Category: Teaching

The text is a lyric from the song by Beyoncé Knowles called If I Were a Boy. It has been chosen since it vividly illustrates the grammar rule to be explained. In addition, the song is popular, and it is quite likely that almost all students know it and remember the words. Therefore, it will be easy for them to memorize and reproduce the rule. The chosen part of the text (the first four lines) is as follows (Beyoncé, 2009):

If I were a boy

Even just for a day

Id roll outta bed in the morning

And throw on what I wanted and go.

Plan

The grammar point to be illustrated through this text is the subjunctive mood. The mood indicates that the action expressed by the verb is not a real fact, but a desire, an assumption, a suggestion, a demand, a doubt or a condition, the realization of which is doubtful, unrealistic or supposed. To teach this grammatical concept, the following lesson plan should be adopted:

• Students listen to the song to introduce the grammar point to them. After that, the instructor asks them what they think subjunctive mood implies.
• The teacher explains the use of the mood using printed lyric and answers students questions.
• Students make their own sentences using the construction If I were&.
• Students read their sentences aloud to each other in pairs or all together.
• Learners complete exercises on the topic.
• Homework: students need to write a short essay or a poem/lyric using subjunctive mood.

Further Details

The text will be used for one activity since subjunctive mood is a topic, which requires multiple examples on the use of verbs. The objectives of the activity are to practice irregular verbs in context and use tenses correctly. However, other texts will be required to differentiate between active and passive voices and illustrate other ways to express the mood of the verb. The text will not be used to explain any cultural aspects since it will be utilized for one activity only and its purpose is to make sure students memorize the use of the correct construction by listening to the song.

Reference

Beyoncé. (2009). Beyoncé  if I were a boy. Web.

Attachment

The text to be used in the class (Beyoncé, 2009):

If I were a boy

Even just for a day

Id roll outta bed in the morning

And throw on what I wanted and go

Drink beer with the guys

And chase after girls

Id kick it with who I wanted

And Id never get confronted for it.

Cause theyd stick up for me.

If I were a boy

I think I could understand

How it feels to love a girl

I swear Id be a better man.

Id listen to her

Cause I know how it hurts

When you lose the one you wanted

Cause hes taken you for granted

And everything you had got destroyed.

The communicative approach, also referred to as Communicative Language Teaching (CLT), has occupied the central part of language teaching discussions since the late 1960s. This concept emphasizes problem solving and interactions as the means and final goal of learning a second language (Educopedia Aulas Inglês, 2020). Hence, it stresses essential activities, including role play, pair work, and group discussions. The communicative approach has contributed significantly in switching the ancient language training emphasis on grammar perfection and the teacher-centered approach to active learning (The New School, 2013).

CLTs central objective is to effectively equip the students with the relevant skills to communicate under different circumstances. Generally, it tends to be more of a philosophy than a highly structured methodology. Over the years, it has become apparent that solely mastering grammatical structures cannot prepare students to use the language they are learning when communicating with their peers. The communicative approach focuses on acquiring native-speaker-like fluency and pronunciation while emphasizing less on the learning of specific grammatical rules. It is an integral tool in assessing the learners communicative competence level rather than their explicit language.

Undeniably, educators have had a significant influence on my language teaching. I can reflect on these experiences throughout my studies and improve upon them while training a second language. The aspects I find essential in encouraging a second language acquisition include facilitating activities, highlighting culture, designing a communicative curriculum, and implementing a brain-based approach to language learning.

These elements are critical in the language teaching and contribute to success of a tutor. The audiolingual method is the most ideal and comfortable approach to many second language instructors. This technique makes trainers play an atlas role by supporting the classroom world and is a constant primary focus (The New School, 2013). The guides are considered as the sole knowledge transmitters acting as experts whose work is to motivate students while enforcing learning.

The learners job was to receive the information through passive knowledge. Hence, students tended to revere their teachers as absolute knowledge sources. They did not recognize them as capable of making errors. Instead, they followed their teachings blindly, which highly emphasized the syntax, grammar, and pronunciation perfection. However, the drills carried no meaning to learners and did not help them retain the language (The New School, 2013). The reason is that the curriculum focused on grammar depicts an attitude, in which an individual cannot learn a language without mastering its grammatical structure. Hence, learners could excel in grammar but lack practical communicating skills.

CLT strategy plays a fundamental role in promoting communication, the primary classroom goal in my current teaching philosophy. The approach is effective in enabling learners to acquire and communicate a second language. It emphasizes self-expression and is integral in developing the communicative ability (The New School, 2013). CLT allows students to become proficient and develop an exceptional ability to use the language in various contexts. Its purpose is integrative while the scenario implies that they have an urge they wish to integrate into their society. However, most attend the lessons to learn how to communicate.

The communicative approach is unique because it promotes the idea that one can learn a second language as they learned the first one by creating a transparent and implicit system through meaningful input intake. For example, practicing elements of a speech to the learner comprehensively produce an output, such as the ability to utter in real-time. Hence, a genuine classroom communication concerning something meaningful creates an implicit or a subconscious system. Indeed, learning a foreign language the way one knew a native language makes perfect sense, proving the validity of implementing such an approach.

Pragmatics plays an indispensable role in my language teaching because it allows a learner to know how to use a language in specific contexts and use it appropriately. Precisely, the set of skills allows a person to know what to say, to whom, and how to communicate the message correctly. Such activities as engaging in expression, interpretation, and meaning negotiation are vital in enhancing the second languages understanding (The New School, 2013).

The reason is that the interactions enable learners to comprehend each others messages, forcing them to focus on the spoken language. While expressing oneself, the speaker strives to rely on a specific message to the listener. During interpretation, the recipient attempts to understand the received information. Again, both parties come to a consensus to achieve communication. Indeed, the expressing, interpreting, and negotiating process facilitates the learning of a second language. In addition, the learners ability to negotiate depends on the language exposure, making proper input CLTs central part.

Overall, establishing a communicative classroom, whereby feedback is a significant part of the instruction, is a crucial element of my teaching philosophy. Apart from encouraging active student participation, the communicative approach contributes significantly to creating a conducive atmosphere which fosters a foreign languages holistic learning. An essential part of a communicative classroom, especially while teaching a foreign language, is activities, including expression, interactions, and negotiations which facilitate effective learning.

References

Educopedia Aulas Inglês. (2020). The communicative approach [Video]. YouTube. Web.

The New School. (2013). Communicative language teaching: Jeremy Harmer and Scott Thornbury | The New School [Video]. YouTube. Web.

Introduction

Todays classrooms provide a diverse environment with increased opportunities for teachers and students to learn. Most often, many institutions across the globe use the English language as a medium of exchange during the instructional processes. As a result, there is a need for the teachers and other instructors to develop a suitable instructional program that suits the students language and culture. This would necessitate setting a general education program and resource teachers to build a public education paradigm with adequate literacy knowledge for all cultures in the constantly progressing English language learners globally. The context of culture refers to the learners family background, ancestry, education, heritage, political, and individual life, other than the usual ethnic attires, food, language, and music (Gupta, 2019). For instance, the cultural totalitys effectiveness is currently depicted in ESL students, especially when using standardized tests. However, achieving excellence in teaching English as Second Language Learners (ESL) requires adherence to specific principles and practices by teachers and instructors.

Aim of the Study

This paper presents diverse approaches and strategies for making ESL teachers more competent in handling English language learners and English as Second Language speakers. The educational methodologies examined thus remember down to earth and hands-for exercises for educators at any level. Bilingual learning further develops ELLs mental improvement as well as their confidence. The paper traces hidden standards for the prescribed procedures with an accentuation on ESL understudies and to other learning circumstances furthermore understudies. Educators can change their educational techniques to change ELLs advancing necessities. In particular, even though the conversation is outlined regarding ESL understudies in US homerooms, it is appropriate to Show English as a Foreign Language (TEFL) conditions in schools and different learning focuses.

Research Question

Major Research Question

The main research question for this study is to determine the various principles and practices that contribute to preparing teachers and instructors dealing with English language learners and English as second language speakers during the instructional processes.

