Guidance for Module 1Copy

Reading Text: IntroductionCopy

Reading Text: Module 1Copy

Who Said What?Copy

Foundations of Humanistic TeachingCopy

Teacher’s Well-Being and Humanistic Teaching)Copy

Matching & Classification: From Humanism to ConstructivismCopy

Classification: Which Educational Perspective?Copy

Sequencing: Erikson’s StagesCopy

Erik Erikson’s Eight Stages of Psychosocial DevelopmentCopy

True / False: Student-Centered LearningCopy

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

Behaviorism vs. Cognitivism: Chomsky & SkinnerCopy

Classification: Which Theoretical Perspective?Copy

Classroom Applications: Behaviorism vs. CognitivismCopy

Core Principles of Humanistic TeachingCopy

Classification: Applying Humanistic Teaching PrinciplesCopy

Humanistic Methodologies: Practices & OriginsCopy

Humanism Integrated with CLTCopy

Identifying Humanistic Elements in Classroom PracticeCopy

Module 1 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 1 Task A – Manually-Graded AssignmentCopy

Module 1 Task B – Manually-Graded AssignmentCopy

Guidance for Module 2Copy

Reading Text: Module 2Copy

Maslow’s Hierarchy of Needs in TESOL ContextCopy

Characteristics of Self-Actualization in TESOLCopy

Philosophical and Modern Foundations of Self-ActualizationCopy

Self-Actualization in TESOL ContextsCopy

True or False: The Self-Actualizing ClassroomCopy

Understanding Affect in Language LearningCopy

Krashen’s Affective Filter HypothesisCopy

Teacher Affect and Classroom ClimateCopy

Module 2 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 2 Task A – Manually-Graded AssignmentCopy

Module 2 Task B – Manually-Graded AssignmentCopy

Guidance for Module 3Copy

Reading Text: Module 3Copy

Teaching as an Art and a SkillCopy

Building Community and ScaffoldingCopy

Native vs Non-Native Teachers and Global EnglishCopy

Cultural Frameworks and Thinkers in TESOLCopy

The Danger of One-Size-Fits-All TeachingCopy

Integrating VARK, Multiple Intelligences, and Emotional IntelligenceCopy

Module 3 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 3 Task A – Manually-Graded AssignmentCopy

Module 3 Task B – Manually-Graded AssignmentCopy

Guidance for Module 4Copy

Reading Text: Module 4Copy

Traditional and Modern Approaches in TESOLCopy

Core Principles and Misconceptions of CLTCopy

Figures, Concepts, and Techniques in CLTCopy

Core Principles of Task-Based Language TeachingCopy

Key Figures and Phases in TBLTCopy

Core Principles and Implementation of Content-Based InstructionCopy

Key Figures, Concepts, and Applications of CBICopy

Vygotsky’s Sociocultural Theory and the Zone of Proximal DevelopmentCopy

Scaffolding Techniques and Classroom ApplicationsCopy

Module 4 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 4 Task A – Manually-Graded AssignmentCopy

Module 4 Task B – Manually-Graded AssignmentCopy

Guidance for Module 5Copy

Reading Text: Module 5Copy

The Reggio Emilia Approach: Core Ideas and Relevance to TESOLCopy

Learning as a Community ProcessCopy

Empathy and Communication in Humanistic TESOLCopy

Empathy, Trust, and Classroom PracticesCopy

Module 5 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 5 Task A – Manually-Graded AssignmentCopy

Module 5 Task B – Manually-Graded AssignmentCopy

Guidance for Module 6Copy

Reading Text: Module 6Copy

From Principles to Practice: Student-Centered ActivitiesCopy

Student-Centered Activities and Communicative Language TeachingCopy

Personalized Learning in the Student-Centered ClassroomCopy

Experiential LearningCopy

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

Promoting Fluency and Integrating Grammar in CLTCopy

Experiential Learning Tasks (with CLT and Functional Language Focus)Copy

Facilitating Fluency Through Communicative PracticeCopy

Module 6 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 6 Task A – Manually-Graded AssignmentCopy

Module 6 Task B – Manually-Graded AssignmentCopy

Guidance for Module 7Copy

Reading Text: Module 7Copy

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

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

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

Learner Misconceptions That Get in the WayCopy

Retrieval Practice and Reflective Tools for Autonomous LearningCopy

Keyword ReviewCopy

Module 7 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 7 Task A – Manually-Graded AssignmentCopy

