Reflection #5

I can't believe the semester is already over. Looking back, I've really benefited from this class and feel that all teachers should take this course; even if they are not planning to teach an L2. Over the last two class periods, everyone had been sharing their activities/ lesson plans. This aspect of the class has really solidified everything we're learned into one tangible unit for me. Getting to see real life examples, implementing techniques we have learned in LLT, really helped me connect this class to my future. A few of my favorite activities were: the months of the year song/ activity, the To Kill a Mockingbird activity, and the weather meter activity.

Each activity was different in its own way, had a different target population, and taught a variety of different subjects, but still focused on SIOP methods and other ESL teaching techniques. It was great to see so many different ways this class can be implemented into an actual classroom setting. In the future I want to use some of these other activities in my classroom. I want to teach in an elementary/ middle school special education classroom; where students will need additional help learning English, even if it is their L1. Using hands on art activities (like the weather meter activity) would really help students with special needs. The songs from the “months of the year” song would also be a great way to teach my students the months of the year; in a novel way! The “To Kill a Mockingbird” activity would be good to build off of and adapt for students with disabilities. Content and language should come first when teaching a lesson; which was explicitly incorporated into all of the example activities.

Next class period, I’m going to write down the class’s sample activities, so I can use them as a future reference. 

Blog #5

I think this class so far has been helping me to decide a lot of things. The first is that I am excited to teach in general, but I'm still in a flurry of deciding where.
I've always said I will take a job wherever I would get one. Now I think, through this class and another TE class this semester, I've started to decide where I really want to be.
When I was in China, we toured an international school. The children were all parents of one or more American passport holder, but they were still extremely diverse. And last week, in my class, we interviewed a woman who teaches in the UAE in an international school.
I am fascinated with the idea of being surrounded in a culture very different from my own, but still having the comfort of a mostly American school. I've always wanted to teach in a different country, but I don't think I have ever wanted to teach in a school that was run by that country. I will be looking into these schools and hopefully begin looking at the pros and cons of different countries since 'where' is still up for debate.

ESL Reflection #5

            I really enjoyed Betsy Lavolette’s technology workshop last Tuesday.  My personal favorite was the Jeopardy game.  The website was very user-friendly and I can definitely see myself using it in the future.  I think having technology in the classroom, as well as being knowledgeable about technology your self, is very important.  Our technology workshop made me think about a class (CEP 416) I took this past summer.  CEP 416 is a class dedicated to learning about technology in the classroom.  At first, I was very intimidated by the class.  When I found out that we had to make our own websites, and explore new technologies, I was a little nervous.  I had never made a website before and I had no idea where to begin! Although I own many gadgets- iPhone, iPod, Kindle, MacBook Pro, etc. it seems like I am never quite up to date on all the possibilities these tools have to offer.  Basically, I am not the most tech-savvy person. 

During CEP 416, we were asked to make two websites.  For the first website, we were asked to create an “About Me” website.  For example, mine had a brief summary of myself that included my family, friends, pets, and hobbies.  I also posted my teaching philosophy, my resume, and a lesson I created that involved technology.  For the second website we were asked to design a website for your future classroom.  My website included a place for parents and/or students to contact me, a homework page where the assignments were posted, a drop box, classroom polls, jokes, class votes, games, a student showcase of artwork and an arts and crafts section where students could find craft ideas to do at home or in the classroom.  I created both of these websites from a site called Weebly.  Weebly was extremely helpful and is why I was able to contribute so many items to my websites.  The CEP 416 instructor gave very detailed directions and sometimes even uploaded videos of him doing the tasks himself.  He also provided examples from past students and always made sure to give us a lot of feedback.  If this class was done any other way, I do not think I would have gotten near as much out of it.  I think I would have still been intimidated by the assignments and my work would have reflected that.

With that being said, I think if you do incorporate technology into your classroom (which you should!) it should be in a way that students feel comfortable with.  Students should know your classroom is an environment where asking questions are encouraged, and aware that they made be learning from something they may have never seen/used before.  Like me, other students may be intimidated by technology at first, but if you give them explicit directions and walk through the steps, technology can be very beneficial and easy to work with.

 I also believe that exposing children to technology at an early age will help them greatly.  By exposing technology to your students in the classroom (in elementary grades) they will be more comfortable with technology, something that is a necessity in today’s society.  I will definitely be incorporating technology into my classroom and my lesson plans, and I liked getting more ideas of tools to use from Betsy!

