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My Experiences I've had many experiences teaching English in diverse environments, both inside and outside of the U.S. Because of these experiences, I have grown as both a person and a teacher. EIL Tutor I had the opportunity to tutor students who were part of the BYUH EIL program. My job was to help students with listening, speaking and grammar. I helped them with specific assignments and with their personal learning goals. I also helped coach new tutors, helping to ensure the future of the program. EEE Instructor In a few of my classes in college, we were given the opportunity to help teach at BYU-Hawaii's Evening English Exchange. This is where we taught specific parts of English grammar. I co-taught with a fellow student, and we covered topics such as "Questions with Modals" and "Pragmatic Idioms with Up & Down." Laie Elementary Instructor During my time at BYU-Hawaii, I volunteered for a semester at the Laie Elementary school. Here, I helped students with their homework during an after school program, and often helped fourth and fifth graders with their math homework. Spanish Tutor Before I became a part of the EIL & TESOL community, I was welcomed into BYU-Hawaii's Spanish program. I worked as both a Spanish tutor and TA, where I met with students to help teach them vocabulary, grammar, speaking, reading, etc. I also was in charge of communicating with the EVIA program, a company from whom we were purchasing the curriculum.

Practicum The following is a collection of the different projects and papers I've worked on. Here you can see the lesson plans I've made, the curriculums I've helped create, etc. Mikuni Curriculum This is a onedrive collection of the curriculum we made. It contains all our papers and documents, including a scope and sequence, lesson plans, presentations, etc. EEE Documents The following is a collection of documents that I made in collaboration with others for the different EEE's we hosted. You'll find lesson plans, handouts and presentations.

Teaching Skills The different experiences I've had and the education I've received helped me foster certain skills that are helpful in a work environment. A teacher needs specific skills in order to be effective, and these are the skills I have observed and adopted through experience. This is by no means an exhaustive list, but these are what I have chosen to highlight. 01 Learner as Doer Classroom control and maintaining students' attention is essential. Having observed many classes, I have noticed that some classes are dependent on the teacher's instruction due to the types of activities he/she presents to them. The students' success is based on how well they listen and apply what he/she says. This is something I apply in my teaching. I believe my students need to depend on my voice, at least in the classroom, at least initially. I realize at some point, this type of restriction is not conducive to student autonomy. However, I feel that those moments can be worked in, like when the teachers gives time for group and pair discussions. 02 Negotiating for Meaning The best thing a teacher can do to create a learning environment where students can negotiate meaning is by asking smart questions that are clear and concise. Good teachers are able to put his/her students at ease through humor. This makes students a lot more comfortable when negotiating meaning. One thing I think we can improve on is how we assess language learners. A focus on fluency over accuracy can help students feel more at ease. The main thing we should ask ourselves is if they can correct themselves and get their meaning across. Accuracy will come with time as they speak fluently. We should test them through oral presentations to enforce their fluency and help them practice accuracy. A part of negotiating meaning is helping your students know what to expect. Good teachers make sure to write down and communicate the learning objectives. They then ask students to clarify the direction they give through a series of yes or no questions. I implement the same methods so the students can know what their focus should be, and then clarify if they understand. 03 The Language of Questions In my teaching, I use search questions that focus on essential definitions and principles, and analysis questions to deepen the interaction. The best way to apply this is if you ask a student a question and they tell you the correct answer, then they need to give or show you an example. If I find that my questions are difficult for students to answer, I might take a break- down approach to scaffold them towards the correct answer. To increase participation and engagement through questions, I’d put them in groups and cold call them. The best way to foster an environment where they want to ask questions is to make sure to respond to their answers positively. If they are right, it’s a chance to build their self-esteem. If they answer erroneously, its good to politely say that you are looking for another answer. Highlights Bilingual I became fluent in Spanish after living in Mexico for a couple of years. I learned how to fluently speak on a variety