I’ve decided to write a few posts in a new category: ESL Assistant Teaching Tips.
This is partly in hopes of sharing what I’ve learned in my last few semesters of assistant teaching.
It’s also partly in hopes of encouraging more programs to hire assistants for ESL writing and reading classes. Not all of my community colleges do this, but I wish they would. I think it would also be helpful in settings beyond EAP, though admittedly I’ve been pretty firmly embedded in adult EAP the past while.
The way assistant teaching works at at least one community college I work for is as follows: academic reading and writing courses with a minimum number of students have an assigned lead teacher and an assigned assistant teacher. Classes meet for about two hours, twice a week.
Second hour of class only, the assistant teacher comes in.
The intention is for the first hour to be more about instruction, review, etc., and second hour to be reading and writing practice in class with two instructors available to lead small groups, circulate, check work, conference, etc.
Assistants are not hired to do preparation at home, including lesson planning or grading. They do not necessarily reduce the lead teacher’s workload; rather, they allow more to be accomplished during class, particularly in terms of interactions with students.
I will be periodically posting tips and ideas about how assistant teachers can support the classroom. I hope it’s helpful!