The document discusses the author's philosophy of teaching and responsibilities. It emphasizes that knowledge should be shared with others and mentions teaching English to children from ages 6 to 8 for free. It also discusses factors that influence learning like students' environment and needs, Gardner's seven intelligences, and the importance of creating a positive learning atmosphere. The role of materials in teaching a language is also examined, noting the advantages and disadvantages of textbooks versus authentic materials.
divaswapna is a book written by gijubhai bhadeka. The book deals with the orthodox education system of india and possible changes that can be made to make learning easier for students
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docxmelbruce90096
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
The importance of utilizing and discovering new mediums when teaching individ...AnthonyPolicastro3
This slide show discusses the various strategies special education teachers (specifically ELA teachers) can use when working with individuals diagnosed as having Autism Spectrum Disorder
divaswapna is a book written by gijubhai bhadeka. The book deals with the orthodox education system of india and possible changes that can be made to make learning easier for students
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docxmelbruce90096
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
The importance of utilizing and discovering new mediums when teaching individ...AnthonyPolicastro3
This slide show discusses the various strategies special education teachers (specifically ELA teachers) can use when working with individuals diagnosed as having Autism Spectrum Disorder
Respond to 8 students - due in 2 hours - 50 words each - I have put mickietanger
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
The physical domain ...
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
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1. In this writing I will speak about my philosophy of teaching, I will mention some
teaching responsibilities; I will make brief analyses of the teaching context; I will
speak about my experience of teaching and I will mention the use of materials.
First of all I would like to mention that in my opinion knowledge has to be shared.
Every piece of knowledge someone acquires has to be transmitted to the rest of
the people. To learn something is a gift, and because of that we all have the
mission of passing it to the following. If we have the opportunity of learning, we
have the responsibility of teaching it.
One time I saw a film about Aaron Swartz, his philosophy really changed my vision
about some aspects of my life. He sustained that every single person needs to
have access to all the topics, materials, experiments and so on. One example of his
theory was that the cure of cancer could be on the head of a genius, hidden on his
brain, but if that person does not have all the tools at hand may be people would
continue dying because of this affection till someone else could find how to stop
it.
For instance, I believe that if knowledge is not transmitted it dies with the person
how got it, it disappears on the space. I had applied this thinking to many aspect
of my life, when I learn something, whatever it be, I show it to other people. I like
to be useful for my students, family, friends and everyone around me.
2. In my town there are for primary schools and only one of them teaches English for
learners of 6 years old, from first grade till seventh. The rest only have English
lessons from fourth grade till seventh grade; so graduated students have a
noticeable level of the target language when they join together at the secondary
school.
The social status of people is from middle class to low class, and the main
economic activities are health and education, the rest of the people have private
jobs and in many cases do not have enough money to send their children to private
institutes of English. I have presented a project to teach English to children from
6 to 8 years old for free at the library, but I did not have a response; it was a
shame since it would be a bridge to those children to have access to the foreign
language.
Having mentioned this, the environment in which we are going to work on it is
relevant and important for choosing activities; it is not the same to work at a
private institute than teaching at a public school. Moreover, students` needs are
different, topics will be different, and strategies are not going to be the same,
the vision of the teacher, the aims and objectives among many others. Teachers
have to take into account many aspects at the time of planning the lessons. Also, it
is important to analyze if the topic we are about to teach will be meaningful for
them. That is to say, we have to be aware of their environment, the activities they
do on their every life routine to introduce what we want to teach.
According to Gardner (1983) there are seven different learning intelligences to
take into account at the time of applying strategies. These styles have to do with
the perception of the world people have; some of them learn faster when they use
numbers, others have more abilities to learning while they are listening and so on.
The seven intelligences are: logical mathematical, visual spatial, body kinesthetic,
musical rhythmic, interpersonal, intrapersonal, verbal linguistic. This does not
mean that a person that has a verbal linguistic intelligence won`t be able of
learning something by using images, it means that that person will learn faster and
better if we use activities in which verbal interaction is the main goal.
Furthermore, another factor that influences the learning of a language is the age
of students, it has not got to do with the ability of acquiring a language, as we
know, there is not a limit of age for learning it; but it is easier to teach whatever
to young learners, since their motivation is higher than adults or adolescents, in
which case it is more difficult since teachers have to look for strategies to call
their attention and to get them concentrate.
3. Another theory that helped me is Larsen- Freeman`s (2000) in which I could see
that the methods we use, may have as a main goal to communicate in the target
language, so the purpose of teaching a language is to use it as a channel to foster
interaction among people. I completely agree with this theory, moreover, I always
try to teach the language for communicative purposes.
Another point to consider is the relationship we have with students, when we are
in front of the group we may be aware about them, we may bear in mind that they
are like us, people that have problems, worries, feelings, responsibilities and so on.
One time I had the opportunity of working at the secondary school; I always tried
to be on the teacher´s place, I do not talk about anything of my private life, do
not share expressions, tried to speak only when I had to explain something.
Well, in September one of my students committed suicide; it was terrible, all the
school were in shock. No one knew what to do, what to say, it was the most
horrible experience I had, but in that moment I could understand that we were a
group of people that needed to each other; and were teachers the ones who had
to sustain students since we were the adults. It was really difficult to continue, to
spoke with the heart. I used to be a cold person, everyone in the school knew me
as a person who does not fell anything, but I had to be there for my students, I
had to hug them and to say them that everything was going to be all right.
According to Larsen and Freeman (2010) the role of the teacher is to facilitate
communication, to establish situations likely to promote communicative situations;
he also acts as an adviser, answering questions and making note of students`
errors; and he is the nearest referent of the foreign language. It is also
important to bear in mind that teachers are not for making jokes or to funny
students; although to be fun could be a good strategy for calling students`
attention, it is not vital for the process of learning.
Another contribution I can mention is Scrivener`s, he sustains that a teacher has
to create a positive atmosphere in the classroom; he mentions some
characteristics of educators, some of them are: to show respect, to be fair, to
give clear and positive feedback, to be patient, to be honest, to inspire
confidence, to be approachable and to trust people, among others. I think that
before getting in the classroom we have to remember these characteristics.
Moreover, it is difficult to know what kind of relation we may have with students,
but it is vital to have a clear idea that we are all people, that we can commit
mistakes or have personal troubles; teachers have to observe students, to identify
if they need something that goes further of an explanation.
4. On the other hand, the use of materials plays a fundamental role on teaching a
language. According to Scrivener, materials have to be authentic, taken from real
situations in which the language is used, for example news papers, menus,
magazines, etc. These kinds of materials provide a link between students and the
real world, in contrast with text books that are especially designed for learning
purposes; they represent an unreal use of language.
According to Cunnington(1995), the use of text books has many advantages, for
example, they provide structure and a syllabus for a program, they provide a
variety of language resources and effective language models and input, they also
can train teachers, and they are visually appealing. This analyses is interesting
since we have to explore all the options we have to look for the one that best suits
on our purpose.
All in all, teaching is a very complex and important process and there are a lot of
things that will happen during that process. There are many aspects to take into
account, but everything we are about to do has to be made with love and passion.
If someone does not have that feeling she would suffer every time she has to be
standing up in front of a group of students.