Response #5

In reflecting upon my ELL encounters, I have one in particular that has helped me to understand how some ELL students may feel when learning in their second language.  Last fall semester I was taking a TE course in which I had field placement two hours a week with a single student.  This student was in fourth grade and his second language was English, his first being Spanish.  When I was first introduced to the student the school told me that I may have a very difficult time getting him to speak to me.  I took this challenge and decided to try and understand why he may be so quiet. The school was right as this young boy was very hesitant to communicate with me, but I showed him that I was there to help him and that I wanted to be somewhat like a friend figure to him while we would be working together throughout the semester.  As sessions went on and we progressed through the semester he was opening up to me more and more.  He had told me that he was new to school that year and that this school was much different from the school he used to go to, for the school he was currently did not have any other Hispanic students beside him in the classroom, whereas his last school had several.  His English proficiency was very good, as he was able to hold an entire conversation with me with little or no errors present.  Reading however, was more of a challenge for him and that is what I was helping him with.  I could tell that he felt embarrassed because he could not read as well as his other peers, but I would often times remind him that it is difficult to read in a language that is not your first language.  Around the holidays I would ask him about what him and his family would do and how they would celebrate and he was hesitant to answer and he finally told me that they did things differently then American families did, and I expressed how great I thought that was, but he expressed how he was different from all of the other students and seemed a bit ashamed by this as if he was embarrassed.  He also told me that he did not like to read aloud in the classroom because he didn't like to make mistakes in front of his peers.  As I evaluated this student throughout the semester I realized on how hard it would be to be expressive about something such as language, traditions, and heritages when they differ from your peers and they do not quite understand them.  With this being said I am going to make sure that when I become a teacher I will explain cultural differences and how important and unique they are so that all of my students will feel excepted and be proud of their cultural background.

ESL Teacher Reflection #5

Even though I wasn’t able to attend the technology workshop with Betsy Lavolette, I did have some time to look at the websites on the handout that she provided.  I thought some of her technologies were really interesting and something that could be incorporated into a regular or ESL classroom to help students learn and get them more engaged.  I really love the idea of integrating technology into all classrooms, and I think that it provides so many learning opportunities that can strengthen any lesson.  Right now, I am taking an online class that is helping me develop an online classroom website, while also getting me to explore and analyze several different technologies available for the classroom, whether they be products or online programs.  I have learned a LOT about technology and ever since the beginning of the semester, my interest in educational technology has been growing.

Just recently in my placement in a kindergarten class, I saw that my mentor teacher was using a website called Starfall.  The students were playing with it during one of their literacy center rotations and I was very interested in it.  The site includes a ton of literacy resources for learning letters, letter sounds, and words, and also is a great way to practice reading.  It is very interactive and one of the activities has the students click on letters to hear their sounds, and then sort capital and lowercase letters.  Other activities deal with reading certain words or certain sound-letter combinations.  There are also a lot of great print outs for teachers so that students can practice writing and spelling letters and words.  The site also has some fun games for students to practice certain grammar aspects like adjectives and action verbs.  The website also includes a new kindergarten curriculum that teachers can look through and get ideas for how to structure their teaching throughout the year.  There are tons and tons of fun things to do on this website and I think all students would enjoy it.  Just by watching a few of the students in my placement I could tell that they were very excited about it and couldn’t wait until it was their turn to play.

I think websites like this would be perfect for ELL students because they can go at their own pace through things and could even practice literacy concepts at home.  It is a good resource for students who may be struggling or are behind, or even learning English as a second language and this is a less distracting way to let them do an activity that is different than what the rest of the class is doing.  Websites like this are also great to use if you have a Smartboard in the classroom and then you could teach lessons to the whole class while allowing students to interact and take part in the clicking and moving of items.  Overall, I think using technology in the classroom provides a much wider range of activities that will help get students engaged and keep them interested so they are learning as much as possible.  Not only is it fun for the students, but also fun for the teacher as well!

LLT Reflection

I’ve been envisioning lately what type of school setting I would like to work in when I graduate.  I hear from a lot of people that going to Japan or an Asian country would be a good idea because there is a large demand for English teachers and the pay is reasonable.  I’ve also heard of options within America, where you teach in an area that is heavily populated with international students that do not know how to speak English well.  I think initially I would love to go overseas and teach because of the wide range of opportunities and to experience a new culture.  I wouldn’t really mind where I went, but I would love to go somewhere in Europe.  I would even travel to Africa if an opportunity arose.  

