In order to engage with students and help them to learn English I would use real world scenarios with a multi-tier approach, ensuring conversation, writing, listening, vocabulary, and grammar were all engaged. This will ensure an atmosphere where students act as a team for conversation and language analysis. I am applying specifically for a Fulbright scholarship in Spain because I have studied and received a degree in Spanish at Portland State University, and have participated in several study abroad programs in Spain. In addition I
One of the unique aspects of the Department of Child Development and Family Relations is that many of the department’s large core courses offer teaching assistant opportunities to undergraduate students. Teaching assistant opportunities are valuable for undergraduate students to decide whether to apply as a graduate teaching position, great addition to a resume, and for a letter of recommendation. From my teaching assistant experience, I was able to fully grasp the concepts of middle childhood development, form a new appreciation for professors and teaching assistants, and reflect on myself as a student. In addition, I had the opportunity to strengthen several essential skills such as organizational skills, leadership skills, and communication
For our first paper we had to write about how literacy played a role in our lives. I had never thought about what grammar meant to me until this class. We had many class discussions that brought on a few arguments, however I was so interested to hear everyone’s ideas on grammar. My Pedagogical Grammar class helped me to see my views on grammar and how I wanted to teach my students. While the traditional method of teaching grammar is important,
In this paper, I will be reflecting on my first year as an Occupational therapy student at the University of The Witwatersrand. While reflecting, I have come to realise that my viewpoint and understanding of the profession of Occupational Therapy and the importance of occupation to Occupational Therapy have developed substantially throughout this year. In my opinion, my previous understanding of OT and occupations in OT was very basic and shallow compared to what I understand of this topic currently. This growth in understanding came about due to many learning events such as lectures, fieldwork and activities, however, two of the most significant learning events I have personally experienced this year have had a major impact on my learning experience. These two learning events, which are prominent events within my first year of studying OT, include the OT June exam and making a chair in APT (Appropriate Paper-based Technology) for a child with Cerebal Paulsy and Microcephaly.
The Vocabulary Quilt strategy allows instructors to incorporate content vocabulary instruction at students’ English language proficiency. This strategy also allows students to work with others which promotes social-cultural development. The U-C-ME strategy allows instructors to uncover existing connections that students already have with content, concentrate on critical concepts, and monitor/evaluate the students understanding of a concept (Herrera, Perez, Kavimandan, & Wessels, 2013). Reflection The article on sheltered instruction did not contain any surprised for me. I have already incorporated many sheltered instruction strategies into my classroom.
Rhetoric should return as a requirement in education. Students can learn to interpret emotions and words into logical techniques. They can learn to look under the surface for a deeper meaning. Almost every aspect of their lives is filled with rhetoric as it is a device used universally around the world. Heinrich constantly emphasizes the prominence of rhetoric in his book.
As I begin to look back over these past few weeks at Bethel University, I have learned a few things. A few of the things I’ve learned was this APA style of writing, which was something very new to me. I’ve learned how to do a correct in-text citation, proper grammar, proper comma placement, and also that this is not something I can procrastinate on and wait until the last minute to try and do. Next, as I review Unit One, the very first post for this class I had a few errors that Mrs. Cindy pointed out to me. The main one was that I wrote I have “1” dog and the correct grammar should be I have “one” dog.
While I do know some of the rules, due to my previous English teachers in school, there is still much that I do not know. But, through the course of this past semester I have learned a great deal about different and new rules. This class has taught me a great deal about writing and how to correctly write an essay. Writing is a system of many rules and is a way for people to express their creativity. This class has given me much room to express myself creatively and gain more knowledge.
Catherine’s. One way it relates to my career at St. Catherine’s is that it allows me to experience new things. This project relates to my career at St. Catherine’s because I learn something new everyday as I do in subjects at school. I can compare the exit project as a bridge to my new life as a high school student because going from middle school to high school is about having new experiences. The exit project gets us ready for high school because it teaches us not to be afraid of new experiences, to communicate with others, and it prepares us for the rigorous amount of work, high school throws at us.
In second language learning, using visual aids is a necessity teaching strategy in both English as Second Language (ESL) classroom and English as Foreign Language (EFL) classroom (Allen, Kate & Marquez, 2011). They believed that using visual aids in the process of teaching a foreign language can strengthen what learners have learned and increase their interest. In their article, they proposed the positive impact of using visuals and they concluded that teachers should become aware of the strategies in which they can use visual aids and use them purposefully in the classroom to enhance students’ learning. Visual aids can be defined as using objects, drawings, charts, photographs, videos, multimedia presentation, etc. in the classroom.