As I begin to walk into my own classroom for the first time, I imagine I will:

I taste: the mint in my mouth from just brushing my teeth half an hour ago.

I hear: The bell ring, class has begun. I hear my own heart beating nervously with having my own classroom.

I feel: The sweat in my hands and fingers from holding them tightly. Feeling the balls of my fingers, circling my fingertips.

I smell: I smell the fresh air from the students from being outside before class has begun.

I see: Eleven boys and nine girls, some of who may be struggling with their gender identity, some who may struggle from mental health, some who may have ADHD, some students who may come from families who may be struggling financially, some of that may be new to Canada and trying to find and make sense of Canadian life and some of who have lived in Canada their whole life, some trusting the government and some of who have lost trust in the government with residential schools and all coming from different family values, beliefs and morals. Together there are twenty grade one students, who are all unique and have their own story. Take time to learn their story.

As pre-service and service teachers it is important we consider student agency. Student agency is learning through activities that are meaningful and relevant to learners that could be driven by their interests, with appropriate guidance from teachers. Furthering learning about students and their sociocultural perspective in an ESL classroom where there is lots of diversity within students beliefs, morals, vales, etc. I believe learning happens first through observing social interaction and second with direct communication with student’s individual interactions of social behaviors. When students become more familiar with their learning with lessons on basic understandings, such as greetings, students will be able to apply in their daily life and enhance their learning, promoting students to use their voice more frequently and confidently. It is important to be with the student in their learning process to connection and form ever-lasting relationships in the classroom to help the students to be motivated to be a lifelong learner.

For the purpose of this class and assignment, I will be focusing on the ESL students. Where I will discuss student agency with student needs, I will report my findings on a local ESL program from Regina Public Library that includes: the program mission, values, cost, etc. Teaching Principles/Classroom Management and creating two lesson plans I plan on teaching to my students. I am assuming the students in my classroom have limited language skills with reading, writing, spelling, listening and speaking.

Student Needs:

  • Give EAL learners thinking time (as they need to process what they hear and what they say).
  • Let students work together in pairs or small groups.
  • Allow students to use their strengths in the process of learning English. So, the student may draw a picture, the teacher should encourage the student to write the word out and practice saying the word.
  • Consider the use of gestures, mimes, exaggerated facial expressions.
  • Have a daily routine and consider asking specific daily questions every day.
  • When a student makes a small common error, such as “She runned home…” repeat by saying “ yes, she ran home…” and encourage students to extend their sentence to be longer.
  • Make available and encourage learners to use an age-appropriate English dictionary and thesaurus (including online dictionaries for English language learners).
  • Have online resources and worksheets to send home for students to use at home and/or to use as practice if needed or wanted outside of school with their guardians.
  • Repeatedly check understanding of topic, basic learning intentions and what to do in a task.
  • Ensure that there are plenty of motivating books available at the level of the ESL in the classroom.

Regina Public Library Mission: The Regina Public Library is a board governed, integrated, cultural organization that exists to provide opportunities for discovery and learning in an inclusive and safe environment.

Regina Public Library offers:

  • Free and open access to resources.
  • Community space where people and ideas meet.
  • Programs and services that support reading, curiosity and discovery.
  • Community opportunities that complement and strengthen the public library offering.

Regina Public Library Values:

  • Inspiration – Encourage and support the joy of reading, lifelong learning and growth.
  • Inclusion – Support physical, intellectual and cultural access for all in a welcoming environment.
  • Service – Seek to understand, anticipate and serve the needs of all people.
  • Leadership – Committed to the future of Regina and strengthening our diverse community.

The program supports Indigenous Learning and Culture Awareness. In this section of the text it mentions: When you are working with Indigenous learners, it may help to reflect on Indigenous history and culture in Canada as many Indigenous learners have been successful in the school system, many have not. Some of this is due to the effects of the residential school system. An aboriginal writer, Dianne Hill, mentions her grandmother’s experience in the residential school system was very traumatic as:

  • She was punished for speaking her language.
  • She worked long tireless hours.
  • She was unable to see her parents and felt extremely lonely.

* The most important part of this program is that its cost is free and easily accessible for people of all ages. All people can read the Tutor Training Manual and Facilitator’s Manual to ensure the best learning for our students.

