peer feedback mini portfolio: reannah sartoris 1

Peer Feedback – Mini Portfolio: Reannah Sartoris 1

The following document demonstrates my ability to have given and received collegial feedback

during the TESL 560, Language Program Design course with Dr. Tasha Bleistein in the Fall of

2014. The two edited documents with charts and the written reflection below detail my giving

feedback to a peer and my receiving feedback from a peer on the Belief’s chapter in the

Language Program Design project.

PEER FEEDBACK GIVEN:

DOCUMENT WITH MY EDITING COMMENTS:

Chapter 2: Beliefs

Learning and Learners

While many scholars focus on the spirituality of the teacher and its effects on a class

(Byler, 2009; Purgason, 2009; Morgan, 2009; Ferris, 2009), the students’ spirituality and how it

reveals itself in the classroom cannot be disregarded (Vandrick, 2009; Smith, 2009b). Students

have the potential to add and change any classroom dynamic through the beliefs they

have. These spiritual beliefs can influence student reactions in communicative activities and

interactions with teachers and peers. Learning motivation and attitude can also be linked to a

student’s spiritual or religious identity (Lepp-Kaethler & Dornyei, 2013). Learners should be free

to be themselves and think for themselves in class, without any occurring bias or coercion

(Brown, 2009).

Students also come to our classrooms with varying experiences and abilities, learning

styles, knowledge, expectations, and levels of comfort. Each of these factors reinforces the need

to view students in a holistic light as multifaceted and complex beings (Canagarjah, 2009). The

students will expect the structure and information of a “typical” English class, but they will also

need to be stimulated on a deeper level and prepared for real-life. Everyday, people are faced

with harder decisions than the simple lesson on what type of clothes they are wearing. Students

Commented [RS1]: Spirituality and Learning

Commented [RS2]: Strong start about identity and spirituality. I think bringing these ideas together and stating your first belief at the end of this paragraph or fusing the two together as a transition to the next paragraph and stating your belief right away there would add more impact.


can tell when a teacher sticks to the “easy” content rather than delving into the meaningful

teachable moments that can create this interaction between faith and pedagogy (Smith, 2009a).

Teaching

Some teachers may already be cognizant of the cultural and linguistic differences that

make up a classroom and the challenges that come with those aspects. However, what should be

considered when a student suddenly disagrees with something and leaves the classroom? What

is the underlying problem between the two students who are having a hard time working

together? Why is the normally outgoing student hesitant to participate at a certain time or about

a certain topic? Does this student not know that plagiarism is wrong? A teacher’s religious and

cultural beliefs can limit his or her vision and cause a lack of acknowledgment of other methods

or techniques? and perspectives (Ramanathan, 2009). This ideology (or other word) can be seen

in how the teacher expects each student to willingly volunteer, without consideration of the

concept of ‘saving face’ or different learning styles. A teacher may have a hard time

distinguishing between a student ‘knowing content’ versus their ‘ability to show knowledge.’

Expecting students to be or act or participate a certain way takes away from who they are as a

person and it also creates a potential conflict in their religious and non-religious identity.

Teachers can become dependent and trusting of their own way of seeing, so much so that it leads

to clouded vision and bias (Smith, 2009b). Instead, teachers should be looking for ways to

become more knowledgeable to who their students are and what they add to the classroom. In

order for teachers to gain that knowledge, they should start learning about and understanding

factors that shape student views and identity (Kubota, 2009). Considering the social, religious,

political, and cultural factors of students can initiate understanding and open dialogue that

integrates different perspectives (Kubota, 2009). Humbling oneself as a teacher and placing the

Commented [RS3]: This paragraph, while strong, is probably unnecessary. Consider shortening and using it to transition into your first belief or develop your first belief more fully. Also, because you are talking about the learner, it could be an easy transition into the language section you questioned at the end of your paper.

Commented [RS4]: Language and Teaching

Commented [RS5]: Too many questions in this section. I don’t think they’re necessary, especially since you are looking to reduce length. Try to think of one sentence or question that would capture the essence of all these concerns.

Commented [RS6]: Awkward. Suggest just use ‘participate.’

Commented [RS7]: Or just identity.

Commented [RS8]: about

Commented [RS9]: Suggest: add intellectually to the classroom


focus on the student perspectives can help remove any concerns one may have about denying

their own identity, humanity, or spirituality. That shift allows the teacher to be in a place of

listening and understanding rather than with a stance of disagreement and lack of

acknowledgement.