of subjects and to a variety of people. Because of this, I've been able to sell Medicare, tutor students, and teach classes in Spanish. Digital Fluency Throughout high school and college, I've learned how to interact with various technological devices and software. I can easily make PowerPoints, lesson plans, interactive videos, audio recordings, portfolios, etc. Adaptability Due to the opportunity of working internationally, I've had to learn how to adapt to new cultural environments and situations. From learning a language to proficiently handling different social contexts, I've become flexible and am able to adapt to a variety of professional environments. Event Management Thanks to my education at BYU-Hawaii, I learned how to put on and manage events. I have found that this is helpful in setting up events for students and teachers. 04 Attending to the Learner The attentiveness comes in the form of responsibility which in turn builds self-confidence and reduces anxiety. Giving students responsibility is a type of praise. It lets the students know they are trusted. Students should share the load when communicating with each other. I attend to students by giving them responsibility and respect. Anxiety is one type of filter that hinders their ability to gain input. The best way to combat anxiety is by facing it. When a student is willing to answer a question, a teacher must call attention to the student and consider them the teacher in that moment. The student's anxiety level lessens when they are given that type of respect and consideration. 05 Checking for Learning I diversify activities. I think checking for learning by having the students teach each other is good, but isn’t good alone. One must verify that most of the students understand at an individual level before they go on in pairs to teach. I think the most instructive way is to have handouts where students answer questions individually and then come together with the teacher to find out what’s right, what’s wrong, and why. In the article, “Classroom Observation Task: A Resource Book for Language Teachers and Trainers,” it states, “If all students learned what they were taught at the time at which it was first taught, and if all of them grasped it equally well and equally quickly, teaching would be much less complex than it is... [students do not] all learn in the same way or at the same rate... it is for this reason that teachers develop strategies for checking that learning is taking place or has taken place.” A teacher should always be prepared to modify his original lesson in order to serve a student’s needs. The lesson plan should be made in a way where it can be bent. This may mean having a backup plan if they cant get through all their planned lesson. I think the best way to check comprehension and get all students to comment is by cold calling. You could also set up google form for the class where students who might be a bit more introverted in nature may comment and ask questions. The responsibility of the student is to ask, and the responsibility of the teacher is not only to answer, but also accommodate the student in such a way where they still make an effort, but in a manner that is more suitable to their nature. 06 Error Feedback The article “Oral Corrective Feedback in English as a Foreign Language Classrooms: A Teaching and Learning Perspective” by Xuan Van Ha, Loc Tan Nguyen, and Bui Phu Hung states that there are “[six] identified main feedback types in French immersion classrooms, namely explicit corrections, recasts, elicitation, repetition, clarification requests, and metalinguistic feedback. Lyster and Mori (2006) later grouped these feedback types into three broader categories: recasts, explicit corrections, and prompts.” Prompts can be tricky because you have to do it in a way where the student asks themselves what is correct or incorrect. Instead of saying, “Do you mean this?” You say, “Do you mean this or this?” That’s what makes the student think and that’s how they learn. In the first example, they blow it off because they don’t even realize they made a mistake. I think explicit corrections are good and should be used in the classroom, but I think it should be a mix of direct and indirect instruction/correction. You want to correct the student’s mistake directly so they know the issue in their sentence, and then teach indirectly/the grammar principle as a whole so they can avoid the same error in the future for a similar problem. I’ve noticed that whenever I’ve been corrected, it’s been by helping me break the problem down. That’s something I do when I tutor. If a student is making constant mistakes in a certain area, we break it down. Where is the issue, why is it an issue, what can we do to solve the issue, etc. It’s a step-by-step process that helps organize one’s thoughts. I think the best way to use error feedback in a way that helps the students want to take risks is to help them realize that mistakes are essential to the learning process. You can’t learn unless you fail. Failure is a sacrifice for success. It is an essential requirement that must be fulfilled before you can get what you want. It doesn’t