What is a Student Teacher? What Do They Do?

It's surprising how many people aren't sure of the role a student teacher has in the classroom. What precisely is it that they do? What responsibilities do they have? Do they get paid? The list continues. Here, we look to address as many of these questions as possible, by assessing in greater depth a student teacher's position as a staff member.Being a student teacher normally indicates that you are an individual studying at college or graduate level. Student teachers do not manage classes on their own at first, but rather under the supervision of a qualified professional. The experienced teacher normally makes notes of some description relating to the student's performance along the way, which are submitted to their tutor at the end of the work placement.The placement process normally allocates the student teacher to a class containing pupils who are studying the subject that they wish to teach upon their qualification. They may also be matched to an age group they would like to work with; preschool, elementary and secondary are the main choices for this, but the final decision depends on availability and acceptance by the host school at the time of subscription.
Prior to the student entering the actual classroom, they will have the opportunity to meet with the usual class teacher. What is expected, any rules or regulations, and general getting to know one another better will take place here.From this point onwards, the 'real' work begins. Initially, the student will look at how the classroom is set up, the kinds of activities that are done within it, and how successful teacher and pupil interactions should be carried out. This stage is commonly labeled as the observation process. After some time, the student will get to grips with the daily schedule, as well as the names and positives/weaknesses of the pupils who take part in it. Still under supervision, the student teacher may be given the chance to host one-to-one sessions with individual pupils, as well as traveling around the classroom to give support where and when it is considered necessary. Moving on from just one student, the trainee will start to host small sessions with the collective group of pupils - be this a short activity or something that engages that whole class, such as guided reading.
As the end of their stay continues to come closer, the student's list of responsibilities will persistently expand. Ultimately, they will begin to plan lessons and carry them off without supervision of such a high intensity as was insisted upon in the beginning. Lesson plans will be stored as part of their records, and later marked on their detail, purpose and impact. The above wraps up the role of a student teacher, aside from the period of performance evaluation they may undergo at the end of their stay. This allows them to look at what they thought went well, and what they wish to improve next time round. It's building up this level of experience that allows substantial progress to be made in the long run, hopefully leading to a role as a part or full time qualified teacher.

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The Internet and the Classroom - Friends or Foes?

The classroom of today has the potential to be so much more than a teacher and a chalkboard. In this Information Age, the Internet is the ultimate teachers' resource and an educator can decide how to harness the way this treasure trove of information can help with the teaching process. Given that the Internet brings the world to the classroom, there are some inherent dangers. The trick is to balance the good and the bad and to ensure that the students benefit from the use of technology.The Internet can be brought into the classroom at different levels depending on the age of the children. There are Smart Boards which work as a sort of virtual chalkboard which allow a teacher to show links that connect with a given lesson plan. So, if the topic is European history there is the option to share links which show some of the exhibits at the Louvre or even to take children on a virtual tour of ancient Greece. The immediacy of these images shown in tandem with the lesson can help create a sense of connection between the past and the present. This will make it a lot easier for children to relate to the subject matter at hand. Geography lessons can also be much enhanced by the use of Internet in the classroom. It can be so much more gripping to get the sense of the differences between a desert landscape and an Amazonian rainforest in visual terms rather than just as descriptions in a book; and there are many sites such as National Geographic that offer these visual treats.It is also possible to use the Internet as a friend in the classroom if children can work in small groups on individually on computers to finish projects. This will allow for team work and research in a controlled setting. They can use the Internet to get the information whether it is on Victorian literature or the different winter sports. It can make it easier for the teacher to guide the children in the projects if they are working inside a classroom and yet accessing varied kinds of material. It gives the teachers a great opportunity to teach students about resources with different degrees of credibility. It can be an occasion to emphasize the need for rigorous research and an introduction to the idea of evaluating source material. While the Internet in the classroom can be beneficial, it does have a flip side that should be acknowledged. In an era where children are raised on technology, using the Internet in the classroom can make them see it as more of the same. There is also the danger that they may not learn other forms of research and can become lazy about equating typing search strings to doing actual research. Internet in the classroom can also be potentially distracting. If a teacher has to go from group to group, there are times when one group is unsupervised and can use the time for playing games or for looking at inappropriate content. While a school can set up firewalls to block access to some sites, the truth is that an Internet savvy student can always find ways to work around that.In dealing with a generation that thinks of the Internet as an indivisible part of their life, there is no real way to avoid encountering it. It seems advisable for a teacher to embrace this reality and figure out ways to integrate it into the lesson plans for the year while keeping in mind that Internet use will require active monitoring.

