Thursday, November 25, 2010
Thursday, November 18, 2010
Assignment #5 Annotated Bibliography
EESL 614 Assignment #5 Annotated Bibliography
By JaEun Kim
Citation #1
Jones, D. (2007). Speaking, listening, planning and assessing: The teacher’s role in developing metacognitive awareness. Early Child Development & Care, 177(6/7), 569-579.
Summary #1
This paper highlights that learning is conducted by talk, which is listening and speaking. When children learn a new lesson, they usually acquire the new skills throughout the interaction with the peers and adults. Jones says, “Learning takes place most effectively within a context of social interaction through the joint construction of meaning.” In order for the children to learn effectively, they need adults who can provide the learning to develop their knowledge, skills, and understanding. This brings out the importance of teacher’s role.
Jones states, “The teacher’s role in developing speaking and listening is crucial.” He also introduces the four approaches that the teachers can help the children to improve their learning.
The first approach is dialogic teaching. Through the interaction between the teachers and the children, the kids can promote their learning. When the teachers initiate a concept of new learning, the students give response to it and they both share their ideas and feedback. This interaction is also divided into four discrete: collective, reciprocal, cumulative, and supportive. The teachers and the learners address the learning tasks together, so that no one works alone. Since they also share ideas and listen to one another, they can earn cumulative knowledge and finally reach common understanding in a risk-free environment. The second approach is developing matacognitive awareness. In this teaching strategy, the role of a teacher is very important. It should be central to encourage the students. The third one is planning. Teachers should plan the speaking and listening according to the four strategies which are interdependent: social, communicative, cultural, and cognitive. The last one is assessing. The ideal goal of assessing is to help the students to access themselves and understand how to improve. In order to evaluate themselves, the environment should be risk-free. The children need to build up their confidence and self-esteem. By setting targets with teachers or sharing feedback between the teachers and the children, self-access will be done effectively.
Review #1
I definitely agree that talking is a means of learning. When teachers explain a concept, they usually give lectures. When students have questions about a new concept, they have questions to ask. All these learnings are conducted through speaking and listening. In order to speak and listen, there should be interaction. Through the interaction between the teachers and the students, students can develop their learning, skills, understandings as well as their cognitive awareness. This effect can be developed the environment of learning place is risk-free. In Korea, one of our old perspectives is the teachers are speakers and the students are only listeners. However, this method only stops the learners developing their cognitive awareness. In order to improve their learning, the interaction between the teachers and the learners must be in central.
Citation #2
Piercey, D. (2010). Why Don’t Teachers Collaborate. Phi Delta Kappan, 91(9), 54-56.
Summary #2
In this article, teachers can have different perspectives on the team teaching or collaboration on their lesson. However, they need to make their assumptions clear, so that they can fully understand one another. Piercey quoted healthy team’s characteristics from Lencioni. Teachers have high degrees of trust, are willing to engage in conflict in open discussion, hold one another accountable, and focus on collective results. Piercey points out the main problem of not collaborating with other teachers is their attitude toward leadership. They often convey an attitude of “I am in charge and you are not.” This type of leadership only leads to the failure of collaboration. They must change their own attitudes first. They need an attitude of servant leadership instead. They should also have mutual goals of their teachings. They need to share responsibility for participation and decision making and to have a voluntary relationship (p.55).
Review #2
As an English teacher, I am also expected to collaborate with our Native Speaking English teacher at my work. I think I had the attitude of “I am in charge of this class, but you are not.” It would be hard for the native teacher to adapt her teaching into my teaching style. We should have shared the goals and responsibilities. The most important thing, I learned, was to have an attitude of servant instead of owner. I thought I owned a class with a bunch of students. By setting a goal with the native speaker in a collaborative way, I hope my class is improved.
Citation #3
David, J. L. (2010). Closing the Vocabulary Gap. Educational Leadership, 67(6), 85-86.
Summary #3
English language learners usually struggle to understand what they read because they have limited knowledge about vocabulary. In order to help the students to expand their vocabulary, teachers need to devote more time to explicit vocabulary instruction. However, the reality is different. In this article, Jane points out, “The teachers face the challenge of identifying which words are most important of their students to learn” (p. 85). The researchers say that the more the students acknowledge the new words, the more their comprehension level goes up. Jane supports this, “This shows a strong relationship between vocabulary size and reading comprehension level. The relationship grows stronger as the students progress through school” (p. 86).
