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Professional Conduct of a Language Teacher

1. CRITICAL REFLECTIONS ON PROFESSIONAL CONDUCT AS A LANGUAGE TEACHER

Professional conduct of a language teacher is of utmost importance where it is all about working in an ethical manner. It is with a foremost consideration of working with students to provide them quality education. Herein, an ethical teacher is never supposed to show any sense of favouritism against the students. Other than this, there should also be a thorough interaction among the teachers and students in the classroom (Walker, 2014). Besides this, I am together concerned about student’s safety and security and thus require to abide by the specified procedures of protection. For this, I am supposed to do an instant reporting of any incident of abuse, harassment, mistreatment and victimisation, etc. Apart from this, on relating to some other concerning aspects of a language teacher, I hereby believe to possess som

  • Effective time management-This is a foremost skill that is need to be possessed by a langue teacher in terms of managing timely classroom sessions. It is hereby on referring to my own time management skills, I believe to have moderate skills of time management where my day beings with the prioritization of tasks. This largely assists in an effective management of workload even if there exists something very unexpected. However, I am intending to increase these skills of mine by becoming more strategic in terms of planning for potential crisis and avoid overloaded procrastination.
  • Meeting deadlines-This is stated to be yet another vital consideration of a language teacher where missing the set deadlines directly indicates an unprofessional behaviour (Roberts, 2017). Meeting set deadline together demonstrates the act of respecting time that is a teacher’s foremost consideration. Currently possessing moderate skills of time management, I somewhere fail to meet out the specified deadlines as well.
  • Appropriate planning for tasks-It is followed by the above 2 requisite skills where proper planning of tasks will automatically lead to an effective management of time to meet the set deadline of work.
  • Commitment and responsibility-Being a language teacher, I believe to possess a committed outlook towards my profession to actively contribute in teaching related activities. This is basically to meet out the individual requirements of the students and responsibly use the designed curriculum (Bucknall, 2017).
  • Teamwork-It is another foremost characteristic of an effective teacher where teamwork and a collaborative outlook towards working together is apparent to reduce the challenging situations for us. Although, I believe that a stressful tendency in us is merely due to the fact of isolating oneself. I do not prefer constructing meaningful connections that ultimately leads to isolation and a diminished sense of teamwork.

2. FUTURE CAREER PLAN

A critical evaluative account of career plan

  • Research-This is on the basis of an undertaken investigation in which I have intended to research upon my teaching field of interest where I am aspiring to build a career in ESOL. The term ESOL stands for “English to speakers of other languages” where ESOL teachers are those who are responsible to teach English language to those students who have grown up speaking different language and therefore faces difficulty in quickly grasping English language (Gregory and Oliver, 2018). As a result, to which, an ESOL teacher should be enough proficient in terms of educating such students with some other additional considerations that firstly involves the duty of respecting the student’s first language.
  • Personal development- This is on the basis of above carried reflection as a trainee teacher who is teaching English as a second language or at L2 level, there exists certain areas of development to enhance my present personal as well as professional skills. I am aimed to initiate working as an assistant in the ESOL classrooms to gain experience and later apply for the post of ESOL teacher. For this, I have firstly attempted to assess my strengths and weaknesses to further create a personal and professional development plan (PDP) to overcome my weak points with assistance of my fortes.

Strengths

  • High level of commitment.
  • An increased sense of collaboration and a willing sense of working in teams.
  • A determined eagerness towards learning new things on continual basis.

Weaknesses

  • Moderate skills of time management.
  • Incompetent in meeting set deadlines.
  • Reasonable skills of planning work.

Future priorities - It is thereby on the basis of above assessed skills, I have found my time management to be the most weaken skills of mine. Considering the same, I have decided to follow a plan consisting of skills that are assistive to acquire enhanced skills of time management with activities that are must for it and through which, I will improvise it to the earliest possibility. This is due to my keenness towards continual learning that is evident to assist me in fulfilling my future priorities of becoming a ESOL teacher from the post of high level teaching assistant.

CONCLUSION

The above essay has summarised my reflection as a language teacher by together referring to certain number of skills that are required to be exist in an L2 teacher. I have therefore evaluated these attributes with my own skill sets to ascertain their existing level and determine the gap to reach to an intended level. This has been done in the 2nd part of this paper where a critical evaluation has been done by conducting a research in the chosen field of ESOL to further develop both personally and professional and meet the future priorities.

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REFERENCES

Books and Journal

  • Gregory, K. and Oliver, G., 2018. Alternative Approaches to Professional Development. The TESOL Encyclopedia of English Language Teaching. pp.1-6.
  • Roberts, R., 2017. Mindfulness and the ESOL student (and teacher). Language Issues: The ESOL Journal. 28(1). pp.74-78.
  • Walker, J., 2014. ESOL as Business: Time for the Market‐Oriented Teacher?. TESOL Journal. 5(1). pp.159-171.

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