...Neljun S. Course: BESED-English Year & Section: III Resource Teacher: Maria Cristina Sonza Signature: __langss_________________ School: MSU SND You’re Target At the end of this activity, you should be able to describe through your reflection of how the school promotes partnership and dialogue. You’re Map For this process, go through the following steps: | | |observation Report on Interaction | | | |Name: Langga, Neljun S. Year / Course: BSED-III | |School Observed: SND Integrated School___________________________ | |Grade level: First year____________________ Section: A | |Subject Observed: English | | | |Observations: ...
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...the number of students to pass the pre-diploma programmes has boost up the need for active and motivating learning tools. To rouse the number of passing grades, various programs and series of lectures were conducted for pre-science students at UiTM Negeri Sembilan. However, none of the activities is in form of games. FunTaskSticks is a game that has been modified from the original Pick-Up Sticks and repurposed into instructional lesson as part of learning exercises to support students learning activities in informal educational settings. Therefore, in this study it attempts to investigate how FunTaskSticks could engage the learning process of Physics and Biology and assist them to improve their fundamental grammar of English language by using the terms and terminologies that they have learned in classes and from the game. There were 24 pre-diploma students who participated in this study. The finding revealed that FunTaskSticks is not only educating the students cognitively, but also affectively. Students learn to acknowledge, criticized and praise each other which has increased their motivation level and also their self-esteem. The usage of English language and their conceptual understanding towards Physics and Biology has increased throughout the games. They can easily memorize and spell the terms and terminologies of Physics and Biology. Keywords: board games, learning tools, science education, physics, biology, motivational games INTRODUCTION Over the years, the...
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...The learners and teachers of English and EFL (English as a Foreign Language) textbooks are three major inter-related elements in the process of present day education. Hutchinson, 1994 cited in (Evaluating an EFL textbook - A new English Course) states that, “The textbook is an almost universal element of ELT teaching”. Therefore, a textbook can be mentioned as a useful instrument which serves as a guide or an instructional manual for studying a particular subject. Against the common belief that students are the key in this direction, many scholars hold the view that textbooks are the heart of education with regard to the fact that both teachers and students are to a large extent dependent on the books (Sarem, S. N., Hamidi, H., Mahmoudie, R., 2013).Therefore, it is clear that a textbook facilitates the teaching and learning process and thus, is helpful both for the teacher and the students. Textbooks are compiled and developed because they are the most convenient means of providing the structure that the teaching-learning system requires. Textbooks are a good solution to overcome the weaknesses in teaching materials. Ansary and Babaii (2002) cited in (An Evaluation of English Language Textbook 'Say it in English' for first year intermediate Grade in South Arabia, 2012) state that, “Although the textbook is not the only tool for the teaching and learning process, it is still of a significant impact for achieving the language learning objectives. Since teachers find...
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...experiment is to document the actions observed and to use the observations as evidence for the child study. To gain an efficient amount of evidence the observation must consist of at least 20 hours but the hours must be spread out within a 2-4 month time span. The student is observed in the same setting, so he is comfortable enough to “act natural.” The first class I observed was Ms. Alison’s class which consisted of 12 boys and 2 girls, age 4. Ms. Alison is a new inexperienced teacher. The second class I observed was Ms. Corney’s class which consisted of 9 girls and 8 boys, age 5. Ms. Alison is an experienced teacher, of whom has been teaching for 5+ years. During the instructed time in each class, observation will be taken of the students peer to peer communication, academic ability during curriculum activities and each child’s individual progress within their own development. The student I observed is an African American/Hispanic, male age 5. He can understand Spanish and is learning English. For the sake of this experiment I will refer to the student as “Michael.” He has black hair and dark brown eyes. Michael is high energized, happy boy whom enjoys playing with toy cars. He is learning to communication with his peers as his English is progressing. He became the focus of this child study because I have observed his behavior progression more so than others. The focus on one student allows for a more thorough observation, compared to observing a group of students. His motor...
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...Introduction: Language learning acquisition has embedded different factors that contribute to its success, among them; personal matters such as the affective domain and willingness towards the learning process, in that regard, “there are a number of personality factors that have a direct impact on learners. Motivation, Self-Esteem, and Anxiety are the main psychological factors that have an effect on learners’ achievement in learning foreign languages”. (p6 the main psychological...); moreover, “The affective domain is a crucial element in learning because it may be one of the causes of success or failure since feelings shape learners’ attitudes and change them”. (the main psychological P.6). In that concern, this classroom-based research...
