An action I will take to address a social issue that high
school English learner face is the lack of communication with parents who have
little to no English. I could offer to
help other teachers who don’t speak Spanish to call the parents of their
students. I could help to call the
parents to communicate something or to ask for information. As for my own students, I would try to
maintain communication with their parents.
For parents that don’t speak Spanish, I would do my best to send them
reminders or information that is to the point and as easy to read as
possible. For example, many parents
don’t know about events at school like back-to-school night. I would reach out to mu student’s parents to
invite them to come and make extra time for them to talk to me individually to
help explain if there is something they couldn’t understand.
Saturday, October 20, 2012
Monday, October 15, 2012
Lesson Planning
The teenage brain needs a lot of activity. The adolescent brain is yearning for risk. For my lesson designing I can use Emotional Memory to help students retain the new information. Students need to work on their long term memory. Semantic memory is a great way to help visual learners to understand and make connections. Students will be engaged in the learning because there will be activities that will trigger natural hormones, like dopamine and endorphins. One activity might be of doing writings that involve personal connections. In Spanish, students can write about themselves or people that are part of their lives.
Sunday, October 14, 2012
Classroom Management Plan
Classroom
Management Plan
Introduction
My teaching is not strictly based on one
philosophy but rather a combination of both essentialist and social reconstruction. As an essentialist,
I believe that students need a foundation in education in order for students to
build up their knowledge. In addition,
students should use their education to gain knowledge. Students should be encouraged to use that
knowledge to make a difference and influence the world around them. My philosophy of social reconstruction is to give my students not only academic
support but also encouragement to use their knowledge as a tool to make
informed decisions in their lives, both inside and outside of school. Students are preparing to be citizens in the
working world. Students will acquire
skill that will help them in what is to follow after their education in
secondary school.
Preventive Approach
1.
Students have the right to learn in a safe
and comfortable environment and in order to accomplish that there must behavior
expectations they should follow. “Rules
state exactly how students are to behave” (Charles, 2007, p.65), and these are
expectations they must be aware of for when they are in my classroom. These rules are to serve as a way to let them
know what behavior will not be tolerated in a learning environment.
2.
A common disruption today is the increased
use of technology. I believe students are
in class to learn and unless they are told otherwise they are to keep their
electronics away from being a distraction to them. I would prevent this problem by making it
clear to them that these tools are not to be out, unless they spoke to me about
their need to have it out and the possibility of there being an exception- such
an emergency. However, technology will
be encouraged as a learning tool and will at times be used to help educate.
3.
As a teacher of foreign language it is of
great importance to have students constantly participating and contributing to
classroom activities. This requires
respect for one another. Students must
respect when others are speaking and supporting one another. In order to achieve that, Kohn emphasizes
that there must “be a great sense of community in the class where we build
relationships between the teacher and the students” (Charles, 2007, p. 85). A great way to do this is as simple as asking
students questions about themselves and their lives. Building relationships is a great way to
build trust and communication. Making time for discussions about what is
important to students may help create a positive environment in the
classroom. Activities will help students
get to know each other a little more and be encouraged to care about for the
learning of their peers.
4.
Students are worth every effort and I will treat
them as adults want to be treated (Coloroso, 1994), with respect and as people
who have a voice. Students are capable
of behaving and they will be held at high standards of behaviors. They are to honor the teacher’s time to teach
and their time to learn. They will be
encouraged to discuss any problems they might have and supported to find solutions.
5.
Before we have to address negative behavior
it is important to show our students that we recognize good behavior. It is important to catch them being good
(Albert, 1996). We must encourage
students to continue their good behavior rather than constantly focus on the
negative which can actually lead to more negative behavior. When students are focused and on task, I will
make an effort to point out and thank my students for being so respectful and
for being great contributors to my teaching.
6.
In a learning environment teacher works
with students and is take a moment to find him/her (Kohn, 1996). In order for students to interact with each
other, sometime there needs to be a catalyst that encourages this behavior. If students are encouraged to be active
participants, they will constantly working on different tasks challenging them
and participating.
Supportive Approach
1.
As the supportive role that I am currently,
I stand close by and give the “eye” (Albert, 1996) when I see disruptive
behavior. Making eye contact with the
student usually works when there is a student who may be fiddling with objects
or chatting with a neighbor. This does
not need to be a big issue unless it is a recurring problem. This approach usually works because students
just need a friendly reminder to pay attention.