make you a failure, but you must risk being a failure often so you can be successful. I think the best way to do that is to say it explicitly, create a welcoming environment in the classroom, use humor, and treat errors as an opportunity to define what is correct. If a student was making the same mistake repeatedly, then I think it warrants special instruction in the classroom in the form of a lesson. If it still is an issue, maybe some one-on-one tutoring would be beneficial or perhaps the student needs more time to process the information. Either way, that subject in which they are struggling should continue to be the main topic they focus on in their personal study. For the students who are sensitive about their errors, I would try to strategically put them in groups where they could work with some of their classmates. I feel like this would help them grow closer to these students and not feel so sensitive about their errors when they see how their peers react in a positive manner when it comes to helping them. They’ll see them recognizing and correcting their own errors as well, letting them know they aren’t the only ones learning. If a student is ever overstepping his bounds to try to help a student that doesn’t want or need it, then soft correction is required unless it becomes a bigger problem Highlights Teaching Vocabulary Each and every student you face will be at a different level of vocabulary proficiency. As a teacher who teaches according to the needs of the students, it's important to me to be able to diagnose a learner's level. Through interaction, I'm better able to help them with their needs. Teaching Speaking Teaching students how to speak is one of the most important aspects of learning a language. When teaching, I keep in mind the purpose and/or subject of the class, and context of a student's life and his or her career goals. I am able to identify these factors with a student, and then I am able to create a list of activities that help the student speak according to their targeted topic. Teaching Listening Listening is an essential input activity that output is dependent upon. I am able to help students learn how to listen better through three steps. I teach them to listen for exposure, listen for vocabulary, and listen for general comprehension. By listening through exposure and for vocabulary, students are better able to comprehend the overall message of speech. Teaching Writing I take a similar approach to writing as I do speaking. It is important to understand the student's motivations and needs, and to work off those. Through this process, we teach essential vocabulary for the speaker's desired topic. I go over the student's writing with them, pointing out mistakes and teaching the grammar. I do not give the student the answer, but rather guide them into correcting it themselves.

Education I am an alumnus of Brigham Young University Hawaii. My main focus of study was TESOL. The following is a list of the classes I took in the program, along with a description of the course and a link to the classes syllabi. I also have minors in Spanish and Health and Human Performance, and a professional certificate in Intercultural Peacebuilding. Classes TESOL 240: Introduction to TESOL - In this class I learned the fundamental terminology and methods of the TESOL program. This was the class that helped me understand the purpose of the program as a whole. LING 210: Introduction to Linguistics - Introduction to Linguistics was my first exposure to the phonetic alphabet and the intricacies of pronunciation through tongue placement, pitch, tone, etc. TESOL 310: TESOL Principles & Methods - This class taught me specific teaching practices and methods to use in an EIL classroom. This was also the class where I first started to develop my own teaching philosophy. TESOL 426: Teaching Grammar - I found this class very helpful in both my educational and work environments. This class helped us understand the grammar principles students most struggled with, how to teach them, and how to adapt a lesson to varying levels of language proficiency. TESOL 330: Teaching English to Young Learners - This class helped me learn how to adapt my teaching to young learners. We were also given the opportunity to volunteer at Laie Elementary during the course, which helped to put our teaching into practice with a younger audience. TESOL 327 : Teaching Speaking - Here, we learned how to effectively teach speaking through different types of activities and projects. This is where I learned how to implement scaffolding so the student would be both prepared and proficient when given a task. LING 383: Peace Linguistics - Peace Linguistics taught us the theory of deep language analysis for the purpose of understanding a subtextual message. This has helped me reflect on how I say things and what I mean when I say them. LING 321: English Syntax - This class was probably the most helpful when it came to English grammar due to its complexity and in depth instruction on the harder facets of English grammar. Here, I learned that there are rules to everything, and that patterns can be found and taught for the most complex