I do, however, have some apprehension about teaching English as a second language.  First off, what if I’m a bad teacher?  What if I know all the material back to front but am lousy at conveying the points to the students?  We have all had bad language teachers, but we’ve also all had good ones.  I think it will be important, once I’m in the teaching field, to look back on the teachers that I had and reflect on what teaching strategies worked best and worst in the classroom.  I am also apprehensive about cultural differences.  Moving to Japan to teach English would be a much greater culture shock than moving to England or somewhere else in the United States.  Not only would I be adjusting to teaching for the first time, but I would be adjusting to a whole new way of life.  That would be super cool, but also scary.  Along with cultural differences come differences in the classroom.  My cousin teaches English in Bahrain and she finds that men do not respect her as a teacher because they do not respect women in that position in their culture.  How do you deal with these cultural differences while trying to exceed at your job as well?  I think it would be an interesting, but intellectual challenge that I’m excited to experience. 

Post #5

This week, I decided to reflect back on my Spanish as a foreign language education. I began to think about the things that my teachers did that worked really well for me in developing a skill, as well as methods that did not work.
In my first year of Spanish, I had a teacher that often had us translate simple texts containing the days key vocabulary into English. Before we translated the story, we read the story out loud as a class. By having us translate texts into English, I was able to develop strategies of using context clues in order to figure out other words in a sentence that I did not know. It also helped me to retain the new vocabulary because I was able to hear it spoken out loud and read it on paper, and by translating the vocabulary, it further ingrained it into my memory.
I also had a teacher who taught us vocabulary by playing the "fly-swatter game". She would say one of our vocabulary words out loud and the students would try to be the first to swat the corresponding picture with the fly swatter. This helped us to retain vocabulary because we were having fun while reviewing key concepts.
In my phonetics and pronunciation class, throughout the semester, our professor had us complete an ongoing assignment where we recorded ourselves saying certain spanish words and phrases. We would then review our recordings and find our mistakes in pronunciation and say why it was incorrect. This was extremely helpful because it helped me to become cognizant of my pronunciation and the specific sound that each letter makes and how it is made.

On the other hand, I also had some experiences that did not work well for me. I had a teacher who taught mostly through worksheets. We would complete a worksheet individually and then go over the answers as a class. There was not much discussion or other chance to practice using the language, and the lessons were redundant and sometimes difficult to understand because the teacher offered little guidance.
I also had a teacher who taught directly from the book. Everyday, she scanned pages from the book and projected them onto the screen and read directly off of the page. She did not offer us any additional insight or means of understanding, so I found that my ability to learn to best capability was hindered.
I think that the main issue that these two teachers had was a lack of variety. They did not teach for a multitude of learning styles and did not make the lesson relatable in any way. Had they incorporated these things sometimes but used additional techniques as well, I may have been able to gain more from their classes.

Speaking Connections

The recent class discussions on L2 speaking and instruction have led me to see the strong connections between older children learning to speak in an L2 and the young students I work with everyday learning how to speak in their L1. I work at the MSU CDL on Grand River in the 24-33 month classroom. Some of my students are very advanced in their language skills (two of which have both an L1 and and L2) but some of them are not advancing with the rest of the class. In listening to the lectures and discussions last week about speaking, I have notices that these students who are proving to be slower to acquire language skills resemble the students we are talking about in this class - those learning an L2. Both the example students presented in class and the students I work with everyday are encountering the same problems. I notice my students struggling to pronounce words and sometimes getting upset and frustrated when myself and the other teachers cannot fully understand them. In my experience, it has always proven true that the way in which we (as role models) are pronouncing words is critical. These students (as well as ESL students) are looking to us for proper pronunciation and will begin to mimic - thus it is important for us as teachers to be sure to correctly pronounce vocabulary and enunciation when speaking. Once again, this class has proven to correlate with my teaching context.