Minor Research Questions

However, other minor research questions supplement the central question by intriguing more profound findings on the research topic. The questions form part of the interview deployed in the study and distributed to four participants during the research execution. The questions included:

1. What is the nature of the learners classroom? Is there cultural diversification or not?
2. How easy or difficult is it to teach such a class?
3. What are some emerging issues in teaching English as second language speakers and English language learners in such a diversified classroom?
4. What are some of the approaches and strategies teachers and instructors use to handle such a classroom?
5. What are the underlying principles and practices in teaching such classrooms?

Theoretical Review

The inexorably assorted climate of the present study halls gives a rich open door to instructors and understudies to participate in powerful learning (Egamnazarova & Mukhamedova, 2021). With a developing number of English Language Learners worldwide, there is a basic need for general schooling and asset educators to know how to successfully assemble and execute proficiency programs that are comprehensive of understudies language and culture. Understanding that culture goes past the information on ethnic clothing, music, food, and language; it incorporates the all-out being, involved the entirety of the understudys experience, legacy, family, instructive, political, and life (Egamnazarova & Mukhamedova, 2021). The significance of showing ESL understudies is essential in the current environment with expanding responsibility via understudy execution on normalized tests (Moses & Mohamad, 2019). ESL understudies are relied upon to be on grade level capability within three years, and instructors are held responsible for their learning.

As instructors, one can comprehend that ESL understudies need to try harder in school, not learn new data and get familiar with the academic language of the school. ESLs face twofold crafted by local English speakers (Egamnazarova & Mukhamedova, 2021). They should learn English, and they should learn educational substances through English. Furthermore, they frequently live in neighbourhoods where the schools are underfunded and are staffed by unpracticed educators (Moses & Mohamad, 2019). On a similar note, instructors of ESL understudies face twofold work of educating centre abilities enrolled in the educational plan to meet the benchmarks and instruct English to non-local speakers. It is a one-two punch (Egamnazarova & Mukhamedova, 2021). The paper proposes essential standards and practices for instructors who work with ESL understudies in their study halls.

It is critical to consider how the schools way of life facilitates when another ESL understudy goes into the study hall to make a feeling of having a place. Utilizing an investigation system can be informative and valuable in learning about two societies. There are shared traits and contrasts in changing organizations (Egamnazarova & Mukhamedova, 2021). They connect with guardians by involving a couple of expressions in their local language while hello them can quickly separate the social obstructions between the educators and the guardians. Presently with Google Translate, it tends to be handily finished. Establishing an inviting environment for understudies new to the nation and culture gives the initial phase in sliding into a learning circumstance (Gupta, 2019).

This applied paper depicts instructive systems originating from a hypothetical structure that has advanced second language learning research (Egamnazarova & Mukhamedova, 2021). Research on ESL/ELL systems depends on the discoveries that structure students experience by giving conceivable info and various open doors for collaboration is the way to second language capability. These discoveries led to the advancement of many systems based on the design of standards of learning the following language laid out underneath. Seven standards of second language learning have been recognized as essential to effectively educating ESL understudies (Moses & Mohamad, 2019). The standards include; (1) Knowing your understudy and inspiration to get familiar with the following language; (2) Create an inviting study hall climate. 3) Building Background Knowledge; (4) Providing Comprehensible Input by building jargon; (5) Including continued open doors for Interaction and Discussion; (6) Use Multiple Modalities during guidance (Gupta, 2019). Last, (7) Conducting continuous survey and evaluation.

These standards give a premise to fostering a more extensive hypothesis for second language learning. Egamnazarova & Mukhamedova (2021) examines the setting installed language and its viability with ESL students (Egamnazarova & Mukhamedova, 2021). For example, redundancy of study hall schedules gives non-English speakers significant language learning potential open doors since the words and expressions that go with such programs are continually rehashed inside a substantial setting (Egamnazarova & Mukhamedova, 2021). For occasion, a term like restroom will turn into a piece of their vocabulary whenever utilized by an instructor on a standard premise each time for a washroom break. Using equivalents or rewording watchwords distinctively builds significance (Moses & Mohamad, 2019). Making a low-stress climate important for understudies to feel prepared to take an interest in a broader social environment gives a less compromising atmosphere for an understudy to face a challenge (Gupta, 2019). Laid-out schedules work with learning as understudies know what to expect and flourish in that climate.

The out-of-school daily living encounters make assets of information that understudies have in their families, whats more, networks (Egamnazarova & Mukhamedova, 2021). For example, an ESL understudy may not know about the phrasing utilized in science in the study hall or reading material; for example, portions or division, however, knows about the idea, in actuality. An instructor will fuse simple guides to join such statements in study hall guidance. Notwithstanding, one can conquer this issue (Gupta, 2019). Separating direction, by permitting understudies to pick how to show their learning or how they need to address the undertakings in light of capacity, accommodates an understudy-focused methodology.

Research shows that inspiration straightforwardly impacts the capability levels of understudies in the objective language (Egamnazarova & Mukhamedova, 2021). Motivation is one of the principal deciding elements in getting a subsequent language. When an instructor attempts to know and find out about an understudys experience, it has a significant effect (Moses & Mohamad, 2019). Understudy and family individuals see that they are esteemed by the educational system when an instructor endeavors to say an expression or only a single word in the students home language; it assists with loosening things up. Simply having the option to make proper acquaintance in another language is to the point of making somebody grin (Egamnazarova & Mukhamedova, 2021). An instructors endeavor to utilize your understudys language furthermore, a craving to associate with the others way of life delivers gigantic profits for understudy learning and understudy accomplishment (Gupta, 2019). Presently with innovation and Google interpretation, it has been made altogether simpler to figure out how to articulate a word or, on the other hand, an expression in another dialect (Moses & Mohamad, 2019). An instructor isnt relied upon to know the different dialects different ESL students speak. Notwithstanding, involving a solitary word or a phrase in another dialect demonstrates the educators responsiveness and demeanor towards speakers of other dialects (Gupta, 2019). By itself can have an immense effect in making an understudy well-disposed climate.

Gathering understudies with an excellent and reliable accomplice can assist with directing when the instructor isnt free (Egamnazarova & Mukhamedova, 2021). This is valuable for the ESL understudy and the accomplice, as both are finding out about one anothers way of life and jargon, or while achievable, welcoming a staff part from the school who communicates in the understudys language to work with the understudy (Egamnazarova & Mukhamedova, 2021). Gathering or matching understudies with companions who share a similar language helps the ESL understudy if they do not get what the instructor says. Different understudies ring in to decipher the task in the local language to help them with headings (Moses & Mohamad, 2019). Advancements like Remind and ClassDojo all can decode material for instructors, and educators can print, email, or message the data they need to ship off their guardians as the need should arise. Keeping guidelines straightforward and clear is useful (Moses & Mohamad, 2019). Posting the visual beautiful class plan for an exact spot in the room is functional (Gupta, 2019). Additionally, inspecting it daily as a set routine will support it.

Figure out how to say their name accurately. It has a fantastic effect. Understudies see that you do not just regard their thoughts, contemplations, and information but most of their personality and identity, addressed by their name (Moses & Mohamad, 2019). Educators can connect with their understudies by playing the music from the understudys way of life during focus time or short times or by showing books from the nation/culture of understudies in the homeroom (Egamnazarova & Mukhamedova, 2021). Remember that understudies follow the instructors tone in the study hall. Understudies notice the verbal mandates and collaborations and the non-verbal signals from the instructor. At last, during formal or casual oral introductions or discussions, instructors might address the substance of what ESL understudies say, if necessary, rather than how they say elocution or language structure (Gupta, 2019). Consistent interferences or remedies will discourage understudies from making noise and sharing their thoughts.

Methodology

This section of the research outlines the procedures to collect the data used in presenting the research report. The analysis derives the findings from the responses given by the four participants. The study adopted a qualitative approach through a structured interview with five main questions. As a result, the interview questions were administered to the participants in questionnaires via social media platforms. The social media platforms provided the safest mode of conducting interviews with highly vulnerable practitioners like teachers regarding the spread of covid-19. WeChat platform provided the most suitable platform as it kept the participants information secret to the reader. The participants were named Participant A, Participant B, Participant C, and finally, Participant D. The following questions were administered to each participant, and the responses were tabled.

