1.

KNOW YOUR LEARNERS

Teachers learn basic information about their students’ families, languages, cultures, and
educational backgrounds to engage them in class and prepare and deliver lessons more
effectively.

Some Practices for Principle 1

Teachers gain information about their learners.
Teachers collect information about their students’ linguistic and educational backgrounds to
determine correct placement for students. They also seek to learn a new student’s cultural and
geographic background as a resource for classroom learning .

Teachers embrace and leverage the resources that learners bring to the classroom to
enhance learning.
Teachers tap their learners’ prior knowledge purposefully in their teaching. They try to determine
what gifts and talents students bring to the classroom, what interests motivate them, what life
experiences they have had that are curriculum-related, and what else in their backgrounds has
influenced their personalities and beliefs.
2.CREATE CONDITIONS FOR LANGUAGE LEARNING

Teachers create a classroom culture so students feel comfortable. They make decisions regarding
the physical environment, the materials, and the social integration of students to promote
language learning.

Some Practices for Principle 2

Teachers demonstrate expectations of success for all learners.
Student achievement is affected by teacher expectations of success. Teachers must hold high
expectations and communicate them clearly to all their students—English learners and other
classmates, which will motivate them to perform at a high level.

Teachers plan instruction to enhance and support students’ motivation for language
learning.
Language learning is difficult and takes a very long time. Learners may not see the benefits of
spending time and energy in learning English if the effort does not have an early payoff or it
feels outside their own comfort zone. However, we know that motivation is an important
condition for language learning, so teachers need to engage their learners and motivate them to
work persistently at learning the new language.
3.DESIGN HIGH-QUALITY LESSONS FOR LANGUAGE DEVELOPMENT

Teachers plan meaningful lessons that promote language learning and help students develop
learning strategies and critical thinking skills. These lessons evolve from the learning objectives.

Some Practices for Principle 3

Teachers use comprehensible input to convey information to students.

Comprehensible input is of primary importance for progress in the target language. Whether oral
or written, comprehensible input helps English learners understand the meaning of the
communication. Teachers scaffold the language input in multiple ways to aid learner perception
and promote understanding.
4,ADAPT LESSON DELIVERY AS NEEDED

Teachers continually assess as they teach—observing and reflecting on learners’ responses to

determine whether the students are reaching the learning objectives. If students struggle or are
not challenged enough, teachers consider the possible reasons and adjust their lessons.

Some Practices for Principle 4

Teachers check student comprehension frequently and adjust instruction according to
learner responses.
To teach effectively, teachers need to evaluate what students know and what they do not know,
in real time. We do not want to wait until the end of a lesson or the end of a unit to discover that
our students have misunderstood a key concept or have incorrectly learned critical vocabulary.

Classroom Example: Teachers check comprehension with group response techniques.

Teachers can use quick comprehension checks during a lesson to gauge how the class is doing.
Some group response activities include

 Thumbs Up/Thumbs Down

 Response Boards (all students respond individually on a dry-erase board or sheet of paper
and show the teacher)
 3-2-1 for Self-Assessment, and
 Technology options (websites and apps) using handheld devices or tablets.

Classroom Example: Teachers adapt the task to learner proficiency levels.

Teachers may

 regroup students to provide support with English-speaking or bilingual peers

 offer a home language summary to be read before reading a text in English
 reformat study guides and notes handouts so students can illustrate a concept or define it
in the home language
 adjust the product of a learning task so students can exhibit their knowledge through
projects, group tasks, demonstrations, and other means
 provide alternatives to paper-and-pencil or computer assessments, such as portfolios and
reports.
5.MONITOR AND ASSESS STUDENT LANGUAGE DEVELOPMENT

Language learners learn at different rates, so teachers regularly monitor and assess their language
development in order to advance their learning efficiently. Teachers also gather data to measure
student language growth.

Some Practices for Principle 5

Teachers monitor student errors.
By interacting frequently with our students, we can acquire a great deal of information about
their progress. Some teachers record the results of their interactions (e.g., correct and incorrect
uses of English) in an anecdotal way, use a check list, or change student grouping patterns and/or
partners, depending on their newly developing proficiency.

Classroom Example: Teachers reteach when errors indicate that students misunderstood
or learned the material incorrectly.
When errors are not part of the language development process, teachers plan for reteaching or
additional practice. They may present a mini-lesson on the topic for the whole class or work with
a small group of learners who need the support.

