I will discuss my narrative for the first of the four standards of the English to Speakers of

Other Language (ESOL) Online M.A.T. Program. The title is as follows: “Standard 1: The
Learner & Learning (Learner Development, Learning Difference, Learning Environment)”. This
standard majorly focuses on the learner. It emphasizes the importance of viewing the variety of
aspects that encompass a learner. All students learn differently and grow differently. There is a
vast variety of patterns of learning from student to student. It is important to develop an
appropriate and challenging learning experience for learners and it should be a priority to take
into account all the different areas of a student learning capacities when working with them. This
means looking beyond their linguistic abilities and looking into their social and emotional
learning capacities. Students are more than what meets the eye and as teachers we must look at
every layer that our students encompass. As a teacher I make it a priority to get to know my
students and to learn from learning styles. However I have learned to look beyond the style of
learning as they can change from day to day. Some days students can give more than they
receive and some other days they are only able to receive. On the quiet days we must be as
engaging and as respective as on the other days that we work with the students.

The standard also discusses the importance of teachers exploring and learning about the
diverse cultures of their students. It emphasizes the significance of an environment where all
aspects of students are included. These “students come to school with a range of backgrounds
and experiences across languages, cultures and countries” and it has been found that “when
teachers were able to build on this knowledge and make connections to students’ backgrounds
and interests, learning became more meaningful and relevant” (Artigliere, 2019). Teachers must
provide opportunities to the students to share about themselves and must create an environment
where they can reach high standards. In my experience as a teacher, I have found that my
students are much more open when they see that the teachers are interested in who they are and
not just receiving robotic academic information from then. They want to share and they want to
communicate in order to share who they are. They want to teach the teacher about who they are
and where they come from. If we want our English Language Learners “to productively engage
in classroom discourse and express their thinking related to content learning goals”, the we as
teachers “must create a trusting classroom culture in which students feel that whatever level of
language they can produce, their contributions will be valued by their teacher and peers and will
never be subject to ridicule” (Walqui & Heritage, 2018). Students must also know that they are
welcomed into the classroom and are welcome to communicate with what they know as they are
not expected to know everything. I always encourage my students to try their best and to share
what they would like as the classroom is a space for them to learn and that it is okay to make
mistakes. I also ensure to share with my students that I am a learner too and that I learn from
them. They add to my experience as a teacher and are always expanding my knowledge.

The standard also shares the importance of understanding learners and their communities
as their community is an immense part of their lives. Also, not only should teachers give
opportunities to students, but it is important that teachers work with others in order to
successfully create an enriched learning environment for students. Collaboration within students,
within teachers, and within teachers and their students enables a successful and more opportune
learning experience. In the realm of the teaching profession, collaboration is key and essential.
“Providing ongoing opportunities for collaborative learning and development” for students
within themselves and with their teachers enables students to feel part of the learning experience
(York-Barr, Ghere, & Sommerness, 2007). As a teacher who works with speakers of other
languages, I believe it is essential to always create conversation that enables a shared learning
environment. Students should know that they can share their ideas and experiences in order to
add to the classroom. I am always encouraging my students and adding all commentaries to my
lesson. To me, there are no wrong answers. Just different answers. Once a student shares
something with a teacher, they are confiding in the teacher to accept the information in an
accepting way. In order to prevent students from shying away once again from sharing
information, teachers must understand how to work with their students in different ways. At the
high school level, where I currently student teacher, we are deeply engaged with shaping
students into young adults. We are shaping and making their learning experiences.

To exemplify this standard in reference to my teaching, I have a video of my students and

I working together to understand a concept. In this video, I scaffold the students’ learning in
attempt to answer questions that the students must use their previous knowledge and notes to
answer. As students are mastering new concepts, it is important to learn how much to aid a
student and how much independence we must give them. The online platform Edmodo great
because it’s an online medium that allows students to work independently but since it is done in
the classroom, the students can benefit from a teacher’s aide. Once students complete a quiz,
they are immediately shown which answers are incorrect and have the opportunity to ask
teachers questions about these incorrect answers. “Critical scaffolding in learners’ interaction
and knowledge construction…[can] encourage…collaborative learner autonomy” as learners are
able to use teachers, peers, and online sources in order to get to the right answer (Hsieh, 2017).

Another artifact that I have to share is the Read Naturally Live program and the progress
that it shows in reference to my students. This program allows for a teacher to level as student to
get them involved with the reading program. Once this has been done, students work
independently and with the teacher to get to the next level of reading. Students are allowed to
explore different interests of theirs as there are many stories for them to choose from in this
reading program. This reading program also allows for teachers to learn about their students as
the program asks students to complete short answer questions. These short answer questions
allow students to connect text to their experience.

In conclusion, this standard is one that talks about the learner. It emphasizes the
important fact that learners are multi-faceted and that all learners are different. The underlying
importance from this standard stresses is that we must highlight our learner’s differences and use
them towards an all-inclusive learning experience. As teachers, we must work collaboratively
with students and with others. Students must take the opportunity to work with each other and to
learn from each other. Most importantly, students backgrounds and experiences are important
components to the classroom.
 References

Artigliere, M. (2019). The proficiency, instructional and affective domains of long term English

language learners. A Review of the Research. TESL-EJ, 23(1), 1–19.

Hsieh, Y. C. (2017). A case study of the dynamics of scaffolding among ESL learners and online

resources in collaborative learning. Computer Assisted Language Learning, 30(1-2),

115-132. doi:http://dx.doi.org/10.1080/09588221.2016.1273245

Walgui, A., & Heritage, M. (2018). Meaningful classroom talk: Supporting English learners’

oral language development. American Educator, 42(3), 18–39.

York-Barr, J., Ghere, G., & Sommerness, J. (2007). Collaborative Teaching to Increase ELL

Student Learning: A Three-Year Urban Elementary Case Study. Journal of Education for

Students Placed at Risk, 12(3). doi: https://doi.org/10.1080/10824660701601290