Module 7 Task B – Manually-Graded AssignmentCopy

Guidance for Module 9Copy

Reading Text: Module 9Copy

Feedback and Assessment – Institutional Support and Goal-SettingCopy

Goal-Setting and Achievement in TESOLCopy

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

Reclaiming Teacher Agency – Collaboration and CommunityCopy

A Model for Conscious Classroom Change – From Theory to PracticeCopy

A Teacher’s Observation: Ms. Fay Case StudyCopy

Recognizing Drops in Student Motivation and ParticipationCopy

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

Module 9 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 9 Task A – Manually-Graded AssignmentCopy

Module 9 Task B – Manually-Graded AssignmentCopy

Guidance for Module 10Copy

Reading Text: Module 10Copy

Humanistic Approaches to Assessment in TESOLCopy

Formative vs Summative Assessment – Alternative AssessmentCopy

Humanizing Traditional and Skills-Based TestingCopy

Humanizing Skills-Based Testing: Receptive & Productive TasksCopy

Validity, Reliability, and Authenticity in Humanistic TestingCopy

Reliability in TestingCopy

Authenticity: The Soul of AssessmentCopy

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

Feedback Techniques and TimingCopy

Feedback as Connection and GrowthCopy

Writing as Craft—and Assessment as ProcessCopy

Challenging Prior Learning and Embracing AuthenticityCopy

Encouraging Open Communication and Empathy in the Language ClassroomCopy

Applying Empathy and CLT Principles in PracticeCopy

Module 10 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 10 Task A – Manually-Graded AssignmentCopy

Module 10 Task B – Manually-Graded AssignmentCopy

Guidance for Module 11Copy

Reading Text: Module 11Copy

Overview and Understanding Cultural DiversityCopy

Defining Culture and Valuing Cultural DifferencesCopy

Culturally Responsive Teaching and EFL vs ESL ContextsCopy

Navigating Cultural Contexts and Intercultural CommunicationCopy

Humor and Culturally Responsive PracticeCopy

Practical Suggestions for Teachers and Pronunciation InstructionCopy

EFL and ESL Focus, Common Ground, and Practical StrategiesCopy

Art, Music, and Shared Human ValuesCopy

Keyword ReviewCopy

Module 11 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 11 Task A – Manually-Graded AssignmentCopy

Module 11 Task B – Manually-Graded AssignmentCopy

Guidance for Module 12Copy

Reading Text: Module 12Copy

Understanding the Philosophical Foundations of ReflectionCopy

Dewey and Reflective PracticeCopy

Matching Reflective Techniques to PurposeCopy

Reflective Practice and Action Research: Core ConceptsCopy

Humanistic Reflection and Professional SolidarityCopy

Matching Reflective Techniques to PurposeCopy

Levels and Purposes of ReflectionCopy

Principles of Reflective TeachingCopy

Reflective Tools and TechniquesCopy

Understanding the Action Research CycleCopy

Action Research and Humanistic PrinciplesCopy

Applying Action Research in ContextCopy

Professional Growth Through CommunityCopy

Intentional and Accidental Growth PathsCopy

Module 12 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 12 Task A – Manually-Graded AssignmentCopy

Module 12 Task B – Manually-Graded AssignmentCopy

Guidance for Module 13Copy

Reading Text: Module 13Copy

Planning with Purpose and Humanistic PresenceCopy

Matching Key Terms in Lesson PlanningCopy

Understanding the PPP ModelCopy

Matching Keywords and Approaches in TESOLCopy

Prescriptive vs. Descriptive TasksCopy

Sequencing and Affective Focus in the PPP LessonCopy

Ordering a Humanistic PPP LessonCopy

Understanding Lesson Structure and PurposeCopy

Matching: Sequencing Lesson StagesCopy

True or False: Humanistic Lesson Planning PrinciplesCopy

Using CCQs EffectivelyCopy

Integrating Planning and Classroom ManagementCopy

Why Consider the Cambridge TKT?Copy

Matching: TKT Modules and Their FocusCopy

Applying TKT Domains to Humanistic PracticeCopy

Materials: Tools or Masters?Copy

Matching: Coursebook Components and Their FunctionsCopy

Questioning Coursebook AssumptionsCopy

Psychodramaturgy and PresenceCopy

Humanistic Classroom PracticesCopy

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

Module 13 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 13 Task A – Manually-Graded AssignmentCopy

Module 13 Task B – Manually-Graded AssignmentCopy

Guidance for Module 14Copy

Reading Text: Module 14Copy

Beginner’s Mind and Humanistic AwarenessCopy

Global Trends and the Humanistic ResponseCopy

Humanistic Lineage: The Thinkers and Their IdeasCopy

Reimagining Roles: From Control to Co-AgencyCopy

Humanism in Motion: Continuity and ChangeCopy

Module 14 – Pre-Reflection Audio Warm-Up ActivityCopy

Module 14 Task A – Manually-Graded AssignmentCopy

Module 14 Task B – Manually-Graded AssignmentCopy