Teachers provide ongoing effective feedback strategically.

To be constructive, a teacher’s feedback in response to a learner’s error is delivered strategically
and in a timely manner but it must also suit the age and language development level of the
student. The feedback can be positive or corrective. It is important that the feedback be specific
and related to what learners are doing well in addition to what they can improve.

Classroom Example: Teachers deliver feedback in a timely manner.

Students may be more able to use feedback if it is not delayed. Timeliness is more important
with oral feedback than with written feedback. Private feedback is appreciated by all students, no
matter their age.
6.ENGAGE AND COLLABORATE WITHIN A COMMUNITY OF PRACTICE

Teachers collaborate with others in the profession to provide the best support for their learners
with respect to programming, instruction, and advocacy. They also continue their own
professional learning.

Some Practices for Principle 6

Teachers collaborate with one another.
Exemplary teachers collaborate with others in the profession to provide the best possible support
for their learners. They meet with colleagues to co-plan and share their expertise about second
language acquisition as well as instructional techniques appropriate for students at different
levels of proficiency.

Example: Teachers meet with colleagues regularly to co-plan for future learning.
ESL/ELD teachers need to become co-planners to ensure their students’ success in developing
English language and content proficiency. These planning opportunities permit ESL/ELD
teachers to become aware of the extent of the content learning required for students. They also
allow ESL/ELD teachers to share information about students’ language proficiency with content
teachers. The school administrators can help by making certain that scheduling allows teachers to
collaborate with colleagues for planning.

Teachers are fully engaged in their profession.

Teachers participate in continuous learning and ongoing professional development and they also
reflect critically on their own classroom practices. They develop leadership skills so they can be
a resource in their school and get involved in designing programs and developing curricula.

Example: Become more engaged in your profession.

 Participate in continuous learning and ongoing professional development (check

out TESOL’s professional development opportunities)
 Join a professional English teaching organization like TESOL International Association
 Attend local and global conferences, like the annual TESOL International Convention &
English Language Expo
 Participate in online discussions (join the myTESOL Lounge, a free online community)
 Develop leadership skills (check out TESOL’s leadership programs) so you can be a
resource at school and offer professional development workshops or act as a peer coach
to a colleague.
Deefinition Learners and teachers

Learners is a person who is trying to gain knowledge or skill in something by studying,

practicing, or being taught

Teacher is A person who teaches, especially one employed in a school.

Pertama-tama, para guru adalah mereka yang mengatur nada untuk lingkungan belajar yang
hebat. Namun, banyak tergantung pada cara peserta didik menghadapi pelajaran dan
pembelajaran keseluruhan.

Untuk memulainya, pelajar harus serius mempertimbangkan bahwa belajar adalah komitmen
yang besar. Sebagian besar waktu, itu membutuhkan kerja keras agar itu menjadi prosedur yang
sukses. Membangun pengetahuan harus berkelanjutan; yaitu, peserta didik harus belajar secara
konsisten agar tidak memiliki celah, karena itu mereka akan memiliki masalah serius dalam
pembelajaran mereka. Belajar adalah seperti sebuah rantai, dan setiap pelajaran dan waktu
belajar adalah tautan dalam rantai itu. Jika peserta didik gagal belajar atau melewatkan pelajaran
tanpa menebusnya, maka mereka secara otomatis memutus rantai pembelajaran dan
pembelajaran mereka terganggu. Untuk alasan itu, guru ada di sana untuk mengingatkan peserta
didik bahwa mereka berdua harus tetap pada jadwal dan bahwa ketika sebuah pelajaran
dilewatkan, itu pasti akan dibuat untuk.

Kedua, peserta didik harus memahami pelajar macam apa mereka: apakah mereka visual, aural,
kinestetik? Ini bisa didorong oleh para guru. Tidak semua orang belajar dengan cara yang sama.
(Sayangnya, saya telah mendengar guru berkata, “Oh, mengapa siswa itu terus-menerus berbisik
ketika dia membaca?” - Yah, mungkin dia suka mendengar dirinya sendiri dan mengasimilasi
teks dengan lebih baik, seseorang mungkin berkata? Atau: “Jangan melihat papan, semua orang
menuliskannya! ”- Nah, bagaimana jika para siswa visual dan dapat mengatasinya dengan baik?)
Penting bagi mereka untuk memutuskan pelajar seperti apa mereka, karena ini akan sangat
membantu mereka.