It does not state anywhere about extra support for those people who struggle with:

– Mental health: I would like to see the program have a telephone number for students to call if in need for any emotional and mental support. Sometimes talking to a stranger is much easier than a person you know. If you are ever struggling you can always call the kids help phone, Canadian Crisis Hotline at 1 (888) 353-2273(Mental Health Resources – CCMHS ( See below for more supports.

– Gender and Identity: I would like to see some considerations for people who are learning about themselves in regards of their gender and identity that includes learning pronouns or signs to look for when going to the bathroom, so ESL will know what bathroom to go to whether the bathroom is gendered labeled or not.

– Mental and physical disabilities: I would like to know if the building is wheel chair accessible and if there are addition training times or other programs.

Integra Learning Disabilities & Mental Health programs include:

The program offers support for adult language learners. However, the programs don’t acknowledge the guideline to assist with young students. The text mentions General Guidelines for Working with Adult Learners involves:

 • Creating an atmosphere where the learner is actively involved.

• Having learners set personal goals.

• Use activities in the lessons to help learners achieve their goals.

• Start lessons with what learners already know and build on their strengths.

This would be very similar for younger students. Later, in this portion of the text, it mentions to get to know your learners. I think this very important in all classrooms especially ESL classroom as we can all learn from each other and appreciate the diversity within the room.

This resource provides basic teaching strategies to help adult learners develop reading, writing, listening and speaking skills – all with a learner-centered approach. There are eight sessions including such topics as:

  • The learning context for adult learners.
  • Cultural homework.
  • Teaching strategies.
  • Lesson planning.
  • Assessment.

Teaching Principles/Classroom Management (1 page):

My priorities for teaching are to give students exposure to the English language. I can give students exposure by priorities in teaching esl – Google Search

  • I can facilitate interaction whether students are in synchronous or asynchronous which is important with these uncertain times.

The use of synchronous sessions could actively engage and collaborate the students. I would do my best to change up activities regularly so that learners don’t become demotivated by inaction.

  • Asynchronous activities need plenty of detail and descriptions with directions, instructions about your expectations, are important for students. A tip from a professor is asynchronous activities require extra effort for students before they get started. It is best to assume, “if you didn’t type it, they can’t know it.”
    • Some ideas of how to deliver the information to students may be create short descriptions with videos. Provide worksheets for students to follow while watching the video.
    • Add comprehension checks to video lectures (such as Canvas Quizzes Kaltura Quizzes) or Quick Check, so that students can confirm they have learned the key points.

Classroom Management: Flexible Seating


  • Flexible seating can range from just allowing students to choose their own seats or move around the classroom more frequently.
  • Flexible seating may create a calm, relaxed environment.
  • Flexible seating allows students to wobble, rock, bounce, lean or stand, that “increases oxygen flow to the brain, blood flow and core strength. In turn, this burns more calories and increases metabolism. It also helps keep young minds more alert and focused.” (Smith System, 2019, p. 1)


  • Often the budget for flexible seating options is non-existent, so teachers end up personally funding these efforts.
  • Fighting over seats is bound to happen.
  • Some seating options may not be accessible for all students.

*This year, in this class ELNG 326 and being in the field I have gained insight that seating plans and flexible seating is important to consider. It is important to consider as it may help with students to have better behaviour and attitudes towards school allowing the students to stay on task. Rather than having students become distracted by friends, items near by, etc.

Lesson One:

