Bryce's TEFL Experience

Module 9: Rewards: Studies have shown there are two different motives for accomplishing a task. First is an intrinsic motive, and secondly an extrinsic motive. People will feel intrinsically motivated to finish a task when it gives a source of satisfaction, pleasure, or personal success to accomplish it. In short, they motivate themselves to succeed. On the other hand, when someone has a extrinsic motive means there is something that they will gain in return for their successful efforts. The book gives the example of given a movie ticket or some sort of material prize. Researchers have acknowledged both can lead to successful outcomes, however, the behaviors shown by people who become intrinsically motivated to learn something like language often feel higher affirmation and self-determination about their progress. This is because they are rewarding themselves with internally, rather than externally. This is not to say exterior rewards are not powerful though. The book shows there m...

Module 8: Interaction in the classroom happens when the teacher engages with the student to do meaningful tasks which reflect (in some way or another) everyday communicative life. The book gives the example of the highschool students making a circle with the desks this breaks there normative state of learning. Afterwards, the teacher begins a discussion like practice that is designed to tap into the students own lives, interests, and participation. Promoting interaction as a teacher comes when the teacher recognizes the value of interpersonal communication, therefore, it requires special attention in the classroom to create, such as; putting the desks into a circle, asking students about their day and having them rinse and repeat that dialogue with their classmates, putting together an activity which asks students to move around and interact with their environment, bring props or games into class for the students to interact, and etc. In my experience, my language teachers have often...

Teacher-controlled techniques are more effective in situations which want to optimize student participation, such as university and curricular settings. Not every student feels comfortable in class, nor do they always have the confidence to speak their newly developing language. Nor does every person who is taking the course intend on pursuing the language beyond their requirements. In these situations, a teacher centered lesson can have more positive results when it provides a context and a space for students to develop specific language skills. For instance, warm-up settings, dialogues, drills, translations, and dictations can be effective motivators for internalizing cognitive language structures, and rules. As the book writes, mechanical and teacher-centered procedures are falling out of fashion as effective learning environments, but I do believe they contribute to the foundational "brick laying" of L2 acquisition. On the other hand, student-orientated or open-ended tec...

I think this long question can be summed up pretty easily in regards to the difference between immigrants and students abroad when learning English. In short, a student studying abroad at a University for an extended period of time will have a greater advantage over an immigrant learning English through immersion alone. Simply put, the student abroad comes equipped with not only the resources involved for learning English, but also, the student likely has predetermined goals set by their institution which act as motivators for the student to reach certain levels of proficiency. To study in the US is a qualifier of competency, since students who come to study in the US are likely distinguished individuals from their home university. On the other hand, immigrants (lets use immigrants from Mexico, for example) arrive with limited resources for quick learning (such as: english speaking friends, ESL programs, or any L2 background). Most immigrants will rely on immersion techniques, or onli...

Module 5: It is truly interesting reading how this book breaks-down how language classes from beginner to advanced should essentially operate. Especially as I reflect back on my own language learning experience, which on paper reached the "advanced" level of learning. After reading the chapter, under the advanced section the book writes, "we will focus here on what the ACTFL Guidelines describe as 'advanced,' what CEFR labels a B2 or 'independent' user, and what IELTS class 'competent' to 'good' user (levels 6-7)." Some decoding of acronyms later and their corresponding scales, it seems to be the case that any "advanced" student has reached a level of high competency and personalized independence within the language. At this level the book reveals that students usually takes charge of their learning experience and only needs nudges as well as organization from their teachers. IELTS defines advanced (between 6-7) as learner...

Module 4: After listening to that NPR article gave me some kundalini shivers up my spine. It's funny, as I reflect back on my early teachers I can safely say all of them have become a mixture of memories woven into my experience as a "grade schooler." Meaning, I would be hard pressed to provide any information about their personalities or the influence they might have had on me. In my defense, my family was on the move constantly so I never fully received the hometown school feel, until around middle school. Therefore, as I sat and imagined what it would be like to be in Mr. Esquith's class receiving lessons on the true art of English had reminded me of the impact a teacher can have on their students during those early stages of schooling. An impact which in the long run has the potential to direct one's ambitions and motivate their successes. The readings speak about Agency as being a manifestation of human intention which informs one's course of action a...

Module 3: In my four years (or so) of learning Chinese as a foreign language I have had a number of different teachers, some good, and some bad, however during this time I had one particular teacher who I learned from almost exclusively. That was my Chinese professor at the University. Sometimes it is hard to be critical, since she taught me nearly everything I know, and was always there for consultation and help whenever needed. Which was one of her greatest qualities as a teacher. However, her teaching methodology (I felt) was old fashioned and linear too a point of absolute frustration. Weekly assignments were streamlined, and the cadence of the class was predictable. At this point, I do not know the exact terminology for her methodology, however, it is a pretty standard practice in places such as China. Interestingly enough she had not lived in China for well over thirty-years, yet had still retained those "traditional" methods in her practice. For instance, I attended ...

In an attempt to think of the greatest teachers I've had in school has caused a debate in my head about what constitutes a great learning experience. For instance, using my Anthropology degree there were four teachers who made a great impact on me, but for all different reasons and approaches to their pedagogy. One professor showed great passion in his delivery, and as you sat and listened, you could feel like you were transported somewhere else for one hour. His class felt refreshing, in the sense that I know I had learned something new, while sometimes not knowing what exactly it was. Two other professors I had taught with their emotions and with direct experiences from their own fieldwork. They were most concerned with bringing the students into an "enlightenment" of what is; sometimes those were hard truths, and others times they were simply new perspectives on pre-existing ideas. Lastly, I had a teacher who I would call the technician when it comes to teaching. He wa...

As someone who is interested in teaching English in China this video made quite an impression on me after hearing the audio files of Chinese students crying out their English dreams. That desire, and outright need to learn a language I was simply born speaking is a pretty humbling idea. English Mania became increasingly apparent the more I got involved within the international communities. It had occurred to me that nobody was ever ‘truly’ impressed (including myself and other native speaker of english) that an international student had the ability to communicate fluently in English with us. Since it has been taken for granted that anyone who would travel to the US, must already know our language. While on the other hand, as an American, speaking somebody else’s native tongue will immediately cause reactions of excitement and happiness for the patronage towards their language. But why? English, like any other language, is simply a communication tool, and like any other langua...

To all, My name is Bryce, I recently graduated at the University of Arkansas with a Bachelor's of Arts in Anthropology and Asian Studies, as well with a minor in spoken Chinese. My vision while teaching abroad is to not only broaden my own horizons and depth of experience, but also inspire both myself and my students through the everyday use of language. One of my main goals while abroad in China is to improve my own language skills, and I believe the best way to accomplish this is to begin to share and understand your own native tongue. I have been wanting to travel to China and live there for a long time now, and recently I was accepted for a teaching position in the beautiful city of Hangzhou. My employment will be for one year, however it could easily go longer, and I will be working with primary school students who are just beginning there journey with the English language. Beyond China, I would also like to teach in places such as Thailand, Vietnam, Kazakstan, and some ot...