Chapter 10 & 11

Integrating these tools such as chant, music, poems, story telling, role play, and drama in our daily lesson plan makes learning a lot of FUN. Not only that, but it also help bring out the creativity of the students and at the same time it helps promote literacy.

Chapter 10 and 11

I really liked the elaboration of storytelling, chants, drama, role playing, etc and how they can help enhance language acquisition in the classroom. On Guam these elements are important in maintaining the Chamorro culture and practices alive in the students. However I think that role- playing and drama should be used sparingly because it is too time consuming for one lesson. I believe poetry and chant to be useful as guides for studying or mnemonic devices to remember key aspects of a subject.

Chapter 10&11!

Chapter 10 and 11 discussed many activities that involve language learning such as storytelling, poetry, role play and drama. All of these activities benefit students' learning by providing meaningfulness and imaginations. I personally like poetry and drama. Poetry allows non-textbook-like learning and drama provides learning by acting out the human experience.

Chapter 12

Although I am first loyal to the idea of storytelling, I am a big fan of using games in classrooms. Games are fun and immediately grap attention. They promote teamwork and competitiveness - all the components to having fun. I remember finishing my crossword puzzles during recess, because they were interesting and appeared like games instead of school work. Nonverbal and verbal games are equally fun. When used in an effective way that gets students to connect and interact meaningfully, they provide the most meaningful and remembered lessons.

Language Experience Analysis

I'm not sure what to write about the Language Experience Analysis which is due tonight. I need help.
Thanks!

A question!

What is this??
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Language Experience Approach
TESOL 1a EC1 GTPS 1.3 2.6 2.8 3.2, 3.3 NBPTS 1.1, 3.1
The language experience approach is an approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken. Implement the Language Experience Approach with an English Language Learner. Submit a written analysis of the results. Share your results with the class.
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Chapter 8&9

It was a busy week. We had to post two chapters in moodle and had to write feedback in the forums where we are able to share our personal experience. There was so much to post that I almost forgot about blogspot. *oops*
anyhow, have a great spring break everyone! :)

Chapter 8&9!

Chapter 8 and 9 introduce Total Physical Response and the Natural Approach. Both approaches focus on acquiring language naturally rather than forcing to learn. Of course the textbook includes numerous examples and suggestions to implement these approaches in classroom. However, I also realized that TPR could be a useful method to beginning learners only since most abstract concepts won't be able to described by physical responses. Although the Natural Approach describes details for each stage, and I do agree and like some suggestions, giving too obvious directions may hinder potentials of both teaching and learning.

Chapter 7 Tests! Tests! Tests!

This chapter focuses on the TESOL's standards and the sources of the academic standards which as educators we should align instruction planning and assessments to meet the varying needs of students with emphasis with second language learners. 

We learn from this chapter that the students can be evaluated on their performance of the standards.  Teachers can choose which standards will be assessed, how standards will be assessed, determine the outcome and which tools to be used.

Assessments are not limited to just paper and pencil answer sheets.  There are other forms of collecting performance. Portfolios are best used to give an authentic representation of the growth in learning.

In my classroom, portfolios are used to showcase student work to parents and if needed any "special" visitors from the district office or any "higher-ups" that may want to see exemplary work which includes writing samples, local formative assessments of reading, language and math. 

In addition to the portfolios, student conferencing is part of the weekly classroom routine to give immediate feedback on assessments and assignments.  Mini-conferences are held with students to go over writing editing and final pieces or his or her overall progress.

Assessments can be helpful to help the students attain success and reach expectations of the standards in all content areas.  This can be achieved with good teaching practices aligned with the national standards meeting the students differentiating needs. 

This week!

Many things happened this week. It's the first week that we went over two chapters and the midterm paper was due today. The chapter 7 discussed about direct and indirect testing. Both testing are based on anlayses of students' learning but their approaches are different. Indirect testing focuses on learning outcomes while difrect testing focuses on students' behaviors. Testing is unavoidable method to measure students' learning. In any testing option that teachers choose, they should be reflecting directly on the learning outcomes; reliable by minimizing subjective judgments; actionable by having appropriate interactions between a teacher and students; efficient; engaging to student; interesting; and triangulated by having many evidence to the same conclusion.

Chapter 7

The chapter started off with information about the different kinds of assessment and how the results are determined based on certain proficiency targets. Also the chapter talked about how teachers can use different visuals and alternative forms of assessments in order to accommodate the pace at which their student learns. I think that this chapter contained multitudes of charts and assessment techniques for the ESL learner. We focused on what TESOL standards were and how they shape the second language curriculum. Lastly liked that we were able to break off into cooperative learning groups and share thoughts/ideas.

Chapter 7

This chapter talks about the importance of assessing the students in order for us to know whether the objectives are being met or not. Few of our classmates also shared some of their personal experiences of taking the test-- I get to share my experience as well. During our class discussion, the implications/flaw of the assessment test where also pointed out and we learn that some assessment tests do not favour language learners, and stereotyping and bias may be present.

Chapter 7

The beginning of the chapter presents a quote that emphasizes the importance of language assessments. I believe in the effectiveness of assessing a student's language skills in the target language before, during, and after. I especially believe in multiple assessments that continue throughout the course. I especially liked how there was a mention of individual language assessments throughout a week. Though this could become tedious for both teacher and students, but it is a thorough form of assessment and sounds beneficial for a learning environment.

Chapter 6

Learning a second language at any age or stage in life has its challenges. As educators, our responsibility is to provide a positive learning environment for these students as they struggle adjust into their new society, to learn a new language.  This chapter’s emphasis is creating a wholesome environment of learning for all learners.  The academic success of second language learners is dependent on the instructional approach, the mutual respect of the student and the learning environment.  An important action that teachers can do is respect second language learners and their culture.  Children learn in an environment where there is a relationship is developed between student and teacher through simple efforts.  Simple actions that a teacher can take such as learning to pronounce a child’s name correctly, finding out where they came from and highlighting certain family or cultural traditions promote a positive classroom climate.  The attitudes, motivation and levels of anxiety in a classroom can support or hinder the learning progress of a child.  The emotional, social and academic aspects of a positive learning environment ease the child’s ability to assimilate and acclimate to their new home, school and community. 

Image:  JPG fredlounge.com

Chapter#6

This chapter creates some deeper thoughts about how the cultures affect how people behave as well as how they speak. The chapter includes a few examples of human behaviors in a patriarchal society. I do think that it is important to understand each student's cultural background to know the student better, but knowing too much and attempting to respect too much of the student's own culture may hinder the students to explore themselves in their learning environment, the new culture.

Chapter 6

Once again, the importance of the learning environment is revealed. The point of the matter is that students will not be able to learn (or want to learn) unless they were in an environment condusive to learning. Students will respond to their environment and that will determine how their attitude is towards language acquisition. The affective domain is not just within the classroom, but also in their homes. From their household, the inlfuence on their language learning is very high. It is vital that students recieve positive feedback for their language progress for it to continue.

Chapter Six

I thought this chapter provided a lot of insight as to how students socialize with their peers, teachers, and parents. Also it focused on the internal and external hindrances that compose into the factors of the affective domain. Regardless of age and setting I think that everyone experience anxiety in an unfamiliar setting. However it really depends on the attitudes in which the learner will use to overcome their fear and the help provided by their teacher. It was a really good chapter that focused on the student.