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Watch online training modules and take notes (https://thelanguageflagship.tech/tutoring/): (1)Understanding proficiency measures; (2) Tutoring session planning; (3) Incorporating learners’ goals, interests and preferences; (4) Helping learners notice forms; (5) Eliciting target forms. Post your notes and reflection here on Padlet: 1 or 2 paragraphs in English: your biggest take-away (new information, insight or one pedagogical implication). Remember to include your name on the card.

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Watch online training modules and take notes (https://thelanguageflagship.tech/tutoring/): (6)Using authentic materials; (7) Incorporating cultural resources; (8) Negotiating meaning in the target language; (9) Facilitating interaction; (10) Prioritizing learner output. Post your notes and/or Reflection #2 on Padlet:  1 or 2 paragraphs in English: your biggest take-away (new information, insight or one pedagogical implication). Remember to include your name on the card.

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Watch online training modules and take notes (https://thelanguageflagship.tech/tutoring/): (11) Providing feedback; (12) Integrating Assessment; (13) Giving negative evaluation; (14) Technology to support learning; (15) Managing tutoring sessions. Post your notes and/or Reflection #3 on Padlet:: 1 or 2 paragraphs in English: your biggest take-away (new information, insight or one pedagogical implication).

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Work on your bios for the website, send it to Drs. Poole and Peng. Your bio should include your education background, teaching experience and your hobby list. Post a card here to indicate you have completed this task.

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Reflect what you have learned so far, consider your assignment in fall 2024, write your professional goals for this year. Make sure to your goals are SMART. Post a card here to indicate you have completed this task.

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This is my third year of being an instructional assistant at WKU and each year I can still learn something new from these training modules. First of all, it's always a good idea start every class with a short warm-up, it can be easy as a small talk, like asking students' about how their weekend went. By simply having a small talk with my students can help them to unwind and get ready for our class. Plus, I always learn something new about my students and also a great way to bond with them.

Secondly, it is always a good reminder before every tutoring session or class to ask yourself these quesitons, so you'll have a general idea about how your tutoring session will go:
1. What do you want the student to be able to do after the tutoring session/class? (Learning Goals)

2. How will you know that the student has reached the learning goal? (Evidence)

3. What kinds of skills and knowledge will the student need to pass the assessment? What are some experiences and instructions that can give them those skills and knowledge? (Activities)

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To start a tutoring session, it is important to understand students’ proficiency, goals, interests, and preferences as these factors significantly impact their engagement and motivation in the language classroom. And teachers are encouraged to set learning goals based on these elements.  By building language stories, asking students questions about themselves, help both teacher and students to achieve their learning goals more effectively.

Since eliciting target language forms is considered a critical part of the tutoring session, helping students work with the new forms is essential. Teachers can develop learning strategies based on the form pattern, such as using guiding questions, role plays, and story narration. These activities are designed to expend students' linguistic resources and enable them to discuss a wider range of topics.

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This is my first semester at WKU. I’m glad I had a chance to learn beforehand. These readings have reminded me of essential teaching steps and points.

Boosting learners' motivation is always a challenge, especially when trying to incorporate the learners’ interests with the session materials. By understanding their language stories, teachers can better grasp their backgrounds and interests. Additionally, we can use methods such as constructing the thematic bridge, role-play, and using more target vocabulary to keep them engaged.

Another takeaway is the Backward Design Model for session planning, which involves setting goals, assessments/evidence, and designing activities and tasks. Setting clear goals first not only helps teachers arrange assessments, review teaching methods, and improve course design but also lets learners know what language skills they'll gain, which also can boost their motivation.

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This is my first time working as a Chinese teaching assistant at an American university. It’s an entirely new journey for me, and I feel thrilled and excited. I am looking forward to fully enjoying my work here.

Reading today’s content has been very enlightening for me in many ways. For example, understanding proficiency measures is crucial in assessing the language capabilities of students accurately. These measures help to identify the strengths and weaknesses of learners, guiding the instructional strategies effectively. Standardized tests, oral proficiency interviews, and formative assessments are some of the tools used to evaluate language proficiency. By comprehending these measures, I can tailor my teaching methods to address the specific needs of my students, ensuring a more personalized and effective learning experience.

