ELT Vista Certificate in Humanistic TESOL Teaching for Institutions (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 both personal and professional growth. The course is based on What About the Teacher? A Humanistic Guide to Self-Actualization for TESOL Teachers and blends humanistic teaching methods with identity-focused reflection to support instructional skill, professional clarity, and teacher self-development.
Across 14 modules, participants explore teaching practice through integrated course readings, auto-graded quizzes, and audio-based pre-reflection guidance that prepares them for two mentor-reviewed written tasks per module—brief reflective writings and reflective loops that support action research and professional inquiry. The course is suitable for both pre-service and experienced teachers who wish to deepen their capacity for human-centered instruction and ongoing professional growth.
What’s Included
- 14 sequential learning modules with aligned course readings.
- 135 short, auto-graded comprehension tasks
- 28 instructor-reviewed written reflection tasks
- 14 audio-based guidance activities
- Digital 120-hour Certificate of Completion
- Personalized Letter of Reference
Who This Course Is For
- Pre-service TESOL teachers
- Practicing language teachers seeking renewal or reflective growth
- Educators moving toward student-centered and humanistic methods
- Returning or transitioning teachers rebuilding confidence or direction
- Teachers seeking integrated personal and professional development
About the Instructor
This course was created and led 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 1Copy
- 1.2Reading Text: IntroductionCopy
- 1.3Reading Text: Module 1Copy
- 1.4Who Said What?Copy5 Questions
- 1.5Foundations of Humanistic TeachingCopy7 Questions
- 1.6Teacher’s Well-Being and Humanistic Teaching)Copy10 Questions
- 1.7Matching & Classification: From Humanism to ConstructivismCopy4 Questions
- 1.8Classification: Which Educational Perspective?Copy6 Questions
- 1.9Sequencing: Erikson’s StagesCopy4 Questions
- 1.10Erik Erikson’s Eight Stages of Psychosocial DevelopmentCopy8 Questions
- 1.11True / False: Student-Centered LearningCopy12 Questions
- 1.12Classification: Teacher-Centered / Student-Centered / Top-Down / Bottom-UpCopy12 Questions
- 1.13Behaviorism vs. Cognitivism: Chomsky & SkinnerCopy4 Questions
- 1.14Classification: Which Theoretical Perspective?Copy2 Questions
- 1.15Classroom Applications: Behaviorism vs. CognitivismCopy7 Questions
- 1.16Core Principles of Humanistic TeachingCopy6 Questions
- 1.17Classification: Applying Humanistic Teaching PrinciplesCopy6 Questions
- 1.18Humanistic Methodologies: Practices & OriginsCopy5 Questions
- 1.19Humanism Integrated with CLTCopy10 Questions
- 1.20Identifying Humanistic Elements in Classroom PracticeCopy5 Questions
- 1.21Module 1 – Pre-Reflection Audio Warm-Up ActivityCopy
- 1.22Module 1 Task A – Manually-Graded AssignmentCopy
- 1.23Module 1 Task B – Manually-Graded AssignmentCopy
- Module 2: Understanding Self-Actualization13
- 2.1Guidance for Module 2Copy
- 2.2Reading Text: Module 2Copy
- 2.3Maslow’s Hierarchy of Needs in TESOL ContextCopy5 Questions
- 2.4Characteristics of Self-Actualization in TESOLCopy5 Questions
- 2.5Philosophical and Modern Foundations of Self-ActualizationCopy10 Questions
- 2.6Self-Actualization in TESOL ContextsCopy5 Questions
- 2.7True or False: The Self-Actualizing ClassroomCopy5 Questions
- 2.8Understanding Affect in Language LearningCopy5 Questions
- 2.9Krashen’s Affective Filter HypothesisCopy5 Questions
- 2.10Teacher Affect and Classroom ClimateCopy5 Questions
- 2.11Module 2 – Pre-Reflection Audio Warm-Up ActivityCopy
- 2.12Module 2 Task A – Manually-Graded AssignmentCopy
- 2.13Module 2 Task B – Manually-Graded AssignmentCopy
