Creating an Effective Classroom Learning Environment

INTRODUCTION One of the key transitions that occur when you move from being a graduate student in a TESOL program to being a student teacher on your teaching practice assignment is that as a student teacher, you now have to assume a new role and identity. You now have to assume and enact the social and cultural roles expected of a language teacher and your students need to accept you in this new role. However, your students know that you are a student teacher and that you are in the class to learn the art and skills of teaching. They do not expect you to have the same depth of knowledge, skill, and expertise of the regular class teacher. Establishing the students' trust, respect, and confidence in you will happen gradually. But you can lay the groundwork for this process by being open and frank with your students and by raising relevant issues early on in your teaching experience. For example, you might have a brief group discussion activity in which students debate questions such as: What are some of the qualities you like to see in an English teacher? How do you think the teacher can best help you achieve your goals in this class? What are you most worried about with your student teacher taking over your usual teacher's class? What are you most excited about with your student teacher taking over your usual teacher's class? What are some of the difficulties your student teacher will face in teaching your class? How can you help him or her overcome these difficulties? What would you like your student teacher to focus on most while teaching you?