Another big take-away is that incorporating learners' goals, interests, and preferences into the curriculum is fundamental in fostering motivation and engagement. Understanding what students hope to achieve with their language skills and what topics they are passionate about allows for more meaningful and relevant instruction. This approach not only makes learning more enjoyable for the students but also helps in achieving better retention and application of language skills.

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This is my first time serving as a TA for American college students. I am very glad that WKU gives me the platform to learn in advance.

As the school year approaches, setting appropriate goals for our learners is indeed crucial. Regarding how to determine their levels, I learned 3 key points: Firstly, having an overall awareness. The 4 descriptors for ACTFL’s speaking proficiency measures are a whole, and it is inappropriate to use only one of them to estimate the level of students. Secondly, maintaining rigor. We cannot conclude a student's level based on one test alone. Instead, we should actively use various methods to approach the most accurate result. Lastly, always having the sense of adjustment. As TAs, we will spend a lot of time with the students in the future. By helping them and talking with them, we can constantly update our understanding of their levels.

My second big take-away is about combining teaching content with students' interests（or goals, preferences）. I saw a commonly used method: Thematic Bridges. However, the example given on the website was combining international accounting and traveling, which I found very inspiring. Previously, I only chose topics that were easy to relate to each other when using this method. Now, I realize that I can broaden my thinking, find more interesting and in-depth topics, and help students improve their Chinese while understanding their ideas.

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When I read "Why Are Proficiency Measures Important?" the phrase "Proficiency measures are important for goal setting" resonated with me. From my teaching experience, I’ve noticed significant disparities in students’ abilities despite placement tests. Language proficiency includes listening, speaking, reading, and writing, with each student having different strengths. These differences affect learning objectives and suitable teaching methods, impacting motivation and goals. For example, in my CH209 class last semester, students’ proficiency levels varied greatly. Even with the same materials, I adjusted my questions to suit different skill levels. Understanding students’ abilities is crucial for adopting diverse teaching strategies, as it affects their motivation and stress. As a teacher, setting teaching objectives while preparing courses makes accurately assessing students’ proficiency essential. I appreciate the chapter’s step-by-step approach: assess levels, provide speaking prompts, focus on skills, and use OPI-style prompts or role-playing exercises. All students need to learn correct language pragmatics.

I also found the sections on listening strategies and input flooding in the "Helping Learners Notice Target Language Forms" chapter impactful. Over the past year, my beginner class teaching focused on grammar explanations, cross-cultural discussions, and authentic dialogues. However, my students relied too much on English explanations and one-sided listening, whereas students should talk more, and teachers should talk less. This sometimes troubles me, and I constantly remind myself to improve. To prevent over-reliance on English explanations and grammar translations, I use video sentences from inside and outside the textbook to encourage active listening, questioning, and discussion, allowing them to learn cultural knowledge and language in real contexts. Role-playing helps students repeatedly practice target sentence structures through listening and responding exercises.

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1. Levels of engagement: [+Attention] [+Commitment] Engagement, Strategic Compliance, Ritual Compliance, Retreatism, Rebellion;

2. Types of inclusive teaching: Mirror/Window, master the "soft start" to class, make use of idle time, develop clear communication plan, student welcome survey to solicit feedback, normalize 1-on-1 meetings, be approachable online, one-take-wonder video, turn and talk, pop up, notes to self...

3. Support & Reflections: Supportive Community of Practice, Create a more reflective community; how students associate with me/my classroom/my class (5 senses).

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My biggest takeaway from these five modules is always prioritizing learner output. To prioritize learner output, there are a couple of things we as language teachers can work on:

1. Create a supportive and safe environment! Help students feel comfortable speaking the target language. When a learner speaks in the target language, they notice the “gap” between what they want to say, and what they know how to say, which can motivate them to learn more.

2. Allow silence during tutoring sessions/classes! Often time when our students don't answer the questions right away, we feel the pressure to fill the void, but allowing some silence is usually a good way to “pressure” the learner to speak!

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I have sent my bio to Dr. Poole and Professor Peng.

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According to the training modules and the orientation from Cincinnati, I have learned that authentic materials are important for language learners, as they help develop reading and listening skills in the target language. Additionally, these materials allow students to explore the 'little c' culture in real life situations presented by native speakers, with explanations provided by the tutor.

