Professional Documents
Culture Documents
Much exploration has been done into the specific components of a healthy classroom in
the K-12 arena, especially in regard to student-teacher relationships and the classroom
environment. Numerous case studies have been conducted to examine how K-12 teachers
achieve, what they consider to be, optimal relationships with their students and an ideal
classroom environment. These studies also explore what role self-care and personal well-being
play in being able to foster effective student-teacher relationships and cultivate a classroom
community. Having K-12 teachers elaborate on what they consider to be optimal affective, or,
It has been shown that adult learners are greatly influenced by affective elements
throughout their language learning process (Maslow 1943, Krashen 1996). Additionally,
reducing the affective filter (Krashen, 1996), fulfilling esteem needs (Maslow 1943), and
creating a close classroom community (Schwarzer, 2009 ) have all been identified as necessary
for adult learners to succeed. While these affective elements of second language learning are
often emphasized (Krashen 1996, Maslow 1943) as crucial in the language acquisition process,
there is a lack of information from adult ESOL instructors about how they concretely define
what adult ESOL instructors consider to be healthy student-teacher relationships and an ideal
classroom environment will help both new and experienced ESOL teachers reflect on their own
practices and enhance ESOL teaching for adult learners. By exploring how adult ESOL
instructors develop and maintain bonds with their students to enhance in-class learning will be an
especially useful resource for beginning teachers to better understand the dynamics of adult
ESOL classrooms.
I have seen the importance of social-emotional competence in both my own and other
adult ESOL instructors work. The Prosocial Classroom Model and K-12 case studies about
care ring true to the experiences I have had along with the information that has been passed on
to me from Mentors. However, I have yet to see information including detailed descriptions from
adult ESOL instructors regarding the classroom components covered by K-12 case studies. As an
emerging TESOL educator, I would like to better understand how more experienced adult ESOL
educators specifically engage in student-teacher relationships and what they envision as a healthy
classroom climate. Further, I want to know more about how self-care influences, if at all, their
The intent of this qualitative case study is to learn about teacher beliefs inside of adult
ESOL classrooms and examine how they envision an effective classroom environment. In the
will accompany the survey, and includes a rating scale with questions regarding the instructors
levels of self-compassion along with compassion for others. The purpose of the compassion scale
is to possible further understand some root personality qualities of these instructors in relation to
their written responses on the survey. In-depth, one-on-one interviews will be conducted to
follow-up on the short-answer surveys with all participants who are willing. The reason for
including follow-up interviews is to see if the participants have any information to add, and it
will give an opportunity to probe deeper into the survey questions regarding their personal