The document is a reflection by a student on their practicum experience teaching English to young learners. The greatest challenge was adapting to students with behavioral issues like autism, but the student learned from encountering different situations. The class most enjoyed was a final project where students worked in groups to make posters, applying what they learned. While group work was new, the students collaborated well. Overall, the practicum was a wonderful learning experience that confirmed theories about how quickly and enjoyably children can learn a new language.
Any school can put “Montessori” on their door and claim to be a Montessori school.
What sets apart authentic programs, from programs which have deviated from the philosophy to the point of drastically compromising the effectiveness of the method?
Ideas presented are adapted from Rambusch & Stoops (2002), Seldin (2006), and Dorer (2011).
Radians School News Lettter Issue # 2
Features:
Why our Learning Platform is Different!
Non Traditional Game-Based Teaching at Radians School!
Parents and Teachers Working as a Team.
Any school can put “Montessori” on their door and claim to be a Montessori school.
What sets apart authentic programs, from programs which have deviated from the philosophy to the point of drastically compromising the effectiveness of the method?
Ideas presented are adapted from Rambusch & Stoops (2002), Seldin (2006), and Dorer (2011).
Radians School News Lettter Issue # 2
Features:
Why our Learning Platform is Different!
Non Traditional Game-Based Teaching at Radians School!
Parents and Teachers Working as a Team.
Guided Response As you read the responses of your classmates, con.docxJeanmarieColbert3
Guided Response:
As you read the responses of your classmates, consider how their negative educational experience could have been changed to support student learning. Respond to at least two of your classmates’ posts. Provide additional suggestions for them in creating their own positive, stimulating learning environment. Be sure to respond to any queries or comments posted by your instructor.
Melissa Cagno
The biggest negative experience that I have had is with a previous employer, and it was my first day as a preschool teacher in a facility nearby. On my first day, I walked into a situation that made a huge impact on the way I viewed this facility. When I started that day, I was told that I would not be in “my classroom” that I would be filling in for a teacher that was out that day. I didn’t have an issue with that fact and was actually up for the challenge. But when I entered the classroom I noticed there were no rules, no structure, no lesson plans and the classroom was complete chaos. I managed to create some spur of the moment lessons and engaged in music as much as possible. Then when it was time for lunch, and I went to serve it, it was pure sugar and very unhealthy. I left for the day feeling defeated, tired, frustrated and stressed and nowhere to turn. I expressed my concerns throughout the day along with a lot of severe health issues to the owner and was brushed off. I care a lot about the children’s safety and their learning environment, and I felt like I was drowning. Needless to say, I ended up moving on from that position because I felt helpless and without a direction to improve anything.
I have had several positive experiences throughout my educational background. The classrooms were always welcoming, warm and inviting and it showed that the teachers cared about their classrooms and their students. Those classrooms made me excited about becoming a teacher and gave me something to work towards in the future.
“The foundation for successful learning and a safe and secure classroom climate is the relationship that teachers develop with their students (Sousa, Tomlinson, 2011)”. The teacher-student relationship is something that should be built on from day one. If the students do not trust or know you, they will feel uneasy and unsafe in the classroom environment. It is so important to form the relationship with your students to ensure communication and safety of your students. Another way to provide a positive learning environment is with your attitude. If you have a positive and fun attitude, it will show through your lessons and your students will enjoy being in your class every day which will affect how they learn. Lastly, the organization is a big key to a positive and stimulating learning environment. If your classroom is packed full of stuff or the students, do not know where materials are it can cause frustrations for you and your students.
I firmly believe there are no stupid questions! I want to ensure my stude.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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1. REFLECTION ABOUT MY
PRACTICUM
by Micaela Lujan Much
Which class did you enjoy most? Why? (Back up with theory)
What was the greatest challenge for you during the Practicum? What did you
do to face/overcome it? (Back up with theory)
I have already finished my practicum and I feel I have learnt a lot. It was the
most beautiful experience I had during my course of studies. I am very grateful
for this possibility of learning from reality. I adored my children. It was
wonderful to arrive each Thursday and be received with kisses and hugs. It
required a lot of work, but I completely enjoyed it. I am sure I established a
very good rapport with my students and that they recognized me as their
”Seño”.
I have said that this experience required a lot of work because, as Harmer said,
there were a lot of things I had to take into account when planning, such as
organizing activities in a balanced level, i.e. not too easy but not too difficult so
that all the kids had the possibility of achieving the activity’s goal. Harmer also
suggested the use of routines in a lesson in order to make children feel secure
and with the ability of predicting what would happen on each class. Every time
I planned, I also had to focus on how I would keep my students motivated so
that the kids would be eager to work and enjoy the lessons.
