ELT Vista Certificate in Humanistic TESOL Teaching (120 Hours)
Course Description
The ELT Vista Certificate in Humanistic TESOL Teaching is a 120-hour, self-paced online course designed for language educators who value presence, reflection, and personal as well as professional growth. The course is based on the book What About The Teacher?: A humanistic guide to self-actualization for TESOL teachers seeking personal and professional development. The program of study blends humanistic teaching methods with identity-focused reflection to support both instructional skill and self-growth.
Across 14 modules, you will explore teaching practice through integrated course readings, auto-graded quizzes, and audio-based pre-reflection guidance that prepares you for two mentor-reviewed written tasks—brief reflective writings and reflective loops that support action research. This course is suitable for both pre-service and experienced teachers who want to broaden their capacity for human-centered instruction and ongoing self-development toward self-actualization.
What’s Included
- 14 sequential learning modules with aligned course readings.
- 135 short, auto-graded tasks/quizzes
- 28 instructor-reviewed written reflection tasks
- 14 audio-based guidance activities
- Certificate of 120-hour completion
- Letter of reference
Who This Course Is For
- Pre-service TESOL teachers
- Current language teachers seeking renewal or reflective growth
- Educators moving toward student-centered and humanistic methods
- Returning or transitioning teachers rebuilding confidence or direction
- Those desiring both personal and professional development
About the Instructor
This course was created and lead by Jay Leonard Schwartz, a teacher trainer, author, and materials developer with more than 35 years of experience in TESOL. He is the author of What About The Teacher? and the founder of ELT Vista.
Curriculum
- 14 Sections
- 43 Lessons
- Lifetime
- Module 1: Introduction - Foundations of Humanistic Education23
- 1.1Guidance for Module 1
- 1.2Reading Text: Introduction
- 1.3Reading Text: Module 1
- 1.4Who Said What?5 Questions
- 1.5Foundations of Humanistic Teaching7 Questions
- 1.6Teacher’s Well-Being and Humanistic Teaching)10 Questions
- 1.7Matching & Classification: From Humanism to Constructivism4 Questions
- 1.8Classification: Which Educational Perspective?6 Questions
- 1.9Sequencing: Erikson’s Stages4 Questions
- 1.10Erik Erikson’s Eight Stages of Psychosocial Development8 Questions
- 1.11True / False: Student-Centered Learning12 Questions
- 1.12Classification: Teacher-Centered / Student-Centered / Top-Down / Bottom-Up12 Questions
- 1.13Behaviorism vs. Cognitivism: Chomsky & Skinner4 Questions
- 1.14Classification: Which Theoretical Perspective?2 Questions
- 1.15Classroom Applications: Behaviorism vs. Cognitivism7 Questions
- 1.16Core Principles of Humanistic Teaching6 Questions
- 1.17Classification: Applying Humanistic Teaching Principles6 Questions
- 1.18Humanistic Methodologies: Practices & Origins5 Questions
- 1.19Humanism Integrated with CLT10 Questions
- 1.20Identifying Humanistic Elements in Classroom Practice5 Questions
- 1.21Module 1 – Pre-Reflection Audio Warm-Up Activity
- 1.22Module 1 Task A – Manually-Graded Assignment
- 1.23Module 1 Task B – Manually-Graded Assignment
- Module 2: Understanding Self-Actualization13
- 2.1Guidance for Module 2
- 2.2Reading Text: Module 2
- 2.3Maslow’s Hierarchy of Needs in TESOL Context5 Questions
- 2.4Characteristics of Self-Actualization in TESOL5 Questions
- 2.5Philosophical and Modern Foundations of Self-Actualization10 Questions
- 2.6Self-Actualization in TESOL Contexts5 Questions