Learning new words is not done by memorizing. The learners must use the word several times in various contexts. Therefore, the teachers need to help the students to expand their vocabularies through repeated practice and feedback. The teachers can plan a lesson of vocabulary by adding “speaking”, “listening”, or “writing” activity, so that they can use new words in authentic and engaging contexts. By doing so, the achievement gap between students with limited vocabularies and their peers will be close.
Review #3
I felt guilty when I was reading this article. It is so true that most teachers do not devote themselves to create vocabulary lessons. I, also, considered “reading”, “speaking”, “writing”, and “listening” were the only main aspects of English language. However, in order to achieve these four separated skills, knowledge of vocabulary is needed. If the students do not know new words, they cannot comprehend a new context and this will be an obstacle for their comprehensive competence. From now on, I need to identify which words are most important for my students to acknowledge, so that they can strengthen the relationship between vocabulary size and reading comprehension level.
Citation #4
Ellery, V. (2010). How Do We Teach Reading as a Strategic, Decision-Making Process. Reading Teacher, 63(5), 434-436.
Summary #4
This article introduces one of the effective strategies of comprehension is summarizing. Summarizing is retelling a main point of a story. Ellery defines, “Summarizing is a strategy that helps the reader identify and organize the essential information found within a text” (p. 434). In order to summarize a context, students need to organize the story in detail. One of the best activities for students to develop the ability to recount the stories sequentially is Detail/Retell. First, teachers and students discuss and practice with retelling daily. For instance, they can ask each other like “What did you do over the weekend?” They are able to retell what they did briefly. Second, the teacher demonstrates retelling after they read a short text. The teacher gives the details of the story, so that the students can create some images of it in their minds. Third, teachers can use some visual props-Story glove, Baseball mats, Hula hoops, and Table of contents - to increase the detail of the stories. Story glove can be used as a reminder of the elements (characters, setting, problems, events, and endings) of the stories. Baseball mats and Hula hoops are used to help the students to follow the stories sequentially. By stepping on the 1st base, or standing inside of the first hula hoop, the students know what happened first in the stories. The last activity, shown in the article, is Table of contents. The students can follow the stories in detail by looking at the titles written in the table of contents.
Ellery also highlights the importance of instructing vocabularies. She says, “Students need many opportunities for developing a rich vocabulary through listening, speaking, reading, and writing in an integrated manner. Vocabulary instruction should be an integral component in a daily literacy block” (p. 435). She introduces a way to motivate the students when they encounter unfamiliar words. Students write new vocabularies they encounter in a notebook. With group members, they discuss and guess what those words mean from some clues provided by teachers or contexts such as sentences or related sentences. Then, they may look up the words in dictionaries or glossaries and compare their guess with the original definitions. They continue this method to increase their new vocabularies.
Review #4
Teaching reading was always an unsolved problem for me. My students feel bored right away as soon as they open up their books. One of the reasons they are not interested in is a lack of their vocabularies. I have been looking for some fun ways to teach reading and vocabulary and I found some finally. I really like to try those four activities of reading – Story glove, Baseball mats, Hula hoops, and Table of contents- and see how they work for my students. Also, having the students guess what the unknown words mean is a great way to draw them to a new vocabulary world.
Citation #5
MacGrath, M. (2005). Beyond behaviour management: Manage or motivate? Education Review, 19(1), 57-64.
By JaEun Kim
Citation #1
Jones, D. (2007). Speaking, listening, planning and assessing: The teacher’s role in developing metacognitive awareness. Early Child Development & Care, 177(6/7), 569-579.
Summary #1
This paper highlights that learning is conducted by talk, which is listening and speaking. When children learn a new lesson, they usually acquire the new skills throughout the interaction with the peers and adults. Jones says, “Learning takes place most effectively within a context of social interaction through the joint construction of meaning.” In order for the children to learn effectively, they need adults who can provide the learning to develop their knowledge, skills, and understanding. This brings out the importance of teacher’s role.
Jones states, “The teacher’s role in developing speaking and listening is crucial.” He also introduces the four approaches that the teachers can help the children to improve their learning.