1. What is the nature of the learners classroom? Is there cultural diversification or not?
2. How easy or difficult is it to teach such a class?
3. What are some emerging issues in teaching English as second language speakers and English language learners in such a diversified classroom?
4. What are some of the approaches and strategies teachers and instructors use to handle such a classroom?
5. What are the underlying principles and practices in teaching such classrooms?

Results

The study identified seven principles from the four participants responses. Teachers and instructors to ESL and ELL are supposed to maintain regulations and practices such as conducting a continuous review and assessment to the learners, using various modalities during the instruction process, incorporating regular interaction and discussions, providing a blended input through a built vocabulary, promoting background knowledge, creating a welcoming classroom environment, and last, knowing the students individually and encouraging them to learn the second language.

Knowing the individual Student and Motivating them to Learn the Second Language

Perhaps the main thing to do is get to know your understudy with whom you share your homeroom space and time (Egamnazarova & Mukhamedova, 2021). Participant A argued that realizing your understudy will go far in building a solid relationship and holding with them when answering the second question. This information will enormously assist teachers with reacting in an educated manner as they work with their English language students. It is one thing to find out about English language students and examine hypothetical models in the setting of a college homeroom; it is more to work with the understudies straightforwardly and apply what instructors know. In any case, when instructors invest in some opportunity to concentrate on every understudy cautiously, they gain another viewpoint on all their English students (Moses & Mohamad, 2019). Knowing your understudy makes you a superior educator and makes the understudy an excellent student. Educators can acquire shared characteristics that assist with powerful educating and learning by knowing one student. Utilizing the Funds of Knowledge structure is an incredible spot to begin this cycle (Gupta, 2019). The same argument was evident in the responses of participants B, C, and D.

Creating a Welcoming Classroom Environment

A significant stage in assisting ESL understudies with succeeding is building their certainty and solace level by making them feel appreciated in the study hall (Egamnazarova & Mukhamedova, 2021). This delivers incredible profits for scholastic accomplishment as they construct positive associations with their local educational area, instructor, peer, paraprofessionals, asset educators, and other study hall volunteers (Moses & Mohamad, 2019). Making the informative study hall climate inviting and agreeable to understudies is basic in advancing as it assists with building a relationship with ESL understudies. According to Participant D, May there be a feeling of receptiveness; understudies should see the educator as mindful and intelligent that you care about them and need to show up for them (Moses & Mohamad, 2019). A few different ways are to bring a understudies way of life into the study hall by utilizing visuals and photos of understudys social practice or celebrations or food varieties with marks in the two dialects is a decent beginning. Naming things in the study hall in a few dialects benefits them outwardly. They come to see that their language, legacy, and culture are esteemed. It likewise considers open doors for them to share their way of life (Gupta, 2019). Continuously be predictable and fair with all understudies. The same argument was evident in the responses of participants B, C, and A.

Building Background Knowledge

There is a virtual agreement that foundation information is fundamental for understanding perception. Successful education takes understudies from where they are and drives them to a more significant level of comprehension (Moses & Mohamad, 2019). All students have earlier information acquired from tutoring and educational encounters, and instructors can expand on those encounters. Perusing turns out to be particularly troublesome when youngsters cant understand because they are inexperienced with a point or topic that is being instructed (Moses & Mohamad, 2019). Enacting earlier information and building new foundation information for ESL understudies is vital for educational advancement. The more perusers know concerning a subject, the simpler it is to peruse a text, get it, and hold the data (Egamnazarova & Mukhamedova, 2021). Past examinations have shown that foundation information assumes a huge part in understanding cognizance.

Providing a blended Input by Building Vocabulary

A viable educator thinks about the ESL understudies novel qualities and social parts. The instructor is mindful of the understudys requirements and tries to make her verbal correspondence more justifiable in light of the understudys semantic necessities (Egamnazarova & Mukhamedova, 2021). Making the message reasonable for understudies is alluded to as Comprehensible Input. ESL understudies need to make the significance of treating the time. Expanding ESL understudies investment and commitment paces is finished by expanding comprehensible input. Clear articulation and reiteration and rewording ideas and words help massively on the off chance that the correspondence is at understudies capability level (Egamnazarova & Mukhamedova, 2021). Assuming educators see that the informative text that they are utilizing in the study hall is complex for ESL understudies to follow, then, at that point, they can use advances like Rewordify.com, which offer free internet based support that further develops perusing, learning, and educating by improving on the intricacy of the text (Moses & Mohamad, 2019). Inadequate foundation information on the objective culture may likewise thwart understudies in getting the importance of the text (Egamnazarova & Mukhamedova, 2021). For example, a text entry on Groundhog Day will mean nothing essentially to an understudy from another nation and culture in the US without the proper foundation information. It is a well-known practice celebrated in the US on February second, given the Pennsylvania Dutch notion that assuming a groundhog rising out of its tunnel on this day sees its shadow, then, at that point, winter will endure for six additional weeks (Gupta, 2019). This is essential for social education and earlier information before presenting the subject.

Using various Modalities During Instruction

An instructor who can deliberately display a wide scope of showing styles is possibly ready to achieve more than an educator whose collection is generally restricted (Egamnazarova & Mukhamedova, 2021). Because of the accessibility of various foundations of correspondence and learning, creative ways of conveying guidance are advancing. Participant B responds to quest three, claiming that kids tend as generally material/sensation almost immediately, and slowly they foster different qualities, for example, visual and hear-able. Various learning modalities are utilized in the incorporated methodology. Educators can use mixed media and different illustrations to consolidate sites to enhance students visual help. Educators use intelligent encouraging styles and other learning modalities to address the issues of their ESL understudies (Egamnazarova & Mukhamedova, 2021). New modalities have changed advanced multimodal stages that current instructors with the chance of giving significant open doors for commitment and inventiveness utilizing different mental, general media faculties and capacity to cooperate.

Conducting continuous Review and Assessment

The appraisal is a fundamental part of any informative practice to assess its adequacy. It must be developmental, straight rather than a summative, a single shot assessment (Egamnazarova & Mukhamedova, 2021). It is a two-dimensional cycle by which instructors can do self-appraisal, intentionally thinking about how they are instructing and treatings an evaluation to find out what they are learning. It gives a powerful method for observing understudies advancement and making changes (Villegas et al., 2018). It very well may be a formal or casual assessment to follow an understudys advancement and comprehension. Learning ought to be evaluated consistently (Participant A). Educators should keep their put down the account of understudy connections and capacities (Villegas et al., 2018). Understudies should be surveyed on what they have instructed and pertinent to the grade level substance. Utilize numerous modalities to evaluate understudies  utilizing outlines, visuals, oral and composed parts  helps the general openness of understudy work.

Numerous evaluations ought to be used (Villegas et al., 2018). For example, instructors can use understudies scores from the earlier years, current grades from perusing and composing, and classwork and perceptions to figure out where an understudy is scholastic (Participant C). Simultaneously, educators can follow any lawful facilities and utilize proficient decisions in light of the appraisal results and their creating information on understudies to give quality guidance (Hussain, Salam & Farid, 2020). Instructors can likewise instruct understudies to self-screen by utilizing instructor gave rubrics. Understudies can be better students and work on their insight and abilities when they ponder what they are realizing (Gupta, 2019). By making a stride back from the learning system, the two instructors and understudies can unbiasedly view the advancement.

Discussion

With an ever-expanding number of ESL understudies, educators and informative pioneers should be mindful of robust ESL training procedures to help this populace in their study halls. We have discussed strategies that address different learning styles (sound, visual, sensation, material) through other modalities. To begin with, demonstrating how understudies are relied upon to treat given another errand or ability is extraordinarily useful to them. Rather than guiding the understudies, showing advances more grounded learning and higher self-assurance. Likewise, talking gradually helps understudy perception. Giving stand-by time bears the cost of them a valuable chance to think and process before reacting. Utilization of visuals, signals, PowerPoint slides, web recordings, voice articulation, pitch, and non-verbal communication as non-verbal signs empowers a superior comprehension of the headings and the substance.