I believe the role of the teacher is that of many roles (Brown, 2007). Some roles may be

more necessary than others at time, but two roles that I believe should always be evident are that

of a facilitator (or a delegator) and a manager. A facilitator leads and guides students to

understanding through keeping the class actively learning. Teachers need to be flexible and

willing to adjust plans and move with the class if needed. A facilitator can delegate activities and

tasks to students, placing the emphasis on the students to become autonomous learners. Aside

from facilitators, teachers are also invisible classroom managers, taking the time and

consideration to prepare the classroom, set the tone of the class, and create a consistent level of

fairness among students. A good facilitator and manager can increase student motivation and

growth by creating and maintaining a positive classroom climate (Brown, 2007). As a teacher, I

believe that mutual respect and understanding are crucial in my classroom. Therefore, I make a

point to establish rapport with students, making ways to open lines of communication and trust

(Brown, 2007). This can be shown through truly caring about the success of the students,

genuinely listening to their comments and concerns, and respecting each student in my

classroom. Rapport can be a challenge to attain, but I believe it is the first step to respect.

Finally, I believe that classroom energy cannot be overlooked. A teacher has the power

to control, maintain, and adjust the energy of a classroom through many ways. The careful

preparation that goes into each lesson sets the tone. The consideration of cognitive and affective

factors, learning styles, and class mood play a significant role in helping the teacher to find the

Commented [RS10]: Replacing this sentence with a connection to your course and how you will design it to show this humility and focus on the student perspectives would add valuable support to the previous statements.

Commented [RS11]: Awkward, and lots of repeating of ‘roles.’ Try restating: “I believe a teacher has many roles in the classroom.”

Commented [RS12]: New paragraph here. Or take the previous ideas and connect them to your course design here instead.

Commented [RS13]: Suggest ‘in many ways’ or ‘by designing purposeful lessons.’


correct “setting” for each class. Positivity as a teacher, towards students and their success, can

go a long way in creating this energy. When students feel a teacher’s belief, they begin to

believe it as well. Even when students have a bad day, a teacher’s positivity can override those

frustrations and help them start anew.

The Classroom

The classroom setting is not the place for a teacher to focus and share their own beliefs,

rather a place for teachers to encourage and empower students. This does not mean that teachers

should never state their opinions. Through questions asked to students, a teacher’s identity can

become more transparent. It is the responsibility of the teacher to keep a “clear vision of your

own mission of a teacher” (Brown, 2009 p. 270). Through neutrality and respect, students will

see the teacher’s values that come out in a lesson. Purgason (2009) stresses the importance of

creating a classroom that allows students to use English to express their own voice and opinions

in a safe and encouraging way. Both Ferris (2009) and Purgason (2009) see value in the

discussion of social issues and controversial topics. Ferris (2009) and Purgason (2009) don’t shy

away from delving into topics that may lead to deeper discussion or stronger critical thinking

skills. These types of discussions should be done so in a manner that sensitivity is a main focus.

Even if teachers are sensitive to students’ opinions, needs, and feelings, other students may not

be as sensitive in their comments. (Vandrick, 1997) Teachers need to create a place where

students feel comfortable and able to share their beliefs without judgment. Teachers should

consider dialogue as Canagarajah (2009) does: as a form of collective achievement. Creation of

a classroom where all sides are active listeners and participants can interject their ideas and

beliefs without fear of judgment may lead to eventual overall development of student thoughts

and values (Canagarajah, 2009). Through a teacher’s example, students can learn some basic

Commented [RS14]: Explain. Suggest: ‘emotional setting.’

Commented [RS15]: Suggest: ‘Careful lesson preparation, including consideration of cognitive … and class mood, play a significant role in…etc.’

Commented [RS16]: Personal preference here – I don’t like this word! It doesn’t roll off the tongue… perhaps “positive attitude” would work.

Commented [RS17]: Some clarity here is needed >> Do you mean feel a teacher’s belief? Or feel a teacher’s current attitude or mood? Or perhaps instead of ‘feel’ use ‘understand’ the belief or ‘connect with.’ I’m not sure about this entire sentence’s meaning… And are the students taking on the teacher’s belief system? Or just playing off her energy – which sounds like what you are saying in the next sentence…

Commented [RS18]: Positive attitude

Commented [RS19]: Instead of “The Classroom” this could be your language section… focus on how your course takes into consideration the identity and spirituality of your students to teach language and how the classroom the course is designed for will facilitate that.

Commented [RS20]: Suggest: “By asking students meaningful questions…”

Commented [RS21]: Instead of these comments, this would be a good opportunity to refer back to your course design and fuse your beliefs with the goals of your program.