The first approach is dialogic teaching. Through the interaction between the teachers and the children, the kids can promote their learning. When the teachers initiate a concept of new learning, the students give response to it and they both share their ideas and feedback. This interaction is also divided into four discrete: collective, reciprocal, cumulative, and supportive. The teachers and the learners address the learning tasks together, so that no one works alone. Since they also share ideas and listen to one another, they can earn cumulative knowledge and finally reach common understanding in a risk-free environment. The second approach is developing matacognitive awareness. In this teaching strategy, the role of a teacher is very important. It should be central to encourage the students. The third one is planning. Teachers should plan the speaking and listening according to the four strategies which are interdependent: social, communicative, cultural, and cognitive. The last one is assessing. The ideal goal of assessing is to help the students to access themselves and understand how to improve. In order to evaluate themselves, the environment should be risk-free. The children need to build up their confidence and self-esteem. By setting targets with teachers or sharing feedback between the teachers and the children, self-access will be done effectively.
Review #1
I definitely agree that talking is a means of learning. When teachers explain a concept, they usually give lectures. When students have questions about a new concept, they have questions to ask. All these learnings are conducted through speaking and listening. In order to speak and listen, there should be interaction. Through the interaction between the teachers and the students, students can develop their learning, skills, understandings as well as their cognitive awareness. This effect can be developed the environment of learning place is risk-free. In Korea, one of our old perspectives is the teachers are speakers and the students are only listeners. However, this method only stops the learners developing their cognitive awareness. In order to improve their learning, the interaction between the teachers and the learners must be in central.
Citation #2
Piercey, D. (2010). Why Don’t Teachers Collaborate. Phi Delta Kappan, 91(9), 54-56.
Summary #2
In this article, teachers can have different perspectives on the team teaching or collaboration on their lesson. However, they need to make their assumptions clear, so that they can fully understand one another. Piercey quoted healthy team’s characteristics from Lencioni. Teachers have high degrees of trust, are willing to engage in conflict in open discussion, hold one another accountable, and focus on collective results. Piercey points out the main problem of not collaborating with other teachers is their attitude toward leadership. They often convey an attitude of “I am in charge and you are not.” This type of leadership only leads to the failure of collaboration. They must change their own attitudes first. They need an attitude of servant leadership instead. They should also have mutual goals of their teachings. They need to share responsibility for participation and decision making and to have a voluntary relationship (p.55).
Review #2
As an English teacher, I am also expected to collaborate with our Native Speaking English teacher at my work. I think I had the attitude of “I am in charge of this class, but you are not.” It would be hard for the native teacher to adapt her teaching into my teaching style. We should have shared the goals and responsibilities. The most important thing, I learned, was to have an attitude of servant instead of owner. I thought I owned a class with a bunch of students. By setting a goal with the native speaker in a collaborative way, I hope my class is improved.
Citation #3
David, J. L. (2010). Closing the Vocabulary Gap. Educational Leadership, 67(6), 85-86.
Summary #3
English language learners usually struggle to understand what they read because they have limited knowledge about vocabulary. In order to help the students to expand their vocabulary, teachers need to devote more time to explicit vocabulary instruction. However, the reality is different. In this article, Jane points out, “The teachers face the challenge of identifying which words are most important of their students to learn” (p. 85). The researchers say that the more the students acknowledge the new words, the more their comprehension level goes up. Jane supports this, “This shows a strong relationship between vocabulary size and reading comprehension level. The relationship grows stronger as the students progress through school” (p. 86).
Learning new words is not done by memorizing. The learners must use the word several times in various contexts. Therefore, the teachers need to help the students to expand their vocabularies through repeated practice and feedback. The teachers can plan a lesson of vocabulary by adding “speaking”, “listening”, or “writing” activity, so that they can use new words in authentic and engaging contexts. By doing so, the achievement gap between students with limited vocabularies and their peers will be close.
Review #3
I felt guilty when I was reading this article. It is so true that most teachers do not devote themselves to create vocabulary lessons. I, also, considered “reading”, “speaking”, “writing”, and “listening” were the only main aspects of English language. However, in order to achieve these four separated skills, knowledge of vocabulary is needed. If the students do not know new words, they cannot comprehend a new context and this will be an obstacle for their comprehensive competence. From now on, I need to identify which words are most important for my students to acknowledge, so that they can strengthen the relationship between vocabulary size and reading comprehension level.
