1. 1
HOW TO PROVIDE
MEANINGFUL FEEDBACK
TO ESL STUDENTS
University of Alberta: EDPY 413
By Naomi, Katie and Angela
2. 2
OVERVIEW
īĸ Meaningful assessments and feedback:
ī Are valid
ī Are individualized
ī Are understandable
ī Communicate high expectations
ī Lower emotional barriers
īĸ Assessment of content-area knowledge:
ī Formative Assessment
ī Summative Assessment
3. 3
Overview
īĸ Strategies that will be useful in the four major
elements of Language Arts and other content area
classes:
īSpeaking
īListening
īReading
īWriting
īĸ How to communicate feedback to students
ī Direct or Indirect feedback
ī Parental Involvement
ī Peer Feedback
4. 4
PRINCIPLES FOR FAIR STUDENT
ASSESSMENT
PRACTICES FOR EDUCATION IN CANADA
I.1) Assessment methods should allow us to make valid
inferences about the knowledge, skills, attitudes, and
behaviours possessed by each student1
-
A valid assessment will assess what we intend it to assess.
1
Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004,
Appendix B 1-5)
5. 5
PRINCIPLES FOR FAIR STUDENT
ASSESSMENT
I.5) Assessment methods should suit the background
and prior experiences of the student1
-Assessment should be free from biases such as
culture, ethnicity, or language
1
Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004,
Appendix B 1-7)
6. 6
PRINCIPLES FOR FAIR STUDENT
ASSESSMENT
III.4) Comments on student work should be
presented in a way that allows students to
understand and use them1
-Comments should encourage learning and help
students to understand how they can improve
1
Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix
B 1-7)
7. 7
TEACHER EXPECTATIONS: A SELF-
FULFILLING PROPHECY
īĸ Students perceive differences in teacher
expectations by watching how the teacher behaves
towards them1
īĸ With time, students' achievement and behaviour
conform more and more closely to the
expectations of the teacher
1
(Alderman, 2004, p. 171)
8. 8
COMMUNICATING HIGH EXPECTATIONS
īĸ Guidelines for communicating high expectations
when assessing ESL students1
:
ī Give sincere praise regarding a specific area of
development
ī Provide frequent and understandable feedback
ī Focus on what the students can do rather than what
they cannot
ī Provide ample response time
ī Provide tasks to challenge the students
1
(Gottfredson, 1991, p. 9)
9. 9
ANXIETY
īĸ âSometimes when I speak English in class, I am so
afraid I feel like hiding behind my chair.â 1
īĸ âI feel like my French teacher is some kind of
Martian death ray: I never know when heâll point
at me!â 1
īĸ âWhen Iâm in my Spanish class I just freeze! I canât
think of a thing when my teacher calls on me. My
mind goes blank.â 2
1
(Gardner, 1991, p. 27)
2
(Gardner, 1991, p. xiii)
10. 10
ANXIETY
īĸ Steinberg and Horwitz (1986) found that anxiety
affects communication strategies1
īĸ Certain grammar points may also be âforgottenâ2
īĸ Krashenâs Affective Filter3
īĸ This affects the validity of the assessment
1
(Gardner, 1991, p. 28) 3
(Herrell & Jordan, 2008, p. 4)
2
(Gardner, 1991, p. 29)
11. 11
MEANINGFUL FEEDBACK?
