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I would love my students to overcome their struggles in terms of English with full of confidence. As I teach ESL to diverse populations in the US where English is the first language in almost all functions. Being able to speak, read and write in English is crucial for those students. As English is a main survival tool, they are highly inspired and eager to learn more than any students in Korea. Also, many students here are faced with micro-aggressions on a daily basis mainly due to their broken English. A few of them were even well-educated in their home countries. That makes me highly motivated as I truly want them to have no language barriers to deal with. Lastly, I would like them to remember as their friend who help them to adjust to this society better.

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I want my students to be able to remember and apply things that they learned in my classroom to their daily lives. I want to provide them with experiences that will make them feel enabled and better equipped to handle the next problem situation that heads their way. I also want to continuously keep working at improving the methods I use to more adequately enable my students' learning.

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I would like my students to feel confident in their speaking and listening abilities and to see a measurable improvement in their vocabulary knowledge. I would like my course to be a significant step in their journey toward English fluency. More than that, I would like the subjects we research and discuss to provoke them toward critical thinking and to cause them to reexamine their assumptions about different cultures. I would also like them to leave my course with tools and strategies that will allow them to study English better and to become better students overall. They may not look back and remember my course as the exact catalyst for all of those things (I would hope that the rest of the curriculum builds on those as well), but I do hope that my course is a solid building block in their learning process and in their journey to become self-activated learners.

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Question: What kind of impact do I want to have on my students after they take my course?
Answer: My teaching area is English, and what impact I want to have on my students is lasting change and self-learning attitude. To create a lasting change, I would put them in a situation that is beyond their comfort zone. This has to be done carefully as I don't want to make it too hard on my students. For example, I am teaching a citizenship class and what I teach is not only about U.S citizenship testing contents, but also about English structure in hope that this knowledge could benefit them later after the course. For self-learning attitude, I would give my students available resources and guidance so that they are aware of what materials are available to them. I will also bring in encouragement so that they can feel good about their learning.

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The distinguishing characteristics I would like my students to have when they are done with my course is to be curious about others and to have new found courage to have those difficult conversations around racism, sexism, inequity and implicit biases. I want them to understand and adopt that sense of coming along side their staff versus directing them

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In courses I teach or design, I would like my students to consider new ways of thinking and relating to others. I want to be able to challenge their assumptions and existing perspectives, and help them approach the world with openness and a genuine desire to learn, grow, and improve – both for themselves and for the communities in which they live and work. I would like to help students gain confidence, discover new interests, and define their values. While students may not retain all the information provided in a course 1-2 years later, I would want students to remember the most important, overarching points. I would also want them to feel that the course contained genuine modes of application still relevant to their lives, and reflect that the course propelled them forwards towards new or developing personal and/or professional aspirations.

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The impact I would like for my learners is the joy of learning, expanding their interpersonal relationships with peers as a result of attending the course, and to assimilate the course learning to impact their personal careers, the careers for those who report to them, and company’s business results.

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The impact that I would like my course to have on my students is to have them develop a love for learning. After learning all of the skills about course design for adults in this class I am excited to implement my course design into my class. I think my course does a good job of focusing on the 5 C's. I want my students to walk away from my course feeling excited about education. When my students walk into my course many of them roll their eyes about having to go to a training class. I hope that they will be more excited for their next training when they complete my course. My students will improve their business stills in the course but I am excited to help get my students excited about learning.

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I would like my students to remember my course as one that allowed them to learn about themselves. One that gave them the opportunity to critically reflect on who they are and who they want to be. I would hope that they gain a deeper respect for people who are different from themselves and walk away feeling more confident in working with a diverse range of people due to my course. I would also hope that they report this course helped them own the identity of 'leader' and challenge the society view of 'leader' as someone who hold power over others.

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Thank you for sharing!
-Stacey

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From Parker Palmer

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Great teachers care about their students. As an English teacher, what I definitely want from my student to learning the language and use it effectively. Beyond that, I really want them to succeed and have confidence to overcome difficulties. I'm committed to support my student to achieve their goals and care about my students’ feelings. Also, enhancing trust and relationship with students to make them feel that they are valuable and part of the learning process.

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I would like my students to achieve two things even if they don't retain any of the course content (which is sad but it happens): 1. become better learners and 2. appreciate their learning. When I was applying to grad school, one of my mentors told me that he didn't remember a whole lot of the content he learned from grad school. However, he learned tools and strategies to be able to help him be able to find information and resources later that would help him in his work. I hope that I can give my students those tools and strategies to be able to continue learning after they finish with my course. Second, I hope that my students will gain a new appreciation for learning, that is, I hope they will have become more excited about what they have learned and the learning process itself and that this inspires them to continue learning.