To help improve their language skills, “speaking” will be a useful way for language learners to recognize their abilities and limitations. At the same time tutors should reduce their own speaking in class, creating an environment where language learners are encouraged to express their opinions in the target language and practice what they have learned. To achieve this goal, the tutor should clearly understand the learners' proficiency levels, guide them appropriately, and provide encouragement, while also knowing when to remain silent.

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After reading the materials, my biggest takeaway is the approach to working with authentic reading and listening materials. The resources provided a step-by-step guide for teachers on how to support learners through the pre-, during-, and post-task phases to build their reading and listening skills.

For example, in listening exercises, it’s crucial to start with warm-up questions related to the material and introduce key vocabulary to help learners focus on important details.

During the listening, teachers can guide learners to follow the sequence of main points and use true/false questions or other prompts to keep them engaged.

After the listening task, it’s important to have prepared questions that connect the content to the learners’ own experiences, deepening the discussion and assessing their understanding.

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Compared to my previous learning, this time I have learned more practical methods that can be directly applied. For example, in the Facilitating Interaction Among Learners module,  I found information gap tasks and similar jigsaw tasks to be very interesting. I had never thought of using such methods to help students practice speaking while enjoying the process. It's like a two-player game, where you're eager to explore the answers and enjoy collaborating with a friend.Moreover, regarding Prioritizing Learner Output, I learned that "silence" can be a useful method! When teaching students, I often feel the urge to encourage them to speak up or push forward to the next topic or task whenever they fall silent, and my teachers have often done the same. After learning, I realized that allowing silence to occur and waiting for students to break the silence, rather than breaking it myself, can be more effective.

Additionally, I have gained a deeper understanding of the importance of "Little c" culture, which is more closely related to daily life and can better help students integrate into real Chinese society. I was also quite surprised to learn about the Flagship Culture App. Although it hasn't yet been developed for Chinese, the methods it employs are worth learning from. I think the app's functions are similar to the Performed Culture Approach we recently discussed, as it can engage students in experiencing culture in a more culturally sensitive way. I plan to download the app and explore it when I have time～

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After reading these five modules, my biggest takeaway is the importance of being learner-centered in language teaching. By exploring learners' prior knowledge and allowing time for planning and silence, we can create a more supportive and effective learning environment. This approach not only respects the unique background and pace of each learner but also encourages more meaningful language output, which is essential for mastering a new language.

Additionally, using gestures and verbal prompts as part of teaching strategies can greatly enhance comprehension and engagement. These methods, combined with creating opportunities for learners to express themselves, emphasize the importance of interaction in language acquisition. Overall, these reinforce the need to be flexible and responsive to the needs of learners, ensuring that they have the space and support to thrive in their language-learning journey.

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I've sent my bio to Dr. Poole and Professor Peng.

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I have sent my bio to Drs. Peng and Poole.

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It is already done.

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Among these topics, I’m most interested in how to use authentic materials in teaching. Since I primarily teach beginners, my main concern is selecting teaching materials and making the most of them to maximize students' language learning.

When selecting authentic materials for my tutoring sessions, I consider several factors to ensure the materials are both engaging and educational. My primary guide is the students' language proficiency level and their learning objectives. I aim to choose materials that are challenging yet accessible, allowing students to learn new vocabulary and grammatical structures within a meaningful context.

The selection is often a balance between what interests the students and what I believe they need to understand the target culture better. If a student is particularly interested in Chinese movies, I might incorporate movie clips or discussions about famous Chinese directors. At the same time, I ensure that the materials highlight important cultural norms, historical events, or societal values, which are crucial for a deeper understanding of the language and its context.

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Since our main job is tutoring, I’ve been putting a lot of focus on how to manage these sessions effectively. I’ve noticed that Flagship students have really packed schedules, so we need to work efficiently together. That means providing clear, actionable tutoring processes, and giving timely, helpful feedback and support. Beyond that, I’ve realized that our relationship with the students is key. Many of them, especially beginners, feel extra nervous about learning a new language, so it’s important to give them positive feedback and support. This helps them get through the transition, build good study habits, and feel safe and enjoyed while learning Chinese.

In reading, the following points on establishing structure and routines really resonated with me. They are:

(1)Set goals and establish specific, measurable objectives. This will allow you to set a diagnostic to the progress of your students and program.