- Module 3: Exploring Identity, Culture, and the Human Journey in EFL/ESL Teaching11
- 3.1Guidance for Module 3Copy
- 3.2Reading Text: Module 3Copy
- 3.3Teaching as an Art and a SkillCopy10 Questions
- 3.4Building Community and ScaffoldingCopy5 Questions
- 3.5Native vs Non-Native Teachers and Global EnglishCopy5 Questions
- 3.6Cultural Frameworks and Thinkers in TESOLCopy6 Questions
- 3.7The Danger of One-Size-Fits-All TeachingCopy5 Questions
- 3.8Integrating VARK, Multiple Intelligences, and Emotional IntelligenceCopy9 Questions
- 3.9Module 3 – Pre-Reflection Audio Warm-Up ActivityCopy
- 3.10Module 3 Task A – Manually-Graded AssignmentCopy
- 3.11Module 3 Task B – Manually-Graded AssignmentCopy
- Module 4: Basic Teaching Methodologies14
- 4.1Guidance for Module 4Copy
- 4.2Reading Text: Module 4Copy
- 4.3Traditional and Modern Approaches in TESOLCopy5 Questions
- 4.4Core Principles and Misconceptions of CLTCopy10 Questions
- 4.5Figures, Concepts, and Techniques in CLTCopy7 Questions
- 4.6Core Principles of Task-Based Language TeachingCopy10 Questions
- 4.7Key Figures and Phases in TBLTCopy6 Questions
- 4.8Core Principles and Implementation of Content-Based InstructionCopy10 Questions
- 4.9Key Figures, Concepts, and Applications of CBICopy8 Questions
- 4.10Vygotsky’s Sociocultural Theory and the Zone of Proximal DevelopmentCopy10 Questions
- 4.11Scaffolding Techniques and Classroom ApplicationsCopy7 Questions
- 4.12Module 4 – Pre-Reflection Audio Warm-Up ActivityCopy
- 4.13Module 4 Task A – Manually-Graded AssignmentCopy3 Days
- 4.14Module 4 Task B – Manually-Graded AssignmentCopy
- Module 5: Creating a Humanistic Classroom Environment9
- 5.1Guidance for Module 5Copy
- 5.2Reading Text: Module 5Copy
- 5.3The Reggio Emilia Approach: Core Ideas and Relevance to TESOLCopy5 Questions
- 5.4Learning as a Community ProcessCopy7 Questions
- 5.5Empathy and Communication in Humanistic TESOLCopy5 Questions
- 5.6Empathy, Trust, and Classroom PracticesCopy8 Questions
- 5.7Module 5 – Pre-Reflection Audio Warm-Up ActivityCopy
- 5.8Module 5 Task A – Manually-Graded AssignmentCopy3 Days
- 5.9Module 5 Task B – Manually-Graded AssignmentCopy
- Module 6: Humanistic Teaching Methods–An Overview13
- 6.1Guidance for Module 6Copy
- 6.2Reading Text: Module 6Copy
- 6.3From Principles to Practice: Student-Centered ActivitiesCopy5 Questions
- 6.4Student-Centered Activities and Communicative Language TeachingCopy5 Questions
- 6.5Personalized Learning in the Student-Centered ClassroomCopy5 Questions
- 6.6Experiential LearningCopy5 Questions
- 6.7Integrating Communicative Methods for Effective Fluency and Practical Language Use: Experiential Learning Tasks in CLTCopy5 Questions
- 6.8Promoting Fluency and Integrating Grammar in CLTCopy5 Questions
- 6.9Experiential Learning Tasks (with CLT and Functional Language Focus)Copy5 Questions
- 6.10Facilitating Fluency Through Communicative PracticeCopy5 Questions
- 6.11Module 6 – Pre-Reflection Audio Warm-Up ActivityCopy
- 6.12Module 6 Task A – Manually-Graded AssignmentCopy
- 6.13Module 6 Task B – Manually-Graded AssignmentCopy
- Module 7: Developing Learner Autonomy11
- 7.1Guidance for Module 7Copy
- 7.2Reading Text: Module 7Copy
- 7.3Practical Pathways to Self-Directed Learning: Goal Setting and Self-AssessmentCopy5 Questions
- 7.4Rethinking Vocabulary and Grammar Learning: From Isolated Lists to Meaningful Context / Integrating the Lexical ApproachCopy5 Questions
- 7.5Begin with Real Needs, Not Just Levels / Use Students’ Lives as the Curriculum / Learner-Generated Materials / Portfolios and Personal ProgressCopy5 Questions
- 7.6Learner Misconceptions That Get in the WayCopy8 Questions
- 7.7Retrieval Practice and Reflective Tools for Autonomous LearningCopy8 Questions
