Guidance for Module 1

Reading Text: Introduction

Reading Text: Module 1

Who Said What?

Foundations of Humanistic Teaching

Teacher’s Well-Being and Humanistic Teaching)

Matching & Classification: From Humanism to Constructivism

Classification: Which Educational Perspective?

Sequencing: Erikson’s Stages

Erik Erikson’s Eight Stages of Psychosocial Development

True / False: Student-Centered Learning

Classification: Teacher-Centered / Student-Centered / Top-Down / Bottom-Up

Behaviorism vs. Cognitivism: Chomsky & Skinner

Classification: Which Theoretical Perspective?

Classroom Applications: Behaviorism vs. Cognitivism

Core Principles of Humanistic Teaching

Classification: Applying Humanistic Teaching Principles

Humanistic Methodologies: Practices & Origins

Humanism Integrated with CLT

Identifying Humanistic Elements in Classroom Practice

Module 1 – Pre-Reflection Audio Warm-Up Activity

Module 1 Task A – Manually-Graded Assignment

Module 1 Task B – Manually-Graded Assignment

Guidance for Module 2

Reading Text: Module 2

Maslow’s Hierarchy of Needs in TESOL Context

Characteristics of Self-Actualization in TESOL

Philosophical and Modern Foundations of Self-Actualization

Self-Actualization in TESOL Contexts

True or False: The Self-Actualizing Classroom

Understanding Affect in Language Learning

Krashen’s Affective Filter Hypothesis

Teacher Affect and Classroom Climate

Module 2 – Pre-Reflection Audio Warm-Up Activity

Module 2 Task A – Manually-Graded Assignment

Module 2 Task B – Manually-Graded Assignment

Guidance for Module 3

Reading Text: Module 3

Teaching as an Art and a Skill

Building Community and Scaffolding

Native vs Non-Native Teachers and Global English

Cultural Frameworks and Thinkers in TESOL

The Danger of One-Size-Fits-All Teaching

Integrating VARK, Multiple Intelligences, and Emotional Intelligence

Module 3 – Pre-Reflection Audio Warm-Up Activity

Module 3 Task A – Manually-Graded Assignment

Module 3 Task B – Manually-Graded Assignment

Guidance for Module 4

Reading Text: Module 4

Traditional and Modern Approaches in TESOL

Core Principles and Misconceptions of CLT

Figures, Concepts, and Techniques in CLT

Core Principles of Task-Based Language Teaching

Key Figures and Phases in TBLT

Core Principles and Implementation of Content-Based Instruction

Key Figures, Concepts, and Applications of CBI

Vygotsky’s Sociocultural Theory and the Zone of Proximal Development

Scaffolding Techniques and Classroom Applications

Module 4 – Pre-Reflection Audio Warm-Up Activity

Module 4 Task A – Manually-Graded Assignment

Module 4 Task B – Manually-Graded Assignment

Guidance for Module 5

Reading Text: Module 5

The Reggio Emilia Approach: Core Ideas and Relevance to TESOL

Learning as a Community Process

Empathy and Communication in Humanistic TESOL

Empathy, Trust, and Classroom Practices

Module 5 – Pre-Reflection Audio Warm-Up Activity

Module 5 Task A – Manually-Graded Assignment

Module 5 Task B – Manually-Graded Assignment

Guidance for Module 6

Reading Text: Module 6

From Principles to Practice: Student-Centered Activities

Student-Centered Activities and Communicative Language Teaching

Personalized Learning in the Student-Centered Classroom

Experiential Learning

Integrating Communicative Methods for Effective Fluency and Practical Language Use: Experiential Learning Tasks in CLT

Promoting Fluency and Integrating Grammar in CLT

Experiential Learning Tasks (with CLT and Functional Language Focus)

Facilitating Fluency Through Communicative Practice

Module 6 – Pre-Reflection Audio Warm-Up Activity

Module 6 Task A – Manually-Graded Assignment

Module 6 Task B – Manually-Graded Assignment

Guidance for Module 7

Reading Text: Module 7

Practical Pathways to Self-Directed Learning: Goal Setting and Self-Assessment

Rethinking Vocabulary and Grammar Learning: From Isolated Lists to Meaningful Context / Integrating the Lexical Approach

Begin with Real Needs, Not Just Levels / Use Students’ Lives as the Curriculum / Learner-Generated Materials / Portfolios and Personal Progress

Learner Misconceptions That Get in the Way

Retrieval Practice and Reflective Tools for Autonomous Learning

Keyword Review

Module 7 – Pre-Reflection Audio Warm-Up Activity

Module 7 Task A – Manually-Graded Assignment

Module 7 Task B – Manually-Graded Assignment

Guidance for Module 8

Reading Text: Module 8

Emotion as Method: The Role of Emotional Intelligence

Understanding and Managing Emotions – Building Empathy and Social Skills

Integrating Social and Emotional Learning (SEL) into Language Teaching / SEL Activities and Techniques