(2)State objectives before you start the one-on-one or group activity. Let students know what to expect from the tutoring session. Always keep in mind that you want to have direction when working with your students. Before you begin any activity, state the objective and what it would mean for them to grasp the concepts.

(3)Have a time-based outline of a plan for each session. While it is not necessary to have a written timeline, learn how much time routine activities take so you can more effectively plan lessons.

(4)Be consistent. Make it a point to be patient, encouraging, and flexible each session.

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For these training modules, my biggest takeaway is the approach to giving negative evaluations. Instead of giving a negative evaluation directly, teachers should first provide positive feedback to encourage students to continue making progress in language learning. Then, they should be specific about the problems the students are facing, using softening phrases to point them out and avoiding the word “you” to make the feedback less personal. Finally, it’s important not to forget to provide instructions on how to fix the problem. This approach makes students more receptive to negative evaluations while still feeling a sense of accomplishment in their language learning.

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One takeaway for me is how crucial it is to regularly gauge where students stand in their language learning journey. In my experience, incorporating frequent formative assessments into each session not only helps me identify where students are struggling but also allows me to adjust my teaching approach on the spot. For example, I've noticed that when I assess students' progress regularly, it prevents them from feeling overwhelmed or surprised by their final evaluations. It creates a more supportive environment where they feel continuously guided.

Another one is the importance of delivering culturally informed negative feedback. I’ve learned that how I present criticism can significantly impact a student's motivation and trust in me as their tutor. For instance, using phrases like “you’ve made great progress, but this area could be a bit stronger if…” or offering more affirmations, which might be more in line with Asian cultural expectations, can make a significant difference. Tailoring feedback to the cultural background of each student is something I believe is very important.

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When tutoring students, it's important to provide different types of corrective feedback based on the situation. This helps learners notice their errors and improve their proficiency. Besides corrective feedback, being mindful of cultural differences when giving negative evaluations in class is crucial to avoid misunderstandings that could lower learner motivation. In other words, delivering culturally informed negative evaluations can help reduce the chances of misinterpretation.

When tutoring Flagship Chinese learners, it’s helpful to:

1. Set expectations at the first session: Let students know what kind of evaluation norms to expect.

2. Deliver honest, positive evaluations in later sessions:

Be specific about the problem.

Avoid using the word “you.”

“Sandwich” is the negative feedback between positive comments.

Use softening phrases like “a little,” “somewhat,” or “sort of” before negative words.

Always provide instructions on how to fix the problem, such as “This part would be stronger/more effective if…”

Starting with positive feedback, clearly identifying issues, using softening phrases, and offering solutions can help reduce misunderstandings due to cultural differences.

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This time, I have two biggest take-aways:

1. We don't necessarily have to adapt the course rules and our evaluations to students‘ culture. Instead, it's important to ensure that students know Chinese culture in advance, and we can build a relationship of mutual trust with students through sincere and positive feedback. I also concluded a formula for giving culturally informed negative evaluations: Positive comments + softening phrases + negative comments + instructions.

2. In the How to Manage Tutoring Sessions module, I was pleasantly surprised to find a checklist suggestions document, which is incredibly helpful for me! I learned that I will have a lot of tutoring time, so it's essential to understand what I need to do and what I need to pay attention to in advance. The document provided me with information I hadn't received before, such as small talk, personally relevant topics, and students' preferred pronouns. Most importantly, as Dr. Poole mentioned last week, I need to constantly remind myself that I am the student's tutor, not their crying shoulder, friend, or class teacher. I should maintain a cordial but professional relationship with students and keep close contact with my supervisor.

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I gained the most from the section on "Using Authentic Materials" in these modules. I realised that second language teaching in the US puts more emphasis on the use of authentic materials, both in the training in Cincinnati and in these modules. In the past, I had some misconceptions about the use of authentic materials. I thought that beginner level students only needed to learn the most basic vocabulary and grammar, and that supplementing them with authentic corpus might add to their learning load, such as when learning to ask about age: I would usually teach students two sentences, which are "你（今年）几岁？""你（今年）多大了？" But actually in real contexts, people may also ask: "你是哪一年的？""您高寿？" And so on. After studying this module, I realised that Authentic materials can be used with learners of any proficiency level. And Authentic materials can not only be given to students as teaching content, but can also be used to extend the practice based on these materials. For example, tasks can be set before, during and after reading, and the same goes for listening. In addition, after reflecting on this, I also found that the use of authentic corpus can not only add fun to the classroom, but also introduce some cultural teaching and enrich the teaching content. When I choose authentic materials, I need to carefully select those materials that are at the students' level, representative, up-to-date and relevant to the topic of the lesson.