- 7.8Keyword ReviewCopy10 Questions
- 7.9Module 7 – Pre-Reflection Audio Warm-Up ActivityCopy
- 7.10Module 7 Task A – Manually-Graded AssignmentCopy
- 7.11Module 7 Task B – Manually-Graded AssignmentCopy
- Module 8: Emotional and Social Learning in TESOL11
- 8.1Guidance for Module 8Copy
- 8.2Reading Text: Module 8Copy
- 8.3Emotion as Method: The Role of Emotional IntelligenceCopy5 Questions
- 8.4Understanding and Managing Emotions – Building Empathy and Social SkillsCopy8 Questions
- 8.5Integrating Social and Emotional Learning (SEL) into Language Teaching / SEL Activities and TechniquesCopy5 Questions
- 8.6History and Roots of SEL / The Role of CLT in SEL / Impact on Language Acquisition and Classroom DynamicsCopy5 Questions
- 8.7Application of CLT in SEL: CLT Activities that Support SELCopy5 Questions
- 8.8Integrating SEL into CLT: Mutual Reinforcement of SEL and CLTCopy5 Questions
- 8.9Module 8 – Pre-Reflection Audio Warm-Up ActivityCopy
- 8.10Module 8 Task A – Manually-Graded AssignmentCopy
- 8.11Module 8 Task B – Manually-Graded AssignmentCopy
- Module 9: Motivation and Engagement13
- 9.1Guidance for Module 9Copy
- 9.2Reading Text: Module 9Copy
- 9.3Feedback and Assessment – Institutional Support and Goal-SettingCopy5 Questions
- 9.4Goal-Setting and Achievement in TESOLCopy5 Questions
- 9.5Teacher Engagement as a Foundation for Learner Motivation – The Power of Reflective InquiryCopy5 Questions
- 9.6Reclaiming Teacher Agency – Collaboration and CommunityCopy10 Questions
- 9.7A Model for Conscious Classroom Change – From Theory to PracticeCopy5 Questions
- 9.8A Teacher’s Observation: Ms. Fay Case StudyCopy6 Questions
- 9.9Recognizing Drops in Student Motivation and ParticipationCopy6 Questions
- 9.10Action Research and Learner Motivation / Tools for Teacher-Led InquiryCopy5 Questions
- 9.11Module 9 – Pre-Reflection Audio Warm-Up ActivityCopy
- 9.12Module 9 Task A – Manually-Graded AssignmentCopy
- 9.13Module 9 Task B – Manually-Graded AssignmentCopy
- Module 10: Assessment and Feedback in a Humanistic Classroom19
- 10.1Guidance for Module 10Copy
- 10.2Reading Text: Module 10Copy
- 10.3Humanistic Approaches to Assessment in TESOLCopy7 Questions
- 10.4Formative vs Summative Assessment – Alternative AssessmentCopy7 Questions
- 10.5Humanizing Traditional and Skills-Based TestingCopy8 Questions
- 10.6Humanizing Skills-Based Testing: Receptive & Productive TasksCopy8 Questions
- 10.7Validity, Reliability, and Authenticity in Humanistic TestingCopy8 Questions
- 10.8Reliability in TestingCopy8 Questions
- 10.9Authenticity: The Soul of AssessmentCopy6 Questions
- 10.10Helping Learners Own Their Progress: The Role of Feedback in Building AutonomyCopy8 Questions
- 10.11Feedback Techniques and TimingCopy8 Questions
- 10.12Feedback as Connection and GrowthCopy9 Questions
- 10.13Writing as Craft—and Assessment as ProcessCopy8 Questions
- 10.14Challenging Prior Learning and Embracing AuthenticityCopy8 Questions
- 10.15Encouraging Open Communication and Empathy in the Language ClassroomCopy8 Questions
- 10.16Applying Empathy and CLT Principles in PracticeCopy8 Questions
- 10.17Module 10 – Pre-Reflection Audio Warm-Up ActivityCopy
- 10.18Module 10 Task A – Manually-Graded AssignmentCopy3 Days
- 10.19Module 10 Task B – Manually-Graded AssignmentCopy
- Module 11: Integrating Cultural Competence14
- 11.1Guidance for Module 11Copy
- 11.2Reading Text: Module 11Copy
- 11.3Overview and Understanding Cultural DiversityCopy8 Questions
- 11.4Defining Culture and Valuing Cultural DifferencesCopy8 Questions
- 11.5Culturally Responsive Teaching and EFL vs ESL ContextsCopy8 Questions
- 11.6Navigating Cultural Contexts and Intercultural CommunicationCopy8 Questions
- 11.7Humor and Culturally Responsive PracticeCopy8 Questions
