This is attributed to boys’ attitude towards learning a foreign language. For boys, a foreign language subject is traditionally for women (Clark, 1995); thus, creating conflict between performed masculinities and language practice (Carr & Pauwels, 2006). Foreign or second language acquisition is also known to depend on the teaching approach of the educator. Some educational experts suggest that a natural approach is the most effective way of teaching. As opposed to rote learning, where students are asked to memorize words and focus on structures and rules, the natural approach is a process of learning that focuses more on language comprehension and terminology usage so that they can be used in communication (Terrel & Krashen, 1983).
It is important that students maintain their values, beliefs, and cultural differences. The lack of Multicultural literature relates to the issues we have in society’s acceptance of cultural differences. Quality multicultural literature promotes collaboration among students and critical thinking skills. As an educator of younger students my goal is to provide more literature that teaches my students about their own culture and other culture. The video impacted the way I will determine what books I can use to incorporate more multicultural education.
This shows that particularly for students we find that a lot of the time teachers tell us what to do or think unintentionally, so it can be hard to distinguish if our thoughts are truly personal or shared with, and from, the others around us. We even see this within the IB education; the IB education is designed to encourage individual thought (personal knowledge), yet the curriculum ironically sometimes results in the reverse as students can simply subscribe to shared knowledge for fear of “getting it wrong” and receiving poor
Great literature can open discussion about values and morals. Reading such texts can spark discussion of issues like racism, bigotry, and sexism. Reading can teach individuals about topics they have never experienced before. However, in Francine Prose’s essay, I Know Why the Caged Bird Cannot Read, she argues that using literature to teach outside values is wrong because it takes away from the art of the text. Though I believe that books contain important topics that can spark discussions of values in classrooms, I agree with Prose that teachers shouldn’t use books as a way to explicitly teach students outside values.
Books can create portals to different life experiences and encourage reading. A few schools and libraries have challenged the educational value of some books, however, therefore leading them to eventually be prohibited in a particular place. Each reason may be different depending on the book and the location of the exclusions. Books are icons of literature and their value should outshine the occasionally offensive topic. Be that as it may, there are multiple reasons why books should be taught and included in a curriculum.
The Difference between a High school teacher & a College Professor From Kindergarten to college, education is important because it helps citizens develop learning skills. For example, Reading is important because it can help individuals learn how to communicate effectively. Not all education is the same because of the different teaching styles. College Professors and high school teachers are different because they have divergent teaching styles, testing strategies and the environment change of the classroom There are various differences and similarities between a high school teacher and a college professor. One main difference you noticed between these two is that college is a lot different than High school and the style of teaching has changed over time.
One reason for inadequate bilingual teacher preparation is the fact that some teachers use the transmission as part of their teaching-learning process instead of applying correctly the bilingual program that the school has. The transmission model of teaching has been used in traditional schooling it aims to view students as empty vessels that the teacher must “fill” with knowledge. This teaching style defines knowledge as “a collection of facts, concepts, principles, and theories that were discovered by experts in the different academic disciplines and packaged into the formal curriculum” (Villegas & Lucas, p.
Through the readings done in class, there have been realizations about emergent bilingual students that have not only shocked me but have made me feel more prepared to properly educate these students. These realizations include the importance of understanding your students’ individual cultures rather than bunching all English Language Learners into the same category; as well as understanding that there are different levels of English Language Learners and creating individual guidance for those students. A third takeaway from the readings thus far involves the educational policies which schools mandate for their ELL’s. These are some ideas that would not have even crossed my mind without these readings, but it has now become clear how vital
Since learners bring in their own experience into the classroom and develop relations with others, the analysis of interactions should not be limited to linguistic ones. Besides, despite the emphasis on communicative ability and students’ active participation in the current New Syllabuses for English in China (Jin and Cortazzi, 1998a), a great many schools still refrain from using interactive activities in classroom. From my experience in schools, some teachers were concerned about the practicality and effectiveness of using group work. I also found out that learners were not equally engaged in group work and it was sometimes difficult to manage activities. For my MA report, I have looked into how learners interact with each other in group work and discovered that learners’ community, the relationship between learners, learner autonomy, and the role of teacher contributed to the success of group work.
The importance of critical thinking couldn’t be more highly prioritized in academia, even when its application faces much constraint in English language development. What could be so important about a non-linguistic skill in classrooms that are generally devoted to improving linguistic abilities? Critical thinking might play an extra-linguistic role in the context of English language learning, and writing could be one of several modalities used to realize this role in secondary classrooms. It is stated that in the 1970’s, many sociologists and cognitive scientists were interested in the acts of composing as a way to observe how students learn (Sokolik, 2003). Subsequent teaching developments in writing that emphasized problem solving build upon the foundation of these findings.