Master of Arts in Teaching (MAT)
I realized early in my teaching career, I didn’t know how to begin or end a class. I quickly learned how to build community in a classroom by using ice breaker activities to provide a sense of my adult learners needs, wants and dreams. When it was time for the class to end, I had no sense for what my adult multi-cultural students were thinking or feeling. Generally speaking we (my students and I) would plan to have a party or meet somewhere for drinks. No one would show up. Usually I would never see these students again. Not only did I not know why my students failed to show up, I never had a chance to say goodbye or have closure for the class.
In 1994, when I decided to return to school to obtain my masters, one of my expectations was to get the definite cookbook answer on how to complete or close a class. I was “hungry” for closure information. I wanted a cookbook and there wasn’t a cookbook.
The following is my attempt at a closure cookbook for a multi-cultural classroom. As such, this thesis could be regarded as a recipe consisting of physical measurements such as pedagogical teaching theory, definitions and activities to complete closure which combined the cooks (teachers knowledge and insights) produce the finished product: closure.
Curriculum and Instruction | Social and Philosophical Foundations of Education
Douglass, Connie J., "Closure: A Forgotten Aspect of English as a Second Language Teaching Pedagogy" (1999). MA TESOL Collection. 472.