īĸ We will show assessment methods and ways to
communicate results to students that:
1) Are valid
2) Fit studentsâ backgrounds
3) Are understandable
4) Communicate high expectations
5) Lower emotional barriers
12. 12
ASSESSING ACADEMIC CONTENT
KNOWLEDGE
īĸ ELLs often understand more than
they can express1
īĸ Use assessments that are less
dependent on language
proficiency1
īĸ Assess in the same way students
are taught1
ī Demonstrations
ī Creation of a product
ī Speech-based
ī Written products
1
(Herrell & Jordan, 2008, p. 6)
13. 13
ASSESSING THE TASK: FORMATIVE
ASSESSMENT (ASSESSMENT FOR
LEARNING)
īĸ These types of assessments occur on a daily basis
and help teachers decide what they can do to help
students progress1
:
ī Student Reflections (learning journals, concept maps)
ī Anecdotal Note-taking
ī Conversations with students
ī Peer Assessments
1
(Government of Manitoba, 2008, p. 29)
14. 14
LEARNING JOURNALS
īĸ Allow students to:
ī Record personal
responses to content
ī Record questions about
confusing terms
ī Record observations
ī Illustrate or describe
concepts
Emphasis is on content
rather than grammar
and mechanics1
1
(Hurley, & Tinajero, 2001, p. 94)
18. 18
WHY USE LEARNING JOURNALS AND
CONCEPT MAPS?
īĸ Knowledge demonstrated pictures and/or words1
īĸ Student-centred and promote reflection 2
īĸ Teacher can assess preconceptions and
misconceptions3
1
(Hurley & Tinajero, 2001, p. 92)
2
(Genesee & Upshur, 1996, p. 123)
3
(Birbili, 2006)
19. 19
CONCEPT MAPS & LEARNING JOURNALS:
ASSOCIATED ISSUES
īĸ Too much guidance or too little guidance?1
īĸ Must be addressed immediately1
īĸ Judgements will discourage students, making the
formative assessment less useful to the teacher2
1
(Shanahan, 2007)
2
(Nunan, 2004, p. 159)
21. 21
WHY USE ANECDOTAL RECORDS?
īĸ Good indicators of student progress1
īĸ Do not increase language demands, or anxiety
īĸ Allow you to assess without interrupting the
natural classroom activities2
1
(Herrell & Jordan, 2008, p. 7)
2
(Austin & Haley, 2004, p. 129)
22. 22
ANECDOTAL RECORDS: ASSOCIATED ISSUES
īĸ If not organized, they become pieces of paper
with random notes on them1
īĸ May overlook vital issues21
(Genesee & Upshur, 1996, p. 86)
2
(Genesee & Upshur, 1996, p. 94)
23. 23
FORMAL AND INFORMAL CONVERSATIONS
īĸ Conferencing1
īĸ Having impromptu conversations
īĸ Making notes afterwards2
1
(Austin & Haley, 2004, p. 132)
2
(Genesee & Upshur, 1996, p. 114)
24. 24
WHY HAVE CONVERSATIONS?
īĸ Conveys high expectations1
īĸ Informal conversation is a natural way to get a
feel for level of understanding
īĸ Gives students the opportunity to seek
clarification
1
(Gottfredson, 1991, p. 9)
25. 25
CONVERSATION: ASSOCIATED ISSUES
īĸ Learners may be uncomfortable discussing areas in
which they are struggling1
īĸ Open conversation may be hindered by low levels
of English language proficiency
1
(Austin & Haley, 2004, p. 131)
26. 26
ASSESSING THE TASK: SUMMATIVE
ASSESSMENT (ASSESSMENT OF
LEARNING)
īĸ Assessment used for reporting purposes to ensure
that students have achieved the curricular
outcomes1
:
ī Portfolios
ī Student Self-Assessments
ī Rubrics
ī Checklists and Rating Scales
1
(Government of Manitoba., 2008, p. 55)
27. 27
PORTFOLIOS
Two types:
īĸ Developmental Portfolio1
īĸ Showcase Portfolio2
īĸ Students actively participate by purposefully selecting
entries2
īĸ Teachers assist with entry selection and provide
feedback during conferences3
1
(Gronlund, 2004, p. 157)
2
(Gronlund, 2004, p. 158)
3
(Gronlund, 2004, p. 159)
28. 28
PORTFOLIO REFLECTION
īĸ A reflection is attached to each entry1
īĸ Other possibilities include:
īĸ Reflections written in first language
īĸ Reflections recorded by the teacher
īĸ Reflections recorded by a peer/parent who speaks the
same L1
1
(Gronlund, 2004, p. 158)
29. 29
WHY USE PORTFOLIOS?