2.
Another great approach is the I-message
(Albert, 1996). I learned this from my
on-site liaison and I have used it with wonderful results. Students are not embarrassed and the emotions
that we mention can never be wrong. For
example, I may say, “Josh, I cannot focus when you keep banging on the table”
or “I feel disrespected when you continue to speak when I am teaching” and this
will focus on me and my feelings rather than point the finger and demand them
to stop. Students will feel that they
are making a decision rather than being force to stop.
3.
I also believe in the inner discipline approach of making an unconditional commitment to
help students develop, as best as I can (Coloroso, 1994). In co-operating teaching there are many
opportunities to approach students and provide them with support. When students work on in-class assignments or
activities, I can assist them to work cooperatively and have all of them be
active participants. This is something
that they need to start learning and working on so that when they are in their
fields or careers they can be positive contributors to discussions and work.
4.
Students will be treated with dignity(
Mendler, A. & Mendler C., 1983), they will be given the opportunity to talk
and find ways to correct the situation.
I will treat my students with dignity and expect to be treated with
respect and dignity in return. A
learning environment will be fostered, and both teacher and students must
strive to keep that harmony.
5.
Students often feel as though some of the information
they are presented with is not applicable to them or their lives. When something like that happens they may lose
interest and this in return, interferes with the learning environment. In this case, teacher must find a common
ground with the student or students.
Students have currency or valuable knowledge or skills (Jackson 2010),
and these are to be used by teacher to tie students into the curriculum.
Corrective Approach
1.
I recognize students’ needs for consistent
limits on behavior, but I will also be mindful of students’ needs for warmth
and encouragement (Charles, 2007, p.66).
If I notice that a student is not following the rules and is having
behavioral issues, it is important to still be supportive. I will work with the student to find ways to
correct the problem. Students will have
the opportunity to correct the problem and I will be a supportive agent in
helping find solutions.
2.
Nelsen and Lott emphasize that too often we
assume rather than check with them (Charles, 2007, p.105). This goes back to building relationships with
our students. Before I take any drastic
measures I must find out why there is a problem and discuss with my student how
this issue can be resolved. I will make
conscious efforts to find out about more about my student and what may be
causing the negative behavior.
3.
Students must find ways to solve their
problems, and my goal is to help them think about ways they can be involved in
a learning environment. For example,
when I have a student that seems to be having trouble concentrating in class
because of the people they are sitting next to, I ask them if they feel that
moving seats would be helpful. A great
way to deal with the beginning of these behaviors is to move the students,
maybe to another seat (Albert, 1996). I
have done so by asking and giving them the opportunity to make the decision to
make a wise choice and change their behavior.
Students will see that they have a big role in decision making.
4.
The teacher’s role is to encourage students
to solve their problems, but also be responsible for the consequences of their
actions (Coloroso, 1994). In my
classroom, students are aware that they are aware of the rules and
expectations. They are treated as adults
who are in charge of their decisions.
Just as adults are responsible for their actions, students will also be
responsible for the consequences of their actions. Students will decide whether they want to
participate in a learning environment and be active in their learning.
Conclusion
Students are young adults that can make wise
decision, although sometimes a little guidance may be needed. We can have better results if we allow our
students to have some power and opinions in our classroom. My students will acquire skills that they
will implement in their lives. They need
to have the opportunity to be treated as adults and encouraged to make logical
decisions. In my belief of essentialism, I feel a great importance
in getting to know my students so they will allow me to educate them and give
them a foundation of academic and non-academic skills. A classroom based on dignity and self-control
will motivate students problem solve and be in charge of decision making. My philosophy of social reconstruction will result in students learning to make a
difference in society.
Sunday, October 7, 2012
i+1 assessment
Formative- Progress Monitoring
Students will restate oral or written directions for
activities and homework. Students will
be assessed on their speaking and ability to clearly restate the
directions. Student will respond
individually to teacher’s questions. Teacher
will also evaluate student’s ability to complete the task properly based on
those restated directions.
EL (i+1) for Beginners will be assessed at the Early
Intermediate level
Listen with understanding -Restate and execute multiple-step
oral directions
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