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All of these learning modules are very useful! One of the most interesting to me was the section on Giving Culturally Informed Negative Evaluations. Informing students of patterns of errors, or problems with their performance not only helps students to check for gaps in their language learning and make progress, but also makes them trust their teachers more. If a teacher chooses not to provide negative evaluations or critiques for fear of jeopardizing the teacher-student relationship and demotivating students, students may continue to make mistakes on tests and in real-life communicative situations, which demotivates them even more.

I know that teachers need to pay attention to the way they point out language errors made by students, and my practice is often to praise first, then talk about the errors with the student, and finally make suggestions for improvement. Or when marking homework, I would write down the comment that points out the student's mistake, then write one or two words of encouragement, and draw a small flower or a smiling face to show friendship. Through this module, I have acquired more scientific methods to help me give negative evaluations to students in an appropriate way. For example, we should pay attention to the intonation and the words we use, avoid the word "you", use softening phrases before negative words: "a little", "somewhat", "sort of" and so on. I also learned about the “Sandwich” feedback method: the negative evaluation in-between positive feedback, which is very smart! Actually, I think the nature of teacher-student relationship is a human social relationship. When we accidentally make a mistake, we hope that when others point out our mistakes, they will be euphemistic and gentle, so that we won’t “lose face”. Therefore, we should do the same with our students, pay attention to the way of communication, and give negative feedback in a way that is easy to accept in order to take care of the students' feelings.

Besides, the most beneficial aspect of this module for me was that it made me realize that "communication is usually direct." is a stereotype about North American culture. No matter where I am, I am expected to be courteous, respectful of others and have a proper sense of boundaries.

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I've sent my bio to Dr. Poole and Professor Peng.

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After going through the sections on proficiency measures and tutoring strategies, I got some really useful ideas on how to improve my teaching. Knowing how to measure students' proficiency accurately is key because it helps me figure out each student’s level, so I can adjust my lessons to fit their needs. Having clear standards to follow also keeps me on track to help students reach their goals effectively.

The part about planning tutoring sessions also reminded me how important it is to stay organized but flexible. Setting specific goals for each session keeps students focused, but being ready to adapt to their needs keeps things flowing smoothly. This flexibility helps create a comfortable, positive learning space. By including students' interests and goals in lessons, I make learning more relevant and fun, which really boosts their motivation. Overall, these insights are going to be super helpful in my teaching and in helping students make real progress in learning the language.

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I have sent my bio to Poole and Professor Peng.

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After reading the materials on tutoring curriculum planning, I have gained a deeper understanding of how to effectively plan and implement a tutoring curriculum. The materials outline three core elements of curriculum planning: learning objectives, evidence, and activity arrangement. Setting clear learning objectives is essential, as it ensures direction and purpose in all teaching activities. Additionally, through the method of backward design, starting from the objectives and designing aligned teaching activities and assessments can effectively help students achieve the desired outcomes. This approach is new to me, as I haven't studied or read about it before, and it offers a fresh perspective.

The importance of "eliciting target language forms" made me realize that, in language learning, using role-play and real-life scenarios allows students to use and practice target language forms more naturally, enhancing their language abilities. In addition to designing activities to elicit target language forms, the material also emphasizes the importance of helping students notice specific language forms by using strategies like bold text, color coding, and targeted questioning. These methods effectively draw students' attention to target language forms, strengthening their memory and understanding.

I plan to try applying these methods in my future teaching to better support students in achieving their learning goals and improving their language application abilities.

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I've sent my bio to Dr.Poole and Dr.Peng.

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In teaching, the ACTFL proficiency indicators provide an objective method for teachers to assess language abilities by comparing learners’ language output or receptive skills against established standards. These assessments are based on “Can-Do Statements,” focusing on practical communication rather than grammar drills. To gauge a learner’s speaking level, teachers can use ACTFL-certified assessments like the Oral Proficiency Interview (OPI). However, if frequent testing isn't feasible, the course level can serve as an initial indicator, and teachers can refine this estimate through simple conversational exercises, ensuring their teaching aligns with learners’ communication needs.