īĸ Completed without pressure or time
constraints1
īĸ Clearly demonstrate progress over
time1
īĸ Develop active learners1
īĸ Conversations about entries
demonstrate comprehension and the
ability to use academic language2
1
(Nunan, 2004, p. 160)
2
(Austin & Haley, 2004, p. 130)
30. 30
SELF-ASSESSMENT
īĸ Teachers need to provide students with
words, definitions or concepts they will
need to understand the task1
īĸ Common formats include1
:
ī yes or no questions
īĸ I can name the regions of Canada
Yes ī No ī
ī Sentence completion
īĸ I am still confused about...
ī Rating scales
īĸ I cooperated with my group
ī (never) 1 2 3 4 (always) ī
īĸ Picture cues or by discussion
beforehand.
1
(Austin & Haley, 2004, p. 135)
31. 31
WHY SELF-ASSESSMENT?
īĸ Builds metacognitive
competence1
īĸ Students can tell us a lot
īĸ Creates independent
learners1
īĸ Assesses both the learning
process as well as
outcomes2
1
(Austin & Haley, 2004, p. 135)
2
(Nunan, 2004, p. 149)
32. 32
PORTFOLIOS AND SELF-ASSESSMENT:
ASSOCIATED ISSUES
īĸ Students may not accurately judge own ability1
īĸ Language barrier
īĸ The notion that students have a role in assessment
may be difficult to accept2
īĸ Learners may be uncomfortable sharing work that
is in need of improvement3
īĸ Learners may be hesitant to take pride in their
achievements3
1
(Nunan, 2004, p. 149)
2
(Austin & Haley, 2004, p. 130)
3
(Austin & Haley, 2004, p. 131)
33. 33
RUBRICS
īĸ Holistic1
īĸ Analytic2
īĸ Use between 4 and 8 points to avoid a âmiddle
dumping groundâ1
īĸ Assess the content rather than language
proficiency3
1
(Gronlund, 2004, p. 134)
2
(Austin and Haley, 2004, p. 131)
2
(Austin and Haley, p. 132)
34. Excellent
(4)
Good
(3)
Satisfactory
(2)
Needs
Improvement (1)
Score
Understanding
of animal
lifecycle
Illustrations of the
infant and adult
accurately portray the
creature in its
respective stage. Small
details have been
recognized and
included.
Illustrations of the
infant and adult
portray the creature
and demonstrate an
understanding of the
lifecycle.
Illustrations of the
infant and adult
somewhat portray
the creature and
demonstrate a
generalized
understanding of
the lifecycle.
Illustrations of the
infant and adult
are completely
inaccurate or
demonstrate no
difference
between the two
forms.
/4
Habitat Student has provided a
detailed illustration of
the animalâs habitat
Student has provided a
basic illustration the
animalâs habitat (land,
water, etc)
Student has
provided an
illustration of the
animalâs habitat
that is lacking is
some regard.
Student has not
provided an
illustration of the
animalâs habitat,
or the habitat
drawn is incorrect
/4
Strategy used to
organize ideas
Student has chosen an
appropriate strategy to
organize their findings.
The chart is completed
correctly, is neat, and
contains details above
and beyond what was
asked
Student has chosen an
appropriate strategy
to organize their
findings. It is correct
and contains all
pertinent information
Student has
attempted to use a
strategy, but has
used it incorrectly
or the chart is
incomplete
Student has not
selected a
strategy.
Information is
recorded at
random.
/4
Total: /20
35. 35
RATING SCALES AND CHECKLISTS
Checklists: check off the items that correspond to what
you have observed or inferred1
Ex. Student cooperates in a group setting ___
Rating scales: Allow you to specify the degree to which
the item was achieved2
(1= never, 2= rarely, 3= frequently, 4= always)
Ex. Student completes homework every night 1 2 3 4
1
(Genesee & Upshur, 1996, p. 88)
2
(Genesee & Upshur, 1996, p. 90)
36. 36
TRY ASSESSING!