Teacher Reflection #5 by Changchang Yao

  Recently I keep thinking one question, which is whether it is a good thing to go abroad.
  I was born in another country, and I am going to find a job as a teacher in this country. I have been here for 4 years plus, but still not fully fit in the environment. Sometimes I just feel the emptiness and loneliness inside of my heart, especially when holidays. Not only American holidays, but also Chinese holidays. Honestly, I do not have both holidays since there are no family here, in this country. Being in another country is never as easy as a decision to make, it means changes your whole life. So when I hear our classmate who wants to go to Asia and teach English, I really wanted to tell her that how tough it could be. It is always good to think over what you really want, and make the big decision.
  I always believe that experience more can increase the width of life, since we can not decide how long we could live. This is how I comfort myself when I doubt my decision. So, what do you think?

Reflection #5 - Kevin Bartz

As I look back upon last class's lesson on technology in the classroom, I cannot help but think about how many resources are available for teachers and students alike.  It is easier than ever to research a lecture topic, create a neat looking worksheet for class, or communicate with another person for help.  Virtually every aspect of teaching and studies have been touched in one way or another by technology, most likely for the better.  However, I do not think that technology can replace the invaluable benefit that is provided by face-to-face contact.  From my experience, online classes distance the students from the material.  Furthermore, it is harder to pay attention and memorize lecture material when watching a computer screen, as opposed to when actually sitting in a classroom with other human beings.  Technology can be helpful, and can add color, but the key is to avoid overly substituting some common-sense teaching practices.  For one, kids should be in a classroom with a teacher.  That is something that I feel very passionate about.  Although certain cases exist in which classes can be taught effectively online (basic mathematics classes and other commonly required college courses), my overall belief is that nothing can replace the value of a real classroom with real people.  The idea is the same for teaching.  I hate it when teachers rely heavily on PowerPoint presentations, email, and other technologies when administering their classroom.  If you have an update, say it in class AND email it so people don't forget.  If you're teaching a lecture on new material, use the slide show as a reference, not as The Alamo (figuratively speaking, of course).  It is easy for students to become lost in the cold, sterile environment that technology tends to create.  These are all things that I hope to remember if and when I become a teacher.  It is a shame that not every professor I have had is aware of this, but one can only hope that they get the message sooner rather than later.  The key to all of this is balanced diet.  The right mix of emails, slide shows, online resources, and videos will make the physical experience of class all the more rewarding.  It is a blessing that nowadays, students and teachers can take class home with them.  It is also a curse.  In high school, I would have loathed the idea of having to check an email account every single day.  The same is true for the middle school and elementary school version of me.  Teachers need to be sure to keep track of what they are expecting of students, and how much they are providing their students.  The last thing any instructor wants is for their class to feel drowned in material and resources.  Only during college did I become accustomed to the responsibilities of work in the modern digital era.  Being plugged in 24/7 is something that, in my opinion, should wait until that part of student's lives.

LLT 307 Reflection for 11/27

   Unfortunately, I was not able to attend the technology workshop last Tuesday. However, I was able to look over some of the links in the presentation to get a better idea of what I missed. The Quizbreak! Jeopardy style game really stood out to me, because I remember my 7th grade science teacher doing this with us. It was a great way to motivate us as learners because not only was the game fun, but we also got a Starburst candy for each right answer. I think having this on a SmartBoard or computer projection would only magnify the level of fun and entertainment in conjunction with learning. I also thought the Mashups were a great way of diversifying the method of assessment. I used the Vista site for my French classes here at MSU which involve different audio, fill in the blank, multiple choice type activities. I think being able to complete these different mediums of assessment leads to what we had talked about earlier in the semester about how what it truly means to "know" a language - being able to adapt your answers to each method is a good way to expand how far your knowledge of the language will stretch. The Mashups and SMILE components were similar and I think they would definitely be something I would implement in my future classroom for the academic benefit, and entertainment benefit of the students.
    Even though we did this awhile ago, I think it's important to note how interesting I found the ETS  and chart rubric activity. I have very limited ESL experience (this is my first class for TESOL) so I thought it was great to be able to see some examples of actual ESL writing. I think the ETS standards would be fine to use for lower level learners and for minor writing assignments, but the chart grading scale would definitely make more sense to use with learners that have higher proficiencies, or learners who may be doing a larger more extensive assignment.