History and Roots of SEL / The Role of CLT in SEL / Impact on Language Acquisition and Classroom Dynamics

Application of CLT in SEL: CLT Activities that Support SEL

Integrating SEL into CLT: Mutual Reinforcement of SEL and CLT

Module 8 – Pre-Reflection Audio Warm-Up Activity

Module 8 Task A – Manually-Graded Assignment

Module 8 Task B – Manually-Graded Assignment

Guidance for Module 9

Reading Text: Module 9

Feedback and Assessment – Institutional Support and Goal-Setting

Goal-Setting and Achievement in TESOL

Teacher Engagement as a Foundation for Learner Motivation – The Power of Reflective Inquiry

Reclaiming Teacher Agency – Collaboration and Community

A Model for Conscious Classroom Change – From Theory to Practice

A Teacher’s Observation: Ms. Fay Case Study

Recognizing Drops in Student Motivation and Participation

Action Research and Learner Motivation / Tools for Teacher-Led Inquiry

Module 9 – Pre-Reflection Audio Warm-Up Activity

Module 9 Task A – Manually-Graded Assignment

Module 9 Task B – Manually-Graded Assignment

Guidance for Module 10

Reading Text: Module 10

Humanistic Approaches to Assessment in TESOL

Formative vs Summative Assessment – Alternative Assessment

Humanizing Traditional and Skills-Based Testing

Humanizing Skills-Based Testing: Receptive & Productive Tasks

Validity, Reliability, and Authenticity in Humanistic Testing

Reliability in Testing

Authenticity: The Soul of Assessment

Helping Learners Own Their Progress: The Role of Feedback in Building Autonomy

Feedback Techniques and Timing

Feedback as Connection and Growth

Writing as Craft—and Assessment as Process

Challenging Prior Learning and Embracing Authenticity

Encouraging Open Communication and Empathy in the Language Classroom

Applying Empathy and CLT Principles in Practice

Module 10 – Pre-Reflection Audio Warm-Up Activity

Module 10 Task A – Manually-Graded Assignment

Module 10 Task B – Manually-Graded Assignment

Guidance for Module 11

Reading Text: Module 11

Overview and Understanding Cultural Diversity

Defining Culture and Valuing Cultural Differences

Culturally Responsive Teaching and EFL vs ESL Contexts

Navigating Cultural Contexts and Intercultural Communication

Humor and Culturally Responsive Practice

Practical Suggestions for Teachers and Pronunciation Instruction

EFL and ESL Focus, Common Ground, and Practical Strategies

Art, Music, and Shared Human Values

Keyword Review

Module 11 – Pre-Reflection Audio Warm-Up Activity

Module 11 Task A – Manually-Graded Assignment

Module 11 Task B – Manually-Graded Assignment

Guidance for Module 12

Reading Text: Module 12

Understanding the Philosophical Foundations of Reflection

Dewey and Reflective Practice

Matching Reflective Techniques to Purpose

Reflective Practice and Action Research: Core Concepts

Humanistic Reflection and Professional Solidarity

Matching Reflective Techniques to Purpose

Levels and Purposes of Reflection

Principles of Reflective Teaching

Reflective Tools and Techniques

Understanding the Action Research Cycle

Action Research and Humanistic Principles

Applying Action Research in Context

Professional Growth Through Community

Intentional and Accidental Growth Paths

Module 12 – Pre-Reflection Audio Warm-Up Activity

Module 12 Task A – Manually-Graded Assignment

Module 12 Task B – Manually-Graded Assignment

Guidance for Module 13

Reading Text: Module 13

Planning with Purpose and Humanistic Presence

Matching Key Terms in Lesson Planning

Understanding the PPP Model

Matching Keywords and Approaches in TESOL

Prescriptive vs. Descriptive Tasks

Sequencing and Affective Focus in the PPP Lesson

Ordering a Humanistic PPP Lesson

Understanding Lesson Structure and Purpose

Matching: Sequencing Lesson Stages

True or False: Humanistic Lesson Planning Principles

Using CCQs Effectively

Integrating Planning and Classroom Management

Why Consider the Cambridge TKT?

Matching: TKT Modules and Their Focus

Applying TKT Domains to Humanistic Practice

Materials: Tools or Masters?

Matching: Coursebook Components and Their Functions

Questioning Coursebook Assumptions

Psychodramaturgy and Presence

Humanistic Classroom Practices

Dramaturgy in TESOL: From Role-Play to Soul-Play

Module 13 – Pre-Reflection Audio Warm-Up Activity

Module 13 Task A – Manually-Graded Assignment

Module 13 Task B – Manually-Graded Assignment