The document discusses the characteristics of good ESL teachers according to Allen (1980) and the author's views. The author selects three key characteristics: 1) critical thinking, as it allows students to develop their own responses and reasoning; 2) the persistent urge to upgrade oneself through continuous training, as it benefits teachers' knowledge; and 3) a feeling of excitement about one's work, as it motivates both teachers and students. The document also discusses whether Chilean teachers can be considered professionals according to Ur's definition, concluding they are developing in that direction, and defines action research as a reflective practice for teachers to identify classroom problems and improve teaching.

1. Professional development reflection:
a) Choose the 3 most important characteristics of good ESL teachers according to Allen
(1980). Give your reasoning.
Harold B. Allen is one of the many experts who have contributed to the characteristics of a
''good'' language teacher. This author proposes nine items that describe professional ESL
teachers, they are:
1. Competent preparation leading to a degree en TESL
2. A love of the English Language
3. Critical thinking
4. The persistent urge to upgrade oneself
5. Self- subordination
6. Readiness to go the extra mile
7. Cultural adaptability
8. Professional citizenship
9. A feeling of excitement about one’s work.
The ability to be a good ESL teacher requires constant updating, this means that teachers
must be prepared with necessary knowledge and carry out a process of quality education. For
this reason, I have selected the following exceptional qualities that an ESL teacher should
adopt:
1. Critical thinking: I believe that critical thinking is a pillar in the education of the future.
That's why teachers should teach critical thinking to their students. In this way, learners can
analyze statements, build structures of thought valid for society, and ultimately this will allow
them to reason for themselves, building their own answers. Unfortunately, the education
system tends not encourage critical thinking, since learning is prioritized through repetition,
memorization and follow certain patterns such as learning standards. Therefore, the ability
to think in depth has no place in the students to the extent that a teacher's motive. For that
reason, it is important that a teacher encourages students to develop their responses,

2. defending their ideas, and support their arguments. Furthermore, a good ESL teacher
introduces students in all areas of learning, making the student to express their opinion
consistently. The students initially make mistakes in drawing their own conclusions;
however, a good teacher monitors the cognitive processes that students experience. Thus, the
teacher does not make negative judgments, teacher listens attentively to their students,
encourages the exchange of ideas, and through this the student will understand the principles
of their peers and learn to reach consensus.
Certainly, it is difficult to educate students by making them think, but a good teacher can do
since its objective is to educate. Likewise, the good professor has confidence in all students,
this refers to students with high and low performance are able to develop critical thinking.
Finally, a good ESL teacher analyzes the skills of students, he / she ensures the future of
education and encouraging students reasoning of complex concepts that they can not
understand in their mother tongue. It is true that not all students are linguistic geniuses, but
most strive to learn English as a second language. A good teacher will assume that students
make mistakes more than once, however, he / she will be happy to explain the contents using
different techniques without letting the student as an incompetent one. The good teacher
adapts to the needs of their students, learning styles etc. Therefore, the teacher encourages
students to think, without necessarily sticking strictly to a lesson plan.
2. The persistent urge to upgrade oneself:
Training should be a constant need for professionalization. Thus, a successful teacher is one
who constantly is perfected. In our educational system, few teachers are subjected to training
due to factors such as the high economic cost, lack of resources for schools, insufficient
information etc. However, if the opportunity is not given at school or through management
teams, the teacher should take initiative. I think is vital that the teacher want to overcome as
everything evolves, particularly in the school context. Therefore, this training will benefit
you to know about new interests of students, new curriculum theories etc. These elements
may be useful to them, because after teacher can assume leadership in management teams,
allowing a wide professional development training.

3. The desire for self-improvement, not only allows the teacher to share their own perspectives
but also enrich them with input from other professionals. Through the search for answers to
questions arising in teaching, the good teacher is a reflective person. A good teacher must
meet this attribute; otherwise the teaching quality of education can be affected. This implies
that the academic is enabled for their required educational function, and the training will help
them to achieve an advanced application of such knowledge in the classroom.
Regrettably, pedagogy is devalued in Chile, plenty of people believe that everyone can be a
teacher. However, it is required a thorough knowledge in fields such as linguistics, English
grammar, and practice sessions in schools. I think we are far from changing the reality in
Chile; nonetheless, a good teacher is not discouraged, they still struggling to their goals and
ideals.
3. A feeling of excitement about one’s work.
Numerous studies have concluded that students learn a language quickly, if they have fun
doing it. An exceptional teacher is responsible for provides enthusiasm and motivates their
students by preparing lessons, fun activities such as role play, songs etc. Hence, Instead of
being a tedious lesson for students and for teachers, the lessons will become pleasant and
easy to understand. As a result, the teacher will want to plan lessons for the training of
students and will be rewarded for their students. Thus, when the teacher is motivated, he/she
will focus those energies into promoting and proposing new goals. On the other hand, a
motivated teacher influences positively in the behavior of their students which are exposed
in a learning environment. This indicates that the working environment and the relationship
with the students will be more enjoyable. Otherwise, the Professor will spread negative
aspects and consequently the motivation of the teacher could cause damage. Another point
to consider is that motivated people performs quality work, in this case, the motivation of
teachers is reflected in the marks of their students. So that, if the motivation is missing, there
will not be enough energy to achieve the objectives. I think its personal responsibility to
develop motivation. This means it is the responsibility of each teacher develops motivation.
By generating a positive attitude towards work and set short and long term objectives, the
teacher will feel personal satisfaction. Finally, a good ESL teacher identify what motivates