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...Students’ Failure in Learning English in Bangladesh An M.A. Dissertation* by Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher The English and Foreign Languages University Hyderabad – 500605 Andhra Pradesh, India naushaadk@gmail.com *The dissertation submitted here is the slightly modified version of the dissertation that was submitted for the degree of M.A. ELT. The modifications include stylistic changes and corrections of the printing mistakes that were present in the earlier manuscript. No modification was made on theme or content or data analysis or their interpretation. Language in India www.languageinindia.com 12 : 1 January 2012 Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher Causes of Secondary Students’ Failure in Learning English - An M.A. Dissertation 1 Language in India www.languageinindia.com 12 : 1 January 2012 English Department Institute of Modern Languages University of Dhaka Causes of Secondary Students’ Failure in Learning English Mian Md. Naushaad Kabir Supervisor Professor A.M. M. Hamidur Rahman English Department Institute of Modern Languages University of Dhaka THIS DISSERTATION IS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF ARTS IN ENGLISH LANGUAGE TEACHING (ELT) 2007 Language in India www.languageinindia.com 12 : 1 January 2012 Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher Causes of Secondary Students’ Failure in Learning English - An M.A....
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...OBSERVATION SHEET Name of Teacher Observed: MRS. CORAZON MARTINEZ Grade Taught: Grade V-B Subject: Filipino Date: October 03, 2012 School: DARMES Point of Observation: MOTIVATION AND EVALUATION A. Teaching Strategies 1. Learners Teachers Interaction 2. Provide an opportunity to the students to participate 3. Using instructional materials B. Learning Styles 1. Through raising their hands 2. Answering in chorus 3. Reading by their own C. Evaluation Technique 1. Informal assessment 2. Recitation in oral 3. Assignment D. Classroom Management 1. Chairs are properly arranged 2. References are accessible anytime 3. Classroom facilities were clean 4. Discipline and proper behavior of students are observed. II. General Impression The teacher motivates her students through asking question in relation to the previous lesson. The teacher has a well-modulated voice which everyone can hear it clearly. She manages the lesson properly. The interest of the students arouse the teachers sense of humor. OBSERVATION SHEET Name of Teacher Observed: MRS. VIVIAN F. FAJARDO Grade Taught: Grade IV-C Subject: SCIENCE Date: October 03, 2012 School: DARMES Point of Observation: MOTIVATION AND EVALUATION A. Teaching Strategies 1. Presenting pictures 2. Informal questioning strategy 3. Learners teacher interaction B. Learning Styles 1. ;learning through visualize pictures ...
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...Abstract This study investigated teacher behaviors, lesson delivery and sequence of content and learning expectations used by K-5 teachers at one school in New Delhi, India. This research brings broader understanding of strategies for teaching English reading and writing to students whose first language is not English. The rationale for the study stems from the need to gain greater international perspective of the teaching of English learners. Results reflect analysis of classroom observation field notes, face-to-face interviews with thirty three teachers and administrators, digital photo journaling, and artifacts. The theoretical framework for this study draws from Collier's Conceptual Model, Acquiring a Second Language, explaining the complex interacting factors students experience when acquiring a second language, and the work of Dorothy Strickland outlining effective literacy instruction. Emerging from the data are nine effective teaching strategies that teachers of English learners can add to their repertoire. Introduction |"English has become the medium of all relevant social interactions and the ability to use English effectively is considered an | |absolute essential for honorable existence." | |--Quotation from a retired Army Colonel, | |now working as a New Delhi textbook publisher...
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...knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing. Ó 2013 Elsevier Ltd. All rights reserved. Keywords: Metalinguistic Grammar Writing Content knowledge Pedagogical content knowledge 1. Introduction: framing the problem The importance of subject knowledge in teachers’ professional development has been the focus for a substantive body of research in teacher education. Shulman’s (1987)...
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...English Language Learner’s Assessment English Language Learners, (ELL), have specific tests and procedures that the ELL teacher must follow in order to properly assess each student’s level of proficiency in English. After interviewing the English Language Learner teacher at our school, assessing ELL students gives the both the home teacher and ELL teacher the information needed to develop a SIOP, (Sheltered Instruction Observation Protocol), for each student. First, all new students are given a home language survey for their parents to fill out. If any language other than English is recorded on the survey, the student is given the WAPT in which this test identifies students who are English Language Learners. Language proficiency levels are determined through the ACCESS test which is given once a year in the early spring, and when the correct levels of English proficiency is determined, then the English Language Learner teacher will devise a plan specially designed to help the ELL student progress in learning English. The students are assessed in listening, speaking, reading, and writing the English language. They are scored on a rubic: one-entering, two-beginning, three-developing, four-expanding, five-bridging, and six-reaching. Then, the results from this assessment are used to make a learning plan for the student. This is a formal assessment, while informal assessments are used and vary throughout the school year. Teachers, (both home and ELL) are given the ACCESS...
