When a student is struggling with the language and becomes frustrated, I first acknowledge their feelings and reassure them that it's normal to feel this way. I then break down the task into smaller, manageable steps and provide additional support, such as visual aids or simpler vocabulary. I also encourage peer interaction to foster a supportive learning environment. If necessary, I consult with the regular teacher or seek additional resources to better assist the student.

To engage hesitant students, I create a safe and inclusive classroom environment where all voices are valued. I use a variety of teaching methods, such as group work, pair activities, and interactive games, to encourage participation. I also provide positive reinforcement and recognize efforts, not just achievements. By building rapport and showing genuine interest in their progress, I help students feel more comfortable and willing to participate.

Differentiating instruction for ESL students involves assessing their language proficiency levels and adapting lessons accordingly. I use a range of materials, such as leveled readers, visual aids, and real-life examples, to cater to different learning styles. I also provide scaffolding, such as sentence starters or vocabulary lists, to support students at varying proficiency levels. Additionally, I offer small group or one-on-one support for those needing extra help.

During a previous substitute teaching assignment, the planned lesson materials were unavailable. I quickly adapted by using the classroom's existing resources, such as posters and books, to create an interactive discussion on the topic. I also incorporated student-generated content, like drawings and stories, to keep the lesson engaging and relevant. This flexibility allowed me to maintain the students' interest and achieve the learning objectives.

To ensure my teaching methods align with the school's ESL program goals, I familiarize myself with the program's curriculum and objectives before each assignment. I review lesson plans and materials provided by the regular teacher and seek clarification on any specific strategies or goals. During the lesson, I incorporate the school's preferred teaching methods and resources. Afterward, I reflect on the lesson to ensure it met the program's goals and make adjustments as needed.