Mastering ESL and bilingual methods: differentiated instruction for culturally and linguistically diverse (CLD) students. Boston: Pearson.
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