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Using the author’s MATESOL experience at San Francisco State University with Project SHINE, it describes how placement in community college settings provides practicum-like classroom exposure. It details early coaching challenges, surprise lesson improvisation, and personal self-discoveries connected to confidence, adaptability, and day-to-day teaching responsibilities. 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Thus, quite frequently, novice teachers feel as though they take on a role when they are in the classroom, as opposed to fully embodying an identity of  \na teacher. This article chronicles my experience as a MATESOL student at San Francisco State University (SFSU) during my participation in a volunteer organization called Project SHINE (Students Helping in the Naturalization of Elders). Project SHINE places student volunteers in ESL classrooms in the local community college and provides the opportunity for novice teachers to gain valuable classroom experience, to engage with professionals in the field, and to work closely with ESL students. Project SHINE has served as a practicum experience during my 1st year as a MA TESOL student and has become an integral part of my growth as a teacher. Through volunteering in the ESL classroom, I have had the opportunity to make discoveries about aspects of my personality that contribute to my identity as an emerging professional in the TESOL field.  \nIntroduction  \nThis article chronicles my experience as a MA TESOL student at  \nSan Francisco State University (SFSU) during my participation in a volunteer organization called Project SHINE (Students Helping in the Naturalization of Elders) . This volunteer program, which places MA TESOL students in noncredit ESL classrooms at a local community college, supplements the MA program at SFSU by providing the opportunity for novice teachers in their first semester/  \nThe CATESOL Journal 27.2 • 2015 • 221  \nyear to gain valuable classroom experience, to engage with professionals in the field, and to work closely with ESL students. I volunteered with Project SHINE during my first year in the MA TESOL program, first in an intermediate-level class, then at the literacy level. Through volunteering with this organization, I have had the opportunity to make discoveries about my identity as an emerging professional in the TESOL field. Project SHINE has served as a practicum experience during my first year in the MA program and has become an integral part of my growth as a teacher.  \nFirst Experiences in the ESL Classroom  \nBecause I did not have prior teaching experience in an ESL classroom setting, the first few days of being a Project SHINE volunteer were especially salient in shaping my ideas surrounding what it means to be an ESL teacher. Before the official start day of volunteering as a SHINE coach in the ESL classroom for the first time, I visited the campus where my assigned ESL class was to be held. Once there, I figured out where the classroom was and then stealthily walked passed it, just to have a peek. I wanted to preview the context, classroom, teacher, and student population in which I would soon be participating. I was eager to begin being in an ESL class on a regular basis. Although excited, I was also nervous. This visit to the campus to find my ESL class helped calm my nerves in one regard: I knew exactly where to go on the first day. On the other hand, it made me slightly more nervous because I saw the classroom packed full of students and I knew that I would soon be standing in front of them.  \nWhen it was time for my first day of coaching, I remember arriving to campus filled with butterflies in my stomach yet also very excited. I walked to the classroom. The door was closed and the students stood outside. I stood with them. At six feet tall with blond hair and blue eyes, I did not fit the typical student demographic at this particular campus. They looked at me and I could tell by the looks on their faces that they were curious as to why I was there. I was clearly new to the scene. I wondered if they assumed that I was a new student or if they thought I was a","cbCaiquEg2RIdXNg","https://ap.wps.com/l/cbCaiquEg2RIdXNg","pdf",543747,"English","# Introduction\n# First Experiences in the ESL Classroom\n## Personal Traits That Contribute to My Emerging Teacher Identity\n## Confidence","[{\"question\":\"How does the author describe teacher identity development?\",\"answer\":\"Teacher identity development is portrayed as ongoing and multifaceted, shaped through lived experiences rather than something fully embodied from the start.\"},{\"question\":\"What is Project SHINE’s role in the author’s ESL training experience?\",\"answer\":\"Project SHINE places student volunteers in noncredit ESL classrooms, allowing novice teachers to gain classroom experience, connect with field professionals, and work closely with ESL students.\"},{\"question\":\"What lesson did the author learn from early coaching when plans changed?\",\"answer\":\"The author concludes that teaching requires expecting the unexpected and being ready to improvise when circumstances shift.\"}]","Discovering Aspects of Teacher Identity Through Volunteering in the Noncredit ESL Classroom | PDF",1792085874,18]