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Working with Different Learning Styles

Everyone learns differently. According to psychologists and education specialists, there are three prevalent learning styles. If you want to discover what types of learner you (or your students) are, ask yourself, if you wanted to paint a room, how much paint do you need?Visual learners like to see charts, diagrams, overhead transparencies, handouts, videos, worksheets, and examples. They work best when they can see the facial expressions and body language of the teacher. Oftentimes, visual learners prefer to sit near the front of the class where they can avoid visual distractions. Usually, visual learners will take very detailed notes. Asking visual learners to picture a concept in their head is a useful way to communicate information to them. To address the painting problem, visual learners would conduct research online or by reading the backs of paint cans. If there is a problem, visual learners might take measurements and make charts or diagrams of the room.Auditory learners learn primarily through verbal lectures and classroom discussion. Often, they will encourage discussion and ask open-ended questions. Auditory learners benefit less from reading textbooks. They may not take many notes. Auditory learners follow oral directions better than written ones. They prefer listening to the radio rather than reading a newspaper. They often hum, whistle, or sing to themselves. They are usually very articulate and enjoy debates. They like telling jokes and stories. They make verbal analogies to demonstrate points. They work well with mnemonics. To address the painting problem, auditory learners would call a friend who knows how to paint and ask for instructions or advice. They will listen carefully and follow the instructions to the best of their ability. If there are any problems, they will discuss the problems and solutions with an expert.
Tactile learners enjoy a hands-on approach, participating in experiments and actively exploring the world around them. Many tactile learners have trouble sitting still and participating in a classroom lecture. A tell-tale sign of a tactile learner is drawing or doodling during class. Tactile learners often work skillfully with their hands to make or repair things. They often prefer to stand while working. They may use their hands more than the average person to communicate what they want to say. They are good at finding their way around, even in an unfamiliar place. They excel at jigsaw puzzles. They touch or hug others as a sign of friendship. To address the painting problem, tactile learners would go and buy a can of paint and just jump in. When they run out of paint, they simply go and buy more. Eventually, they will learn through experience how much paint is needed to paint a room.Since information is conveyed in different ways, a student's learning style will affect the things they learn. If something is written down but not discussed in class, or if sufficient examples are not provided, there may be gaps in the knowledge of students. Recognizing the differences in learning styles can ensure that teachers always convey important information by all three methods: saying it, writing it, and showing examples.

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The Most Successful Classroom Management Strategies