Actually, I enjoyed each of my classes, but the one I enjoyed most was the last
one, closing the practicum with a project. I felt proud of my kids showing how
much they knew, and I was so happy to see them making the posters and
enjoying the activity as I did. The poster they had to make a Spring poster,
since the whole unit we taught was named SPRING. It involved making a
collage of flowers, leaves and grass in combination with some characteristics
insects of spring, such as butterflies or a bee. The starting point of this project
was a dictation activity. I had classified the different parts of the image into
colours and numbers, so then I said a determined colour, for example green,
and all the kids showed the parts that were green. After that, I said a number,
2. so the children had to look for the green part with the number I have said. In
that way, they were building the poster.
This activity was different to all the previous ones, because they had to work in
groups. The activities they solved during the whole unit were planned to be
solved individually. But this one was different and an important change, since
very young learners prefer working alone and can be reluctant to share. As it
was an activity where they had to make a poster -something easier that the
activities they were solving-, it was not necessary to form mixed-ability groups.
Although we did not train children to work in groups, they did it very well.
Regarding instructions, the children understood them, so it shows me that they
were clear enough. I stood the whole class between the two groups that were
organized, so I could hold their attention properly. I am conscious that I played
many different roles not only during that class but also during the whole
practicum. Some of the teacher’s roles I adopted are the following: observer,
assessor, controller, facilitator, organizer, prompter, resourceful, editor and
tutor.
I liked my students working in groups because they were able to provide
different opinions and varied contribution. Moreover, it encouraged broader
skills of cooperation and negotiation. Although working in groups can be very
noisy, this time the kids worked peacefully, mainly because they were engaged
in the activity. It was very important that there was not domination from any
individuals; all of them worked cooperatively.
As regards challenges, the greatest of them was meeting children with some
serious problems, such as behaviour problems, lack of attention or autism
spectrum disorder. At first, it was kind of difficult for me to adapt to those
situations because since I come from a very little town, I have never seen
things like that, especially the problem that Joaquin has or the one who
Gonzalo suffers -violence at home-. As Zelmanovich stated, violence is
developed when there is exclusion, i.e. when the Other is not allowed to be part
of an Us. There is a boundary that although sometimes it blurs, it marks the
difference and distance from adults. This asymmetrical relation with adults is
important for children to develop. We as teachers, have the responsibility of
preserving the kid, acting as a mediator between them and reality, so as to
3. protect them. Despite of that being a great challenge, I believe that it is good to
encounter situations very different to those we are not used to, because I learnt
even more, and learnt how to manage those new situations.
I remember one class in which some students were writing on the tables, so I
stopped the lesson and talked to them about the importance of caring about the
furniture we use everyday at school. Then the kids erased it. In another class two
kids were using harmful nicknames (calling people names), so I told them that
they should not do it because they need to learn to be respectful and accept others
what they are like. These situations have to do with problem behavior, in this case
damaging school property and insulting or bullying other students. Problem
behaviour is caused by many factors, such as students’ experiences in their
families, previous learning experiences, or maybe boredom. So as to prevent them,
it is necessary to work with the students and create a code of conduct. If pupils
know ‘where they stand’, classroom management will be more effective. This code
of conduct should be created by teacher in conjunction with the kids, so as to
include their opinions. When we encounter situations like those in our
classrooms, it is important that we act immediately, because the longer a type of
behavior is left unchecked, the more difficult it is to deal with. We also should
keep in mind that we have to focus on the action, not the pupil so as not to
humiliate him/her. Since we are part of a society as they are our students, we
should never forget about teaching citizenship at any moment of our classes.
Finally and so as to conclude, I felt very surprised when I saw how fast and well
the children learnt the new language, since I had never seen a kid learning
English. As Cameron (2001:8) stated, “the new language is first used
meaningfully by teacher and pupils, and later it is transformed and internalized to
become part of the individual child’s language skills or knowledge. After having
experienced these situations, I strongly confirm what theories like Cameron’s
said. Children learnvery fast and they enjoy it, something which is very important
to keep them motivated.
I am sure that not only the kids learnt new vocabulary and a lot of other things
but also I learnt a lot from them. It was a wonderful experience.
References:
4. CHILDREN LEARNING A FOREIGN LANGUAGE. Chapter 1: Lynne
Cameron,” Teaching languages to YLE” (2001), Cambridge university
press.
CONTRA EL DESAMPARO. Zelmanovich, Perla.
THE PRACTICE OF ENGLISH LANGUAGE TEACHING. Harmer,
Jeremy (2010). 4th Edition. Longman.