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Ministry of Education.

Module 2 - Ways of working


You may work in many different contexts, such as one-on-one with a student, or in small groups, in a variety of settings. Regardless of the context you work in, it's vital to have planning time with teachers.

 In this module you’ll cover:

  • choosing effective ways to support your students to become independent learners
  • the importance of preparing students ahead of a topic and ‘front loading’ content
  • being a facilitator for student learning
  • implementing individual program plans (IPPs).

Refer to page 18 of your handbook to read the module introduction, or download the PDF of this module here: 

Teacher holding a flashcard.

Audio transcript

Talofa, I’m Rae Si’ilata.  

If you have completed Module 1, you will have:

  • a clearer picture of the importance of developing your role in the teaching and learning systems of the school
  • some vital ways of working with English-language learners, for example, encouraging students to use their first language
  • and your Action Plan goals for the year.

Module 2 is about one of the most important goals for all teacher aides and teachers – creating independent learners.

It is best when you are working with students to facilitate student learning and not just provide answers.  Make sure all your sessions with students are interactive. This means that they are practising their English skills as much as possible in listening, speaking, reading and writing.

Encourage students to engage with key concepts and topics ahead of time by front loading information. This is done by discussing key concepts and introducing vocabulary at the student’s own level. For this approach to work, you must plan with the teachers to know what is happening in the topic beforehand.

You also have a vital role in implementing Individual Programme or Education Plans for some students. These plans help focus the learning specifically to meet identified needs. Your knowledge of the student’s strengths and areas of need in English will assist in the development of an effective learning programme.

Module 2 also features one of the most effective strategies for developing English language skills and critical thinking – the Venn diagram. I recently saw a teacher aide use a Venn Diagram very effectively with a group of students new to New Zealand.  They compared their school experiences in their home countries with school in New Zealand.  They were able to generate new language by drawing on what they knew.    The following DVD clip highlights two students using a Venn diagram to compare and contrast the use of symbols by two Pasifika artists. There is a blank template for you to use with your students later.

By the time you complete this module, you will be well on the way to understanding your role in the school and beginning to use key teaching and learning strategies with your students.

Learning tasks

In this module you have two tasks to complete in order to familiarise yourself with key strategies that support student learning. These can be found on page 20 of your handbook.

Before, during, and after chart

This activity template can be modified and used to help students track what they have learned over time and what they still need to learn.

Venn diagrams/ blank templates

These diagrams help clarify what's different and similar about ideas or situations.

It should take you about one hour to complete these tasks, then discuss them with your coordinating teacher.

Watch below to see an example of a Venn Diagram being used in a visual arts lesson.



Principle: Provide multiple opportunities for authentic language…..

After you have shared the different symbols that have been used, what you are going to do is you are going to work with your buddy to complete a venn diagram.

Ok, in this venn diagram you’re going to write down or you might draw the symbols that just Fatu Feu'u uses. You’re going to draw or write down the symbols that just Michael Tuffery uses.

And then you’re going to draw or write down what symbols do both artists use?

Student - Now we better do the both of them, what do they do the same? Oh, they both did the four petal flower. Four petal.

Student - Canoe, looks like a canoe. A lizard.

Your thoughts

The Next Steps section of this module (p21-22), asks you to complete a student IPP, and reflect on your teaching so far.

Discuss the Next Steps section in the handbook with your coordinating teacher then answer these questions about your learning from this module:

  1. What are three concepts and three terms you learnt in this module?
  2. What learning tasks did you complete in this module?
  3. How will you apply the learning tasks from this module with your students?
  4. What main issues did you discuss with your coordinating teacher?
  5. What do you need to find out more about and how will you do this?
  6. What do you need to do to prepare for the next module?

When you've completed all of the questions, you've finished the module. Your coordinating teacher can sign off the module on the course completion certificate

Published on: 08 Jan 2018