Commented [RS22]: Creating a…

Commented [RS23]: Awkward phrasing. Try making the sentence more parallel: ‘all sides’ could be replaced with ‘both teacher and students an actively listen and participate,’ comma after participants, or change to ‘and can interject…’


concepts that White (2006), deems as crucial to success; “acceptance of difference, willingness

to learn, and trust in each other” (pp. 5-8). When a teacher models an approach that accepts

differences, students can learn to be sensitive to the opinions and values of their peers.

Wong (2009) addresses a fundamental rule for respect in a reminder to treat others as we

would like to be treated. To understand this statement fully, it is important to break it down in

two ways: how do teachers expect to be treated and how can that transfer to learners?

Expectations of respectful treatment may consist of listening for understanding and humility in

learning from others. Familiarity with Canagarajah’s (2009) collective dialogue and openness to

learning from students can increase the respect level in the classroom. This opportunity can

move classroom discussions from the superficial side of a conversation to a deeper opportunity

for understanding. Giroux (1983) and Canagarajah (2009) stress the importance of learning from

students through listening and humbling ourselves to a different view. Through this engagement,

new ideas and positions are introduced and in turn, a broader perspective can be found

(Canagarajah, 2009). Humbling oneself as a teacher serves as a model and as a teaching element.

Canagarajah states, “If we want our students to learn from our experiences, values and

knowledge, we have to give them (students) the courtesy of listening to their wisdom” (p. 85).

This opportunity gives everyone the chance to be both a learner and a guide on new perspectives

and deeper understanding. It must be noted that being open and active listeners of other beliefs

and perspectives does not mean that one should not have a set position or values of their own.

Rather, by including that knowledge in a new perspective only strengthens it and allows for

deeper engagement (Canagarajah, 2009). Values and strong moral beliefs don’t disappear from

someone while entering into a discussion with someone of differing beliefs; instead, beliefs can

expand and deepen with further consideration and new perspectives.

Commented [RS24]: Some editing could be done here as well. Take one or two key concepts from this paragraph and connect them to how they will impact your course design.

Commented [RS25]: This almost seems redundant. Perhaps referring back to your course design here and how you hope to bring these broader perspectives in would be more meaningful?

Commented [RS26]: Awkward


Social, Political, and Cultural Aspects of Language Learning

“A language is part of a culture, and a culture is part of a language” (Brown, 2007 p.

133), thus alluding to the fact that they are so intertwined, it is impossible to separate them while

maintaining the same level of both culture and language (Brown, 2007). Our culture can be seen

from the words we speak, and according to the Saphir-Whorf Hypothesis (Anderson &

Lightfoot, 2002), our perspectives and thought processes are a direct result of our language.

When learning an additional language, learners are able to learn another culture, and in essence,

view the world in a new way.

The learner’s positioning makes sense in how “convenient” it is to learn the

language. Therefore, the context in which language learning occurs is considered as one of the

primary determiners of progress and success. It is important to determine if a L2 learner is in a

context where the target language is spoken or not. This plays a role in the varieties of language

to which learners are exposed. The type of input they receive can vary based on quality and

quantity. Are the L2 learners able to become an active participant in the L2 community? As far

as the cultural context goes, this can be very motivating or demotivating, depending on how the

culture views language learning. Schumann’s Acculturation Model (1978) showed that the

greater the socioeconomic differences between two languages, the more social distance between

the language communities (Scovel, 2001, p. 25). If the L2 is widely accepted, there is a higher

motivation or sense of need to acquire the new language. However, if there is a negative or

lower socioeconomic class stigma associated with the L2, the desire to learn the language is

greatly challenged.

On a political level, English is used as an international language and many people find it

necessary to learn and use English in a global way. The spread of English through colonization is

Commented [RS27]: Consider setting up the quote with a brief intro first.

Commented [RS28]: Yes! This is great support in a language section, if you do choose to separate it and add a new section.

Commented [RS29]: Clarify

Commented [RS30]: You could probably condense these ideas into one complex compound sentence.

Commented [RS31]: These are good ideas as well, however, could probably be said in a sentence or two. Or put this entire section in your context section in Chapter 1. The focus here should really be on how the beliefs are going to affect your course design – so how will your course address these cultural context issues is what needs to be stated.


an example of how English has been introduced, integrated and viewed, positively or negatively,

around the world. In some places, English dominates the travel industry and workforce,

rendering other languages as less important. Political leaders also set the standards for the most

important language to learn, when and how they will learn it, and the benefits that will arise from

the language knowledge. Due to the increased view of English as a dominant power, indigenous

languages have been left behind or lost. This language power dominance affects the attitude

towards the necessity and/or dislike for English (Edge, 1996).