A different system includes building up understudy perception by adhering to verbal guidelines with composed directions. All directions should be unmistakable. Establishing a low-stress climate is essential for understudies to feel prepared to take an interest in a more significant social scene; it additionally gives a less compromising environment that works with hazard taking by the understudies. Laid-out schedules work with learning, as understudies know whats in store and start to flourish in that climate. In study hall settings, including a friend who communicates in a comparable first language and is additionally able in the following wording can be a resolve and inspiration supporter for different students. ESL understudies are complete individuals from the local homeroom area. It is essential to tell them that they are relied upon to learn and work like every other person in the homeroom. Learning another dialect is a need, not an inability. Considering these standards, an educator can assume a colossal part in accomplishing the ESL understudies.

Conclusion

Therefore, the paper presented diverse approaches and strategies for making ESL teachers more competent in handling English language learners and English as Second Language speakers. The educational methodologies examined thus remember down to earth and hands-for exercises for educators at any level. Bilingual learning further develops ELLs mental improvement as well as their confidence. The paper traces hidden standards for the prescribed procedures with an accentuation on ESL understudies and to other learning circumstances furthermore understudies. Educators can change their educational techniques to change ELLs advancing necessities. In particular, even though the conversation is outlined regarding ESL understudies in US homerooms, it is appropriate to Show English as a Foreign Language (TEFL) conditions in schools and different learning focuses. The study identified principles and practices such as conducting a continuous review and assessment to the learners, using various modalities during the instruction process, incorporating regular interaction and discussions, providing a blended input through a built vocabulary, promoting background knowledge, creating a welcoming classroom environment, and last, knowing the students individually and encouraging them to learn the second language.

References

Egamnazarova, F. A., & Mukhamedova, M. S. (2021). Improving English language listening skills. Academic research in educational sciences, 2(Special Issue 1), 28-32.

Gupta, A. (2019). Principles and Practices of Teaching English Language Learners. International Education Studies, 12(7), 49-57.

Hussain, M. S., Salam, A., & Farid, A. (2020). Students motivation in English language learning (ELL): An exploratory study of motivational factors for EFL and ESL adult learners. International Journal of Applied Linguistics and English Literature, 9(4), 15-28.

Moses, R. N., & Mohamad, M. (2019). Challenges students and teachers face on writing skills in ESL Contexts: A literature review. Creative Education, 10(13), 3385-3391.

Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. (2018, April). Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. The Educational Forum (Vol. 82, No. 2, pp. 138-155). Routledge.

Introduction

Due to better global education opportunities that students have during the current century, it has become increasingly common for students from various continents to interact with each other through education. International scholarship programs have been essential in enabling students to travel from their native countries to foreign ones in search of educational opportunities for a better future career.

Yet, the challenge of language learning among foreign students still remains unsolved within the context of international learning. There is no doubt that learning a new language does not basically entail having an understanding of the languages lexicon concepts. Therefore, it is important for foreign students to consider the sociocultural factors that influence their language learning, which also impacts and shapes the teaching philosophy of teachers.

The Sociocultural Factors that Influence Language Learning

One of the sociocultural factors that significantly affects the ability of students to learn a new language is peer interaction. It basically involves communicative interaction that occurs among students without the participation of a teacher. In order to achieve an effective learning of a language, learning environments must have the ability of providing meaningful social interactions among learners.

The restructuring of conversation during peer interaction to ensure that a mutual understanding is created is the driving factor in the effectiveness of this process in language learning. Since students may develop an intrinsic idea to understand each other during peer interaction, it is possible for them to request clarification on various useful concepts attributed to language learning. Furthermore, students are able to check the comprehensiveness of the language productions by natives during such interactions. On that account, they develop a better understanding of the new language concepts.

Racial discrimination is another sociocultural factor that significantly influences the ability of students to learn a new language. For centuries, it has been one of the greatest hindrances to the social, economic, and political organization of continents. The effect of racial discrimination in language learning is undoubtedly negative. As a matter of fact, it is mainly reflected on the degree of socialization of students. Having recognized that peer interaction is essential in enhancing the ability of a student to learn a new language, it is important to note that racial discrimination mainly hinder peer interaction. Students who face some form of racial discrimination are less likely to participate in various classroom practices than those who do not. Furthermore, they probably will not engage in healthy socialization, which is essential in the learning of a new language. For that reason, they are less likely to improve their mastery of a new language concepts.

Ethnic stereotyping is another sociocultural factor that has been researched to have a significant effect on language learning abilities. One of the major factors that improves the ability of students in a foreign country to learn a new language is social motivation.

However, ethnic stereotyping hinders the motivation of students to achieve an integrative orientation necessary for language learning. As a matter of fact, foreign students lose both a sincere and personal interest in properly understanding the various language concepts of the natives. As a result of the loss of an integrative orientation and motivation to learn a new language, ethnic stereotyping negatively affects language learning. Consequently, just like racial discrimination, ethnic stereotyping may also have a negative effect on the ability of students to learn the concepts of a new language by decreasing their interest and motivation in doing so.

The Impacts on My Teaching Philosophy

The recognition of the various sociocultural factors that affect language learning is essential in improving my enthusiasm towards peer interaction among students. Based on the above findings, peer interaction is undoubtedly core towards the development of better language skills among foreign students. As a result, by emphasizing on peer interaction as a teacher, it is possible to ensure that students can achieve a mutual understanding of each other, which builds their language skills. Apart from the improvement of my enthusiasm towards peer interaction, the above findings are essential in shifting my efforts towards equality in teaching.

By enhancing my recognition of the effects of racial discrimination and ethnic stereotyping towards learning, it is possible to develop a learning culture that is exclusive of such social and cultural limitations. As a result, teaching students to avoid racial discrimination and ethnic stereotyping would improve the achievement of better language learning processes within my setting of teaching.

How My Teaching Philosophy is Shaped by Language Learning

Language is undoubtedly important in achieving proper teaching and learning. Teaching mainly depends on proper communication between a teacher and students. That is to say, a teacher must properly articulate the concepts being taught through spoken language and complement it with written language in an appropriate manner. Similarly, students must engage in learning processes and build a classroom life through mastering the art of speaking, writing and representing their ideas. However, to achieve proper communication for an effective learning, the development of language skills must become part of the learning process. Consequently, language learning is essential in improving my ability to teach, listen to, and view the ideas of students.

Language learning has also shaped my teaching philosophy by enhancing my creativity that the teaching profession demands. The transition between home and school learning should not only be smooth but also sped up by the development of literacy skills. However, to develop such skills that enable students to properly understand the contents being taught, it is important to become creative in the presentation of academic content. Since language enables teachers to become creative in presenting academic content that is essential in improving the intellectual and mental capability of students, it is instrumental to the teaching process. Consequently, my teaching philosophy is based on the fact that language learning must be undertaken by teachers to ensure that they are creative in presenting the academic content required by students.

Conclusion

The effectiveness of language learning mainly depends on encouraging the sociocultural factors that positively affect it and avoiding those that negatively affect it. Due to the importance of language learning, especially in international education, it is essential for educational institutions to commit towards peer interaction among students. In addition, racial discrimination and ethnic stereotyping negatively affect students ability to learn new languages and, thus, should be avoided at all costs.

In order to ensure that proper language learning is achieved within educational set-ups, teachers must shift their teaching philosophy towards addressing such sociocultural factors. Since communication and creativity, which are enhanced by language learning, are vital to the teaching process, the teaching philosophy of teachers must support the language learning process by all means.

Introduction

Pronunciation is one of the difficult facets of language in which to attain native competence teachers must find ways to assist learners overcome some of the most challenging aspects of pronunciation. Teachers must accord pronunciation teaching keen attention in classrooms as it contributes towards learner proficiency. The advancement in technology has enhanced application of specific learning technologies that support learning of pronunciation. This paper reviews literature on pronunciation teaching focusing on the: importance of pronunciation, using technology to teach pronunciation, and factors affecting pronunciation learning.

