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 professional growth. Based on the book What About the Teacher?, this course blends humanistic teaching methods with identity-focused reflection to support both instructional skill and inner development.
Across 14 modules, you will explore teaching practice through guided readings, mentor-reviewed written reflections, and short, auto-graded quizzes. This course is suitable for both pre-service and experienced teachers who want to broaden their capacity for human-centered instruction and teacher self-development.
What’s Included
- 14 sequential learning modules
- 135 short, auto-graded tasks / quizzes
- 28 instructor-reviewed reflection tasks
- Optional motivational videos
- 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
About the Instructor
This course was created 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
- 14 Lessons
- Lifetime
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- Module 1: Introduction - Foundations of Humanistic Education20
- 1.1Guidance for Module 1
- 1.2Module 1 Task A – Manually-Graded Assignment
- 1.3Module 1 Task B – Manually-Graded Assignment
- 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
- Module 2: Understanding Self-Actualization11
- 2.1Guidance for Module 2
- 2.2Module 2 Task A – Manually-Graded Assignment
- 2.3Module 2 Task B – Manually-Graded Assignment
- 2.4Maslow’s Hierarchy of Needs in TESOL Context5 Questions
- 2.5Characteristics of Self-Actualization in TESOL5 Questions
- 2.6Philosophical and Modern Foundations of Self-Actualization10 Questions
- 2.7Self-Actualization in TESOL Contexts5 Questions
- 2.8True or False: The Self-Actualizing Classroom5 Questions
- 2.9Understanding Affect in Language Learning5 Questions
- 2.10Krashen’s Affective Filter Hypothesis5 Questions
- 2.11Teacher Affect and Classroom Climate5 Questions
- Module 3: Exploring Identity, Culture, and the Human Journey in EFL/ESL Teaching9
- 3.1Guidance for Module 3
- 3.2Module 3 Task A – Manually-Graded Assignment
- 3.3Module 3 Task B – Manually-Graded Assignment
- 3.4Teaching as an Art and a Skill10 Questions
- 3.5Building Community and Scaffolding5 Questions
- 3.6Native vs Non-Native Teachers and Global English5 Questions
- 3.7Cultural Frameworks and Thinkers in TESOL6 Questions
- 3.8The Danger of One-Size-Fits-All Teaching5 Questions
- 3.9Integrating VARK, Multiple Intelligences, and Emotional Intelligence9 Questions
- Module 4: Basic Teaching Methodologies12
- 4.1Guidance for Module 4
- 4.2Module 4 Task A – Manually-Graded Assignment3 Days
- 4.3Module 4 Task B – Manually-Graded Assignment
- 4.4Traditional and Modern Approaches in TESOL5 Questions
- 4.5Core Principles and Misconceptions of CLT10 Questions
- 4.6Figures, Concepts, and Techniques in CLT7 Questions
- 4.7Core Principles of Task-Based Language Teaching10 Questions
- 4.8Key Figures and Phases in TBLT6 Questions
- 4.9Core Principles and Implementation of Content-Based Instruction10 Questions
- 4.10Key Figures, Concepts, and Applications of CBI8 Questions
- 4.11Vygotsky’s Sociocultural Theory and the Zone of Proximal Development10 Questions
- 4.12Scaffolding Techniques and Classroom Applications7 Questions
- Module 5: Creating a Humanistic Classroom Environment7
- 5.1Guidance for Module 5
- 5.2Module 5 Task A – Manually-Graded Assignment3 Days
- 5.3Module 5 Task B – Manually-Graded Assignment
- 5.4The Reggio Emilia Approach: Core Ideas and Relevance to TESOL5 Questions
- 5.5Learning as a Community Process7 Questions
- 5.6Empathy and Communication in Humanistic TESOL5 Questions
- 5.7Empathy, Trust, and Classroom Practices8 Questions
- Module 6: Humanistic Teaching Methods–An Overview11
- 6.1Guidance for Module 6
- 6.2Module 6 Task A – Manually-Graded Assignment
- 6.3Module 6 Task B – Manually-Graded Assignment