īĸ Read the ESL writing sample and use the checklist
to assess it.
īĸ Then talk to a partner:
ī What did you like about it?
ī What problems did you encounter?
37. 37
WHY USE CHECKLISTS, RATING SCALES AND
RUBRICS?
īĸ Assigns justifiable
grades to authentic
classroom activities1
īĸ Used in self-assessment
and clarify teacherâs
expectations1
īĸ After construction, they
require little time or
effort to complete2
īĸ Show specific areas of
strength and need3
1
(Gronlund, 2004, p. 136)
2
(Genesee & Upshur, 1996, p. 90)
3
(Genesee & Upshur, 1996, p. 91)
38. 38
CHECKLISTS AND RATING SCALES:
ASSOCIATED ISSUES īĸ Require precise and well-
articulated categories and
criteria1
īĸ Take a considerable
amount of time to
construct2
īĸ Are highly specific and will
likely need to be modified
each time3
īĸ Language to can be
complex and difficult for
an ESL student to
understand
1
(Genesee & Upshur, 1996, p. 87)
2
(Genesee & Upshur, p. 90)
3
(Genesee & Upshur, p. 91)
39. 39
OVERVIEW
īĸ Strategies that will be useful in the four major
elements of Language Arts and other content area
classes:
īSpeaking
īListening
īReading
īWriting
41. 41
(Collier, Combs, & Ovando, 2003)
Stages of Language Production
īĸ Beginning stage: Silent period, rely on
gestures and pictures
īĸ Early production stage: usage of more
grammar
īĸ Speech Emergence stage: can handle more
academic concepts
īĸ Intermediate Fluency stage: fewer errors
in speaking
īĸ Fluency stage: at level of fluency but are
still learning
42. 42
(Oxford, 1990)
Vocabulary Instruction
īĸ Provide both explicit and implicit vocabulary
instruction.
īĸ Teach strategies for how to handle unfamiliar
words
ī Language Learning Strategies: using clues, asking for
clarification, using keywords.
īĸ Exposure to high frequency vocabulary through
meaningful activities.
43. 43
(Hewings, 2004)
Pronunciation
īĸ Five things to ensure students understand:
īĸConsonants
īĸCluster
īĸVowel length
īĸWord stress
īĸProminence or tonic stress
For example, teach:
Stress-timed versus syllable-timed language
44. 44
(Fisher & Rothenberg, 2007)
BICS and CALP
īĸ Basic Interpersonal Communication Skills
īĸ Cognitive Academic Language Proficiency
45. 45
(Fisher & Rothenberg, 2007)
SOLOM
Student Oral Language Observation Matrix
īĸ Allows observation of oral language proficiency;
BICS and CALP
īĸ Assesses real day to day classroom purposes and
activities.
46. 46
Potential Problems
īĸ Vocabulary instruction
īImplicit can cause problems for students- they
may think they understand but they do not
īExplicit may teach rote memorization and not
meaningful understanding.
īĸ Pronunciation Instruction:
īStudentsâ L1s may interfere if they have a
syllable timed language.
īĸ BICS and CALP
īCALP cannot be inferred, it has to be directly
taught and modeled.
47. 47
Handout: Speaking
Guide to Implementation (Alberta Education, 2007, P. 161)
īĸ SOLOM: Student Oral Language Observation Matrix (Cabral, Herrera, & Murry, 2007)
49. 49
(Herrell, & Jordan, 2008)
Strategy for Improving Listening and
Oral communication skills
īĸ Dictoglos
īĸ Focus is on fluent academic language
īĸ Supports recalling information by listening to
English language models.