Language

Do you think I need to add in a section on language and take out a different section? My chapter

is too long….

PEER EDITING FORM:

Beliefs Chapter Writer: Anonymous Reader: Reannah Sartoris List beliefs and count number of citations/quotes per belief.

1. Teachers should be looking for ways to become more knowledgeable about who their

students are and what they add to the classroom. Citations: 4 2. Two roles that I believe should always be evident are that of a facilitator (or a delegator)

and a manager. Citations: 3 3. I believe that mutual respect and understanding are crucial in my classroom. Citation: 1 4. A teacher has the power to control, maintain, and adjust the energy of a classroom

through many ways. Citations: 3

What I understand your beliefs to be from this chapter My understanding of your beliefs is that you think that teachers should really know who their students are and how they learn. This includes considering our own spiritual identity and the identities of our students influence the learning process. The teacher has many roles, and the two most important are facilitator and classroom manager. These two roles work together to create a positive environment full of mutual respect and empowerment. Both these beliefs work together to promote and maintain the positive energy in the classroom you wish to design. In my opinion, the strengths of this chapter are

Commented [RS32]: This sentence is not necessary, I don’t think…

Commented [RS33]: Word Choice (WC) – the pronoun ‘they’ is referring back to the politicians here, when I think it is meant to refer to the people/learners in the society…

Commented [RS34]: I don’t feel like this is the end. A good conclusion paragraph would be good here, to tie together all your thoughts from this chapter and connecting your worldview into the total focus of your course design.

Commented [RS35]: Final section: Impact on Design or Connection to Course...

Commented [RS36]: Hi Jen, I don’t think you need to add another section on language unless you were to take out a different section. I made some suggestions above on where you may want to put it or replace with a language section! Nice thoughts though! And great connections to a wide variety of theorists and authors! I will make some overall notes on the peer editing form. Also – I am attaching a second editing draft just with the cross outs we discussed for some suggestions on sentences or sections you may not need.


You give excellent references back to other authors and texts! Your ideas are clearly supported and you have put extensive thought and detail into what kind of classroom you wish to run and how to be an effective teacher. You have a clear worldview and expressed how that view influences your teaching. You have an overall ease and intellect that comes through in your academic ‘voice.’ Questions I have about the content Do we need a whole section on the impact of our beliefs on our course design or should it be embedded throughout? I’m not really sure I saw that element in your chapter, and it was part of the prompt. Common grammar, APA formatting, or style errors I found include Considering rereading and varying some of your transitions and sentence starters. Combining some sentences into more complex structures and putting all your ‘like ideas’ together and editing out repetitive statements will help reduce your length. Your APA formatting looked good to me! Suggestions to improve the chapter based on the guidelines Based on the guidelines, I’m concerned that your chapter doesn’t address how everything you wrote about relates to and impacts the course you are designing. You gave so many great ideas and theories, I think it would be even more powerful to connect to you personally. For example, instead of speaking in the general and third person-- “teachers need to…” or “a teacher’s identity…” I recommend using the first person and saying “In my context I will…” and “my belief of _______ will…” etc. This will make your chapter more assertive, persuasive, and personal to the course you are designing. Another suggestion would be to look at all your ‘big ideas’ and conclude each section with how these ideas will impact your course. Some things I noticed or learned from your chapter You are a great writer and have very strong ideas! I really appreciated your connection to spiritual identity and the language learning process. Bringing in Smith and his ideas about the interaction between faith and pedagogy was also informative. Additional Comments As we discussed, I am adding an additional editing page that I will attach in the forum. It will include crossed off sections and sentences for you to consider editing out and still have a strong paper. Like I said, you have strong writing, but after you edit, really go back and make sure your paper is fully addressing each element of the prompt (particularly why you personally believe these things and how it impacts your course design.) Look at the areas I crossed off and perhaps replace them with these connections. This type of editing is a good problem to have. In my opinion, it is always easier to condense and reshape ideas than to try to lengthen a paper and find more ideas!