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...------------------------------------------------- Episode 4 ------------------------------------------------- Guiding Principles in the Selection and Use of Teaching Strategies * ------------------------------------------------- My Target In this episode, I must be able to * Write evidence of the application of some guiding principles in the selection and use of teaching strategies. * ------------------------------------------------- My Performance (how will be I rated) Field study 2, Episode 1 – principles of learning Focused on: Application of the principles of learning in the teaching- learning process | Task | Exemplary (4) | Superior (3) | Satisfactory(2) | Unsatisfactory(1) | Observation/ Documentation | All task were done with outstanding quality; work exceeds expectation | All or nearly all task were done with high quality | Nearly all task were done with acceptable quality | Fewer than half of task were done; or most objectives met but with poor quality | My Analysis | -Analysis questions were answered completely; in depth answers; thoroughly grounded on theories-Exemplary grammar and spelling. | -Analysis questions were answered completely-Clear connection with theories -Grammar and spelling are superior | -Analysis question were not answered completely-Vaguely related to the theories-Grammar and spelling acceptable | -Analysis questions were not answered-Grammar and spelling unsatisfactory | My Reflection | Reflection...
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...Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school administration the parts of improvement that both teachers and students needed and for the state and federal levels, as is important to determine if additional funding is necessary to assist students in their learning and achievement. To provide the suitable service and achieve optimal result, teachers and administrators must identify their ELL students and place them in classroom that best fit with their abilities. In an interview conducted with Miss Fabiaschi, an academic dean at a charter school in my district, she said that at her school parents are providing information on home language on the application. Then they use the CELDT (California English Language Development Test) to determine which level of English proficiency for their students. She added, there are two types of ELLs, the new enrollments, which are kindergartens who enroll in school for the first time or students of higher grade levels who transferred from...
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...Qualitative Approaches to Classroom Research 1 Qualitative Approaches to Classroom Research with English Language Learners Patricia A. Duff University of British Columbia Address: Department of Language & Literacy Education University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4 Canada Courier: 2034 Lower Mall Road University of British Columbia Vancouver, BC V6T 1Z2 Canada Qualitative Approaches to Classroom Research 2 ABSTRACT This chapter provides an overview of recent qualitative research in classrooms examining English language learners (ELLs). I first present common features of qualitative research and review debates regarding research paradigms in the social sciences and humanities. I also discuss the role of triangulation and capturing participants’ insider or emic perspectives in qualitative research and highlight various data collection methods and ways of combining macro-level and micro-level analyses, particularly in ethnographic research. Ethical issues, difficulties obtaining informed consent in classroom research, and criteria for evaluating qualitative research are then considered. Three qualitative studies that have been deemed exemplary and meritorious by scholars in English language education are then presented and some common themes in current qualitative classroom research with ELLs are identified. The chapter concludes with directions for future qualitative research. Introduction Over the past 2 decades, research...
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...article “Bridging Two Worlds: Reading Comprehension, Figurative Language Instruction and the English-Language Learner” is about an ELL students progress to becoming successful with English figurative language and the strategies used by the teacher to support this student. The student was a “language broker” for his non-English speaking parents. The article explained six strategies that contributed to the student’s success. The strategies are described as interrelated meaning that they relate to and work with each other to achieve a common objective. These strategies while useful alone are more effective when combined together to scaffold learning. One of the strategies talked about was explicit instruction. This type of instruction is needed to assist with understanding figurative language expressions and the context that surrounds the expression. It is often helpful to students with no background with figurative language. This instruction is used in conjunction with three steps for figuring the meaning of a figurative language expression. In order to complete the task of figuring out the meaning, you must identify the figurative language expression, determine the literal meaning and then find intended meaning of expression. Connecting information and expressions to the real world is an important part of helping students, especially ELL students when it comes to learning things they may be unfamiliar with. “Qualls and Harris (1999) argued that figurative language...
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...including the essential components of reading vocabulary development, reading fluency (including oral reading instruction (defined in section 1208(3) of the skills), and reading comprehension strategies. This evidence may ESEA(NCLB); come from; (a) an evaluation of the school’s basal curriculum and supplemental materials, and (b) that the student actually received instruction provided by highly qualified teachers using appropriate basal curriculum and supplemental materials. For a child three to five years old, who is not yet enrolled in kindergarten, teams should consider “appropriate instruction” as the child’s participation in appropriate activities. This evidence may come from interviews with family and other caregivers and through observation in the child’s natural environment that indicates whether or not the child has been exposed to activities appropriate for his/her age. Evidence shows that the student’s previous math instruction and Lack of appropriate instruction in math; or curriculum addressed math calculation, problem solving, and conceptual understanding. This evidence may come from; (a) an evaluation of the school’s basal curriculum and supplemental materials, and (b) that the student actually received instruction provided by highly...
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