īĸ Process:
Listen
Take notes
Partners, groups
Re-create text
50. 50
(Fisher & Rothenberg, 2007)
Develop listening skills:
īĸ Explicitly teach how to listen:
īSelective Attention
īAsk for clarification: teach students how to
recognize when they have misunderstood, and
teach the questions to ask to get back on track.
īModel strategies aloud.
īProvide graphic organizers or fill in the blanks
for videos and lectures, so they can concentrate
on listening rather than writing.
īBuild background knowledge: âFrontloadâ
īUse self-assessments of how well they listened.
51. 51
Potential Problems
When listening, students:
īĸ may not recognize when they do not understand
īĸ may not know they need clarification or further
explanation
īĸ may not know how to formulate questions to get
the answers they seek
52. 52
Handout: Listening
Guide to Implementation (Alberta Education, 2007, p. 160)
īĸ BICS and CALP Checklist (Cabral, Herrera, & Murry, 2007)
54. 54
(Herrell &Jordan, 2008)
(Bright, Pollard, Tompkins, & Winsor, 2008)
Running records/Miscue Analysis
īĸ Finds oral reading errors
īĸ Helps to see what strategies the reader is using
and points to areas of instruction.
55. 55
(Herrell & Jordan, 2008)
Cloze Activities:
īĸ Support language acquisition and reading skills
īĸ Are from written text where some words are left
out and blanks are inserted instead.
īĸ Are used to assess reading comprehension
īĸ Provide opportunities to teach vocabulary and
reading decoding skills.
Example: I went for a walk to the ______.
I wanted to _______ a _______.
56. 56
Potential Problems:
īĸ Running Records/Miscue Analysis
ī May be hard to find a reading passage that is at the
studentâs reading level.
īĸ Cloze
ī Time consuming to make for studentsâ specific needs
59. 59
(Bright, Pollard, Tompkins, & Winsor, 2008)
The writing process
īĸ Prewriting: use drawing to gather ideas, talk about the
topic, or dramatize the topic. Students choose topics
that are familiar. Graphic organizers, webbing.
īĸ Drafting: emphasize expressing ideas, not handwriting
skills or conventional spelling.
īĸ Revising: rereading, making few changes or adding to
clarify, slowly try and address audience.
īĸ Editing: de-emphasize until the students have learned
conventional spelling, rules for capitalization, etc.
īĸ Publishing: putting into a final form, sharing with
others.
60. 60
(Ferris, 2003, p. 3)
Feedback through comments on
student writing
Three purposes:
īĸ To let students know if their texts have conveyed
their intended meaning.
īĸ Help students become aware of the questions and
concerns of an audience.
īĸ To give students a motive for revision.
61. 61
(Ferris, 2003, p. 3)
Written Comments:
īĸ can take away studentsâ attention from their own
purpose and bring it to the teacherâs purpose.
īĸ are not context specific and can be changed from
context to context.
62. 62
(Ferris, 2003, p. 3)
Error Correction
īĸ Selective correction: choose several major
patterns of error, rather than all types of errors.
īĸ Comprehensive correction: give detailed
feedback, so that students are not mislead about
correctness if the teachers do not mark all errors.
īĸ Direct Feedback: teachers write the correct form
on studentâs paper.
īĸ Indirect Feedback: allows the student to engage
in guided problem-solving
63. 63
(Bright, Pollard, Tompkins, & Winsor, 2008)
Conferences
īĸ Students are the focus. They are the writers.
īĸ Teachers/Peers help to make choices and define
directions for revisions.
The process
ī Students should talk first about their concerns.
ī Ask questions, do not give answers.
ī Give compliments, then suggestions later.
ī Limit the number of revision suggestions.
64. 64
Potential Problems
īĸ Written comments
ī Generic comments
ī Changes studentâs ideas to teacherâs ideas
īĸ Error correction
ī Focus on errors on the first draft
ī Lack of hierarchy of important issues for revision
ī Miscommunication with the teacher. Mark what you
have taught.
īĸ Conferences
ī Cultural differences
66. 66
Differentiating between Content and
Language Feedback
īĸ Keep feedback short and simple to allow the students to
understand it.