- 2.7True or False: The Self-Actualizing Classroom5 Questions
- 2.8Understanding Affect in Language Learning5 Questions
- 2.9Krashen’s Affective Filter Hypothesis5 Questions
- 2.10Teacher Affect and Classroom Climate5 Questions
- 2.11Module 2 – Pre-Reflection Audio Warm-Up Activity
- 2.12Module 2 Task A – Manually-Graded Assignment
- 2.13Module 2 Task B – Manually-Graded Assignment
- Module 3: Exploring Identity, Culture, and the Human Journey in EFL/ESL Teaching11
- 3.1Guidance for Module 3
- 3.2Reading Text: Module 3
- 3.3Teaching as an Art and a Skill10 Questions
- 3.4Building Community and Scaffolding5 Questions
- 3.5Native vs Non-Native Teachers and Global English5 Questions
- 3.6Cultural Frameworks and Thinkers in TESOL6 Questions
- 3.7The Danger of One-Size-Fits-All Teaching5 Questions
- 3.8Integrating VARK, Multiple Intelligences, and Emotional Intelligence9 Questions
- 3.9Module 3 – Pre-Reflection Audio Warm-Up Activity
- 3.10Module 3 Task A – Manually-Graded Assignment
- 3.11Module 3 Task B – Manually-Graded Assignment
- Module 4: Basic Teaching Methodologies14
- 4.1Guidance for Module 4
- 4.2Reading Text: Module 4
- 4.3Traditional and Modern Approaches in TESOL5 Questions
- 4.4Core Principles and Misconceptions of CLT10 Questions
- 4.5Figures, Concepts, and Techniques in CLT7 Questions
- 4.6Core Principles of Task-Based Language Teaching10 Questions
- 4.7Key Figures and Phases in TBLT6 Questions
- 4.8Core Principles and Implementation of Content-Based Instruction10 Questions
- 4.9Key Figures, Concepts, and Applications of CBI8 Questions
- 4.10Vygotsky’s Sociocultural Theory and the Zone of Proximal Development10 Questions
- 4.11Scaffolding Techniques and Classroom Applications7 Questions
- 4.12Module 4 – Pre-Reflection Audio Warm-Up Activity
- 4.13Module 4 Task A – Manually-Graded Assignment3 Days
- 4.14Module 4 Task B – Manually-Graded Assignment
- Module 5: Creating a Humanistic Classroom Environment9
- 5.1Guidance for Module 5
- 5.2Reading Text: Module 5
- 5.3The Reggio Emilia Approach: Core Ideas and Relevance to TESOL5 Questions
- 5.4Learning as a Community Process7 Questions
- 5.5Empathy and Communication in Humanistic TESOL5 Questions
- 5.6Empathy, Trust, and Classroom Practices8 Questions
- 5.7Module 5 – Pre-Reflection Audio Warm-Up Activity
- 5.8Module 5 Task A – Manually-Graded Assignment3 Days
- 5.9Module 5 Task B – Manually-Graded Assignment
- Module 6: Humanistic Teaching Methods–An Overview13
- 6.1Guidance for Module 6
- 6.2Reading Text: Module 6
- 6.3From Principles to Practice: Student-Centered Activities5 Questions
- 6.4Student-Centered Activities and Communicative Language Teaching5 Questions
- 6.5Personalized Learning in the Student-Centered Classroom5 Questions
- 6.6Experiential Learning5 Questions
- 6.7Integrating Communicative Methods for Effective Fluency and Practical Language Use: Experiential Learning Tasks in CLT5 Questions
- 6.8Promoting Fluency and Integrating Grammar in CLT5 Questions
- 6.9Experiential Learning Tasks (with CLT and Functional Language Focus)5 Questions
- 6.10Facilitating Fluency Through Communicative Practice5 Questions
- 6.11Module 6 – Pre-Reflection Audio Warm-Up Activity
- 6.12Module 6 Task A – Manually-Graded Assignment
- 6.13Module 6 Task B – Manually-Graded Assignment
- Module 7: Developing Learner Autonomy11
- 7.1Guidance for Module 7
- 7.2Reading Text: Module 7
- 7.3Practical Pathways to Self-Directed Learning: Goal Setting and Self-Assessment5 Questions
- 7.4Rethinking Vocabulary and Grammar Learning: From Isolated Lists to Meaningful Context / Integrating the Lexical Approach5 Questions