Citation #4
Ellery, V. (2010). How Do We Teach Reading as a Strategic, Decision-Making Process. Reading Teacher, 63(5), 434-436.
Summary #4
This article introduces one of the effective strategies of comprehension is summarizing. Summarizing is retelling a main point of a story. Ellery defines, “Summarizing is a strategy that helps the reader identify and organize the essential information found within a text” (p. 434). In order to summarize a context, students need to organize the story in detail. One of the best activities for students to develop the ability to recount the stories sequentially is Detail/Retell. First, teachers and students discuss and practice with retelling daily. For instance, they can ask each other like “What did you do over the weekend?” They are able to retell what they did briefly. Second, the teacher demonstrates retelling after they read a short text. The teacher gives the details of the story, so that the students can create some images of it in their minds. Third, teachers can use some visual props-Story glove, Baseball mats, Hula hoops, and Table of contents - to increase the detail of the stories. Story glove can be used as a reminder of the elements (characters, setting, problems, events, and endings) of the stories. Baseball mats and Hula hoops are used to help the students to follow the stories sequentially. By stepping on the 1st base, or standing inside of the first hula hoop, the students know what happened first in the stories. The last activity, shown in the article, is Table of contents. The students can follow the stories in detail by looking at the titles written in the table of contents.
Ellery also highlights the importance of instructing vocabularies. She says, “Students need many opportunities for developing a rich vocabulary through listening, speaking, reading, and writing in an integrated manner. Vocabulary instruction should be an integral component in a daily literacy block” (p. 435). She introduces a way to motivate the students when they encounter unfamiliar words. Students write new vocabularies they encounter in a notebook. With group members, they discuss and guess what those words mean from some clues provided by teachers or contexts such as sentences or related sentences. Then, they may look up the words in dictionaries or glossaries and compare their guess with the original definitions. They continue this method to increase their new vocabularies.
Review #4
Teaching reading was always an unsolved problem for me. My students feel bored right away as soon as they open up their books. One of the reasons they are not interested in is a lack of their vocabularies. I have been looking for some fun ways to teach reading and vocabulary and I found some finally. I really like to try those four activities of reading – Story glove, Baseball mats, Hula hoops, and Table of contents- and see how they work for my students. Also, having the students guess what the unknown words mean is a great way to draw them to a new vocabulary world.
Citation #5
MacGrath, M. (2005). Beyond behaviour management: Manage or motivate? Education Review, 19(1), 57-64.
Summary #5
This article starts off with a common situation given. It is Monday morning and a 14-year-old boy came to class 15 minutes late. Disciplines might be done differently depending on how teachers interpret events. The article argues that the teacher’s reaction to this kind of situation is based on the teacher’s own judgment which is related to his past experience with that student. The author introduces how the teachers manage the misbehavior and motivate those students effectively. Teachers often meet students who do exactly what the teachers told them not to do. In this situation, the teachers usually like the students to sit quietly and concentrate. This may be useful skill, but not the ultimate goal itself. In order to engage the students in an activity and motivate them, there should be a positive relationship between the students and the teachers. MacGrath quoted from Marland (1993) that the second greatest motivation (that is after achievement) is the pupil’s relationship with his teachers. Achievement can be a great motivator for the students, but for many young children they need a motivating relationship before they try to achieve a goal.
There are some elements that help develop and maintain constructive relationships with individuals and classes. First is building trust. Teachers need to show their students that they are on their side. However, giving them an image of being a “friend” is not appropriate. They should be firm, but provide unconditional regard. Second, teachers need to treat everyone with respect all the time. When the young children misbehave, the teachers tell them with respect. In this way, they maintain the constructive relationship. Third, teachers are in charge. Teachers need to show that you care about the students and lead them as far as each can go. When the teachers express that they are the helpers of the students to achieve a goal, there can be a strong relationship built. Fourth, set a mind of working together. Between teachers and students, they cooperate and work together as a partnership. If the students need help, the teachers go help them. If teachers need an assistant, the students can offer a help, too. Last, teachers need to show that they can listen. Teachers need to listen and accept what the young person says. MacGrath (2005) emphasizes that, “At times showing empathy is important in order to build a trusting relationship” (p. 62).