īĸ Ensure feedback is specific to the assignment, not giving broad or
general suggestions
īĸ Make sure to emphasize ideas over grammar and mechanics.
īĸ When correcting written work avoid marking sentences that are
technically correct but poorly written or awkward. Focus on
errors that the students are familiar with and can understand.
īĸ Postpone grammar corrections until the final stages of the
assignment to allow for focus on the meaning and idea
construction
īĸ Errors are a normal part of learning. Make sure the students
know it!
Graham (1987)
67. 67
Overview
īĸ This section will cover ways to communicate
feedback to students in a meaningful way. Weâll
explore some advantages and disadvantages of
each as well as issues and applications.
īĸ 1. Direct or Indirect Feedback
īĸ 2. Parental Involvement
īĸ 3. Peer Feedback
68. 68
Direct or Indirect feedback?
īĸ Direct feedback
īĸ The teacher identifies an error and corrects it for
the student, providing an example of the proper
form
īĸ Indirect feedback
īĸ Feedback where the educator points out that an
error has been made but does not correct it. The
students must identify and correct the error
themselves.
69. 69
Indirect Feedback: Long Term
Improvement?
īĸ Ferris (2002) found that direct feedback on errors
led to more correct revisions than indirect feedback
(88% vs 77%).
īĸ He also noted that over the course of the school
year those who received indirect feedback reduced
their error frequency substantially more than those
receiving direct feedback.
īĸ Fathman and Walley obtained similar results in their
1990 study.
70. 70
Direct Feedback: Misdirecting Focus?
īĸ Fregeau (1999) found that direct feedback was
often inconsistent, unclear, and seemed to
overemphasize the negative.
īĸ Not understanding the errors made, students often
guessed at corrections.
īĸ Students also tended to focus more on correcting
these errors than improving or extending their
ideas.
71. 71
Indirect Feedback
īĸ Uncoded feedback
The teacher indicated an error has been made, but
does not correct the error. The student must
diagnose the type of error and correct it.
īĸ Coded feedback
Gives the exact location of an error and indicates
the type of error involved using a code.
72. 72
Applications: Coded Feedback
īĸ Coded feedback is a combination of direct and
indirect feedback.
īĸ Using a predetermined legend, the teacher
indicates the presence and type of an error with a
symbol.
īĸ The students must locate and correct the error
themselves.
73. 73
An example of Coded Feedback
īĸ Legend
Sp Spelling
Cap Capitals
needed
p Punctuation
w/o Word order
> Missing word
On the weekend I went the zoo >
with amy. There was a big tiger. Cap
He has stripes There also a p
stiped horse. We fed him. We Sp
got to eat pizza and icet cream. Sp
I want to go again back soon. w/o
(Etc)
74. 74
Coded Feedback: RememberâĻ
īĸ Make sure your students are familiar with and
understand the symbols used
īĸ Make sure the students understand the underlying
grammatical rule
īĸ Be consistent!
75. 75
Peer Feedback
īĸ Peer Feedback is a controversial form of feedback
because of its disadvantages. When implemented
properly, these disadvantages are minimized,
allowing the teacher and student to take full benefit.
Image: Working Together. From: http://pwebs.net/branding/2007/05/developing-business-brand-online.php
76. 76
What Students Want
īĸ Zhang (1995, p. 1) found that students âoverwhelminglyâ
prefer to receive feedback from their teachers rather than
peers.
īĸ Carnells 2000 interviews indicated that students like to
receive feedback from their peers. They felt more freedom
interacting with peers than with a teacher.
īĸ Ur (1996) found that students enjoy being consulted for peer
feedback, and usually put a lot of effort into trying to give
helpful feedback.
77. 77
Cultural Differences
īĸ Alavi and Kaivanpanah (2007, p. 191-193) found that Iranian
students prefer to work alone because they feel they can get
better results this way. He also found that the students
recognize that there is some value in peer evaluation, but feel
that teacher feedback is more accurate and helpful.