- 7.5Begin with Real Needs, Not Just Levels / Use Students’ Lives as the Curriculum / Learner-Generated Materials / Portfolios and Personal Progress5 Questions
- 7.6Learner Misconceptions That Get in the Way8 Questions
- 7.7Retrieval Practice and Reflective Tools for Autonomous Learning8 Questions
- 7.8Keyword Review10 Questions
- 7.9Module 7 – Pre-Reflection Audio Warm-Up Activity
- 7.10Module 7 Task A – Manually-Graded Assignment
- 7.11Module 7 Task B – Manually-Graded Assignment
- Module 8: Emotional and Social Learning in TESOL11
- 8.1Guidance for Module 8
- 8.2Reading Text: Module 8
- 8.3Emotion as Method: The Role of Emotional Intelligence5 Questions
- 8.4Understanding and Managing Emotions – Building Empathy and Social Skills8 Questions
- 8.5Integrating Social and Emotional Learning (SEL) into Language Teaching / SEL Activities and Techniques5 Questions
- 8.6History and Roots of SEL / The Role of CLT in SEL / Impact on Language Acquisition and Classroom Dynamics5 Questions
- 8.7Application of CLT in SEL: CLT Activities that Support SEL5 Questions
- 8.8Integrating SEL into CLT: Mutual Reinforcement of SEL and CLT5 Questions
- 8.9Module 8 – Pre-Reflection Audio Warm-Up Activity
- 8.10Module 8 Task A – Manually-Graded Assignment
- 8.11Module 8 Task B – Manually-Graded Assignment
- Module 9: Motivation and Engagement13
- 9.1Guidance for Module 9
- 9.2Reading Text: Module 9
- 9.3Feedback and Assessment – Institutional Support and Goal-Setting5 Questions
- 9.4Goal-Setting and Achievement in TESOL5 Questions
- 9.5Teacher Engagement as a Foundation for Learner Motivation – The Power of Reflective Inquiry5 Questions
- 9.6Reclaiming Teacher Agency – Collaboration and Community10 Questions
- 9.7A Model for Conscious Classroom Change – From Theory to Practice5 Questions
- 9.8A Teacher’s Observation: Ms. Fay Case Study6 Questions
- 9.9Recognizing Drops in Student Motivation and Participation6 Questions
- 9.10Action Research and Learner Motivation / Tools for Teacher-Led Inquiry5 Questions
- 9.11Module 9 – Pre-Reflection Audio Warm-Up Activity
- 9.12Module 9 Task A – Manually-Graded Assignment
- 9.13Module 9 Task B – Manually-Graded Assignment
- Module 10: Assessment and Feedback in a Humanistic Classroom19
- 10.1Guidance for Module 10
- 10.2Reading Text: Module 10
- 10.3Humanistic Approaches to Assessment in TESOL7 Questions
- 10.4Formative vs Summative Assessment – Alternative Assessment7 Questions
- 10.5Humanizing Traditional and Skills-Based Testing8 Questions
- 10.6Humanizing Skills-Based Testing: Receptive & Productive Tasks8 Questions
- 10.7Validity, Reliability, and Authenticity in Humanistic Testing8 Questions
- 10.8Reliability in Testing8 Questions
- 10.9Authenticity: The Soul of Assessment6 Questions
- 10.10Helping Learners Own Their Progress: The Role of Feedback in Building Autonomy8 Questions
- 10.11Feedback Techniques and Timing8 Questions
- 10.12Feedback as Connection and Growth9 Questions
- 10.13Writing as Craft—and Assessment as Process8 Questions
- 10.14Challenging Prior Learning and Embracing Authenticity8 Questions
- 10.15Encouraging Open Communication and Empathy in the Language Classroom8 Questions
- 10.16Applying Empathy and CLT Principles in Practice8 Questions
- 10.17Module 10 – Pre-Reflection Audio Warm-Up Activity
- 10.18Module 10 Task A – Manually-Graded Assignment3 Days
- 10.19Module 10 Task B – Manually-Graded Assignment
- Module 11: Integrating Cultural Competence14
- 11.1Guidance for Module 11
- 11.2Reading Text: Module 11
- 11.3Overview and Understanding Cultural Diversity8 Questions
- 11.4Defining Culture and Valuing Cultural Differences8 Questions
- 11.5Culturally Responsive Teaching and EFL vs ESL Contexts8 Questions
