Joe and the Poor Man
By Chris Speck
Age Group: Young Adults
Level: Beginner/ Elementary
Skill focus: Reading/Sequence
Grammar Focus: Making simple present tense questions
Materials: Copy of the story, classical music, worksheets
Presentation: We will have a preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun.
First Concert - "Active Concert". This involves the active presentation of the material to be learned. The teacher will do a dramatic reading of a piece of text, accompanied by classical music.
Second Concert - "Passive Review". The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material.
Practice:
1. The teacher will ask the students some questions in the present tense: Do you smoke?, Do you live in London?, Do you speak English?. The students will answer.
2. The teacher will give out the first worksheet and have the students write as many sentences as they can using the grid.
3. The students will be divided in pairs to read and answer their questions.
4. The students will cut up the story along the lines and mix them up. They will arrange the events in order.
5. The story will be read again and talk about any problems they had with the vocabulary and grammar.
lunes, 20 de julio de 2009
sábado, 18 de julio de 2009
What Teachers Make
The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?"
He reminded the other dinner guests what they say about teachers: "Those who can, do. Those who can't, teach."
To stress his point he said to another guest; "You're a teacher, Susan Be honest. What do you make?"
Susan, who had a reputation for honesty and frankness replied, "You want to know what I make?” I make kids work harder than they ever thought they could. I make a C+ feel like the winner of the Congressional Medal of Honor. I make kids sit through 40 minutes of study hall in absolute silence.
"You want to know what I make? I make kids wonder. I make them question. I make them criticize. I make them apologize and mean it. I make them write. I make them read, read, read. I make them show all their work in math and perfect their final drafts in English. I make them understand that if you have the brains, and follow your heart, and if someone ever tries to judge you by what you make, you must pay no attention because they just didn't learn."
Susan paused and then continued. "You want to know what I make?’ I MAKE A DIFFERENCE.' What do you make?"
He reminded the other dinner guests what they say about teachers: "Those who can, do. Those who can't, teach."
To stress his point he said to another guest; "You're a teacher, Susan Be honest. What do you make?"
Susan, who had a reputation for honesty and frankness replied, "You want to know what I make?” I make kids work harder than they ever thought they could. I make a C+ feel like the winner of the Congressional Medal of Honor. I make kids sit through 40 minutes of study hall in absolute silence.
"You want to know what I make? I make kids wonder. I make them question. I make them criticize. I make them apologize and mean it. I make them write. I make them read, read, read. I make them show all their work in math and perfect their final drafts in English. I make them understand that if you have the brains, and follow your heart, and if someone ever tries to judge you by what you make, you must pay no attention because they just didn't learn."
Susan paused and then continued. "You want to know what I make?’ I MAKE A DIFFERENCE.' What do you make?"
sábado, 11 de julio de 2009
martes, 7 de julio de 2009
The Importance of Professional Organizations
I believe individuals are strengthened when they work together for the common good. As education professionals, we improve both our professional status and the quality of education when we unite and advocate collectively. The expertise and judgment of education professionals are critical to student success. We are suppose to maintain the highest professional standards, and professional organizations can help us to improve the quality of teaching, increase student achievement and make schools safer, and better places to learn.
lunes, 6 de julio de 2009
Sampling of the Suggestopedia Method
Daily Instructional Lesson Plan Worcester County Public Schools
Content Area(s)/Course/Grade:
Spanish (or ESL with the language roles reversed)
Unit:
Suggestopedia
Lesson Topic:
The Condor Who Fell In Love
Student Outcome(s):
Students will be able to:
v Recognize the differences between Spanish and English text.
v Develop their Spanish listening skills during a read aloud.
v Focus their minds on the task at hand.
v Demonstrate comprehension through interactions and participation, using both the native and primary languages.
Context for Learning
This lesson was developed for a beginning level Spanish class or for other students with no Spanish background. In an ESL classroom, I would use this method to teach English by reversing the role of the two languages.
The classroom environment should be enjoyable but relaxing; with comfortable chairs and with relia that complements the text.
Prior to this lesson, students were given Spanish names and chose professions, in order to take on a different persona (if given time, students would choose names and professions as an opening activity).
Instructional Delivery
Opening Activities/Motivation:
Gather students in a circle and encourage them to relax while listening to classical music. The teacher will give them the text, in both Spanish and English, to refer to during the readings. Inform students to clear their minds and follow along while the teacher reads in the target language, referring to the primary language for comprehension when necessary.