PEER FEEDBACK RECEIVED:

MY DOCUMENT WITH REVIEWER’S COMMENTS:

Chapter 2: Beliefs

Positive Teaching with Humility, Respect and Love

Our beliefs are what shape our teaching and influence our pedagogy. Beliefs related to

language, learning, teaching, and sociopolitical arenas activate the schema used to design our

curriculum. We can improve our design and develop professionally by examining our beliefs,

“perceiving and internalizing connections between practice… and theory” and thus become

“more likely to engage in ‘enlightened’ teaching… [and] be better able to see why you have

chosen to use a particular… technique” (Brown, 2007, p. 63). The goal of this connection

between my beliefs and pedagogy in my future ESL classroom is to bring together students from

different cultures in a positive way. The students that walk through my door on that first day of

school will be strangers to me, from a variety of countries, and it is up to me to bridge that

culture gap, build relationships and create a positive learning environment. As the teacher and

program designer, I am in a position of power over my students. My belief is that, although it is

my position to outline a clear set of curriuculum learning standards and rules, it is also my

position to create a positive learning environment through humility, mutual respect and love.

Spiritual Beliefs in Pedagogy

Beliefs about identity and culture are interrelated and impact and inform our pedagogy.

While all aspects of our identity are factors in our pedagogy, as a Christian English teacher, my

spiritual identity acts as a blanket covering them all. It is difficult, if not impossible, to

completely separate ourselves from our identity when we teach, so the question is really how do

Commented [aaj'37]: spelling

Commented [aaj'38]: insert comma after respect.

Commented [aaj'39]: This is totally a preference but I would change this to “covering all of them”.


we use our identity in such a way to encourage our students in their own identity and not impose

our personal identities upon them? One possible answer shared by Dr. Mary Wong is “when

Christian teachers diligently prepare for class, listen attentively to students, are genuinely

concerned for their students’ well-being, cooperate with colleagues… and make an effort to

continually learn and grow professionally, they are a witness” (Wong, 2009, p. 99). Teachers can

exhibit these traits described, no matter what religion, ethnicity, race, or gender they are and no

matter what language they speak. Giving the time and dedication in this program design and

including lessons in this course that give students a voice and platform for their opinions is one

way to use my spiritual identity to impact my students. Good teaching is influenced by our

identity - and transcends it at the same time. Wintergerst and McVeigh in their article “Tips for

Teaching Culture” (2011) share that “Personal identity exists in each human being...[and] many

of us go through life never taking the time to look closely at this aspect of our lives and the

impact it has on us and others” (Wintergerst and McVeigh, 2011, p. 79). Therefore, it is evident

that to be effective in my impact on others, I must first look reflectively at myself and who I am.

I must incorporate opportunities throughout this course, via multi-cultural stories, speeches, and

activities that promote this same type of reflection, self-awareness, and attitude in my students if

my goal is to become an effective language teacher.

Language & Learning

Learning language is both vulnerable and powerful. This balance in “language learning

involves analyzing the way in which language is used to gain hold, and deny power [that] could

be manifest in a lesson…” (Graves, 2000, 29), and adds more importance to the curriculum

decisions I make. Because English is seen as a powerful language in many other cultures, it is

Commented [aaj'40]: Really great point to bring up.

Commented [aaj'41]: You’ll see the rest of the explanation in the next comment, but this is where you should put the year. After the author’s name. “Dr. Mary Wong (2009) is …”

Commented [aaj'42]: If you have already mentioned the author’s name you don’t need to include it again in the citation. I would however, move “2009” to be right after “Dr. Mary Wong”.

Commented [aaj'43]: I would revise this sentence to improve clarity. If you leave it how it is I would insert a comma after opinion and also maybe after program design.

Commented [aaj'44]: Again here, put the year in quotes.

Commented [aaj'45]: Take this out because you already have it above.

Commented [aaj'46]: Wow! I really like this. Nice word choice.

Commented [aaj'47]: Don’t forget to add the p.! (Graves, 2000, p.29)

Commented [aaj'48]: I wonder if the issue of English and power would fit under the sociopolitical heading better?


important that my course is approached with an attitude of humility and a willingness to learn

from the cultures of my students. This means my course needs to focus more on the “role of the

learner in the process [and] the 'methods' that the learner employs to internalize and to perform in

the language” (Brown, 2007, p. 68) as these methods are different in every culture. This principle

is developed in my course through activities that encourage students to work together and have

meaningful discussions. Working cooperatively to achieve a goal and problem solving are two

important elements of my course and of our new state standards. The shift in education is such

that students are expected to fuse ideas together more readily and work through problem solving

processes without the teacher's 'hand holding.' This course is designed to teach students to be

active participants in the lesson and to make decisions along the way will give them a “personal

investment” in each lesson that will foster “strategies for comprehending and producing the

language” (Brown, 2007, p. 69). In addition, the strategic principle of teaching encourages

teachers to use a “variety of techniques in lessons... [to] 'reach' a maximum number of students”

(Brown, 2007, p. 69). The variety in my course will be evident through the use of technology and

the opportunities for students to work as a group, in pairs and independently.