- 6.4From Principles to Practice: Student-Centered Activities5 Questions
- 6.5Student-Centered Activities and Communicative Language Teaching5 Questions
- 6.6Personalized Learning in the Student-Centered Classroom5 Questions
- 6.7Experiential Learning5 Questions
- 6.8Integrating Communicative Methods for Effective Fluency and Practical Language Use: Experiential Learning Tasks in CLT5 Questions
- 6.9Promoting Fluency and Integrating Grammar in CLT5 Questions
- 6.10Experiential Learning Tasks (with CLT and Functional Language Focus)5 Questions
- 6.11Facilitating Fluency Through Communicative Practice5 Questions
- Module 7: Developing Learner Autonomy9
- 7.1Guidance for Module 7
- 7.2Module 7 Task A – Manually-Graded Assignment
- 7.3Module 7 Task B – Manually-Graded Assignment
- 7.4Practical Pathways to Self-Directed Learning: Goal Setting and Self-Assessment5 Questions
- 7.5Rethinking Vocabulary and Grammar Learning: From Isolated Lists to Meaningful Context / Integrating the Lexical Approach5 Questions
- 7.6Begin with Real Needs, Not Just Levels / Use Students’ Lives as the Curriculum / Learner-Generated Materials / Portfolios and Personal Progress5 Questions
- 7.7Learner Misconceptions That Get in the Way8 Questions
- 7.8Retrieval Practice and Reflective Tools for Autonomous Learning8 Questions
- 7.9Keyword Review10 Questions
- Module 8: Emotional and Social Learning in TESOL9
- 8.1Guidance for Module 8
- 8.2Module 8 Task A – Manually-Graded Assignment
- 8.3Module 8 Task B – Manually-Graded Assignment
- 8.4Emotion as Method: The Role of Emotional Intelligence5 Questions
- 8.5Understanding and Managing Emotions – Building Empathy and Social Skills8 Questions
- 8.6Integrating Social and Emotional Learning (SEL) into Language Teaching / SEL Activities and Techniques5 Questions
- 8.7History and Roots of SEL / The Role of CLT in SEL / Impact on Language Acquisition and Classroom Dynamics5 Questions
- 8.8Application of CLT in SEL: CLT Activities that Support SEL5 Questions
- 8.9Integrating SEL into CLT: Mutual Reinforcement of SEL and CLT5 Questions
- Module 9: Motivation and Engagement11
- 9.1Guidance for Module 9
- 9.2Module 9 Task A – Manually-Graded Assignment
- 9.3Module 9 Task B – Manually-Graded Assignment
- 9.4Feedback and Assessment – Institutional Support and Goal-Setting5 Questions
- 9.5Goal-Setting and Achievement in TESOL5 Questions
- 9.6Teacher Engagement as a Foundation for Learner Motivation – The Power of Reflective Inquiry5 Questions
- 9.7Reclaiming Teacher Agency – Collaboration and Community10 Questions
- 9.8A Model for Conscious Classroom Change – From Theory to Practice5 Questions
- 9.9A Teacher’s Observation: Ms. Fay Case Study6 Questions
- 9.10Recognizing Drops in Student Motivation and Participation6 Questions
- 9.11Action Research and Learner Motivation / Tools for Teacher-Led Inquiry5 Questions
- Module 10: Assessment and Feedback in a Humanistic Classroom17
- 10.1Guidance for Module 10
- 10.2Module 10 Task A – Manually-Graded Assignment3 Days
- 10.3Module 10 Task B – Manually-Graded Assignment
- 10.4Humanistic Approaches to Assessment in TESOL7 Questions
- 10.5Formative vs Summative Assessment – Alternative Assessment7 Questions
- 10.6Humanizing Traditional and Skills-Based Testing8 Questions
- 10.7Humanizing Skills-Based Testing: Receptive & Productive Tasks8 Questions
- 10.8Validity, Reliability, and Authenticity in Humanistic Testing8 Questions
- 10.9Reliability in Testing8 Questions
- 10.10Authenticity: The Soul of Assessment6 Questions
- 10.11Helping Learners Own Their Progress: The Role of Feedback in Building Autonomy8 Questions
- 10.12Feedback Techniques and Timing8 Questions
- 10.13Feedback as Connection and Growth9 Questions
- 10.14Writing as Craft—and Assessment as Process8 Questions
- 10.15Challenging Prior Learning and Embracing Authenticity8 Questions