of English principles. TESOL 380: Internship Preparation - Here, we learned how to find, reach out to, and get an internship. We learned how to write a cover letter, CV, and how to present ourselves during an interview. TESOL 328: Teaching Reading -In this class, we focused on how to help students read with accuracy and speed. We also discussed top-down and bottom-up learning. We learned how to teach both vocabulary and grammar through reading, and we made and taught some lesson plans based on the topic. TESOL 199r: Service Leadership Intern -This was our tutor certificate training that we went through as tutors in order to claim our level three certificate. In this class, I both was coached as a tutor and gave coaching to help tutors improve their skills. LING 331: Sociolinguistics -In Sociolinguistics, we talked about the origin of languages and how they effect how we communicate as people. This class taught me the importance of language and society, while also helping me understand the attitude we should have towards different types of languages and speech. TESOL 425: Teaching Vocabulary -Teaching Vocabulary taught us some essential strategies in how to deliver vocabulary to the learner. It is this class that helped me form essential aspects of my teaching philosophy of responsibility between student and teacher. It is essential to teach what is the most applicable, help students set learning goals, and let them achieve their goals. TESOL 400: Second Language Testing & Research Methods -In this class we discussed how to make tests. We discussed what were bad questions to ask and what was preferrable in the design of the test. This class taught me how complex making a test really is, but also the importance. Making a good test is our responsibility to the student. LING 423: Language Acquisition -LING 423 taught us about the psychological backdrop of learning a language. In this class, we delved into the mind of an immersed second language learner, and we learned how both attitude and state of mind can affect learning. This helped me realize what kind of environment I should have within my classroom. LING 260: Phonology -Phonology taught me the importance of not only pronunciation, but also stress and rhythm has in being understood. We learned the phonetic alphabet, where stress is placed, etc. This helped me when I was tutoring EIL because I could precisely point to certain parts of speech that the learner could work on. TESOL 391r: TESOL International Convention -In TESOL 391r, we came together as a class and went to Florida for the TESOL Convention in 2024. We were able to attend different presentations and make connections with a variety of people within the English teaching industry. TESOL 490: TESOL Senior Seminar -This class helped me spruce up my portfolio and prepare to present myself to potential employers. I learned how to do a job interview, how to make a portfolio, and how to react professionally to potential opportunities. TESOL 390: Special Topics -This class was very hands on. We got together as a class and teamed up with Mikuni International College to create a curriculum for them. We developed a scope and sequence, lesson plans, etc. Click the link below to see the BYU-Hawaii TESOL program TESOL BA

Resume Noah A. Vaught Objective: To assist you in surpassing the company’s goals through my past experiences as a student and worker, and to continue to learn and gain more experience. Education: January 2021-June 2024 Brigham Young University Hawaii Laie, Hawaii, USA Student GPA: 3.74 Resume April 2023-April 2024 EIL Tutor BYU-Hawaii Laie, Hawaii, U.S.A Gauged students' level of English and helped them reach their learning goals while completing necessary tutor assignments. Taught and participated in tutor orientation and supported fellow tutors in certification process Logged student and personal progress in tutoring logs. Attended study halls and help students who needed further assistance. April 2021-June 2021 April 2022-April 2023 Spanish Tutor BYU-Hawaii Laie, Hawaii, U.S.A Helped the professor grade selected homework, organize the class, plan lessons, etc. Provided private tutor sessions to students. Answered student questions by teaching them Spanish principles to help them become fluent in Spanish. Sent emails and notifications to remind students of activities, assignments, etc. Acted as a substitute teacher whenever teacher was away on personal business. June 2020-January 2021 Medicare Sales Specialist eHealth Indianapolis, Indiana, U.S.A Studied and became an expert in Medicare through testing and certification processes. Answered customer questions concerning Medicare plans by analyzing customers needs and wants. Sold Medicare plans needed or wanted by customers and made sure to follow up to make sure their plans were working for them. October 2018-March 2020 Bilingual Missionary The Church of Jesus Christ of Latter Day Saints Torreon, Coahuila, Mexico Invited others to come unto Christ by helping them receive the restored gospel through faith in Jesus Christ and His Atonement, repentance, baptism, receiving the gift of the Holy Ghost and enduring to the end. Strengthened