In order to help the students promote achievements, teachers need to review the following steps constantly.
First, teachers should get their thinking straight so they can stand firm. Second, teachers need to refine their communication skills so that they can relate positively and creatively with children and young people in a range of situations. Third, teachers develop an ever-increasing sense of unconditional positive regard towards themselves and others. Last, teachers need to develop a support network for themselves and a supportive lifestyle to maintain a balanced perspective and keep things in proportion (p. 64).
Review #5
Teachers often face some situations related to student’s problematic behaviors which they wish to avoid. As a teacher, I have also experienced several misbehavior issues and I have been wondering how I should handle the situations while motivating the students in a positive way at the same time. I have discovered that some of their misbehaviors were interpreted by my assumptions which were in relation to my past experiences with the students. However, building up a positive relationship with students can be a key to my question. By showing them that I am a helper and a motivator to lead them to achieve a goal, their behaviors can be changed. Instead of correcting the misbehaviors as a teacher, students can correct their own behaviors with the trusting relationship and furthermore they can achieve a goal, too. However, the important thing is the teacher’s role. Whether the students are motivated or not, their learning depends on the teachers and the role of the teachers can influence the student’s life in some way.
Friday, November 12, 2010
Reflection on Graves Ch. 4,8, and 9.
Instead of writing, I tried creating a mind map. I am actually planning this lesson for my students next week. By planning a lesson with the mind map, I have got some specific ideas how to lead the class.
If the image is too small to see, please click on the image.
Friday, November 5, 2010
Teacher Curriculum Interview
Teacher Curriculum Interview Questions
1. Why do you want to be a teacher?
2. What do you think will be the most challenging aspect of teaching for you?
3. At the end of the school year, how will you determine whether you were successful or not?
4. How would you go about planning a lesson?
5. How would you individualize a curriculum for students at various levels?
6. What kind of teachers would you prefer working with? why?
7. What do you think was your most successful lesson you have taught and why?
8. How would you discipline the students who curse out in class while you are teaching?
9. How would you discipline the students who curse out in class while you are teaching?
10. How do you evaluate your students?
11. What do you think the role/ responsibility of a teacher should be?
12. Can you share with me about your philosophy of teaching and learning?
What I have learned through the interview...
Through the teacher interview, I learned how important the co-teacher's role is in class. As one of the Korean English teachers at my work, I did not know that the native speaking English teacher needed my help in her class. When she was teaching my kids, I thought she was the teacher and she needed to control the class, not me. However, I learned that I know about my students more than she does, so I should at least help motivate the students while she was teaching. I usually did not wake up the sleeping students in class. I thought that was their choice to miss the class and sleep instead. From this interview, I looked back my teaching style and learned that I should be humble and love my kids. I still remember that the teacher that I interviewed, Grace Lee, saying, "Discipline in Love and Teach in Love."
1. Why do you want to be a teacher?
2. What do you think will be the most challenging aspect of teaching for you?
3. At the end of the school year, how will you determine whether you were successful or not?
4. How would you go about planning a lesson?
5. How would you individualize a curriculum for students at various levels?
6. What kind of teachers would you prefer working with? why?
7. What do you think was your most successful lesson you have taught and why?
8. How would you discipline the students who curse out in class while you are teaching?
9. How would you discipline the students who curse out in class while you are teaching?
10. How do you evaluate your students?
11. What do you think the role/ responsibility of a teacher should be?
12. Can you share with me about your philosophy of teaching and learning?
What I have learned through the interview...
Through the teacher interview, I learned how important the co-teacher's role is in class. As one of the Korean English teachers at my work, I did not know that the native speaking English teacher needed my help in her class. When she was teaching my kids, I thought she was the teacher and she needed to control the class, not me. However, I learned that I know about my students more than she does, so I should at least help motivate the students while she was teaching. I usually did not wake up the sleeping students in class. I thought that was their choice to miss the class and sleep instead. From this interview, I looked back my teaching style and learned that I should be humble and love my kids. I still remember that the teacher that I interviewed, Grace Lee, saying, "Discipline in Love and Teach in Love."
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