īĸ Carson and Nelson (1996, p. 1-18) found that Chinese
students tend to avoid giving critical commentary for two
reasons: students withheld criticism in order to maintain
group harmony and they were reluctant to be in a position of
authority over their peers.
78. 78
Peer Feedback: Advantages
īĸ Allows for more immediate feedback
īĸ Can provide a different kind of feedback than
traditional teacher feedback (less authoritarian)
īĸ Provides students experience with critical
evaluation that can transfer to their own work
īĸ Encourages life skills such as collaboration and
communication
79. 79
Concerns
īĸ Peer feedback may be inconsistent with teacher
feedback.
īĸ ELLs may not feel comfortable giving feedback in
their L2.
īĸ Native language speakers may resent receiving
feedback from ELLs.
īĸ Shy or reserved students may be uncomfortable
with the exercise.
80. 80
What Works
īĸ Coaching students in providing effective
feedback
-Reduces inappropriate feedback
-Promotes acceptance and understanding
-Allows for discussion to address concerns
81. 81
Coaching Students in Providing Effective
Feedback
īĸ Explain benefits of peer feedback
īĸ Class discussion of the role of students
(collaborators, not correctors), purpose of activity
īĸ Practice and application
īĸ Discussion of benefits, weak points, overall success
ī (Rollinson, 2005, p. 3-7)
82. 82
Considerations- Peer Feedback
īĸ Size of group.
īĸ Number of drafts to be written.
īĸ Evaluation: will students be evaluated on the level
of their feedback?
īĸ Written or oral feedback groups?
*Written is usually preferable to oral as it allows
time for reflection to avoid inconsiderate comments
and lets teacher follow more closely.
(Rollinson, 2005, p. 3-7)
83. 83
Parental Involvement
īĸ When it comes to parental involvement,
communication is key, although it can be quite
difficult due to language barriers.
īĸ Parents know their child better than anyone else so
they are great resources for the teacher.
84. 84
Cultural Differences
īĸ Korean culture emphasizes trust and respect for
authority figures. As a result, questioning a
teacherâs methods is frowned upon and considered
extremely impolite (Souyoung, 2005).
īĸ As a result, Korean parents may seem less
involved than parents who are more vocal.
85. 85
Issues
īĸ Language barriers
īĸ Potential gender role conflicts
ī Cultural brokers can assist with this
īĸ Ideological differences in teaching methods or styles
īĸ Time conflicts and access difficulties
86. 86
What Works
īĸ Frequent contact ensures parents and teacher are working
together and helps avoid parental alienation.
īĸ Goal setting with the parents allows the teacher to enlist
their support, ensuring the home and school environments
are working in harmony.
īĸ Conferences or meetings with the parent or guardian allow
concerns to be expressed, and also provide an opportunity
for the studentsâ successes to be showcased.
87. 87
Applications: Conferences
īĸ As Angela discussed, student-teacher conferences are an
important method for providing formal and informal feedback.
īĸ Parent-teacher-student conferences are good tools for all
parties involved to set goals and get to know each otherâs
expectations.
īĸ The conference can be teacher-led or student-led.
īĸ Student-led conferences allow the students to showcase their
achievements, which can foster a greater sense of pride.
88. 88
īĸ Be prepared for the conference. If a translator is needed
ensure the parents will be comfortable with his/her presence
and will understand his/her role.
īĸ Ensure that you discuss the studentâs strengths as well as any
problems or weaknesses.
īĸ Have examples of the studentâs work prepared. Pick a few
pieces from the studentâs portfolio that show the studentâs
strengths and weaknesses.
īĸ Use the opportunity to set goals with the help of the parents
for all parties involved.
īĸ Plan for a follow-up meeting.
89. 89
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Editor's Notes
Record should be objective and specific
-All students go through this process and all need time, but for ESLâs time is especially needed for the Revising stage.