the area where I was stationed by visiting members and reaching out to those in need of fellowship. Spoke fluent Spanish in order to communicate and share the gospel’s message in their native tongue. Taught English classes to youth and families who had the desire to learn. Established and opened new areas where missionary work had not been done. Trained other missionaries in developing relationships, sharing the gospel, and speaking Spanish. Guided missionary meetings and found and investigated needs amongst other missionaries. Provided service to those in need. April 2024-June 2024 English Language Intern Mikuni International College Yuzawa, Niigata, Japan Provided one-on-one tutoring for lower-level students by targeting their specific needs while balancing class objectives. Taught struggling students a slower-paced curriculum to help them meet school requirements and academic expectations. Prepared lessons and created PowerPoint presentations for class and tutoring sessions based on student needs and external class objectives. Observed classes and assisted students with in-class activities, group discussions, and one-on-one discussions. Lived with students in student housing and assisted them with homework and further English immersion through at-home English conversation. July 2024-March 2025 English Language Teacher Washington Institute of Language Kumamoto, Japan Taught English speaking, reading, writing, listening, grammar, and vocabulary skills through guided discussions, answering questions, and teaching through implicit and explicit instruction. Instructed varying age groups, including adults, young adults, teenagers, children, and infants. Conducted Hospitality English courses for prospective flight attendants through grammar, vocabulary, phrase instruction, interviews, and pre-boarding, and mid-flight role plays. Managed in-person, online, and hybrid classes for all age groups and English levels. Performed level checks for prospective and progressing students by placing them in the correct class based on perceived level through discussion-based activities. Unabridged CV

Noah Vaught Bachelor of Arts, TESOL with competencies in Health & Human Performance, Spanish, and Intercultural Peacebuilding I am a BYU-Hawaii alumnus and I've taught English as a second language in Mexico, Hawaii, and Japan. These diverse experiences have helped me grow as both a person and a teacher. I am looking for professional opportunities that will allow me to continue to learn and grow, while accomplishing company goals. For more information, see my resume in the link below. Resume My Teaching Philosophy #1: Student Responsibility I hold my students responsible by letting them know what I expect when it comes to homework, work ethic, and attitude in the classroom. I expect students to turn in homework on time or before the due date and for them to do it well. I believe in second chances, so if a student messes up the first time, I’ll give them a chance to correct their work. If they don't turn it in on time, do it well, or continue to do all their assignments poorly, their revised homework will not be accepted. #2: Teacher Responsibility I hold myself responsible as a teacher by grading on time, making sure to let my students know of their responsibilities as members of the class, facilitating learning by lecturing and providing problem solving opportunities, answering questions or concerns, and investigating and serving the needs of my students. #3: Collaboration I treat my class as an educational discourse between teachers and students by using a flipped classroom format, asking students questions, facilitating group discussions, and giving plenty of opportunities for students to share what they are learning. I believe engagement to be the best way to retain knowledge, which is necessary for any problem solving opportunity (such as homework, tests, and exams). #4: Personal Development I facilitate motivation and dedication to the subject at hand by helping students establish personal goals and by going over dedication and how it is practiced. I also explain the types of motivation, and teach students which types of motivation will help them learn the best. The learning process can be hard and grueling, thus students need to figure out why they are there and dedicate themselves to success. References I've met and worked with some incredible individuals. If you're interested in a second opinion, they can guarantee the quality of my service. Yoshio Tateyama President & CEO, Washington Institute of Langauge Number: 096 (353) 1889 Email: tateyama@wil.co.jp Chris Bauserman Lead English Instructor, Washington Institute of Language Email: chrisbauserman@gmail.com LinkedIn : https://www.linkedin.com/in/chris-bauserman/ Tom Court Assistant Faculty Specialist, University of Hawaii at Mānoa Number: 808-675-3610 LinkedIn: https://www.linkedin.com/in/tom-court-b809bb1ba/ Rosamaria Hurst Adjunct Faculty Spanish Professor, Brigham Young University of Hawaii Number: 808-392-4590 Contact me! 6145 Water St. Martinsville, IN 46151 (1) 765-346-5414 navaught18@gmail.com First Name Last Name Email Message Send Thanks for submitting!