Similar to any other format of productivity, classrooms need effective management. Just as a business requires clear and structured control, so does a lesson. Therefore, the question is which are recognized as the most effective and successful classroom management strategies?Establishing an efficient management strategy right from the off is absolutely essential for any teacher. The concept itself is something that presents the most challenge to a newly qualified teacher, perhaps in their first job. Essentially, a teacher must define a balanced, fair, yet disciplined method. They must find a method that allows for enjoyment and comfort, but not so much as to allow defiance and laziness.This is by no means an easy balance to pin point. By coming over too strict, students are not enjoying nor engaging with the material they are learning. The psychology states that humans have a tendency to rebel against forceful rules. In the same respect, not enough discipline can equate to nothing more than students taking control of the teacher and any sort of learning is out of the question.Effective classroom management strategies should feature a variety of key components. An important thing to remember is that absolute fairness must be established with each student. Students themselves have an uncanny ability of flagging up what they deem as unfairness. This does not bode well if a teacher is hoping to receive respect. Therefore, make sure that all students are treated fairly, no favoritism and no labeling.
A huge part of effective classroom management is a teacher's ability to deal with disruptions and potential confrontation. Dealing with a disruption immediately is certainly the most effective. Moreover, handling the disruption with absolute minimal interruption is imperative. Instead of stopping mid flow and reprimanding the student, simply reclaim the student's attention by asking them a question on the topic. This allows a quick and subtle way of eradicating the disruption.Not only is minimal interruption required, but resolving a disruption by using a small dose of humor is a great way to prevent any sort of heated confrontation. Although this strategy can be greatly effective in a prompt defusal of the disruption, make sure not to be patronizing or offensive when using humor. Damaging the teacher-student relationship will only complicate the classroom management tenfold.Unfortunately, it is highly unlikely that a teacher will go through their career without a confrontation from a student. Nevertheless, this should not be of any concern. The best thing is to try and avoid any confrontation in front of a class. Although sometimes, depending on a student's temperament, this can be unavoidable, always offer your time at the end of class to resolve any issues. This is far, far better than engaging in an argument with the student in front of the rest of class.Always assure that a lesson is well planned out in advance, with no free time that could open up windows of opportunity for disruption and loss of concentration.Most importantly however, consistency is the absolute foundation to successful classroom management. By acting consistently in every aspect of your strategy, you are ensuring you receive respect that you deserve.

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5 Ways Teachers Can Manage Their Classrooms Silently

Classroom management is essentially a term used by teachers and other academic professionals to describe the efforts used to ensure that every classroom lesson runs as smoothly and efficiently as possible, regardless of disruptive behavior often caused by students. Alternatively, classroom management can simply refer to the prevention of behavior that could be unsettling.The idea of classroom management was first developed in 1981 when the US National Educational Association reported that their statistics had found that 35% of teachers would probably not go into teaching if they could make that decision again, and that a major contributor to this was "negative student attitudes and discipline."There are really five top strategies that are most useful for effective classroom management, whether it be by calming a disruptive class, or attempts to ensure that things do not get out of hand in the first place.Firstly, try to keep the lesson in a constant flow, for example, if each of your classes last for forty five minutes, try splitting each lesson into three varying activities. Here you could use trial and error to discover which methods work best for each of your classes, remember to note them down though! Getting them out of their seats doing hands on practical work not only benefits those students with lots of pent up energy, it also provides unique and different learning experiences.
Secondly, try not to lecture or dictate notes to the class the entire time, as lots of talking for a long period of time can cause classes to become restless, causing them to fidget and often misbehave. As mentioned before, getting them up and out of their seats in a different environment with some hands-on activities can really settle an energetic class.Thirdly, now this may be a challenging one for some of you out there, but try and talk to your students outside the classroom as much as possible. If you spot them in the lunch hall or even outside school at the shops, ask how they are. Congratulate them on any achievements or awards they may have received. If they see you trying to get to know them, they will understand that you really care about them and respect them, then they will start to respect you back.The next method is one that generally works better with disruptive boys who may be talking, poking each other or anything else unsettling. Next time they disrupt your class, go and stand by them, but continue to teach as though nothing is going on. This sends them a direct message to stop what they are doing and get back to work.Finally, if none of the above seem to be working, for example, you have attempted to keep them busy by trying something different, you have stood by them when they are being distracting and yet their behavior continues, the next best option is to then take them outside the classroom and ask them if they are alright. Bad behavior is often the result of home problems or other issues. However, if they are still defiant, then they should be sent to see the principle as the problem is out of your hands.

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Respect- How to teach it and how to show it