A Review of Related Literature

Importance of Pronunciation

Pronunciation is an aspect of language that must be given attention by the teacher in a classroom (Ellis, 1994). Pronunciation contributes immensely towards the learners proficiency in spoken and written English. Clearly, all learners are aware that poor pronunciation represents considerable deterrence to their success in the English language. According to a research study of the attitudes of over 825 students from Thailand, Singapore, and India by Shaw (1981), 62% of Thais learners, 47% of Singaporeans, and 59% of Indians rated speaking as their worst English language skill. Nevertheless, over 88% of learners from Thailand, and over 715 of learners from Singapore and India ranked speaking as a skill they wanted to perform best (Shaw, 1981).

A large number of teachers and many learners tend to ignore the aspect of pronunciation in language learning. Overwhelming, many teachers are not aware of the significance of pronunciation (Benson, 2001). Harmer (2001) contends that majority of teachers emphasize on the role of grammar and vocabulary learning in the acquisition of foreign language. They concentrate more in assisting learners achieve competence in listening and reading. In addition, the majority of teachers feel that pronunciation teaching is hard and boring to young learners (Richardson, 1983). Kenworthy (1987) specifies a number of factors that would enable students to acquire pronunciation without assistance from the teacher. These factors include: learners phonetic abilities; integrative motivation; and achievement motivation. It also appears that a number of students who appreciate the importance of learning pronunciation are low (Richards, 2002).

Consequently, teachers ought to persuade learners of the need to learn pronunciation aggressively and also guide them to learn the correct way of pronouncing English sounds. English teachers should strive to deal with pronunciation in their first English lesson (Grauberg, 1997). Learners should get the opportunity to practice good pronunciation at the beginning of their learning to enhance their habits in a positive way. Otherwise the overall success of learning can be damaged if learners acquire words without pronunciation (Celce-Murcia, 1996).

Using Technology to Teach Pronunciation

There are a number of advantages in applying specific learning technologies to support learners. For instance, the use of web-based learning resources instead of lectures enhances the learners factual knowledge, which in turn improves their performance. Odisho (2005) gives guiding principles that can help teachers in moving beyond traditional teaching practices. These involves; applying methods other than mechanical rules, putting emphasis on musical aspects of pronunciation more than sounds, and teaching real speech patterns and offering students practice in efficient guessing of what discourse signals imply (P. 155).

Computer Software or Computer Technology

Technology can be integrated into pronunciation teaching as a research tool besides giving learners auditory and visual feedbacks. Tracking tools have been built into computer software and can serve simultaneously as a pedagogical tool, a data collector, and a testing instrument (Chun, 2000). For instance, the computer software for tracking offers a database for each speaker. Utterances produced by learners can be ordered chronologically and compared for evaluation over time (Carver, 2000). Computer software enables the design of research studies to evaluate a number of questions possible. According to Chun (2002), such questions may include: what are the effects of providing only visual feedback?; What is the relationship between perception and production?; and what are the long term effects of pronunciation teaching using different types of feedback and using both perception and production exercises? (p, 129).

In particular, materials that are computer based for teaching pronunciation might contain listening comprehension tests as well as tests that focus on listening acuity and perceptual accuracy. These tests focus on perception rather than production and could be computerized to track and assess learners performance. Computers provide automatic record keeping and scoring capability. This would allow branching and pacing of individual tests for more differentiated testing. This capability of the computer makes it possible for detailed tracking of the stages learners pass through in acquiring oral and listening skills, for instance, by measuring the gradual changes in learners perception of pronunciation contours and in their production of intonation contours over time. In sum, until when computer technology has widespread, teachers ought to first of all understand what intonation is all about that students need to learn.

Internet

Audio and video conferencing is one development in language learning that has attracted increasing attention. Speaking with native speakers or even other students who are separated by large distances has long been described as an advantage of the internet technologies; nevertheless, with the exception of those institutions with large equipment and operating budgets, most interactions have been based on text means such as e-mail, and chat. A significant innovation affecting conferencing has been the spread of internet broadband, which permits transmission of very large amounts of information in a comparatively short amount of time. Null (2006) identifies Digital subscriber Line (DSL) as one such technology. This technology uses a standard telephone line to send and receive data at a rate of as much as 40mbps, markedly faster than modems that allow a maximum of 56 kbps (p.658).

The increase in high-speed connections and browserbased conferencing technologies have made video and audio-conferencing more accessible than they were in the past, and many people now make use of them through standard desktop and even laptop computer (Null, 2006). These advances in technology have brought about a number of studies into both audio, notably in the field of distance learning. They have also been helpful in environments that seek to provide learners speaking opportunities outside of normal class hours. Learners are able to feel a sense of presence that is often missing in non-audio means. Additionally, it gives learners the opportunity to correct pronunciation immediately (Levy, 2006).

Factors Affecting Pronunciation Learning

There are numerous factors affecting the success of teaching pronunciation. These factors include; age of the learner, the attitude of the learner, native language, motivation, and personality. All these factors are important in having a balanced approach to pronunciation.

Age

There is overwhelming evidence to indicate that there is a relationship between the age at which a language is learned and the degree of foreign accent. Normally, if the learner begins to communicate in the second language between the ages of seven and 11, the learner is likely to have a slight accent (Flege, 1981). Those who began to speak after the age of 12 will always have an accent.

It is commonly held that it is not easy to learn a language effectively at old age. Children on the other hand are said to learn a second language faster and easily. Lenneberg (1967) contends tat relative ease of foreign language learning in childhood has been applied as evidence to prove there is a critical period of language learning. This period ends about the time of puberty. However, it is important to note that the relationship between age and accent does not invariably apply to everyone. Some few adult learners do gain native like pronunciation. Furthermore, there are numerous explanations that compete of the cause of the relationship. The physical explanation indicates that there are physical changes in the brain due to age that affect learning of new sounds and other aspects of the language. Intellectual explanation on the other hand, shows that learners have already learned the sound system of their first language and this increasingly disrupts their perception towards the second language. This perception is affected by age because the first language system becomes increasingly well-integrated and stable as learners get older. Psychological explanation contends that pronunciation is part of an individuals personality and as he grows older he becomes more protective of his or her personality and unwilling to change it (Stevick, 1978).

Stevick (1978) contends that learners are able to easily copy new sounds; he also provides suggestions why they have problems. One, learners sound bad to themselves when they copy well. Individuals tend to be sensitive about their pronunciation because it makes others to predict their social background. Again, if a ones foreign language pronunciation is exemplary; others may think they value foreign culture other than their own. For learners, pronunciation will improve when they feel at ease about the way they sound when they communicate in a foreign language. Additionally, they improve when they develop positive attitudes towards the native speakers. Two, learners may also experience problems when they become anxious about speaking. If the teacher puts off a student for not saying something correctly, the learner may become tense and nervous and unable to say it correctly (Hinkel, 2005). Therefore, teachers need to design ways of assisting learners discover their pronunciation without them getting worried about it. And three, learners tend to overlook some feature. In this case, teachers can assist in providing a suitable model which is easy for the level of learners by enabling learners to discover how near their pronunciation is to the set standard for the course.

The Aptitude and Personality of the Learner

Individually, learners carry varying attitudes to the classroom and this may affect pronunciation learning. Learners with negative attitude for the intended language community will be affected badly. Attitudinal effects are common in introvert or shy learners who avoid taking part in classroom activities. In essence these students dont get the opportunity to do practice and apply phonetic activities. On the contrary, extrovert students often have more opportunities to improve their pronunciation. Learner attitude towards the new language plays an effective role in learning pronunciation. Positive attitude for target culture by learners makes them develop easily more accurate, similar native accents (Smith, 2005).

The approach towards the language may seriously be affected if learners have some prejudice on the intended language and its society. The fear of eroding ones culture may influence individuals from learning a second language. They may feel that learning the new language may influence negatively their cultural development. In this kind of scenario, it may not be prudent to teach these learners the second language. Attitudes and learners personal features are prerequisite in pronunciation learning (Clement, 2001).