Additionally, an effective teaching plan should include learning goals, evidence, and activities, tailored to learners' interests, goals, and learning preferences. For instance, teachers can utilize role-playing or storyboarding to encourage interaction, building learners' language output abilities and confidence in expression. Repeatedly using specific vocabulary or grammar structures in lessons, known as “Input Flooding,” is a helpful strategy for reinforcing learners' memory and understanding.

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After reading about various strategies for teaching languages, I found them to be very insightful. Using authentic materials, such as news articles, helps students grasp real communication, making the learning experience more meaningful. Additionally, incorporating cultural resources enriches the language experience by connecting students with cultural values, which enhances their understanding and engagement.

The concept of negotiating meaning is also important. Encouraging students to resolve communication issues in the target language builds their confidence and skills. Creating a supportive environment for this practice is essential.

Furthermore, facilitating interaction in group settings promotes open dialogue and strengthens communication skills. Lastly, prioritizing learner output is crucial; students need opportunities to express themselves without excessive correction, allowing them to develop fluency.

Overall, these strategies inspire me to foster a more engaging and supportive classroom environment for  students.

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Using techniques like miming, visual aids, and circumlocution is very useful for language teaching, especially when learners struggle with new words or phrases. Miming is a simple but powerful way to show meaning without stopping the conversation, making it memorable and easy to understand. Visual aids, such as images or drawings, help clarify words that might not be clear just from listening. I can also encourage students to explain unknown words using simpler language, which boosts their confidence and creativity in speaking. These methods help create a more dynamic, interactive learning environment and can make difficult concepts easier for learners to grasp.

Interactive group tasks, like information gap activities and jigsaw tasks, are also excellent tools for language learning. In information gap activities, students rely on each other to complete tasks, encouraging communication and teamwork. With jigsaw tasks, learners have different parts of a text or problem to discuss and arrange, which pushes them to talk and listen actively. These tasks create a real need for students to use the language, which makes practice more engaging and purposeful. Integrating these methods into future lessons could make learning more active and collaborative, helping students build practical language skills in a natural way.

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This resource has made me realize that silence in the classroom isn't necessarily a bad thing. As a teacher, I often feel uneasy with silence and tend to break it quickly, worried it might affect the class flow. However, doing so may unintentionally limit students' time for thought and their chance to respond, depriving them of valuable speaking opportunities. I may need to learn to give students more time to think and organize their thoughts in silence, encouraging them to engage more actively in class discussions. This is a point of reflection for me in my teaching.

Additionally, the illustrations and examples in the resource have helped me better understand the ACTFL proficiency levels. I was initially unfamiliar with these levels, but I now have a clearer grasp of their key elements. I hope to deepen this understanding in my future work to more accurately assess students’ proficiency and set realistic, tailored learning goals for them.

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The modules emphasized the value of giving feedback that respects cultural sensitivities, balancing positive and corrective points to keep students motivated. I learned to use strategies like the “sandwich” method, which places constructive feedback between positive comments, and to avoid personal phrases like “you” to make feedback more encouraging and respectful.

The training also highlighted the importance of professionalism in the tutor-student relationship. Setting clear boundaries and structuring each session helps students feel supported without feeling overwhelmed. By regularly checking their progress, I can ensure they stay on track and build confidence in their learning.

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Reading the Language Flagship Tutoring website, I found practical tips for language teaching. The “Providing Feedback” section emphasizes correcting students supportively, which aligns with my goal of boosting their confidence. In “Integrating Assessment,” I appreciated the idea of using regular assessments tied to proficiency standards like ACTFL to keep students motivated.

The “Giving Negative Evaluation” section reminded me to give feedback that focuses on growth and strengths, encouraging students rather than discouraging them. The “Technology to Support Learning” part was also interesting, highlighting how tech tools can make lessons more interactive if chosen thoughtfully, without overwhelming students.

Lastly, the “Managing Tutoring Sessions” section discusses balancing structure with flexibility. This is a good reminder that teaching is not just about content but also about creating a safe, student-centered environment where students feel comfortable making mistakes. These insights inspire me to build a more supportive, engaging classroom.