I observed the same class, the sixth period class. Unfortunately, the students had to take the WIDA assessment. As a result, this class was a continuation of a previously class. The goal for this lesson was to promote active listening and speaking skills. The class objectives included: to be able to orally preset poems using key vocabulary (adjectives), to attend to speaker, and to assess what is heard.
Taralyn: N-n-y. (Isenberg, 2010). The children in the above example show their building on what they already know that is the routines of school, teacher behaviors, basic literacy concepts and skills. Also, they play with words and letters as they test the spelling of weather and the way to record the date (Isenberg, 2010). Therefore, we can conclude that language play is an important social and anthropological factor that enhances on the development of children’s thinking and understanding.
…Studies have shown that pictures of objects can also assist in developing blending and segmenting skills (reference). Students could be provided a picture, eg. a dog and asked to sound out each of the individual sounds in the word. For example, /d/…/o/…/g/ is comprised of three sounds. Phonics International (2011), also encourage the emphasis of letter sounds when initially teaching
Discussion activities appear to benefit students in different ways. These activities result in students to teach each other, especially when someone of them understand the material better and learn more quickly than others, and he/she explain it to the others, so in discussion students will learn from their colleagues ,in way that how they understood the material. One of the methods that can be used for discussion in class is Think-pair-share. This discussion strategy has three stages. The first one is the thinking stage, where the teacher encourages students to think about a question or observation.
(2d) Some strategies I employed to monitor student behavior is group alerting, and calling out students. During this lesson, students were increasingly antsy because it was their ‘indoor recess time’, and were not ready to sit through another lesson, so students were more out of hand then usual. As a teacher who was taking the students’ indoor recess to teach, I let more misbehavior happen because I understood that students needed a break from learning. 9. Explain some challenges with respect to procedures and routines that will have to be altered or changed.
Intro / Background to problem statement We grew up listening to our parents, teachers and even tutors to sit straight, do not move and pay attention to what is being taught, otherwise it was either considered disrespectful or looked like we were being inattentive. Little did we know that everyone including most of our teachers and even our parents were (or still are) unaware of the fact that not all learners are the same, every single individual’s capability to absorb information, to process it and to respond to it may vary, let alone there’s an entire theory about learners and learning styles depending upon their intelligence and cognitive make up explained through the VARK (Visual, Auditory , Reading/ writing, Kinesthetic) or VAK (Visual,
Individuals need to be conversant with these skills to ensure language fluency. These skills are divided into several sub-skills. Listening sub-skills include dictation, discriminating similar words, deducing meaning from context, task listening, listening for detail, predicting, inferring mood, feeling, and attitude (Apsacssectt, 2014). Learners need to employ these sub-skills when inside and outside class to learn more about a language. They should be attentive during conversations to identify the usage of words and their pronunciation.
The teacher can start by introducing easier reading such as songs, games and other familiar subjects the children know of (Keaveney & Lundberg, 2014, p.86, 94). Can also be done by reading books on different levels. As Keaveney and Lundberg (2014, p.87) suggest the teacher can read a famous story and the children can follow in their own book or paper and are encouraged to read with the teacher as a dialogue whenever they feel ready which will make them more active when reading. Hadaway (2002, p.197) suggests that reading poetry could be good since many poems are short and amusing and short poems can feel less heavy than long texts. One advantage when teaching reading in a second language is that the learners most likely already know how to read in their first language and they probably have some strategies for it which help when learning to read in a new language (Pinter, 2006, p.68).
She left the students to make their own groups in order they feel good and comfortable to work with they want. She used various teaching methods to motivate every student to speak more or read more in English, for example, group discussions which increase understanding of the material, as well as group presentations, with the aim to encourage students to practice the second language as much as possible and to guarantee a good environment of participation. Some differences have taken place in each classroom depending on the role that the teacher assume with the students. The observations in Class 1 show that girls prefer speaking in English class. Boys, on the other hand, want to have the attention of the teacher to be as equal as girls because the teacher was seen as closer to girls.
The teacher scaffolds learning for students , gradually removing the scaffolding as student develop their skills. The teacher facilitates the discussion by providing a few foundational facts, or tells the students where to find them. In more advanced forms of inquiry, the teacher would be relatively silent, letting the students’ natural curiosity and previous class work guide the students’ efforts. Students are asked to come up with a hypothesis that would, if tested, provide answers to the question or problem posed and then to think of ways to test that hypothesis (Adamson,et.al., 2000; Ensrud, 1997). Building a hypothesis, testing, synthesizing, evaluating, and applying new information are part and parcel of inquiry-learning and they form Bloom’s taxonomy of higher-order skills.