The Factor of Native Language

Research studies and teachers experiences indicate that learners native language can have a major influence on pronunciation learning and teaching. The example of evidence of this is communicators of the same first language pronounce typically the second language the same way, providing similar substitutions and patterns of pronunciation. In addition, evidence indicates presence of a reasonable degree of predictability in the types of relationships between first language and the second language sounds and their relative difficulty for long term success for second language learners (Edwards, 2008).

Flege (1981) discovered that most important interference from first language to second language happens at the level of phonetic implementation rather than at an abstract level of an organization based on feature (p, 125). This shows that instead of a teacher providing attention to general features such as voicing or aspiration, they should provide attention to particular sounds where these difficulties occur. Teachers can put into consideration the influence of the learners first language by being familiar with the sound system of the learners first language and thus achieving some idea of the amount of effort and attention required to effect required change (Carter, 2001).

Avery (1987) posits that students learning a new language speak the language in a different way; in some occasions slightly different and others highly varying than the native speakers do speak. This is determined to a larger extend by the learners native dialect, that is, mother tongue interference. Languages world over have different accents. In other words, the way learners speak forms part of their identity (Edwards, 2008).

Motivation

According to Doryei (2001), Gardner and Lambert summed the importance of motivation in teaching the second language when they stated: it was our hunch that an integrative orientation would sustain better the long term motivation required for the very demanding task of pronunciation learning (p. 363). In essence, the ability to learn a new language lies in the profile of abilities and aptitudes from one learner to the next. Factors that encourage language acquisition and motivational variable are associated to second language learning. Teachers are able to encourage learners using these factors to communicate with speakers of the second language. Learners of the new language are also able to get the necessary orientation towards the speakers of the target language (Levy, 2006).

According to Gardner and Lambert (1972), the desire to learn a language stems from the positive attitude towards a community of native speakers; and the desire to learn the language in order to get a certain career, pass exam, or financial gains. Therefore, if a teacher makes it known to learners the practical value of the second language proficiency, they will have a high drive to learn the new language. Highly motivated learners tend to have good pronunciation since they are able to develop interest for pronunciation, and are eager to participate in the activities and are keen to pay discriminate attention to sounds of the second language. As a result, they endeavor to produce better pronunciation. Brown (1991) explains as an inner drive, impulse, desire or emotion that moves an individual to a particular action (p. 133).

There are many factors which contribute to the formation of motivation in learners in learning pronunciation. These factors include; aptitude, intelligence, and self confidence. For instance, it is difficult to motivate individuals who are less intelligent than intelligent individual. Teachers must direct pronunciation teaching according to the needs, attitudes, expectations, intelligence and others of learners. For learners who have the drive to learn the second language, their instructors would need less time for pronunciation activities. In essence, teachers will spend less time trying to motivate students to learn how to pronounce foreign language (ODonoghue, 2006).

Conclusion

Ultimately, the decision pronunciation teacher makes should be based on the factors that have been shown to influence intelligibility and comprehensibility (Edwards, 2008). The choice of focus by the teacher can make a significant difference to the overall efficacy of teaching because suprasegmental tend to have more impact than on overall intelligence and comprehension than segmental.

Reference

Avery, P., & Ehrlich, (1987). Preliminary Considerations in the Teaching of Pronunciation. London: TESL Center.

Benson, P. (2001). Teaching and Researching. Harlow, England: Longman.

Brown, A. (1991). Pronunciation Models: Arts Link, Singapore: NUS Press

Dornyei, Z., & Schmidt, R. (2001). Motivation and Acquisition of the Second Language. London: Natl Foreign Lg Resource.

Carter, R., Nunan, D. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.

Carver, R. (2000). The Causes of High and Low Reading Achievement. London: Routledge.

Celce-Murcia., Brinton, D., & Goodwin, J. (1996). Teaching Pronunciation. Cambridge: Cambridge University Press.

Clement, R., & Gardner, R. (2001). Second Language Mastery. Chichester, England: Wiley & Sons.

Chun, D. (2000). Discourse Intonation in L2. New York: John Benjamins.

Edwards, J., & Zampini, M. (2008). Phonology and Second Language. London: John Benjamins Publishing Company.

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.

Flege, J. (1981). The Phonological Basis of Foreign Accent. TESOL Quarterly 15, 443-55

Grauberg, W. (1997). The Elements of A Foreign Language. London: Multilingual Matters.

Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.

Hewings, M. (2004). Pronunciation Practice.Activities. Cambridge: Cambridge University Press.

Hinkel, E. (2005). Handbook of Research in Second Language Teaching and Learning. London: Routledge.

Null, L., & Lobur, J. (2006). The Essentials of Computer Organization and Architecture. New York: Jones & Bartlett.

Kenworthy, J. (1987). Teaching English Pronunciation. London: Longman.

Lenneberg, E. (1967). Biological Foundations of Language. New York: Routledge.

Levy, M., Stockwell, G. (2006). CALL Dimensions. London: Routledge.

Odisho, E. (2005). Techniques of Teaching Comparative Pronunciation in English. New Jersey: Gorgias Press LLC.

ODonoghue, J. (2006). Technology Supported Learning and Teaching. London: Idea Group Inc (IGI).

Richards, J., & Renandya, W. (2002). Methodology in Language Teaching. Cambridge: Cambridge University Press.

Richardson, G. (1983). Teaching Modern Languages. New York: Taylor & Francis.

Shaw, D. (1981). Asian Attitudes Towards English. London: Macmillan.

Smith, D., & Baber, E. (2005). Teaching English wwith Information Tecnology. London: Modern English Publishing.

Stevick, E. (1978). Teaching Foreign Languages in schools. Rowley, Mass: Newbury House.

Nowadays, the medical field is constantly developing, and various proposals are advanced in order to improve health outcomes. One of the recent implementations regards patient education, which implies shaping the information while sharing it with a patient in accordance with his or her health behaviors for improving health status. This topic presents a matter of interest for Coleman & McLaughlin (2019). For this reason, the researchers wrote an article Using Simulated Patients as a Learning Strategy to Support Undergraduate Nurses to Develop Patient-Teaching Skills. This way, the purpose of this paper is to review it briefly and summarize the findings.

Patient education is extremely significant for people with long-term conditions in order to improve their self-management skills. However, a great number of nurses mark that they lack the appropriate knowledge to supply patient teaching (Coleman & McLaughlin, 2019). Therefore, the authors are determined to formatively evaluate a simulated role-play scenario facilitated with third-year nursing students to support the development of patient-teaching skills (Coleman & McLaughlin, 2019, p. 1301). In order to fulfill this intention, the researches stick to both high-fidelity and mid-fidelity simulation scenarios. In addition, five-item pro forma was applied for formative evaluation.

The results of the research depict the usefulness of patient education. The authors highlight that students highly appreciate motivating people to use the patient learning skills and consider them to be beneficial for the treatment and worth implementing into clinical practice. Consequently, Coleman & McLaughlin conclude that facilitating learning with a simulated patient is useful in replicating authentic verbal and practical interactions with a patient in practice (2019, p. 1306). This way, such a proposal is highly likely to be helpful in delivering high-quality medical services and improve the health condition of patients.

Reference

Coleman, D., & McLaughlin, D. (2019). Using simulated patients as a learning strategy to support undergraduate nurses to develop patient-teaching skills. British Journal of Nursing, 28(20), 1300-1306. Web.

The most significant source of motivation and inspiration in my life comes from my current employment or position. My last role was as a pediatric nurse practitioner, and I loved every minute of working there. The post had a well-deserved reputation for being patronizing and attentive to the needs of the staff. The patients and the staff members were treated with respect and care. In addition, the degree of autonomy given to the worker is undoubtedly the most appealing feature of the position. My superiors delegated responsibilities to me along with specific orders, and then they granted me the autonomy to carry out and complete those responsibilities in whichever way best suited me. The managers only responsibility was to ensure that each patient had the best possible medical experience and received the highest quality of care. He also ensured that each nurse and employee had a pleasing working environment. My level of accountability for my work has increased due to the increased responsibilities I have been given. In addition, I have become more inventive and creative in my approaches to problems because of my improved performance.

