Skip to main content

About Me



I am Lynn. I’m a passionate teacher of a multilevel Grades 2, 3, and 4 class at the North End, Winnipeg. It was a miracle having this job and I believe that God intervened and placed me in this special assignment. I was an Educational Assistant at first when I started in this school. As I do my daily task, I am impressed as to how children are supported and enriched with all possible resources and techniques that the system can offer. I loved being an EA and I enjoyed watching different teachers strategize in their classes. It was just a dream to become a teacher in the school when they had an emergency and the principal offered me to teach. I took the opportunity with the awareness that I had to prove myself to be worthy of the role. Here’s the link to my miracle: The North End Missions Field 

My journey in finding my passion in teaching was not easy. It was all a blessing when I had to focus on finding a job just to make a living. It was working in a Call Center where it all started. After a few months of work, my supervisor evaluated me and told me that I can be a Project Trainer. She would even recommend me for the position. That moment made me cry because I was just doing my job. To have someone see me in that position was so overwhelming for me. So indeed, I became a Trainer. It was the most memorable 6 years of my life where I found joy, passion, and dedication in what I did. I attended multiple training sessions to be good at what I do. I did everything from hiring selection’s final interview, training product knowledge, culture, soft skills, and skills enhancement after certification. It was an amazing experience as I had the chance to keep improving myself in every class. The rest was history. I decided to go back to school and finish my Education Degree while working full time. God was so gracious that I was able to be a licensed teacher just before we moved here to Canada. 

I chose to learn to teach English as a Second Language because it is my dream to travel and work at the same time. It may not be feasible in my current state but as most people want to travel, I would love to do so but work at the same time. Most of my teaching years have been with Adult Learners and it came to be a realization that my teaching effectiveness with adults is very fulfilling. As I find myself teaching both kids and adults, it will be helpful to be proficient in one area. As it is inevitable that immigrants flood our city, I would want to be of help to our community and assist in this area of their journey.

Comments

Popular posts from this blog

Reading for Second Language Learners

It is a basic understanding that someone who can read has already mastered its awareness of phonemes. To be able to read a word, the reader must be able to identify the sound of each phoneme and understand the phonology that makes up a word. The word then must be comprehensible for the reader to make sense and interpret its meaning. Knowing the word will eventually make meaning according to how the reader understands or interprets its syntax. Depending on the reader's background, experience, vocabulary knowledge, and educational attainment, the reader decides on its explication.   It is noted that a significant number of immigrants arriving in various nonnative countries and cultures are non literate in their native languages. (Brown, pp. 395) This is a major challenge in teaching L2 learners. Imagine all the issues that affect teaching when a teacher tries to do a Bottom-Up Processing approach with a Top-Down Processing Learning approach. The teacher will try to offer the most bas...

TESL 110: Unit 4 Lesson Planning

  Unit 4: Lesson Planning Learning these lesson types enlightened me on which I am most comfortable in practice. Present-Practice-Produce (PPP) type of lesson plan is where I see myself practicing the most. I now see the importance of a Task-Based lesson plan which I would want to try and incorporate in my class. I see it as beneficial because it focuses on fluency, and it is learner-centered whereas I currently practice the teacher-centered (PPP) lesson type. It can be challenging as it is difficult to monitor and unpredictable to teach in sequence for learning but because it is based on the learner's needs, it is quite promising to produce results. In my current practice, I assess my student’s needs based on their writing skills and then prepare the PPP practice. I look forward to trying out both skill-based and task-based approaches for my ELA lessons moving forward. I also had an idea to group my learners into each type of lesson plan. Task-based and skill-based lessons can...

Approaches to Grammar and Writing Instruction

Grammar is the organization of words set to follow a structure to properly communicate. I read once that without reading, learners won’t know words, and without words, learners won’t be able to write. This is true enough why grammar and writing should be taught together. Students must be able to write what they learned using proper grammar. How about those whose first language writing is not the alphabet? That makes it a totally different challenge.    Communicating through speaking and writing differs in a lot of aspects. Speaking requires spontaneity while writing on the other hand can be thought of at a given time. (S7-Crystal) Bright and Crystal’s lists magnify all required considerations when planning classroom instructions. It interests me that acquisitional ability is inborn rather than learned. (Bright) I would agree. Everyone is not gifted to adapt to a language or learn to speak and write proficiently.   Listening and speaking are the first senses that...