Relating ESL content to any classroom setting

Now that this class is almost competed I have been thinking about how i can incorporate the methods we have learned into my future classroom. Although I may never teach a class full of ESL students many of the things from this class can be used even with students that speak ESL as their first language. This class has forced me to see that learning as well as teaching english is very difficult and take a long time. In a classroom even with students who speak english there will be difficulties when teaching students things such as grammar. I think a lot of the activities that are used in ESL classrooms to teach grammar can also be used in regular classrooms. For example many of the peer editing techniques not only help ESL students practice their grammar but also teach any students to be careful with the grammar they use in their writing. Also this class has shown me how to use a variety of techniques when teaching a subject because ESL students may struggle to understand. I have been seeing in my TE 401 placement that not only ESL students need to be taught in a variety of methods but every student does. These students need to be read instructions, then shown instructions on the overhead, and normally need things repeated numerous times before they fully understand or follow directions.  Even if I don't become an ESL teacher I think the teaching methods I have learned from this class will be helpful in any classroom setting.

ESL Teaching Reflection 11/27

I really enjoyed our last class session that dealt with technology. In thinking about my future teaching, I would like to incorporate technology into my classroom, as I feel it can be beneficial for all students if used in the correct manner. From taking CEP 416 over the summer, I improved my knowledge about how to effectively incorporate technology in the classroom. However, I feel that once the course was completed, I forgot how beneficial technology could be for the students and class as a whole. Our last class reminded me of the important role technology can play.

One thing I learned from CEP 416 was to not just use technology “just because.” There should be a specific goal in mind for why a specific technology is being used in the classroom. In a video I watched during the class, I was able to see how classroom instruction is changing due to technological advances in society. At one school in the Detroit area, the school completely revamped how lessons were taught, specifically regarding math in the video I viewed. With the ability for the teachers to record their lessons, the students could watch the lessons at home. During their normal math time in school, the students would then complete the homework for the lessons. Not only did this allow students to receive help from their teachers one on one while completing their homework, this flipped classroom drastically improved their test scores and graduation rates. Students could work at their own pace by watching the lectures at home, where they could rewind the video if necessary in order to understand the content being taught to them.

In thinking about how this can be applied to English language learning students, the flipped classroom can be beneficial for that type of instruction as well. By recording lectures and posting them online, ELLs are able to review the material at their own pace. While it may be more difficult depending on the proficiency levels of the students, the teacher could adjust the type of content given in the lectures to fit the needs of his or her students. I feel that this type of instruction would not only benefit ELLs, but it would also be effective for lower ability students who may struggle in class. From my own experience in my field placement, many students struggle to understand the math lessons. I feel that if they were able to review the content at home, even while completing their homework, they would better understand and grasp the math concepts. Of course, the age level of the students would also be important for the teacher to take into consideration. Because the video I saw dealt with high school students, they were familiar with technology and able to use it efficiently and easily. However, with elementary students, it may be more difficult for them to know where to go to access the videos on their own. Also, the type of community the students live in, such as their socioeconomic status, would also affect how well the flipped classroom would work. If students do not have access to computers at home, they would not be able to view the lectures unless they used the school or library computers of their community. 

Teacher Reflection 5

            I almost missed class on Tuesday before Thanksgiving break because I was going out of town, but I ended up being able to go because I thought Betsy’s presentation about using technology in the classroom was very interesting.  I learned a lot about new technology and the benefits and hope to implement it in my classroom.  I think a lot of the technology she showed us could be useful for both ESL and non-ESL students.  After class, I explored the website some more and played around with the different tools and found a lot that I could potentially use in the future.

The two tools that I thought would be most beneficial for ESL learners were the video dropboxes and scribble.  Video dropboxes would be useful in developing ELLs speaking skills because students would have to verbally express their opinions and answers.  I thought a good feature of this tool was that you could choose whether students had the opportunity to practice their video before posting.  You could use the no practice option if you wanted a general idea of where the students were at in their speaking ability.  If you were looking more for accurateness of the student’s answer, you would give them several attempts to practice before posting the video.  I thought the scribble tool would be particularly useful for ESL students who speak languages like Chinese and Arabic, where they have different characters than the English language.  With this tool students would have not only a picture of the characters, but also a visual of you hand drawing the character.  You can alter the speed at which the characters are drawn and use a grid as a template.  Teachers can post this on their class page so students can access this from home, which will be useful when they do their assignments. 