Approaching this course design from a standpoint of humility and acceptance of the

views of my students will allow them to be active learners, active participants in the process of

each lesson and, ultimately, active communicators. Because many of my students will be moving

on to high school, it is important that they learn to work cooperatively and be communicative

risk takers to succeed at higher academic levels.

Sociopolitical & Teaching

Commented [aaj'49]: Period on the outside

Commented [aaj'50]: Insert “which” here.


High academic success starts first with a positive classroom and a strong leader. If I

choose to follow Jesus’ model of servant leadership, then the positive power I should show in my

classroom is one of humility. I show humility to my students by taking the time to get to know

who they are, what they like and show interest in their family and culture. Because the

“acquisition of a second language...is also the acquisition of a second culture” (Brown, 2007, p.

133) it is important for me to understand the relationship between cultures and the benefit of

learning about the cultures of my students as I design this course. This cultural sensitivity builds

respect and would also enable me to use this course to teach my students about the English

culture in a fun and neutral way while still appreciating their native culture and “educate [my]

students about other cultures and help them to see that no one culture is “better” than another”

(Brown, 2007, p. 133). By doing so, I create a respectful, loving and positive space for my

students to learn.

This positive space brings challenges, as I anticipate in this context with mixed cultures,

that some of my attempts to build relationships could be seen as a bridge to some students and as

disrespectful to others. The students will be watching, throughout this course, how I treat other

students and that will make lasting impressions on their minds about me and about how they

should treat others. This makes a bold statement about cultural awareness that “If our reactions to

cultural differences have such potential to turn a desire to bless into the ability to curse, then we

can ill afford ignorance about culture and its effects upon us and our callings” (Smith, 2009, p.

22). My job as an educator and designer of this course not only becomes about teaching the

English language, but about teaching respect and admiration for different cultures and love for

Commented [aaj'51]: I almost feel like the two heading need to be switched (Sociopolitical and language). It seems like the topic of language acquisition would fit better under language and teaching.

Commented [aaj'52]: Insert comma after like

Commented [aaj'53]: Insert comma between “way” and “will”.

Commented [aaj'54]: I might reword this to say “…designer of this course is not only about teaching…”


others. By modeling both respect and love, my students will see this course as a positive

atmosphere in which to learn language.

PEER EDITING FORM:

Ch. 2: Beliefs Chapter Writer: Reannah Sartoris Reader: Anonymous List beliefs and count number of citations/quotes per belief. Teaching: I found two quotes under this heading, one from Dr. Wong and another from Wintergerst and McVeigh. Language and learning are combined: I found three quotes from Brown and one from Graves. Sociopolitical: I found two citations from Brown and one from Smith. What I understand your beliefs to be from this chapter I understand that the main belief you hold is the importance of humility in teaching. Under the pedagogy heading I think understand the belief to be that everyone has an identity and it influences their teaching. You want to use your identity to positively impact your students. Under language and learning I understand that your belief is in shifting the responsibility of learning to the student. You believe that students need to take an active part in the learning process. Under Sociocultural you believe in showing humility by getting to know your students. You also believe in the importance of modeling respect and love. In my opinion, the strengths of this chapter are I like that you have a common theme throughout the chapter: humility. The biggest strength I would say is the writing. You have very few if any mechanical errors. You were able to keep the writing concise and did not go over the page limit, which I found very difficult. Questions I have about the content I am confused about the headings and how things were divided up. I think it’s probably ok to combine headings but pedagogy and teaching are the same. Also, I wondered about the last two headings as the content seemed to go with another heading. That being said, I think this was only true of the first small part of it and then it seemed to grow into the topic. I may be totally wrong on this, though. Common grammar, APA formatting, or style errors I found include The only thing I found was in the APA formatting. When using an in-text citation you only need to write the author’s name once. For example, “Brown (2007) stated….(p.3).” Other than that one small thing it looked great. Suggestions to improve the chapter based on the guidelines