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The impact I would like my course to have on my students is a sense of improving in their listening and speaking skills. Students will understand their abilities and how to work to further improve them. I hope in this class that I will be able to eliminate the language anxiety which sometimes stops the students from communicating in their English becuase they feel their language not good enough or that people do not understand them. If I succeed in supporting the students achieving that than they might walk away with something more than skills and content.

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The impact I would like my course to provide is respect for my students experiences and what they bring to the class by way of their lives and experiences. I also want to create access for an array of learners and backgrounds with an eye on creating strong and accessible pathways for the disenfranchised.

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The impact that I would like my course to have on my students is lasting change that have challenged learners intellectually, emotionally, and socially. I would also want for learners to know my biases and experiences that have shaped my learning in efforts to also release power dynamics and allow students to do the same. I would also like to learn from students and allow for reflection and significant learning experiences. I'd like to close with this quote

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The impact that I would like my course to have on my students after finishing it and continuing on in their learning, careers, and personal lives, is a high level of usefulness in what they learned. I would like them to be more engaged in the community around them. Thus, as an ESL teacher I would like them to enjoy the environment around them, but to also participate in it as active members. I would like them to use English and be confident in their use of it. On a deeper level I would like them to participate in some form of civic engagement if they live and study in an English speaking country, whether it be joining a non-profit organization or a community center. English speaking countries can learn so much from the international community.

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If I am able to actually implement the course I designed for this course, I would want my students to walk away with navigational skills to assist them in their success at their transfer institution. Since my course is in transferring to a university, once they have actually done this, some might feel that this knowledge is now not necessary. But for me, I think, "Wrong!" I want students to learn how to navigate college policies and procedures, and I think this course will help students build confidence in their ability to problem solve, utilize resources, and simply know when and how to ask for help.

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Dang. That's a really great question.

For me, I want students 2-3 years from now to still know key concepts from the class, to know that learning is participatory and, while challenging at times, leads to personal growth. I want them to leave having learned resiliency in the face of a new challenge (the topic) and to have the tools necessary to meet that challenge (to always ask the why to question, to know how to find credible resources, and the gumption needed to keep practicing until they get something right). Lastly, I want them to know that when learning something new, mistakes are a given, not an oddity.

I have two sayings when teaching something and so far, those I taught 10 years ago (via coaching) remember at least one of them. The first being  "You've only failed to learn if you give up." The second is "If you ain't learning you're dead."

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For me, I think that it would be that the course was significant for them (to borrow language from Fink!). This could be in the sense that it was significant because they came away with a greater understanding of the content, or in the way that they engaged with the material outside of class, or significant in helping them choose that this area is one that they're not interested in. Regardless of the outcome, my hope is that all my students leave knowing that I care for them, and will be here to support them in their educational journey.

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The most memorable teacher I encountered was in elementary school. She was a young woman who were braces on her legs due to polio as a child. As a young Latina/Italian girl I was impressed by her bravery to challenge preconceived ideas on what constitutes a competent teacher. Biases are an integral part of our individuality and our connection. They can both enrich our experiences or hinder growth. My goal is that learners be lifelong participants in identifying and remodeling thinking that hinders personal and professional growth. “So the unwanting soul sees what’s hidden, and the ever-wanting soul sees only what it wants.” Lao-Tzu

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I am working to teach English as a second language. However it seems to superficial to say that I would like for my students to be able to be fluent in English. I think Ahyoung put it nicely: "to have a good command of the English language" is a better way to say that. I also think that I would like for my students to be able to take away from class a sense of hard work, dedication, and a feeling of community. Learning a second language is a very hard thing to do, and I hope that my students feel accomplished for even trying. I hope that I give them that feeling. I want them to have confidence in their language skills, not only from my teaching but also from their hard work.

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My area of interest is teaching English and Korean to people who are struggling with learning these languages more efficiently and easily due to their lower motivation, engagement, or perseverance or lack of knowledge on how to be successful with their own learning. What I want my students to take away from my class is not only to develop a good command of English and Korean but also to have a sense of self-efficacy and confidence that they can be successful no matter how challenging the upcoming tasks are. Moreover, I want my students to know that hard work leads to success, letting them believe that no matter what situations they are in, they can be successful if they work hard. In addition, they are not alone when it comes to learning and as a learning community, a teacher and classmates all can help and support each other to be successful on the language learning journey.

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This is a great question to come to as a teacher, and something that I constantly have to come back to (especially in the tough times).  My passion is for working with students who have not found success in traditional settings, with most of my years of teaching being in alternative schools and learning centers.  My ultimate goal, no matter where or what I am teaching, is for students to gain a sense of confidence and a sense of self in the work that we do together.  Countless students will say "I am bad at math" at some point in class.  Working to break this mentality and see those moments where students who have struggled and felt so helpless for so many years find success in their work and processing is the most profound thing I could find in my own teaching experiences.