2018-2 성적우수자 수기

일반TESOL

최예지 선생님

Reflection on HUFS TESOL Program

                  Working full-time, I did not find committing to an intense four-month TESOL course to be easy. Although neither my background nor my work experience is in education/English teaching, my main goal to apply for the program was to learn how to teach well. Despite all of the setbacks, I took the challenge to apply and actively participate in each class of the program, and found the course to be very rewarding for the following reasons.

                  My greatest fear when applying for the program was my lack (or absence) of teaching experience or knowledge on education but this anxiety overturned. I had expected most of my classmates to be active English teachers. However, from the first day of class, through multiple ice-breakers, I learned that many of my classmates too were new to this field (this differs from each class). My fear washed away as professors reinforced that it was alright not to know much as long as we were ready to learn. The strong support system of the faculty became my biggest asset throughout the program. Each had their own personality and style, but every one of them prioritized equipping us, students, to become better language teachers. Each professor freely shared their teaching experience with details that both encouraged us and widened our perspective in the teaching field. They were generous in feeding us with their personal teaching resources and tips. I quickly began to build confidence in teaching as their stories began to build up.

                  Another area of the course that was beneficial to me was the class rapport. Our class was a mix of experienced English teachers and inexperienced teachers (such as myself). Some had lived abroad and some found studying in English to be challenging. This variety of background, work experience, and level added a valuable dynamic to our class and allowed our class to be more complete and priceless. Classmates were willing to share their personal experiences and struggles which allowed us to fill in each other’s gaps and leverage off of each other’s strengths. During the four months, we faced a fluctuating timeline – some busier weeks and other more relaxed weeks – but throughout our time together, we actively cheered each other on and were truly supporting one another. The relationships that were formed were cherished and I am grateful to my classmates for the tough yet fun experience we were able to share together.

                  Lastly (although I can name a couple more), the application element of the program was critical in stepping up to become teachers. Micro-teaching and practicum were mandatory phases in order to complete the program. Professors prepared us through lesson planning, incorporating the theoretical and practical tools we had learned throughout the weeks and providing detailed feedback before we stood in front of class to teach. It was quite obvious that the application of what we had gathered and learned strongly benefitted us because each student’s teaching improved significantly week by week, from micro-teaching to practicum. Even small points such as how to give clearer instructions or how to correct error became helpful learning experiences through the teaching experience.

                  Overall, although the four month course at HUFS may seem challenging to some like I had been, I strongly recommend this program to anyone interested in becoming a prepared language teacher. Even with zero-base experience, the incredible support of the faculty, classmates, and the opportunity to try teaching and receive comprehensive feedback truly equips one to teach with excellence. I look back today and appreciate all that I have gained through the TESOL program at HUFS. No regrets!