As I talked about in the above section, I think I would stay closer to the heading topic. For example, under the sociopolitical heading I would dig a little deeper into the issues of cultural sensitivity in the classroom to make it obvious that this is a sociopolitical issue. I know this is really hard because of the page limit. For language I might go into my beliefs on language acquisition. It was my understanding that we were supposed to define our beliefs on language acquisition but I could be wrong. Another thing I am unsure of is that I thought we were supposed to cite at least three sources per belief. So, in that case you would have a total of 12 sources. I’m not sure if they have to be separate or if they can be from the same source. You have to check on that. Some things I noticed or learned from your chapter One of the things you covered was the importance of making an attempt to know your students and their culture and then you used this quote: …“acquisition of a second language...is also the acquisition of a second culture” (Brown, 2007, p. 133) I have heard this before but never thought of it in this way. When we make an attempt to know our students we are not only showing interest in them but also approximating ourselves to them if we make an attempt at learning their language. Really great point to bring up. Additional Comments I really enjoyed reading your chapter and I feel like I learned a lot. You have inspired me to be more humble.

MY REWRITTEN BELIEFS CHAPTER BASED ON THE ABOVE EDITING NOTES:

Chapter 2: Beliefs

Positive Teaching with Humility, Respect and Love

Our beliefs are what shape our teaching and influence our pedagogy. Beliefs related to

language, learning, teaching, and sociopolitical arenas activate the schema used to design our

curriculum. We can improve our design and develop professionally by examining our beliefs,

“perceiving and internalizing connections between practice… and theory” and thus become

“more likely to engage in ‘enlightened’ teaching… [and] be better able to see why you have

chosen to use a particular… technique” (Brown, 2007, p. 63). The goal of this connection

between my beliefs and pedagogy in my future ESL classroom is to bring together students from

different cultures in a positive way. The students that walk through my door on that first day of

school will be strangers to me, from a variety of countries, and it is up to me to bridge that


culture gap, build relationships and create a positive learning environment. As the teacher and

program designer, I am in a position of power over my students. My belief is that, although it is

my responsibility to outline a clear set of curriculum learning standards and rules, it is also my

goal to create a positive learning environment through humility, mutual respect, and love.

Spiritual Beliefs in Pedagogy

Beliefs about identity and culture are interrelated and impact and inform our pedagogy.

While all aspects of our identity are factors in our pedagogy, as a Christian English teacher, my

spiritual identity acts as a blanket covering them all. It is difficult, if not impossible, to

completely separate ourselves from our identity when we teach, so the question is really how do

we use our identity in such a way to encourage our students in their own identity and not impose

our personal identities upon them? One possible answer shared by Dr. Mary Wong (2009) is

“when Christian teachers diligently prepare for class, listen attentively to students, are genuinely

concerned for their students’ well-being, cooperate with colleagues… and make an effort to

continually learn and grow professionally, they are a witness” (p. 99). Teachers can exhibit these

traits described, no matter what religion, ethnicity, race, or gender they are and no matter what

language they speak. Giving the time and dedication to the design of this program and including

lessons in this course that give students a voice and platform for their opinions, is one way to use

my spiritual identity to impact my students. My spiritual identity is grounded in my faith as a

Christian and my relationship with Jesus Christ. To be a servant leader, such as Jesus, and

incorporate his grace, humility and love toward others is the foundation and core of the decisions

I make as a teacher.

Good teaching is influenced by our identity - and transcends it at the same time. Thus my

goal is to always use my spiritual and personal identity as a catalyst to improve myself as a


teacher and influence the curriculum I design for my classroom. Wintergerst and McVeigh

(2011) in their book “Tips for Teaching Culture” share that “Personal identity exists in each

human being...[and] many of us go through life never taking the time to look closely at this

aspect of our lives and the impact it has on us and others” (p. 79). Therefore, it is evident that to

be effective in my impact on others, I must first look reflectively at myself and who I am. I must

incorporate opportunities throughout this course, via multi-cultural stories, speeches, and

activities that promote this same type of reflection, self-awareness, and attitude in my students if

my goal is to become an effective language teacher.

Sociopolitical & Teaching

Learning language is both vulnerable and powerful. The balance in “language learning

involves analyzing the way in which language is used to gain hold, and deny power [that] could

be manifest in a lesson…” (Graves, 2000, p. 29), and adds more importance to the curriculum

decisions I make. Because English is seen as a powerful language in many other cultures, it is

important that my course is approached with an attitude of humility and a willingness to learn

from the cultures of my students. Therefore, my course needs to focus more on the “role of the

learner in the process [and] the 'methods' that the learner employs to internalize and to perform in

the language” (Brown, 2007, p. 68) as these methods can manifest themselves differently from

culture to culture.

