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Research study about cooperative learning
Outline for bilingual education
Outline for bilingual education
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The cooperating teacher used many strategies to maximize her use and her students’ use of English in the classroom. To begin with, Mrs. Sekeli stayed loyal to her decision of always speaking English unless being faced with a serious behavioural issue. By staying constant in her use of English, her students’ expectations on her use of the L2 were set in stone, which I believe motivated them to talk to her in English. Mrs. Sekeli’s positive attitude towards her students’ success also plays a great role in her maximization of the her L2. Knowing what is best for her students and being positive about their success is what pushed her on the daily basis to continually use the L2 in her class. This way, she would not get discouraged to the point of using the students’ first language. This is the main difference I noticed in my two cooperating teacher, and I am positive that it affected their use of English in their classrooms. The first cooperating teacher I was assigned to kept on telling me how his students were a hassle that he couldn't manage anymore, and that he felt like giving up. In class, he could use the L1 for approximately half of the lesson, compared to Mrs. Sekeli …show more content…
Sekeli followed in her classroom were mentioned to be beneficial in researches done on the topic of maximizing English. To adapt to the students and to stay loyal to your L2 use as a teacher was proposed by Turnbull (2006). These are strategies that Mrs. Sekeli applied into her classroom. Some other strategies such as repetition, intonation and gesture were also mentioned by Turnbull (2006) and used by my cooperating teacher as well. Encouraging interaction was mentioned in Crichton’s (2009) study and was supported and executed in Mrs. Sekeli’s classroom, as mentioned above. This leads me to believe that the researchers’ claims are not only heavily beneficial but also realistic in a classroom setting as many of their strategies were being used by my cooperating
We need to adapt vocabulary and consider how we interact positively with pupils as we listen and respond them.
Schools are beginning to adapt more to the variety of students needs in the classroom. Co-teaching is one of the methods schools and teachers are using to reach more students. It got originally noticed in 1960s but didn’t become popular and supported till 1990s (Villa). Co-teaching is when the general education teacher is working along side another professional. They could be a special education teacher, ESL teacher, a reading specialist, or any other professional that could assist in creating a coordinated curriculum for a diverse classroom. Both the general education teacher and the other professional will plan the coordinated curriculum and instructions that will be used in the general education classroom (Vaughn pg. 79).
When reading the scenario that was asked for this assignment, I noticed that the teacher didn 't use a lot of strategies to help the ELL students develop language development. But the strategies he did use I thought were a great start. He was trying to lower the effective filter by attempting to give the students positive gestures and smiles to help
For my observation, I observed a first grade bilingual classroom. This first grade class has 22 students who are second language learners. During the time I observe it was only English time, so I was able to observe all the strategies the teacher used to support students.
Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly implemented to meet those needs. Most research has shown co-teaching to be effective in the inclusion classroom, though there are a few studies which have refuted its significance and identified reasons for problems in implementing a successful co-teaching program.
Mrs. Davis is an Educational Diagnostician in Colslaw ISD. She is working with a group of school administrators and teachers at Harvey Elementary. This team is sharing and discussing assessment data on several of the special education students that are mainly served in inclusive classrooms and are and are also taking the regular STAAR test. (a) For this collaborative context, identify specific professional roles and responsibilities of the Diagnostician, special education teachers, general educators, and school administrators. (b) Discuss specific challenges and skills that Educational Diagnosticians face in identifying students’ educational needs that are derived from large scale and formal assessments and communicating with
As a teacher language is the most important tool in order to support student learning. The book Elementary Classroom Management by Kerry Williams discusses how language is an important tool to use “language can be a powerful vehicle for activating thought, and as teachers we need to be aware of the role it is playing” (ref pg. 196). The use of words and tone that the teacher uses to the students is significant in the behaviour of students. For example if a student is displaying
... ways and with many different methods, all of them have a different effect, good or bad, on different learners. But as soon as the learners see the point of learning this the biggest obstacle is out of the way and give the opportunity for many types of fun and educational assignments that ultimately learn the learner to communicate at it’s best. Which is the goal every language teacher should be striving to achieve.
Andrew Sampson states that total proscription of mother tongue is detrimental to some extent, suggesting that code switching of mother tongue and English, under a good strategy of control, is useful for academic needs and even communicating purposes by concluding, “The results of this study suggest that code-switching is not necessarily connected to learners’ ability level and rarely signals an unwillingness to communicate in L2, but rather serves communicative classroom functions such as expressing equivalence, discussing procedural concerns, floor holding, reiterating concepts, and forming group relationships” (302). Code-switching not only improves the learner’s proficiency in English, but also allows the students to learn. In most cases, English language is meant for English-speaking students’ at level L2 or L3. Therefore, teachers should help non-native English-speaking students to code-switch in their communications. Code switching would improve the learner’s ability to identify his or her mistakes and correct those mistakes while she or he continues to learn English. At the same time, if possible, the teachers might use code switching to illustrate particular concepts and subjects. In other words, the teachers themselves can use the learner’s L1 or any other language to explain concepts or offer examples on the subjects in the learner’s L1. However, the teachers should avoid using oversimplified English words and vocabularies. This is because such approach would not help the learner to perfect his or her English
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
The idea to include L1 as part of the language teaching system has been debated upon in recent years. The strong anti-L1 suggest on a complete prohibition of L1 in classrooms, while many others see L1 as a tool to better students’ learning of the TL. This section will highlight the pros and cons arguments for using the L1 in classrooms, along with further evidence supporting the advantages mother tongue bring to the language learning, and teaching process.
Integration into the Classroom Thesis: Although integration could be hard on high-functioning teens, one would argue that integrating high-functioning autistic teens into the general classroom setting is critical in the development and socialization of the teen. As well as it allows other students to be exposed to such diversity in the classroom, therefore it would act as a learning environment for an accepting future for developmental disabilities. Introduction: This essay will focus on teens between ages, thirteen to eighteen, who have high- functioning Autism or Asperger Syndrome, and why it is important that they are intergraded into the normal classroom setting. I believe that by having teens on the higher end of the Autism Spectrum
Steven Krashen developed 5 theories of Second Language Development. The Acquisition-Learning Hypothesis states that people acquire language naturally, without any formal training, simply through their interactions with others (Freeman and Freeman p.62). Language learning, however, is a more complex process which requires instruction. Both of these processes are necessary for a person to acquire a second language. Implications for teaching include creating authentic social interaction time with peers in the classroom, collaboration with peers, modeling appropriate language use and using repetition (Vose).
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
The Direct Method teaches language in the identical way in which the child first learns his mother tongue. The language is prepared through illustration and conversations in surroundings. As Direct Method put stress on speech, students obtain flow in speech. They think directly in English without the involvement of the mother tongue. They are fast at comprehending spoken English. The Direct Method learners also have good pronunciation of each word. Students who are learned through this method speak in English with great potential. In Direct Method language is taught through presentation. The Direct Method makes use of audio-visual cooperation. The use of these cooperation promote learning and makes lesson fascinating. It promotes reading and writing. Learners can speak in flow, they also write impartially quickly and rightly. In classrooms that allow students to up and down between languages, thinking in English is dejected in difference, a classroom that engages students in English demands them to do more thinking in English. By using the Direct Method, students are able to understand what they learn, think about it and then express their own ideas in correct and even ask question about words they are enable to understand and knows English about what they have read and learnt. Classes who have few students, so the power of the learning process can be enhanced. In direct method translation cannot be used. The interaction goes from both ways like teacher to student and from student to