I have my students sign an agreement when we start. It gives them most of the responsibility for acquiring English and to know that the teacher can "lead them to water, but can't make them drink it." This agreement is in itself a good English lesson!

Ted
www.tedklein-ESL.com

 Here it is:

              ESL STUDENT-TEACHER RESPONSIBILITY AGREEMENT

 

 

TEACHER-As your English teacher, I agree to do the best job that I can in the few hours that we are together every week, to help you reach enough English fluency to achieve your life goals. I will work on your listening, speaking, reading and writing skills. I will help you to increase your vocabulary based on your real needs. I will do what I can to increase your confidence in acquiring a new language. I will be responsible for offering what you need in useful information on the U.S. American cultures. I will do my best to offer you performance-oriented instruction plus information on the English language as needed. I will speak to you at normal speed and without exaggeration, so that when you are in the bank, the mall, or places of employment and business, you will understand and be understood by others, outside of the classroom.

 

 

SIGNED--------------------------------------------------------------------------------

                                Teacher

 

STUDENT-As your student, I agree to take responsibility for actually learning English. I realize that very little of this will occur if I stop acquiring English after class. This means that I will look at my lifestyle and do what I can to become truly bilingual. I realize that it takes thousands of hours to really become competent in a new language to the point that I can get the education, training, and job that I want, in order to achieve my life's goals in a new country. I also know that acquiring a new language never stops.

 

I am not studying English just for fun. I am now living in a country whose founders, even those who spoke other languages, decided that English would be the most practical medium of communication.  I know that the best opportunities are available to persons who speak, read and write English, regardless of what their native languages are. I will still love and continue using my native language at home, if I choose.

 

If I work in a place where others speak my native language, I will look for a job where I have to use English, even if it is not easy at first. If all of my friends speak my native language, I will try to find new friends, with common interests, who don't speak my language. I will read English whenever possible, for pleasure or information. If  I'm not a reader, I will change my priorities and read more. I will become a better student, by taking the day's work home and reviewing it, over and over if necessary, until I have complete understanding of what I learned in class and can apply it.  If I still don't understand or can't do it, I will ask my teacher to help me. I will never feel bad about asking questions, in or out of class. I will expose myself to English in all possible ways, on the radio, television, movies, newspapers, books and most of all social interaction with competent English speakers.

 

I know that my teacher can teach, but he cannot learn for me. That is my job.

 

 

SIGNED---------------------------------------------------------------------

                                  Student

    


  ----- Original Message ----- 
  From: Donna Moss 
  To: 'The Adult English Language Learners Discussion List' 
  Sent: Thursday, June 19, 2008 2:25 PM
  Subject: [EnglishLanguage 2679] Re: Effective Needs Assessment Strategies


  I also like to have a whole group discussion and class needs assessment before working on individual goals.

  One challenge of goal setting is helping students articulate a goal that is realistic and achievable in a given amount of time so that students can see progress and feel a sense of accomplishment. The goal, "I want to learn English" is great, but it's really broad.

   A goal statement can help students narrow their goal and focus. A statement such as, I need to improve my _____ (language skill) so I can ______ (do something) has worked for me. So, a student who is looking for a job, might say, "I need to improve my speaking and listening so I can ask and answer questions when I have a job interview." Another student who is a parent might say, "I need to improve my speaking and listening so I can ask my child's teacher questions in English." 

  At TESOL this year, I went to a workshop on Strategies for Learner Goal Setting. One of the strategies the facilitator suggested is having students form "goal support groups." These groups can be formed based on similarities in life roles or type of work or goals. She schedules regular meetings for 15 to 30 minutes and students talk to each other about their goals and progress toward their goals. 

  What are some ways to help students develop a plan to meet their goals?

  Donna Moss
  Program Specialist
  Arlington Education and Employment Program 
  Arlington, VA




  >>> "Betsy Wong" <betsywong at comcast.net> 6/19/2008 9:24 AM >>>

  One of the strategies that has proven helpful in assessing learners' language needs has been a full-group discussion/brainstorming session, with each one of these questions discussed at a time:

   

  Where do you speak English?

  Where do you hear English?

  Where do you read English?

  Where do you write English?

   

  Although this is simplistic, it really gets learners thinking about the situations in which they need to use English (and I usually follow up the question with, Are there any other times when you want to speak/hear/read/write English more easily?) 

   

  At the lower levels, it's helpful to use visuals as well (e.g., a picture of a hospital or a children's school - "Do you need to speak English here?") 

   

  I like to note answers on the board (this also lends itself to a "mind-mapping" diagram) and copy them for myself. I refer to it throughout the class term.

   

  Sometimes I follow the needs assessment discussion with individual goal-setting, having learners write sentences about what they want to practice in English.

   

  I find that it's really helpful, though, to do a full-class discussion first to generate ideas from which learners can pick and choose.

   

  What are some other simple ways to do a needs assessment?

   

  ----------------------------------

  Betsy Lindeman Wong

  Lead ESL Teacher

  Alexandria Adult and Community Education

   


------------------------------------------------------------------------------

  From: englishlanguage-bounces at nifl.gov [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Lynda Terrill
  Sent: Wednesday, June 18, 2008 2:43 PM
  To: englishlanguage at nifl.gov
  Subject: [EnglishLanguage 2674] Moving on--Effective Needs AssessmentStrategies?

   

  Dear subscribers,

   

  Thanks to the many of you who responded with thoughtful insights and advice to the issue of the "problem tutor"; it seems to have hit a chord with many.  

   

  There have been several requests now for the community to move to a different topic.  While the subscribers on this list don't ever seem to be at a loss for topics, I thought I would throw out a possible new topic, and I hope others will do the same.  

   

  I realized awhile ago that almost every workshop I present starts with needs assessment--needs analysis of workshop participants and activities and information related to needs assessment for adult English language learners.  

   

  This is not a new topic, but I wonder if some of you could describe practical needs assessment strategies and activities you have used with adult English language learners?   

   

  For background reading, you could access The REEP ESL Curriculum for Adults at http://www.apsva.us/15401081182015517/lib/15401081182015517/reepcurriculum/index.html, then click on needs assessment in the Instructional Planning section.  The needs assessment page includes links to needs assessment activities.  Another resource is  Needs Assessment and Learner Self-Evaluation from the Practitioner Toolkit: Working with Adult English Language Learners http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-5NeedsAssessment&LearnerSelf-Evaluation.pdf 

   

  Needs assessment and learner goal-setting are of continual interest to me, but please consider bringing up other topics of interest and concern-including adding new insights to the tutor discussion. Please change the subject line to reflect the topics.

   

  Thanks,

   

  Lynda Terrill

  list moderator

  lterrill at cal.org



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