It is essential to understand what motivates and satisfies those who work in the health care industry to generate an organizational commitment to patients and the institution. My current responsibility is to put some of the knowledge and experience I have gained in the past to investigate and assess the numerous factors that motivate the people working in the pediatric physicians office as they carry out their clinical responsibilities at the hospital. This will entail conducting staff engagement and feedback surveys regularly and identifying the fundamental requirements of the nurses. After reviewing the feedback, I will decide whether requirements may be met via the provision of benefits to staff members. The Maslow Hierarchy of Needs, in addition to positive reinforcement, is the primary motivational method used by the other company. Because of this, the employees are motivated to perform to the best of their abilities for the organization.

The mechanism that leads human beings to act in certain ways is motivation. A person is driven to carry out their responsibilities in a way aimed toward achieving their goals by a powerful internal desire known as motivation. The act of inspiring conduct in its entirety is a phenomenon that entails a great deal of intricacy. Motives change throughout history, which may put individuals in quite perplexing situations. Workers motivation levels are significantly influenced by the culture of the organizations in which they work. In other words, a person takes on work to achieve certain internal states that they view as rewarding.

In a hospital setting, pediatricians will encounter a range of demanding responsibilities and constant interruptions. The combination of chaos and fatigue may inhibit a pediatricians compassion and job satisfaction capacity. It may be tiring to have a busy day with several urgent contacts, but it may be much more unpleasant to be unable to access vital patient information. Frustration may undermine both patience and well-being. Like Maslows Hierarchy of Needs, pediatricians strengths and acceptance strategies in healthcare are arranged in a hierarchy. According to Maslows hierarchy of needs, people communicate to satisfy various physical and social requirements (Hale et al., 2019). The demands for physical survival, safety, protection, belonging, self-esteem, and self-actualization are included. When pediatricians address the first three hierarchy levels, they can better address higher levels, such as self-actualization. Self-actualization lies at the pyramids apex, where pediatricians may experience a feeling of power and support inside themselves.

Pediatricians have high expectations for their places of employment. For instance, in the beginning, I would mandate that pediatricians be required to take breaks during which they may eat, use the restroom, and get their breath back to prevent burnout. In addition, I can promise you that there are methods of communication that make it possible for them to collaborate and interact with greater success. In addition, the use of appropriate communication networks makes it possible to exercise convenient control over healthcare procedures. For instance, I can promise that there are doctors who are supplied with ideas that both improve the care they provide to their patients and will ultimately save them time. In such a case, time would be spent chitchatting with other people, studying relevant resources, receiving necessary test results, and attending to other commitments. Suppose physiological problems are dealt with in the healthcare setting. In that case, medical professionals will be able to reclaim time for essential human needs like rest and meals if this technique is implemented. As a direct result of this, they will be able to devote more time to the treatment of their patients.

Everyone has an innate need for a sense of security. Until this need is satisfied, nothing else will operate properly. Nevertheless, everyone longs for a more structured life under their control. As a result, I will personally ensure that these prerequisites are fulfilled by the extended family and society, including the provision of medical care, law enforcement, educational institutions, and commercial enterprises. In addition, a pediatrician should have the confidence to take the initiative at work by being aware that their ideas and feelings are valued and serve as the basis for providing quality medical treatment to their patients. As a result, I will personally make it a point to ensure that pediatricians viewpoints and professional advice are taken into consideration by healthcare workers about procedures, policies, and overall goals. This level of pediatricians needs is social and is distinguished by a feeling of belonging to the community. A nurses emotional needs for social contact, affiliation, connectedness, and participation in a group are examples of what we mean when talking about belongingness in a healthcare context.

Pediatricians attend college intending to spend their whole careers serving patients. When patients are delighted and results are outstanding, pediatricians believe they have achieved their goal. This action will increase their drive to work in general. Maslows hierarchy of needs for self-esteem includes, for example, self-worth, success, and respect, among other things (Hale et al., 2019). Maslow divided self-esteem into self-esteem and the desire to be seen as an authority figure by others. Both characteristics contribute significantly to the motivation of doctors. I will guarantee that the top performers get public recognition and the appropriate incentives to propel them onward.

On Maslows hierarchy of needs, the desire to actualize ones full potential ranks highest. According to Maslow, this level is defined as the urge to accomplish all possible and become the best version of oneself that is possible. This concept alludes to realizing a pediatricians full potential, self-actualization, the quest for personal growth, and peak experiences. As the manager, it is my responsibility to ensure that the pediatricians have access to the necessary support and strength when hospitals establish a working environment where patients can place their trust and participate in the decision-making process regarding how problems should be solved.

The concept of Maslows Hierarchy of Needs is an essential component in managing and motivating the life of a doctor. It may be quite difficult to create outstanding outcomes for both the healthcare workers and the patients if pediatrician prerequisites are not met. It is critical that the valued pediatricians we employ like the atmosphere of their workplace. This is because it is possible that being heard, liked, and respected is worth more than the ultimate compensation.

References

Hale, A. J., Ricotta, D. N., Freed, J., Smith, C. C., & Huang, G. C. (2019). Adapting Maslows hierarchy of needs as a framework for resident wellness. Teaching and Learning in Medicine, 31(1), 109-118.

Diabetes mellitus

Diabetes mellitus is a metabolic disorder that mainly affects the metabolism of carbohydrates in the body. Diabetes mellitus exists in two types, type I and II, which affect children and adults respectively. While type I diabetes mellitus occurs due to insufficient production of insulin, type II diabetes mellitus occurs due to the insensitivity of cells and tissues to the normal levels of insulin in the body. Hence, in both cases, diabetic patients require critical skills for the management of varied diabetic conditions. Depending on the physical ability, socioeconomic status, cultural needs, family background, and the nature of diabetes mellitus among diabetic patients, nurse educators experience huge challenges in trying to satisfy the diverse needs of diabetic patients. In the case study, Mr. Allen is experiencing challenges when teaching diabetic patients who have hearing difficulties and visual impairments. Therefore, this essay examines effective methods of teaching diabetic patients with hearing loss and visual impairment concerning self-management of diabetes mellitus.

Teaching methods and hearing loss

Since diabetes mellitus affects both children and adults, patients have different literacy levels. Hence, among adult diabetic patients who have hearing loss, written information is an effective teaching method that nurse educators can use in getting across critical information necessary for the management of their diabetic conditions. By writing instructions on the board, diabetic patients can comfortably read and follow them. Written information offers the most accurate method of teaching because diabetic patients can apply written information correctly in the management of diabetes. The use of visual aids is another effective method of teaching diabetic patients who are deaf. This method is mainly applicable to children and adults who are illiterate. In applying this method, nurse educators can develop sign language that entails facial expressions and hand gestures, which diabetic patients understand regarding diabetes mellitus and its management. Moreover, nurse educators can use videos and charts in demonstrating ways of managing diabetes mellitus.

Self-administration and visual impairment

Administration of insulin is a routine exercise that patients with diabetes mellitus perform. However, if diabetic patients have visual impairments, they experience challenges in the self-administration of insulin. Thus, nurse educators should teach patients with visual impairments how to perform self-administration of insulin in an accurate and timely manner. The use of adaptive loading gauges can enable diabetic patients who have visual impairments to perform self-administration of insulin with the required accuracy. Adaptive loading gauges are easy to use because diabetic patients who are blind utilize a thumb-wheel, which measures insulin based on the number of clicks that a patient can hear or feel. The adaptive gauges are applicable when drawing insulin from vials. Additionally, diabetic patients who are blind can use insulin pens, which are pre-filled syringes that contain a specific amount of insulin. Thus, nurse educators should teach blind patients how to use adaptive gauges and insulin pens accurately.