Procedures:
Do not begin reading until the classical music has played for a couple of minutes and the students are relaxed.
Begin reading the text in the target language.
Read passage one.
Change the music. Allow students to listen to the music for a couple of minutes before beginning to read the next passage.
Read passage two.
Change the music. Allow students to listen to the music for a couple of minutes before beginning to read the next passage (time permitting).
Read passage three (time permitting).
Allow students to listen and enjoy the music for a few more minutes.
Do not discuss the readings at this time!
Assessment/Evaluation (Formative/Summative)
Informal assessment through teacher observation.
After the lesson, students’ comprehension would be assessed through their participation and interaction in the planning and presenting of their “skit.”
Closure:
After reading the three passages, inform the students that their homework for tonight is to read the text once more before bed and then again in the morning before getting up.
Content Area(s)/Course/Grade:
Spanish (or ESL with the language roles reversed)
Unit:
Suggestopedia
Lesson Topic:
The Condor Who Fell In Love
Student Outcome(s):
Students will be able to:
v Recognize the differences between Spanish and English text.
v Develop their Spanish listening skills during a read aloud.
v Focus their minds on the task at hand.
v Demonstrate comprehension through interactions and participation, using both the native and primary languages.
Context for Learning
This lesson was developed for a beginning level Spanish class or for other students with no Spanish background. In an ESL classroom, I would use this method to teach English by reversing the role of the two languages.
The classroom environment should be enjoyable but relaxing; with comfortable chairs and with relia that complements the text.
Prior to this lesson, students were given Spanish names and chose professions, in order to take on a different persona (if given time, students would choose names and professions as an opening activity).
Instructional Delivery
Opening Activities/Motivation:
Gather students in a circle and encourage them to relax while listening to classical music. The teacher will give them the text, in both Spanish and English, to refer to during the readings. Inform students to clear their minds and follow along while the teacher reads in the target language, referring to the primary language for comprehension when necessary.
Procedures:
Do not begin reading until the classical music has played for a couple of minutes and the students are relaxed.
Begin reading the text in the target language.
Read passage one.
Change the music. Allow students to listen to the music for a couple of minutes before beginning to read the next passage.
Read passage two.
Change the music. Allow students to listen to the music for a couple of minutes before beginning to read the next passage (time permitting).
Read passage three (time permitting).
Allow students to listen and enjoy the music for a few more minutes.
Do not discuss the readings at this time!
Assessment/Evaluation (Formative/Summative)
Informal assessment through teacher observation.
After the lesson, students’ comprehension would be assessed through their participation and interaction in the planning and presenting of their “skit.”
Closure:
After reading the three passages, inform the students that their homework for tonight is to read the text once more before bed and then again in the morning before getting up.
My Educational Philosophy
I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature in all aspects. It is my desire as a educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas.
When the teacher's role is to guide, providing access to information rather than acting as the primary source of information, the students' search for knowledge is met as they learn to find answers to their questions. For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations. Providing students access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied creates an opportunity for individual discovery and construction of knowledge to occur. Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to one's life and interests. Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn. One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study. Given the opportunity for input, students generate ideas and set goals that make for much richer activities than I could have created or imagined myself. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals.
Helping students to develop a deep love and respect for themselves, others, and their environment occurs through an open sharing of ideas and a judicious approach to discipline. When the voice of each student is heard, and environment evolves where students feel free to express themselves. Class meetings are one way to encourage such dialogue. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. In turn they learn to respect themselves, others, and their environment.
For myself, teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them.
When the teacher's role is to guide, providing access to information rather than acting as the primary source of information, the students' search for knowledge is met as they learn to find answers to their questions. For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations. Providing students access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied creates an opportunity for individual discovery and construction of knowledge to occur. Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to one's life and interests. Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn. One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study. Given the opportunity for input, students generate ideas and set goals that make for much richer activities than I could have created or imagined myself. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals.
Helping students to develop a deep love and respect for themselves, others, and their environment occurs through an open sharing of ideas and a judicious approach to discipline. When the voice of each student is heard, and environment evolves where students feel free to express themselves. Class meetings are one way to encourage such dialogue. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. In turn they learn to respect themselves, others, and their environment.
For myself, teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them.
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