Appreciation of cultural diversity is developed in my course through activities that

encourage students to work together and have meaningful discussions. Working cooperatively to

achieve a goal and problem solving are two important elements of my course and of the current

Common Core state standards. The shift in education is such that students are expected to fuse

ideas together more readily and work through problem solving processes without the teacher's


'hand holding'. This course is designed to teach students to be active participants in the lesson

and to make decisions along the way which will give them a “personal investment” in each

lesson that will foster “strategies for comprehending and producing the language” (Brown, 2007,

p. 69). In addition, the strategic principle of teaching encourages teachers to use a “variety of

techniques in lessons... [to] 'reach' a maximum number of students” (Brown, 2007, p. 69). The

variety of activities in my course will be evident through the use of technology and the

opportunities for students to work as a group, in pairs, and independently, to succeed at higher

academic levels.

Language and Learning

High academic success starts first with a positive classroom and a strong leader. If I

choose to follow Jesus’ model of servant leadership, then the positive power I should show in my

classroom is one of humility. I show humility to my students by taking the time to get to know

who they are, what they like, and show interest in their family and culture. Because the

“acquisition of a second language...is also the acquisition of a second culture” (Brown, 2007, p.

133) it is important for me to understand the relationship between cultures and the benefit of

learning about the cultures of my students as I design this course. This cultural sensitivity builds

respect and would also enable me to use this course to teach my students about the English

culture in a fun yet informative way. In addition, I want to teach my students to appreciate their

native culture, “educate [them] about other cultures and help them to see that no one culture is

“better” than another” (Brown, 2007, p. 133). By doing so, I create a respectful, loving and

positive space for my students to learn.

Creating a positive learning space also creates challenges in a context with mixed

cultures. For example, some of my attempts to build relationships could be seen as a bridge to


some students and as disrespectful to others. The students will be watching, throughout this

course, how I treat other students and that will make lasting impressions on their minds about me

and about how they should treat others. This makes a bold statement about cultural awareness

that “If our reactions to cultural differences have such potential to turn a desire to bless into the

ability to curse, then we can ill afford ignorance about culture and its effects upon us and our

callings” (Smith, 2009, p. 22). My job as an educator and designer of this course is not only

about teaching the English language, but about teaching respect and admiration for different

cultures and love for others. By modeling both respect and love, my students will see this course

as a positive atmosphere in which to learn language.

References

Brown, D. H. (2007). Teaching by principles: an interactive approach to language pedagogy

(3rd ed.). White Plains, NY: Pearson Education.

Graves, K. (2000) Designing language courses: A guide for teachers. Boston, MA: Heinle &

Heinle, Thomas Learning.

Smith, D. (2009). Learning from the stranger: Christian faith and cultural diversity. Grand

Rapids: Eerdmans Publishing

Wintergerst, A. C. & McVeigh, J. (2011). Tips for teaching culture: Practical approaches to

intercultural communication. White Plains, NY: Pearson Education, Inc.

Wong, M. S. (2009). Deconstructing/reconstructing the missionary English teacher identity. In

Wong, M.S. & Canagarajah, A.S. (Eds.), Christian and critical English language

educators in dialogue: Pedagogical and ethical dilemmas. New York, NY: Routledge.


REFLECTION:

Throughout my years of study, I have developed into a strong writer and, as a current

academic English teacher, I am constantly editing various types of writing. This experience gave

me a strong starting point in this degree program and the opportunities to peer edit throughout

each course has sharpened and refined my editing skills. Writing is very personal, and when we

review our own work, we often read what we thought, not what we actually wrote. Therefore it is

helpful to have an outside opinion to make sure my ideas are coming across as I planned. I used

to believe that the beneficial nature of peer editing relied heavily on the quality of the editor,

however, Professor Farling, in her TESL 580 Portfolio Design course, made a key point: that

peer editing, whether good or bad, can still provide value; feedback that you disagree with can

act to solidify your conviction of your ideas. I am thankful that I received valuable feedback

throughout my courses. In the above peer feedback form on my own work, I was able to take the

notes and change some formatting issues to make my ideas more clear. As some of the work

edited was from the beginning of the program, it was interesting to see my own growth and

learning improve along the way.

Giving feedback to others also proved to be a very beneficial aspect of learning for me.

Examining other students’ papers enabled me to look more critically at my own. By analyzing

other students’ work, I would sometimes see areas where I can improve, areas where I missed

key points, and also develop confidence knowing that I was on the right track in other areas.

Learning to give collegial feedback in a helpful, encouraging way, will help me in my current

teaching position and in my future studies.

peer feedback mini portfolio: reannah sartoris 1

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