ESL teachers and practitioners in early childhood and should continuously observe students progress for the purpose of evaluating the teaching strategies and to develop students interests in learning English. A meaningful participation of teachers is required with appropriate teaching strategies will develop students’ interest in learning English (Chumak- Horbatsch, 2004; Tabors & Snow, 2001). Students who are learn English in the classroom will benefit when their first language is valued by the school and teachers. Teachers and early childhood practitioners face challenges in teaching students who come to school without any English language background and also when families do not share the same language. Likewise to fulfil a student’s interest in learning they need sufficient knowledge to create learning opportunities for students to learn the core language in the classroom to a level which they can understand.
Larsen-Freeman captured the guiding principles of how languages can be learned. The question at the end of each chapter provided an easy way to compare the methods in consideration to how the teacher’s role will change in regards to the method used. “What is the role of the student’s native language?” helps to understand how it can interfere with the attempts to master the target language (Audio-Lingual), how the student’s native tongue is mostly used in class (Grammar-Translation) or translation is used to make meaning clear and help out teachers when necessary
And, teachers can be shown how to display items that show diverse cultures, languages, and traditions; males and females in nontraditional roles; or “differently-abled children and adults demonstrating strengths and abilities” (WGBH, 2014, par. 1). Early childhood educators must learn how to give children the appropriate language to respectfully talk about differences. When teachers come to understand the importance of celebrating diversity, they will be better able to help their students recognize and reject bias against race, language, culture, gender, and abilities (WGBH, 2014). Article
Describe some teaching strategies that can be used to explicitly teach vocabulary. Vocabulary knowledge is critical to reading comprehension. There are different effective strategies that teachers can use with different age students: - Pre-teaching new words (teaching new words prior to the new reading experience; the teacher before to teach a new content has to determine new words by previewing reading materials, define and discuss the meaning of these words with students) - Keyword method (new words are introduces before reading by giving students a word clue – a part of word definition, or illustration) - Word maps (the teacher determines words to be taught, for each word child has to make a graphic organizer) - Root analysis (the teacher is focusing on teaching the commonly occurring part of the words – suffixes, prefixes, roots; when students are able to break sown words into parts they are able to determine words’ meaning) - Rearrangement of reading material (the teacher can replace the difficult words with the easier ones to help students to comprehend
I plan to review my walkthrough notes with the teacher and provide her some examples or second grade samples for her to see what they will soon be required to do. I will also give her some scenarios to try with her own students. I hope the teacher will use my feedback as a tool in her classroom. I do not think she is not a well-rounded teacher, I believe she wants to help them and see them succeed, but it should done in moderation. I will also invite her to my class and see a similar math lesson that they are taught to gain ideas and see from a different
As teachers, we plan for student learning, we plan for success of the student and, we teach students in hopes that they will learn. As teachers, we do a lot of things to ensure that some type of learning is taking place within our classroom, but have we ever stopped and thought to ask our students “what is learning”? When they are completing assignments, homework, or projects, are they thinking about learning or is it just something that just sort of happens? According to 14 year old Jane Doe, “learning is understanding what makes every place their own place and everything their own thing.” Through several observations, interview sessions, research and talking with her other teachers, I was not only able to see how different theories of cognitive and social development tied into her learning patterns, but I was also able to see how Jane’s custom definition of learning came alive in her mind, and why she thought of learning the way she did. ACCORDING TO PIAGET According to Piaget’s theory of intellectual development, Jane Doe, at age 14, has exceeded the concrete operational and is well into the formal operational stages of development (Eggen & Kauchak, 2010, P. 37).
Auditory learners may learn more efficiently by reading the cards aloud. Visual learners may find it helpful to see the information on each side of the card. 3.3.3 Activities from flashcards Flashcards should be applied in different activities to stimulate students in practicing vocabulary, as well as consolidating, recycling and extend their language. Memory Activities Memory Tester Teacher puts 6-10 flashcards on the board. Students have one minute to memorize the cards.
The provision of a variety of persuasive texts will enable them to build an awareness of the common features of this genre by “Talking about the purpose, Identifying the possible intended audience, Drawing attention to the text organisation and Highlighting the type of language used.”I Will then continue to encourage the children to analyse different versions of a text with the multi-text model in mind. “Children are required to rank these samples by effectiveness. Then use the information gained from discussion to devise rules and frameworks for writing that form.” Proceeding to teach the conventions and strategies of the genre through modelled writing, in which “the teacher composing texts in front of the class, thinking aloud about what is being done and explaining decisions” (Evans 1991). Informing children on what content to include/omit, what language to use etc creating a purpose for the task. Having successfully done so I will then utilise ‘Shared writing’, consulting the children for ideas “Children volunteer parts of the story and the teacher writes it down on a flipchart or whiteboard, thus modelling the writing conventions.” Followed by Guided writing, in which the children would work in small groups or pairs, using their framework to plan their writing.Where appropriate, I may have the opportunity to conduct mini lessons, helping them to develop a stronger understanding of the genre “that help the students learn to draft, revise, and edit their writing.” Having worked with both the teacher and in pairs or groups, the children are enabled to write individually, in which they create a first draft, asking teacher/group members questions if need be, and proof read & check it with their partner prior to creation of a final draft.
School based assessment implementation could be present through the different manner such as, hand on education materials, involve students in preparing a presentation or assignment that requires them to relate to the outside world. In addition, teachers need to explain the objective of the course to the students. It helps the students to understand the requirement of the course and enable them to connect the academic studies in a new approach. Teaching using technologies also improves learning among the students. For example, presentation software like PowerPoint that enable to embed photographs, diagrams, videos and sound file to augment text and verbal lecture content.
A teacher’s role in the classroom is to provide the students with the best education possible. All teachers vary in their teaching styles, their classroom community, and educational framework. In this essay, I will discuss my philosophical beliefs on teaching and learning language, the components needed to create a positive classroom community and how the balanced literacy framework can be used to teach and learn language arts in a grade three classroom. Philosophical Beliefs A major component of a child life is learning a language. Through language, students are able to communicate their thoughts, feeling, and experiences (the program of studies).