- 10.16Encouraging Open Communication and Empathy in the Language Classroom8 Questions
- 10.17Applying Empathy and CLT Principles in Practice8 Questions
- Module 11: Integrating Cultural Competence12
- 11.1Guidance for Module 11
- 11.2Module 11 Task A – Manually-Graded Assignment
- 11.3Module 11 Task B – Manually-Graded Assignment
- 11.4Overview and Understanding Cultural Diversity8 Questions
- 11.5Defining Culture and Valuing Cultural Differences8 Questions
- 11.6Culturally Responsive Teaching and EFL vs ESL Contexts8 Questions
- 11.7Navigating Cultural Contexts and Intercultural Communication8 Questions
- 11.8Humor and Culturally Responsive Practice8 Questions
- 11.9Practical Suggestions for Teachers and Pronunciation Instruction8 Questions
- 11.10EFL and ESL Focus, Common Ground, and Practical Strategies8 Questions
- 11.11Art, Music, and Shared Human Values5 Questions
- 11.12Keyword Review12 Questions
- Module 12: Professional Development for Humanistic Educators17
- 12.1Guidance for Module 12
- 12.2Module 12 Task A – Manually-Graded Assignment
- 12.3Module 12 Task B – Manually-Graded Assignment
- 12.4Understanding the Philosophical Foundations of Reflection3 Questions
- 12.5Dewey and Reflective Practice5 Questions
- 12.6Matching Reflective Techniques to Purpose5 Questions
- 12.7Reflective Practice and Action Research: Core Concepts4 Questions
- 12.8Humanistic Reflection and Professional Solidarity5 Questions
- 12.9Matching Reflective Techniques to Purpose5 Questions
- 12.10Levels and Purposes of Reflection4 Questions
- 12.11Principles of Reflective Teaching4 Questions
- 12.12Reflective Tools and Techniques5 Questions
- 12.13Understanding the Action Research Cycle4 Questions
- 12.14Action Research and Humanistic Principles5 Questions
- 12.15Applying Action Research in Context4 Questions
- 12.16Professional Growth Through Community4 Questions
- 12.17Intentional and Accidental Growth Paths5 Questions
- Module 13: The Craft of Teaching—Where Ideas Meet Practice24
- 13.1Guidance for Module 13
- 13.2Module 13 Task A – Manually-Graded Assignment
- 13.3Module 13 Task B – Manually-Graded Assignment
- 13.4Planning with Purpose and Humanistic Presence4 Questions
- 13.5Matching Key Terms in Lesson Planning5 Questions
- 13.6Understanding the PPP Model4 Questions
- 13.7Matching Keywords and Approaches in TESOL5 Questions
- 13.8Prescriptive vs. Descriptive Tasks5 Questions
- 13.9Sequencing and Affective Focus in the PPP Lesson5 Questions
- 13.10Ordering a Humanistic PPP Lesson5 Questions
- 13.11Understanding Lesson Structure and Purpose3 Questions
- 13.12Matching: Sequencing Lesson Stages6 Questions
- 13.13True or False: Humanistic Lesson Planning Principles5 Questions
- 13.14Using CCQs Effectively5 Questions
- 13.15Integrating Planning and Classroom Management5 Questions
- 13.16Why Consider the Cambridge TKT?3 Questions
- 13.17Matching: TKT Modules and Their Focus3 Questions
- 13.18Applying TKT Domains to Humanistic Practice3 Questions
- 13.19Materials: Tools or Masters?3 Questions
- 13.20Matching: Coursebook Components and Their Functions6 Questions
- 13.21Questioning Coursebook Assumptions6 Questions
- 13.22Psychodramaturgy and Presence5 Questions
- 13.23Humanistic Classroom Practices4 Questions
- 13.24Dramaturgy in TESOL: From Role-Play to Soul-Play3 Questions
- Module 14: Humanistic Teaching in a Changing World8
- 14.1Guidance for Module 14
- 14.2Module 14 Task A – Manually-Graded Assignment
- 14.3Module 14 Task B – Manually-Graded Assignment
- 14.4Beginner’s Mind and Humanistic Awareness3 Questions
- 14.5Global Trends and the Humanistic Response5 Questions
- 14.6Humanistic Lineage: The Thinkers and Their Ideas4 Questions
- 14.7Reimagining Roles: From Control to Co-Agency3 Questions
- 14.8Humanism in Motion: Continuity and Change10 Questions
Instructor