- 11.6Navigating Cultural Contexts and Intercultural Communication8 Questions
- 11.7Humor and Culturally Responsive Practice8 Questions
- 11.8Practical Suggestions for Teachers and Pronunciation Instruction8 Questions
- 11.9EFL and ESL Focus, Common Ground, and Practical Strategies8 Questions
- 11.10Art, Music, and Shared Human Values5 Questions
- 11.11Keyword Review12 Questions
- 11.12Module 11 – Pre-Reflection Audio Warm-Up Activity
- 11.13Module 11 Task A – Manually-Graded Assignment
- 11.14Module 11 Task B – Manually-Graded Assignment
- Module 12: Professional Development for Humanistic Educators19
- 12.1Guidance for Module 12
- 12.2Reading Text: Module 12
- 12.3Understanding the Philosophical Foundations of Reflection3 Questions
- 12.4Dewey and Reflective Practice5 Questions
- 12.5Matching Reflective Techniques to Purpose5 Questions
- 12.6Reflective Practice and Action Research: Core Concepts4 Questions
- 12.7Humanistic Reflection and Professional Solidarity5 Questions
- 12.8Matching Reflective Techniques to Purpose5 Questions
- 12.9Levels and Purposes of Reflection4 Questions
- 12.10Principles of Reflective Teaching4 Questions
- 12.11Reflective Tools and Techniques5 Questions
- 12.12Understanding the Action Research Cycle4 Questions
- 12.13Action Research and Humanistic Principles5 Questions
- 12.14Applying Action Research in Context4 Questions
- 12.15Professional Growth Through Community4 Questions
- 12.16Intentional and Accidental Growth Paths5 Questions
- 12.17Module 12 – Pre-Reflection Audio Warm-Up Activity
- 12.18Module 12 Task A – Manually-Graded Assignment
- 12.19Module 12 Task B – Manually-Graded Assignment
- Module 13: The Craft of Teaching—Where Ideas Meet Practice26
- 13.1Guidance for Module 13
- 13.2Reading Text: Module 13
- 13.3Planning with Purpose and Humanistic Presence4 Questions
- 13.4Matching Key Terms in Lesson Planning5 Questions
- 13.5Understanding the PPP Model4 Questions
- 13.6Matching Keywords and Approaches in TESOL5 Questions
- 13.7Prescriptive vs. Descriptive Tasks5 Questions
- 13.8Sequencing and Affective Focus in the PPP Lesson5 Questions
- 13.9Ordering a Humanistic PPP Lesson5 Questions
- 13.10Understanding Lesson Structure and Purpose3 Questions
- 13.11Matching: Sequencing Lesson Stages6 Questions
- 13.12True or False: Humanistic Lesson Planning Principles5 Questions
- 13.13Using CCQs Effectively5 Questions
- 13.14Integrating Planning and Classroom Management5 Questions
- 13.15Why Consider the Cambridge TKT?3 Questions
- 13.16Matching: TKT Modules and Their Focus3 Questions
- 13.17Applying TKT Domains to Humanistic Practice3 Questions
- 13.18Materials: Tools or Masters?3 Questions
- 13.19Matching: Coursebook Components and Their Functions6 Questions
- 13.20Questioning Coursebook Assumptions6 Questions
- 13.21Psychodramaturgy and Presence5 Questions
- 13.22Humanistic Classroom Practices4 Questions
- 13.23Dramaturgy in TESOL: From Role-Play to Soul-Play3 Questions
- 13.24Module 13 – Pre-Reflection Audio Warm-Up Activity
- 13.25Module 13 Task A – Manually-Graded Assignment
- 13.26Module 13 Task B – Manually-Graded Assignment
- Module 14: Humanistic Teaching in a Changing World10
- 14.1Guidance for Module 14
- 14.2Reading Text: Module 14
- 14.3Beginner’s Mind and Humanistic Awareness3 Questions
- 14.4Global Trends and the Humanistic Response5 Questions
- 14.5Humanistic Lineage: The Thinkers and Their Ideas4 Questions
- 14.6Reimagining Roles: From Control to Co-Agency3 Questions
- 14.7Humanism in Motion: Continuity and Change10 Questions
- 14.8Module 14 – Pre-Reflection Audio Warm-Up Activity
- 14.9Module 14 Task A – Manually-Graded Assignment
- 14.10Module 14 Task B – Manually-Graded Assignment
Instructor