Belajar akan menjadi lebih mudah dan alami, lebih menyenangkan bagi mereka. Plus, mereka
akan sangat membantu guru mereka, karena yang terakhir akan dapat menyesuaikan pelajaran
mereka dengan kebutuhan dan sifat khusus peserta didik mereka. Misalnya, pada usia muda saya
menyadari bahwa saya dapat belajar lebih baik ketika mendengar sesuatu ketika para guru
berbicara dalam pelajaran harian saya di sekolah. Saya kemudian mengambil keuntungan dari
gaya belajar pribadi saya dan menikmati asimilasi melalui mendengarkan guru saya berbicara,
dari kaset dan televisi (di sini dikombinasikan dengan gambar), atau dari radio, apa pun
pelajarannya. Hingga sekarang, gaya belajar aural saya telah membantu saya dalam pengajaran
saya juga, karena alasan saya memperkaya pengetahuan saya dengan menghadiri seminar dan
konferensi, di mana Anda dapat mendengar sejumlah pembicara. Jadi, setiap orang harus melihat
ke dalam diri mereka sendiri dan menemukan tipe pembelajar seperti apa mereka; itu akan sangat
membantu dalam mempromosikan pembelajaran. Karakteristik pelajar yang baik adalah
konsentrasi, baik di kelas maupun di tempat belajar. Pelajar yang baik memperhatikan guru saat
menyampaikan pelajaran dan juga kepada teman-teman sekelasnya, ketika mereka mengajukan
pertanyaan tentang pelajaran tersebut atau menjawab pertanyaan guru. (Tentu saja, guru harus
antusias dan membuat pelajaran semenarik mungkin sehingga siswa menjadi terlibat juga.)
Sangat konstruktif untuk memperhatikan ketika teman sekelas memiliki pertanyaan, karena
misalnya itu mungkin sesuatu yang tidak dapat mereka pahami. Guru perlu mendorong dan
mengingatkan ini dan mencoba melibatkan sejumlah siswa ketika seseorang mengajukan
pertanyaan. Ini adalah kesempatan yang sangat baik bagi orang lain di kelas untuk mempelajari
sesuatu yang baru, sesuatu yang mungkin belum mereka pikirkan atau pikirkan, atau mereka
bahkan dapat menjawab pertanyaan itu sendiri, jika tentu saja mereka dapat menjelaskan poin
yang tidak dapat dipahami dalam pertanyaan.

Selain itu, harus ada konsentrasi di tempat studi juga. Pelajar harus memilih untuk belajar di
lingkungan yang nyaman dan hangat, jika mungkin jauh dari gangguan seperti telepon, komputer
atau televisi. Di atas segalanya, belajar harus dilakukan pada waktu yang tepat untuk peserta
didik: mereka harus bertanya pada diri sendiri apa waktu terbaik bagi mereka untuk belajar dan
mempertahankannya sebagai waktu belajar permanen. Oleh karena itu, peserta didik harus
membuat jadwal belajar yang baik dan menggabungkannya dengan kegiatan atau pekerjaan
sehari-hari lainnya, jika mereka profesional. Memiliki jadwal sangat membantu proses belajar,
karena itu membantu mempertahankan organisasi. Terakhir, tetapi sama pentingnya dengan
semua faktor yang disebutkan di atas, peserta didik harus siap untuk belajar dengan giat. Sangat
bermanfaat untuk mempelajari tidak hanya pekerjaan yang diberikan oleh guru, tetapi juga untuk
mengakses bibliografi tambahan untuk membaca secara luas tentang mata pelajaran yang
diberikan dan terlebih lagi untuk mendaur ulang dan sekaligus memahami semua komponen
pelajaran yang disampaikan oleh guru. Mungkin kadang-kadang melelahkan, karena ini adalah
pekerjaan tambahan, tetapi manfaatnya banyak.

Semua elemen digabungkan, pelajar adalah orang yang bertanggung jawab atas kemajuan
mereka dalam pembelajaran dan harus terorganisir, perhatian dan harus siap untuk belajar,
sehingga menjadi sukses dalam pekerjaan yang telah mereka lakukan. Agar mereka mencapai
ini.