According to Jarmel and Schneider (2010), by the year 2025, one-third of students attending public schools will not know English when they start Kindergarten. How will schools adapt to this? Will teachers and/or students be limited on what they can teach/learn throughout the school year because of time restraints? In a documentary Speaking in Tongues, directed by Jarmel & Schneider (2010), four students who range from Kindergarten to eighth grade, showcase their experiences about attending public school around the San Francisco area to become bilingual. The four students Durrell, Jason, Julian, and Kelly are taught in English and also in a second language such as Mandarin, Spanish, Chinese, and Cantonese.
Anderson’s (1984) study revealed that the observed traits on reading interest among children are manifested by reading silently, listening, reading aloud with an emphasis on accurate oral reading, and reading under certain instructional conditions. The study of Guthrie et. al., (2005) revealed that self-initiated behaviors such as wanting to talk to friends about the reading material, choosing to read it, and interest in the topic are intrinsic constructs of reading interest; whereas wanting to get the best grades, making the teacher happy, and getting awards/rewards are the extrinsic motivation construct for interest traits. Added to this, Hidayat and Aisah (2013) reported that the ultimate reading interest trait are behaviors approaching towards reading the book and low interest would be manifested by avoiding the book. In a different setting, Maccoby (1954) revealed the children shows vicarious satisfaction as a trait for interest when the TV program relates to fantasy-themed platforms.
My literacy journey of learning English began when I was in grade 2. I moved from South Korea to Canada knowing just basic Letter sounds. At my first elementary school in Vancouver, I was placed in the ESL program where they tested my English level and helped me improve my literacy skills according to my English proficiency. At the age of 7, I was in preschool level English and my ESL teacher highly recommended me to get a tutor. When my parents saw how much I was struggling at school, my parents decided to take me to the English after school program.
Ayleen Garcia 1 A/B Teacher: Ms. Zapata Where: Seabourn Elementary Time: 3 hours 8 minutes My observation purpose for this week was to observe and figure out the inclusion plan indicated for the classroom. A bilingual paraprofessional comes and visits the classroom and helps the bilingual children that are in need of more help than usual.
Good morning and welcome to our first annual cultural diversity retreat for South Glen Elementary school. The school board funded this three-day event in preparation for our upcoming school year. We will be receiving students from a culture different than the American culture we, as staff and our present students, are accustomed. We will have 30 Bosnian immigrants. Each class will take approximately 6 to 7 new students to maintain the average class size of 25 students.
To support this, Alexandra Ossola from Brooklyn, New York, reported to The Atlantic that, “The study, published recently in the journal; Frontiers in Psychology, focused on students in two elite East Coast high schools, a population that has received surprisingly little research attention. The researchers surveyed and interviewed 128 students, teachers, and administrators about students; stress levels and coping strategies. They found that 49 percent of students reported feeling ‘a great deal of stress’ on a daily basis. Half reported doing three or more hours of homework per night, and 26 percent noted that they had been diagnosed with depression-over four times the national average of 6 percent.” This evidence proves that homework has become a major health problem because homework has caused these students to have lots of stress, and some have gotten depression.
A Louisiana school showed their highest achievement in their 3rd grade classes, linking it to their four-day school week switch (Yarbrough and Gilman82). Even the School Board News says four-day weeks are showing improvement (Ray). When they studied two districts, one with a four-day week and one a regular five-day week, the four-day school weeks’ ACT scores rose above state averages (Ray). Merryville’s district spokesperson, Daniele LeMarie, said, “‘ACT scores are above state averages and have risen from average of 18.7 the four years before the four-day, four-period block to 20 since’” (Chemlynski).
Kaşık and Kumcağız (2013) did an experiment in a Samsun primary school in which students were given a 13 week long conflict resolution and peer mediation (CRPM) training course for 80 minutes per week. The experiment showed that students that went through the 13 week long program exhibited significantly higher levels of self esteem and problem solving abilities along with lower aggression, in contrast to a control group, in which no statistically significant changes were noticed. The authors of this study also state that “The more students learn constructive, peaceful and empowering methods of conflict resolution, the less they will resort to violence” and cite multiple long term studies which show that CRPM programs have been found to decrease the prevalence of violence and conflict in schools. Of course, this is not to say that CRPM training programs are infallible. Ledarch (1996) argues that cultural differences may prevent standardized “one size fits all” programs from being effective in different contexts.
I’ve decided to use the Qualitative method for my research paper by observing three first grade students from one of the classes in the learning center that I’m currently working at. The students I’ve chosen to observe are 2 girls and 1 boy who are not only the same age but their English speaking ability are more or the less on the same level. During my first observation time, an interruption accrued in the class time when one the girls, M, insisted that she’s from Newzealand (because of her adoration for her previous NZ English teacher)while making her short speech when rest of the class all know that she’s from China. An argument broken out when S, another girl who’s also on my observation list, corrected M by saying that “no, you are from China.
We also target writing skills, and math skills. The kindergarten students study phonemic awareness activities from Phonemic Awareness in Young Children. Students in grades 1st and 2nd are given a spelling inventory from Words Your Way and students are placed in groups according to the skills they lack. 3rd and 4th grade students are placed in groups to deal with their weakness on STAR 360 and the WV Summative Test. The students are in groups working on text complexity, writing, and comprehension skills.
Accelerated Reader Program is in many elementary schools across the United States. AR is a big thing for students in elementary now a day the schools really push their students to read and take the AR tests. In this research paper investigates to see if students exposed to AR in elementary have lasting effect on the students. To see if its really worst spending all that time reading and doing to Accelerated Reader Program. Accelerated Reader has been around since 1986 and is still being use in schools around the world.
The PISA tests are used to measure performance in reading, math, and science and the scores are available at the OECD website (http://www.oecd.org/pisa/). According to the 2012 PISA scores, 15-year olds in the U.S. scored 17th in reading, 21st in science, and 26th in math. American teenagers are average in reading and science and below average in math when compared to the 64 countries.” Those numbers aren’t terrible when considering Americans finished in the top half in all three categories, but the authors intelligently contrast those results with some from decades
The growth mindset is important because it has been proven that children with it do better in school, as seen in the study preformed by research psychologist Carol Dweck. The study took several hundred students over the course of two years and examined their math grades. The results showed that over the two year period children with the