- 11.8Practical Suggestions for Teachers and Pronunciation InstructionCopy8 Questions
- 11.9EFL and ESL Focus, Common Ground, and Practical StrategiesCopy8 Questions
- 11.10Art, Music, and Shared Human ValuesCopy5 Questions
- 11.11Keyword ReviewCopy12 Questions
- 11.12Module 11 – Pre-Reflection Audio Warm-Up ActivityCopy
- 11.13Module 11 Task A – Manually-Graded AssignmentCopy
- 11.14Module 11 Task B – Manually-Graded AssignmentCopy
- Module 12: Professional Development for Humanistic Educators19
- 12.1Guidance for Module 12Copy
- 12.2Reading Text: Module 12Copy
- 12.3Understanding the Philosophical Foundations of ReflectionCopy3 Questions
- 12.4Dewey and Reflective PracticeCopy5 Questions
- 12.5Matching Reflective Techniques to PurposeCopy5 Questions
- 12.6Reflective Practice and Action Research: Core ConceptsCopy4 Questions
- 12.7Humanistic Reflection and Professional SolidarityCopy5 Questions
- 12.8Matching Reflective Techniques to PurposeCopy5 Questions
- 12.9Levels and Purposes of ReflectionCopy4 Questions
- 12.10Principles of Reflective TeachingCopy4 Questions
- 12.11Reflective Tools and TechniquesCopy5 Questions
- 12.12Understanding the Action Research CycleCopy4 Questions
- 12.13Action Research and Humanistic PrinciplesCopy5 Questions
- 12.14Applying Action Research in ContextCopy4 Questions
- 12.15Professional Growth Through CommunityCopy4 Questions
- 12.16Intentional and Accidental Growth PathsCopy5 Questions
- 12.17Module 12 – Pre-Reflection Audio Warm-Up ActivityCopy
- 12.18Module 12 Task A – Manually-Graded AssignmentCopy
- 12.19Module 12 Task B – Manually-Graded AssignmentCopy
- Module 13: The Craft of Teaching—Where Ideas Meet Practice26
- 13.1Guidance for Module 13Copy
- 13.2Reading Text: Module 13Copy
- 13.3Planning with Purpose and Humanistic PresenceCopy4 Questions
- 13.4Matching Key Terms in Lesson PlanningCopy5 Questions
- 13.5Understanding the PPP ModelCopy4 Questions
- 13.6Matching Keywords and Approaches in TESOLCopy5 Questions
- 13.7Prescriptive vs. Descriptive TasksCopy5 Questions
- 13.8Sequencing and Affective Focus in the PPP LessonCopy5 Questions
- 13.9Ordering a Humanistic PPP LessonCopy5 Questions
- 13.10Understanding Lesson Structure and PurposeCopy3 Questions
- 13.11Matching: Sequencing Lesson StagesCopy6 Questions
- 13.12True or False: Humanistic Lesson Planning PrinciplesCopy5 Questions
- 13.13Using CCQs EffectivelyCopy5 Questions
- 13.14Integrating Planning and Classroom ManagementCopy5 Questions
- 13.15Why Consider the Cambridge TKT?Copy3 Questions
- 13.16Matching: TKT Modules and Their FocusCopy3 Questions
- 13.17Applying TKT Domains to Humanistic PracticeCopy3 Questions
- 13.18Materials: Tools or Masters?Copy3 Questions
- 13.19Matching: Coursebook Components and Their FunctionsCopy6 Questions
- 13.20Questioning Coursebook AssumptionsCopy6 Questions
- 13.21Psychodramaturgy and PresenceCopy5 Questions
- 13.22Humanistic Classroom PracticesCopy4 Questions
- 13.23Dramaturgy in TESOL: From Role-Play to Soul-PlayCopy3 Questions
- 13.24Module 13 – Pre-Reflection Audio Warm-Up ActivityCopy
- 13.25Module 13 Task A – Manually-Graded AssignmentCopy
- 13.26Module 13 Task B – Manually-Graded AssignmentCopy
- Module 14: Humanistic Teaching in a Changing World10
- 14.1Guidance for Module 14Copy
- 14.2Reading Text: Module 14Copy
- 14.3Beginner’s Mind and Humanistic AwarenessCopy3 Questions
- 14.4Global Trends and the Humanistic ResponseCopy5 Questions
- 14.5Humanistic Lineage: The Thinkers and Their IdeasCopy4 Questions
- 14.6Reimagining Roles: From Control to Co-AgencyCopy3 Questions
- 14.7Humanism in Motion: Continuity and ChangeCopy10 Questions
- 14.8Module 14 – Pre-Reflection Audio Warm-Up ActivityCopy
- 14.9Module 14 Task A – Manually-Graded AssignmentCopy
- 14.10Module 14 Task B – Manually-Graded AssignmentCopy
Instructor