Another tool from the CLEAR website that I thought was cool, was QuizBreak!  This tool would be useful in either an ESL or non-ESL classroom and I definitely plan to use something like this in the future.  I have had many teachers who play Jeopardy in class, but go through the hassle of making the Jeopardy board through PowerPoint.  This tool is a competitive, fun way for students to review material and is easy for teachers to use, even the non-tech savvy.

ESL Teacher Reflection #5

I am really happy I was able to attend class on the Tuesday before Thanksgiving break because I think the guest speaker was really interesting.  Her presentation helped open my eyes to the benefits of using technology in the classroom.  Growing up I was very exposed to technology, so I guess you could say I am pretty experience.  Due to my background, I think it is only necessary that I use the perks of technology in my future classroom in order to teach my students.  After all, kids nowadays are introduced to iPads and other technology as babies, so their understanding of technology may even be better than mine!  The programs that we used during lecture seemed to be very useful, and much different then the typical worksheets, tests, and papers. 

            Technology is a huge part of our world today, so I think it is important that technology is used in the classroom.  No matter what, students will eventually need to learn how to use it in everyday life, so starting at a young age will help students get ahead in the learning process so they can becomes more advanced as quickly as possible.  Technology is always developing and changing, so keeping students up to date on the new gadgets is a great way to gain attention and familiarize them with these tools.  Young kids are already exposed to technology earlier then kids my age were, so they have a step ahead right from the bat, but some students do not have the opportunity to expose themselves to technology for social or economic matter.  Therefore, the classroom is a great way to make sure that every student is working with technology and developing their understanding and skills.

            Using technology in the classroom can be very fun and entertaining for the students!  School tends to be really repetitive when it comes to learning and lesson and then being tested on the material.  Often times there are worksheets to do, papers to write, and reading from textbooks.  Changing up the teaching approach by incorporating technology could make the learning feel less like work and more fun!  I know that when I was a student, I loved it when we watched movies in class or got to make fun videos or podcasts for projects.  When I was in high school, my school purchased some smart boards for the math classrooms and later purchased them for all the classrooms.  The smart boards were such a cool form of technology, and every time our teachers allowed us to write on the boards, every student was so happy!  Writing on the smart boards was an incentive to do work.  they had so many cool features and enhanced the classroom environment.  I just think that technology is a great way to make learning fun, more versatile, and different!  Working with technology gives kids and incentive to do work.  I will certainly include technology in my classroom!

Tutoring ESL - Reflection #5

Before starting my freshman year at Michigan State I applied and was accepted into the Global Educators Cohort. As a member of this cohort I was placed in special courses that focused on globalization in the classroom and given field placements working with kids in multicultural education settings. One of these field placements was at Eastern High School in Lansing, MI tutoring immigrant students. The Refugee Development Center, which is also located in Lansing, provides an after school program to the immigrant students that attend Eastern High School in order to make their transition to the United States as smooth as possible.

The student’s that attend the after school program varied in ethnicities and had a variety of first languages. A large majority of students that I worked with were Somali, however there were students from places such as China and Mexico. Every week I would spend a couple hours a week working with the students on their homework that they were assigned in their classes. Week after week I found myself struggling with the same problems. The students were so behind in their classes that they didn’t have any desire to do their work and catch up. Each week I would ask the students to get their homework out and they would claim they had none to do. It wasn’t until the students warmed up to me that admitted to having homework but were discouraged to do it because they were so behind. After talking to the students and realizing their daily struggle I made it a point to have a better understanding of what they were constantly going through when they attended class in order to better help them.

The more I volunteered at Eastern High School the better progress I made with my students. I quickly discovered that the way to motivate the students was to just show them that I cared about their education and I was dedicated to helping them catch up in their classes. Every day that I would go in to help them with their homework I would give them some incentives. They really enjoyed going on youtube.com and listening to music produced in the countries they previously lived in, so I would promise them time on the computer as long as we finished all of their homework. Not only was I able to motivate them to do their homework with this incentive but also I was able to learn about an important part of their culture.

This experience at Eastern High School is what inspired me to add on a TESOL minor to my degree. When I did my field placement my freshman year I didn’t quite have the skills that I needed in order to teach ESL students. I had to spend a lot of my time at my field placement trying to figure out which techniques worked best while tutoring the students. Now, after taking multiple courses at MSU for TESOL I have many skills that will help me in the future. For example, this year in LLT 307 I have learned about the different types of feedback. I’m very excited to use the set of skills I have obtained in the last couple years in my future classroom.