Part 3. Classroom Observation and Practice Teaching
The classroom observation and supervised practice teaching enable Promise Opens Doors' participants to apply the knowledge and skills learned in the TESOL Core Certificate Program (TCCP) Parts 1 and 2. Through observations and practice teaching, participants will observe a variety of language teaching methodologies and fine-tune their personal teaching practice. Participants have up to 2 months from the end of their Young Learners specialty course to complete Part 3 of the TCCP.
Each hour of classroom observation and supervised practice teaching must be carefully planned and followed by some debriefing. Promise Opens Doors' administrators and master teachers will guide the candidate throughout the practicum experience.
For Part 3, you are required to complete three tasks:
1. 10 hours of classroom observation
You must observe one or more experienced ESL or EFL teacher(s) teaching English language learners in a classroom setting. To ensure that you are exposed to a variety of pedagogical approaches, Promise Opens Doors recommends that you observe several teachers (for example, five teachers, for two hours each). While the teaching practicum will be completed online (see below), these observation hours must be completed in a traditional face-to-face setting. Participants are encouraged to begin finding and setting up observation opportunities early in the Foundations Course module.
After the 10 hours of observation, you will discuss your observations with your supervisor or master teacher and complete a formal reflection on the lessons you observed. Promise Opens Doors will provide a template for this reflection.
Participants should start their classroom observations after passing the fundamentals of TESOL foundation course.
Participants are encouraged to begin finding classes to observe after the finish of the Foundations Course. Observation can be done while the second course module, Young Learners, is in progress.
2. 15 hours of supervised practice teaching
Your practice teaching must cover 15 hours of instruction in a Promise Opens Doors real-time online classroom. An administrator will arrange the instruction hours in our online classrooms and you will receive a schedule of the classes you are expected to teach.
You must reflect on the development and implementation of your lesson plans with your supervisor or master teacher. Your classroom instruction must be observed at least twice by your supervisor or master teacher. After each observation, he/she must provide formal feedback to you and to Promise Opens Doors.
For planning lessons, you will be able to use Promise Opens Doors' approved lesson plan template. For the formal observations, Promise Opens Doors will provide an observation form that must be completed by your supervisor or master teacher and returned to us directly.
After you have completed your 15 hours of practice teaching, you will need to complete a formal reflection for Promise Opens Doors based on the lessons you’ve taught. Participants will be provided a template for this reflection.
*Would-be participants should take note of the time zone differences for teaching online classes before enrolling. Since Promise Opens Doors currently works with students located in EAST ASIA, class times are typically in the late hours of the day/early morning (7pm-3am EST).
3. Two 15-minute videos of your teaching
You are required to record video and send two 15-minute videos from your 15 hours of supervised teaching (these do not have to be the same as the observed practice teaching). These videos must show clear examples of your students engaged in language learning.
Examples of high quality teaching videos which show student learning might include
setting up group or pair work activities, followed by some video of students engaged in the learning task
students engaged in an oral language task (e.g., students might be asking each other questions or engaging in role plays) as the teacher provides assistance and feedback
teacher–student interaction (one-on-one, in pairs, or in groups)
providing feedback that furthers language acquisition (during or after a task)
providing differentiated instruction focused on language acquisition
level-appropriate scaffolding strategies for language acquisition
using informal assessment to gauge learners’ comprehension and production