Attributes that affect learning

The physical, visual, hearing and mental attributes of diabetic patients have enormous impacts on their ability to learn about the management of diabetes mellitus. Diabetic patients with varied physical disabilities are unable to learn or perform self-administration of insulin and other activities, which are critical in the management of diabetes mellitus. Visual impairments affect learning among diabetic patients because they cannot read or watch instructions, thus, preventing them from learning how to self-administer insulin accurately and timely. Diabetic patients with hearing difficulties cannot learn well since they are unable to follow verbal instructions. Ultimately, the mental conditions of diabetic patients determine how they learn. Mentally disabled patients with diabetes mellitus face great challenges when learning, as they cannot perform self-management of diabetes mellitus. Therefore, these attributes have a considerable influence on the learning abilities of diabetic patients.

I accomplished a lot of creative work as part of my English Learning paraprofessional job using my digital literacy and creative thinking skills which benefitted my students by provision of more interesting learning material. To ensure that the students were truly interested in learning, I wrote and edited high-quality content and visually impactful programs under deadline pressure with exciting, captivating and authentic approach. My proficiency at supporting the students has always been especially important to me, as I believe that educators are responsible for creating better opportunities for future generations.

Teachers and paraprofessionals can play a critical role in identifying students who need help, motivating them to seek support. Of course, it is teachers who usually play the main role in the educational process. However, they do not always manage to devote time to students problems, primarily due to the elementary lack of time. In my opinion, paraprofessionals should also work hard to ensure that not only the educational process is comprehensive, but that the students are well-cared about. Ames and Mason (2015) also state that social scientists are obliged to understand how people act and react in uncomfortable situations (p. 272). I believe that it is also a paraprofessionals duty to resolve such situations when they occur. Thus, as I am currently an English Learning paraprofessional, I strive to provide the children, specifically, the LatinX ones, with all kinds of support they require.

I accomplished editorial work during my English Learning paraprofessional job using my critical thinking and communication skills which benefitted the school I am working at by creation of well-designed learning material. In this course of work, I provided editorial guidance to the team devoted to delivery of top-quality educational content. The need for the formation of quality knowledge is constantly growing, while traditional tools, in my opinion, are only suitable for relatively simple, linear training methods. When creating more complex programs, using traditional methods leads to wasted time and resources.

The educational content me and my team created is based on the systematic use of knowledge about effective learning methods. We strived to build an educational process with an open architecture and design a real learning environment. One needs to understand the needs of the students and define the learning objectives, and then transfer knowledge and information as quickly, accurately, and efficiently as possible. However, this requires you to know all the prerequisites and clearly define the final properties of the content. This, in turn, requires systematic and well-structured work, and not of just one person, but a well-chosen development team. I was chosen as senior editor by the team due to my extensive experience in the field.

I accomplished the development of evaluation methods for the educational content using my expertise and problem-solving skill which benefitted the school I am working at by provision of special assessment guidelines. I think that the evaluation of the chosen teaching method and its effectiveness is impossible without operational analysis. Therefore, even at the stage of course development, the most flexible feedback system should be mapped out. Here, outside expertise and all types of modeling are most effective: from a pedagogical experiment with training a test group to brainstorming to identify the strengths and weaknesses of the developed content. Thus, I have designed specific evaluation methods that would allow both myself and other paraprofessionals to critically assess their educational materials and determine possible flaws and weaknesses.

Reference

Ames, D. R., & Mason, M. F. (2015). Tandem anchoring: Informational and politeness effects of range offers in social exchange. Journal of Personality and Social Psychology, 108(2), 254-274. Web.

Life is a unique adventure that carries us through various experiences, some of which we remember until the end of our days. Sometimes, it seems like peoples existence has been partly thought through, and some of the circumstances we simply cannot impact. Situations we get involved in and humans we meet on our way oftentimes play a significant role in our timeline, shape us as individuals, and make us learn some significant lessons. I believe teachers participate in our lives and make us look at things differently as they interrelate with us in one of the most essential periods of life: education. A decent teacher will not only make us learn but will also open some feelings to his subject and towards life in general that you have never experienced before.

One of the brightest figures in my life is Williams Bonin, who taught us law and ethics at Columbia College. The way he talked about his subject already inspired every human being around him. Students admired Williams Bonin for the life energy he was spreading to others, and that was probably one of the facts that made him famous among scholars. Our teacher was a very kind and open man of proper life perceptions. In this profile essay, I want to share how my teacher, Williams Bonin, became a role model for all his students, and how his philosophy of life impacted the lives of others.

Teachers become meaningful for scholars because of their ability to create bonds with students during the close atmosphere of the learning process. However, not every teacher can become a close friend and supporter. Some of them focus mostly on their subject and students outcomes but forget that humans are not robots and sometimes fail, get upset, and lost. Williams Bonin had a talent for feeling others: he was accurate and relevantly liberal when it was needed. Still, the issues of discipline and lesson structure never suffered as he managed to have everything in control. He could inspire and motivate people with his charismatic personalia. Even on dark and cloudy days with upsetting weather he managed to save a cheerful mood, share sunny energy with students, and create an atmosphere of productivity and good mood. Williams Bonin was a bright example in our lives; he taught us that no matter what people must stay positive, strong, and share a piece of sun with others. Indeed, no one can cheer himself up better than personally him. We are indeed the ones that are most interested in staying optimistic and productive, and we must be responsible for the mood we have.

Williams Bonin also shared with us how he has fought with the situations and challenges he had faced as a child, but he never lost hope or determination which has led him to where he was. The reason why our teacher shared stories of his childhood struggles is that he wanted all of us to understand how one can attain his goals if he has the determination to achieve something (Covey, 2012). A true educationalist is a person that is not afraid to share his experiences in all senses. I memorized law and ethics not only as subjects but also as life lessons and a unique time spent with my favorite teacher.

Williams Bonin always intended to give directions to his students about life, how to make the right decisions at the right time. For instance, when I was once upset because of family issues and could not concentrate on the subject, he came to me during the lesson and said:

What do you think is the most important thing for a human being?

I was lost with my answer as I faced an incredible amount of attention when I did not expect it. Every pair of eyes was looking at me, and a complete silence hung over everyone in the classroom. It was mostly because my classmates wanted to know what the most important thing in life was; however, at that time, I thought the opposite. I felt every eye made a hole in my body as they stared at me for such a long time. I tried murmuring something, but the teacher interrupted me with the words I remembered very well. He said:

The most important thing for a human being is to make the right choices. You can let the emotions rule your head OR you can stay with us and learn, develop, become better, smarter, and happier. What choice do you want to make?

Williams Bonin continued the lesson as this conversation never happened, and I felt how all the eye holes started healing on my body within a minute. My teacher with three sentences helped me turn back on the proper path, gained my attention and focus, and what is most significant, taught me a life lesson I have brought within years. Every time I feel weak or sorry for myself, I remember the attitude of Williams Bonin towards each second of life. Our major goal is to take all that we can, learn, grow, gather pace, and succeed. Williams Bonin could create strong bonds with each of the students because of his individual approach to them. Close friendly relationships with a teacher helped many to perform better in classes and stay motivated to learn. The learning process closely correlates with the personalia of an educator, and for students, it is especially significant.

Therefore, some teachers can become role models for their students, and I was glad to share how Williams Bonin played a significant role in my life. He is an admiring example of succeeding in both career and personal development. You observe the indescribable harmony when you look at such people. He is a true example of kindness, justice, wisdom, and charisma uniting in one man. I am glad I had a chance to spend some time with the teacher: he impacted my school performance, intelligence, life orienteers, and attitude to personal goals.

Bonins ability to share and spread his energy and knowledge has always turned back to him with a greater amount of energy and many silent words of thank you reflecting in students eyes. Students showed respect, admiration, and devotion to their teacher as he was a source of motivation, inspiration, and an example of discipline, smartness, and kindness in one person. I always carry his words in my head, and I try not to let emotions take control of me. Williams Bonin is a memorable figure in each students life, and he remains in my perceptions not only as a teacher of law and ethics but a teacher of life.

Reference

Covey, S. (2012). The Leader in Me: How Schools and Parents Around the World Are Inspiring Greatness, One Child at a Time. London: Simon & Schuster UK.