4. him, and also knows his personal goals. When a teacher feels supported either by their
teaching methods, or strategies, he will feel praised. As a result of the recognition, the teacher
will set new challenges achievable.
b) According to Ur, are teachers of English in Chile professionals?
It is true that there is a distinction between teachers due to their teaching career and
experience classifying them as experts and novices. Usually, professionals often use
technical words due to their experience in education. Fortunately, they have created groups
where they share experiences and create opportunities for those who are beginning to study
pedagogy. According to Ur, the amateurs often make their classes with different objectives
to those made by professionals. This means that amateurs make lessons for fun, they can do
it well or badly, because they are still learning the process; however, professionals are not
allowed to make mistakes, because they are hired with the guarantee of being competent.
I think that Chilean teachers do not meet fully the proposed profile by Ur, since becoming a
professional people should have a career in college, evaluations (test INICIA), and rely on
what is established on the plans and programs study given by the ministry of education.
According to my experience in the progressive teaching practices, teachers meet to reflect on
academic progress but they do not carry out the solutions to stop school failure. Despite this,
the teachers share experiences among themselves, such as the relationship with the students,
parents etc. On the other hand, the Chilean teacher has the ability to listen to constructive
criticism or ideas from education researchers. At this point, I want to emphasize that I think
Chilean teachers are almost professionals because they are deciding whether proposals or
ideas given by the ministry of education should be concretized. They know the current needs
and struggle for injustice that can be eradicated.
Hence, professionals prioritize action. Chilean teachers have characteristics of academics;
nevertheless, the distribution of teaching hours in semesters are not enough to make a

5. thorough investigation. For this reason, they not only focus on real time problems, promoting
action but also in research.
To conclude, I believe that Chilean teachers are aware of their weaknesses and are
strengthened in order to become professionals. In recent years, teachers, students and parents
are joining together for a cause, what is quality education, which involves the teaching career.
Besides, The guild has joined in a national level being a community and struggling to the
same goals. Moreover, new training courses are being implemented in different universities
for teachers to continue learning. Lastly, new teachers are supported by those who have more
experience.
c) What is action research? Why is it important in the classroom?
Action research has multiple definitions and it is used with a variety of uses and meanings.
According to Brown, action research is also known as classroom-based research and it means
a language that offers opportunities to collaborate with other teachers and creatively
rewarding. On the other hand, according to Anne Burns, action research relates to reflective
practice and the teacher acts as researcher. AR refers to a practice inquiry conducted by
teachers and refers to teaching contexts, based on a self-reflective approach, critical
(problematic) and systematic in order to improve the quality of the action in the education
and social system.
The teacher plays the role of researcher of teaching context. AR has objectives such as
identifying a problematic situation or relevant issues for educators, curriculum development,
professional self-development, improve education programs, improve planning etc. All these
goals require action strategies that are preliminarily implemented and are subsequently
subjected to observation, reflection on human actions and situations experienced by teachers,
and finally to a change which seeks to amend the situation. Noteworthy that improvements
as a result of the investigation are based on information, data collected researcher action.

6. Action research can be reflected in the classroom when the teacher identifies a problem or an
area he/she wants to improve and intervenes to encourage change. The positive changes can
be emulated; otherwise, the cycle can be started again. So, it is important that this reflective
process occurs in the classroom, because the teacher can identify problems that students are
experiencing at the time - learning. As a result, the teacher will improve their teaching
practice and also he/she will find out the best methodology, learning styles which will benefit
the curriculum and students. On the other hand, the AR process is relevant, because it meets
the following features: It is a systematic process, submits testing practices, is oriented to
praxis, is collaborative, involves collecting, recording and analyzing of own judgments, is
participatory, is a dynamic process that involves changes that directly intercede in people.