1. Empowering students in the
Foreign Language classroom
MY TEACHING PHILOSOPHY
By Marcela Velikovsky
• I believe all students have the ability to learn
• I believe we all learn differently and at our own pace
• Parents and teachers are partners in the learning process

2. Challenges of my students
• Executive function (organizational)
• Sustained attention
• Lack of attention to details
(careless errors)
• Anxiety – timed tasks
• Variable processing speed
• Verbal memory
• Auditory memory
• Word retrieval
• Phonological memory
• Decoding
• Reading comprehension
• Expressive language
• Spelling
• Vocabulary
• Weak visual – spatial memory
• Weak visual – motor organization

3. Classroom set up and organization
SETTING UP A ROUTINE
GIVES A SENSE OF SECURITY
• Class expectations on the board.
• Learning goals written on the board.
• Visual agenda for the day - what comes next?
• Give Homework (HW) + Worksheets (WS)
• Check HW due.
• Homework written on the board is color coded
by block.
• Picture cue cards with directions in Spanish
(target language): do not talk, raise your hand,
pay attention, read, listen, write, think.
IT HELPS STUDENTS WITH:
• Attention problems
• Behavioral problems
• Anxiety
• Organizational
problems
LEVANTA
LA MANO

4. Variety of resources on Haiku
RESOURCES
• Teacher’s notes by date.
• Copy of Textbook/Workbook
pages and worksheets assigned.
• Detailed study guide, a practice
test, and answer key before
assessment.
• Materials for a specific test
grouped together.
IT HELPS STUDENTS WITH:
• organizational problems
• Weak visual – spatial memory
• Weak visual – motor
organization

5. Finding your strength
RESOURCES FOR VISUAL LEARNERS
• Color coded vocabulary: red for feminine nouns / blue for
masculine ones.
• Color coded parts of Speech Subject + Verb + Adjective
• Color coded verb forms: Yo hablo (I speak)
• Printable flashcards.
• Picture vocabulary.

6. Finding your strength
RESOURCES FOR AUDITORY LEARNERS
• Recordings of vocabulary with my voice.
• Online textbook (text/audio).
• Grammar videos.
• Songs and mini videos with native speakers.
• Online games.
• Interactive websites.

7. Accommodations provided
on Written Assessments
READING COMPREHENSION –
WRITTEN ASSESSMENTS
• Inclusion of a word bank.
• Highlight key words in written
directions and passages.
• Break down multi-step
directions. Step 1_____ Step
2_____ Step 3_____.
• Chunk extensive paragraphs into
smaller units.
TO HELP STUDENTS WITH:
• Phonological memory
• Decoding
• Reading
• Variable processing speed
• Word retrieval
• Spelling
• Vocabulary

8. Accommodations provided
on Aural - Oral assessments
LISTENING COMPREHENSION –
SPEAKING ASSESSMENTS
• Human reader instead of
recording.
• Slow the pace.
• Repeat phrases as needed.
• Allow student to write
information as he hears it.
• Allow thinking time.
TO HELP STUDENTS WITH:
• Variable processing speed
• Verbal memory
• Auditory memory
• Word retrieval
• Anxiety – timed tasks

9. I empower my students by:
• Getting parents on board “This is what I do in class, you can help at home
by…” (share strategies to keep consistency)
• Setting realistic expectations “It’s hard work, not magic. It takes time, it
doesn’t happen overnight!”
• Supporting their needs “I am here for you. I can help you.”
• Boosting their confidence and self-esteem “You can do it, try again! You’ll
get there, don’t give up!”
• Celebrating their progress “I knew you could! Now, you know you can!
I’m very proud of you, you should be proud, too!”