Salem, Ohio, United States
I am a supportive, responsive and caring English/Nepali bilingual TESOL teacher with over five years of experience in public schools and adult education. I grew up in Nepal and taught English in Thailand. My unique international experiences have given me insights, understanding and empathy for my students. I have strong knowledge in ELA, Social Studies, and Science. I specialize in integrating English and content, scaffolding content to make complex, grade-level content accessible for my students and developing critical thinking skills. I am a hard-working and patient teacher. In my work, I use my signature strengths: a love of learning, curiosity, and humility. I am dedicated to supporting my students in their learning and helping them to actualize their own potential as students.
Currently in my second year as an English Learner (EL) educator, I support English Learners in attaining English Language Proficiency (ELP) through instruction, assessment administration, collaborative planning, and support. My responsibilities include administering the OELPA and OELPS assessments; developing, implementing, and monitoring individualized EL Plans; and managing related compliance documentation. I have completed targeted professional development in EL Plan development and strengthened my ability to design proficiency-based instructional schedules that address diverse student needs. I deliver differentiated, skills-based mini-lessons for English Language Development (ELD) and teach English through content areas. I develop motivating, standards-based lessons that create safe, affirming opportunities for students to share about themselves, celebrate their identities, naturally elicit language, and connect learning to students’ cultures and lived experiences. My instruction incorporates HOTS and LOTS and includes scaffolded academic vocabulary instruction, structured writing practice using graphic organizers, and supplemental language and literacy support. I identify and address curricular gaps for ELs while supporting older students in developing foundational English literacy skills. I am also learning to integrate sketchnoting to strengthen vocabulary development and am GRAPESEED trained. Beyond instruction, I continue developing expertise in family engagement and planned an EL Family Night. I have organized a Pen Pal exchange, and facilitated a poetry session for Wellness Day. I remain committed to professional growth focused on content-area collaboration, EL instructional practices, and the relationship between English phonetics, phonology, and orthography. I also presented “Language, Culture, & Connection” on family engagement at the Ohio TESOL 2025 Conference.
Facilitate evening instruction for small groups of intermediate to advanced adult English learners, focusing on integrated language development across the four domains of reading, writing, listening, & speaking. Utilize the English for Everyone curriculum (Books 3–4) to deliver instruction in grammar, academic vocabulary, & functional communication. Instruction emphasizes interactive, learner-centered approaches that encourage authentic language use & promote natural language emergence through discussion, collaboration, & meaningful communication tasks. Scaffold instruction through explicit vocabulary support, grammar modeling, visual aids, & strategic use of technology to reinforce concepts and increase engagement. Plan cohesive weeklong instructional sequences that intentionally build upon prior knowledge and establish meaningful connections between daily lessons. Differentiate instruction based on learners’ interests, language goals, cultural backgrounds, and individual needs, with a strong emphasis on fostering learner autonomy & supporting real-world language application. Guide advanced learners in engaging with authentic texts, including newspapers and literature, to strengthen comprehension, critical thinking, & vocabulary development. Summer instruction included exploration of journalistic genres such as opinion pieces, political cartoons, & obituaries, along with close reading of literary texts including Ernest Hemingway’s "The Old Man and the Sea." Fall and spring instruction focused on Learning English Through Literature using short stories by Leo Tolstoy, including "How Much Land Does a Man Need?", Anton Chekhov’s "Gooseberries," O. Henry’s "The Gift of the Magi," & Guy de Maupassant’s "The Necklace". We also read about the local history of Salem including the Quaker founders, the Womens Rights Convention, Quaker business ethics, & the aboltionist movement. I facilitated a tour of the Salem Historical Society as a culminating field trip.
Provided targeted English language development and content-area support for English Learners, including newcomers, within a suburban middle school setting. Responsibilities included sheltered instruction, differentiated literacy support, test modification, and formative language assessment. Served as a key point of contact for welcoming and orienting newly enrolled EL students. Delivered instruction using Bridges to Literature and Content and Get Ready! (Grades 6–8), building academic language and background knowledge across core subjects, particularly science and social studies. Integrated strategies such as sketch noting and comprehensible-input scaffolds to support language acquisition and content access. Helped facilitate bi-weekly heterogeneous, game-based interactions to promote authentic language use and social integration. Employed continuous formative assessment techniques—including entry and exit tickets, Four Corners activities, mini-whiteboard dictations, sentence ordering, and student-led board work—to monitor and support language growth throughout the instructional cycle. Co-led a Pen Pal Exchange and an interdisciplinary end-of-year project culminating in a Gallery Walk and community-based field trip. Successfully passed the Resident Educator Summative Assessment (RESA) and completed Year 3 of the Ohio Resident Educator Program.
Dual focus on instructional support and compliance for English Learners. Responsibilities included administering language screeners and annual English Language Proficiency assessments, developing and maintaining Individualized Language Plans (ILPs), and grouping students for targeted English Language Development (ELD) based on proficiency data. Provided both pull-out and push-in support, collaborating with content-area teachers to scaffold instruction and promote EL access to grade-level curriculum—particularly in middle school math and social studies. Gained proficiency in using spreadsheets to design data-driven instructional schedules and prioritize service delivery by student need. Supported cultural awareness through active involvement in a school-wide Multicultural Day featuring presentations, food, music, and cultural artifacts. Completed Year 2 of the Ohio Resident Educator Program.
Delivered instruction to small groups of intermediate and advanced adult English Learners in community-based settings and via Zoom, using a blended curriculum that included English for Everyone (textbook, website, and app), Six-Way Paragraphs, custom ESL packets, and original materials. Conducted placement and post-assessments using the TABE-E, and adapted instruction based on learner needs and language proficiency data. Developed expertise in lesson planning (including Jigsaw strategies), online instruction, and textbook adaptation and supplementation. Designed and co-facilitated a 7-week Conversational English course (Summer 2022) and taught Business English (Summer 2021). Substituted for other instructors as needed. Strengthened skills in adult ESOL assessment, curriculum development, and digital resource integration, including the use of social media for language support. Gained increased cultural competence and linguistic awareness through work with diverse learner populations, including Puerto Rican and Guatemalan communities.