Lesson Title: Counting to Ten                                                                                                             Designers: Carmel
 Learning Intentions
Objective: Student is progressing towards control on counting, communicating and printing (using upper case and lower-case letters) with the numbers 1 – 10. Student is progressing towards the written form (one, two etc.) of each of these words by sight.  
Essential Questions: How can write the following numbers 1 – 10? Why should we learning about the numbers 1 – 10? How can we use the numbers 1 – 10 in our daily life? What is your favourite one-digit number?
10 cue cards that have the following: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 10 cue cards that have: one, two, three, four, five, six, seven, eight, nine, ten. 10 pencils
Learning Plan
EXPLORE: Begin the lesson by letting students explore with the flashcards with the numbers and the written number flashcards. Students may use the flashcards to look at the images, trace the letters, etc. Having time to explore to self for a few minutes may peek interest and motivation and familiarity for students.   EXPLAIN: Once students have had time to explore, explain to students that we will be using a pencil in learning our learning process to count and communicate. We can further elaborate with printing the number and word out onto lined paper. Once we have explained what we will be practicing, we can now engage with the pencils.   ENGAGE: Teachers can begin to engage with students with the following activity that has a detailed description below. Part A: Hold up one pencil. Say, “Pencil.”; have learner repeat. Say, “One pencil”; repeat and have learner repeat. Say, “There is one pencil.”; repeat and have learner repeat. Hold up two pencils. Say, “Two pencils”; repeat and then have learner repeat. Say, “There are two pencils.”; repeat and then have learner repeat. Continue the exercise using numbers 3 to 10. Repeat the exercise often for students as students will continue to be more comfortable and will be able to count and do the exercise with less guidance.     Part B: Using the pencils, have the learner use the phrases in response to the question, “How many pencils?” Example: Tutor (holding a pencil): “There is one pencil”. Learner: “There is one pencil”. *This would be ability dependent and could be used as students continue to progress.   ELABORATE: Student will be able to elaborate their skills with using the techniques above with flashcards now. Flashcards are a great resource as student could have access to online flashcards or have some paper flashcards sent home to practice and to engage and elaborate their skills. See below of how students can use the flashcards. Using numerical flashcards (1, 2, 3, 4, 5, 6, 7, 8, 9, 10) repeat part A but with using the numerical flashcards and then repeat part B using the flashcards (with phrases such as: “What is the number?” / “It is…”)    Using the second set of numerical flashcards (one, two, three, four, five etc.). Further elaborate by holding up the cue card with “one” in one hand, hold the cue card with “1” in the other hand. Say, “one”; repeat and then have the learner repeat. Trace the letters o, n, and e on the cue card. Then take the lined paper to write the letter on one of the lines. Students may have to practice writing the letter o repeatedly on the same line. *Note this is part of the process of learning.      
Completion upon presenting lesson.

Future lesson plans: Review numbers and learn 11 to 20, 21- 29, and 31- 39. Lesson 3: Review numbers and learn 40 – 100. Lesson 4: Naming the money used in Canada.

Lesson Two:

Lesson Title: Exploring Money                                                                                                              Designers: Carmel
 Learning Intentions
Objective: Students will be able use their skills of counting in a new way. Students will be able to communicate real life situation of being at a place that you may purchase items that are for sale. Students will begin to learn about money. Students will progress to control of naming the coins used in Canada.  
Essential Questions: How many coins are used in Canada? What coins do you have in your native country? How could you save money? What can you buy with money? What would you use your money to buy?  
Vocabulary cards with one of the following words on each: nickel, dime, quarter, loonie, toonie. An additional set of cards with the following:  .05 or 5¢  .10 or 10¢  .25 or 25¢  $1.00 and $2.00. Coins and pictures of all the above coins. Handouts from Hands On! A Collection of ESL Literacy Activities.  
Learning Plan
  EXPLAIN: Teacher can explain the importance of our past lesson with learning numbers and how it relates to money. They both are part of the counting process and are needed when we are purchasing items. Further discuss: How many coins are used in Canada? What can you buy with money? What would you use your money to buy?   ENGAGE: Have students engage in a refresher of what was learned in past classes. Students and the teacher review numbers that were expanded on through interactive activities from last few lessons. Practice saying and writing a number (from 1 – 100). Do verbal or non-verbal exercises, where the learner must provide the next number (i.e . 14, 15, 16, ____ ). Once students have engaged in the review explain that we will the process of learning money.   EXPLORE: Have students explore in the process of match the coin to the picture and practicing what each coin is called and its value. For example, a nickel is five cents and has a beaver on the coin. The use of BINGO card could be a great interactive activity for students. Students will become more familiar with the name of a coin and the learner will pull the appropriate coin(s) off the grid. Round Two: Say a “price”/value and have the learner pull coins off the grid that amount to that price. *This may take time and students may need assistance or may not see that there are more than one of the coins on their sheet. Ensure you give wait time for students.     ELABORATE: You can elaborate on this activity by having a discussion with students. Where do you go shopping? How would you greet a customer? What might you say to people while at the store? What stores would you go to? How many coins might you use? This formulates conversation and show that learning about numbers, money and counting are applicable to real life situations.  
Completion upon presenting lesson.

Future lesson plans Practice counting with money, practice looking at prices, practice laying out specific amounts of money, purchasing food items using money; discuss phrases used for purchasing.