by Steve McChesney One of the most important things you can teach your child is respect.Keep in mind that respect is not the same as obedience. Children might obey because they are afraid. If they respect you, they will obey because they know you want what's best for them.The best way to teach respect is to show respect. When a child experiences respect, they know what it feels like and begin to understand how important it is.Keep in mind the saying "Do unto others as you would have them do unto you."Respect is an attitude. Being respectful helps a child succeed in life. If children don't have respect for peers, authority, or themselves, it's almost impossible for them to succeed.A respectful child takes care of belongings and responsibilities, and a respectful child gets along with peers.Schools teach children about respect, but parents have the most influence on how respectful children become. Until children show respect at home, it's unlikely they will show it anywhere else.How can you show respect to your child?Be honest - If you do something wrong, admit it and apologize.
Be positive - Don't embarrass, insult or make fun of your child. Compliment them.Be Trusting - Let your child make choices and take responsibility.Be fair - Listen to your child's side of the story before reaching a conclusion.Be polite - Use "please" and "thank you". Knock before entering your child's room.Be reliable - Keep promises. Show your child that you mean what you say.Be a good listener - Give your child your full attention.Children learn from everything we say and do. Make sure that you are modeling respectful behavior. Some of things you can do are:Obey laws - Follow rules.Be caring - Show concern for people, animals and the environment.Avoid poor role models - When you see examples of disrespect, discuss them.When you set rules at home, explain to your child why the rule is important. For instance, if the rule is "No TV between 4:00 and 6:00" it is because this is homework time and homework is important to keep grades up in school.Teach your child to respect themselves. Self-respect is one of the most important forms of respect. Once we respect ourselves, it is easier to respect others.
Your opinion means a lot to your child. If you believe your child can succeed, they will believe they can as well.Build their independence. Give them responsibilities as soon as they can handle them.Help them set and achieve goals. Their self-respect will skyrocket when they see themselves achieving those goals.Encourage honesty. Let your child know that they may be able to fool some people, but they can't fool themselves. There is no pride in stealing, cheating, or lying.Most importantly, show love! Say 'I love you" often and give plenty of hugs and kisses.If your child makes a mistake, remind them that they are still loved.Age affects children's respect. Children and adults deserve respect at every age. Here is a guideline based on age:Babies - They are too young to show respect but when you meet their needs, they learn to trust you. This helps as they get older because respect for authority is based on trust.Toddlers - They are old enough to learn to say "please" and "thank you".Preschoolers - This is a good time to teach rules and consequences.Elementary age - They show the most respect for adults who make fair rules. It helps to let them have a say in the rules that they are expected to follow.Middle and High Schoolers - Allow them to show independence, such as clothing or hairstyles, but make sure you have guidelines. They will appreciate the respect you are showing them. We respect you and the incredible job that you have, being a parent.Have a great day!Steve McChesneySteve and Lisa McChesney publish and produce a daily self-esteem and self-confidence building newsletter for both children and adults. Lisa is a Public School Teacher and Steve manages three karate schools. Visit them at http://www.bullyfreekids.com

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5 Steps to Raising an Optimistic Child

by Dr. Tony Fiore I had just completed a session with 17-year old Julie who suffered from severe depression. Julie believed she was a total failure and would never be able to change anything in her life. Julie also felt all her shortcomings were her own fault.Where, I ask myself, did such a young person acquire this negative and fatalistic thinking?The answer soon became apparent when I invited her parents into the session. They began discussing numerous life events and explaining them in ways that their children were learning. The car, for example, got dented because you can't trust anybody these days; Mom yelled at brother because she was in a bad mood; you can't get ahead in this world unless you know somebody, etc.As a parent, your own thinking style is always on display and your children are listening intently!
The Importance of OptimismWhy should you want your child to be an optimist? Because, as Dr. Martin Seligman explains: "Pessimism (the opposite of optimism) is an entrenched habit of mind that has sweeping and disastrous consequences: depressed mood, resignation, underachievement and even unexpectedly poor physical health."Children with optimistic thinking skills are better able to interpret failure, have a stronger sense of personal mastery and are better able to bounce back when things go wrong in their lives.Because parents are a major contributor to the thinking styles of their children's developing minds, it is important to adhere to the following five steps to ensure healthy mental habits in your children.How Parents Can HelpStep 1: Learn to think optimistically yourself. What children see and hear indirectly from you as you lead your life and interact with others influences them much more than what you try to 'teach' them.You can model optimism for your child by incorporating optimistic mental skills into your own way of thinking. This is not easy and does not occur over night. But with practice, almost everyone can learn to think differently about life's events - even parents!Step 2: Teach your child that there is a connection between how they think and how they feel. You can do this most easily by saying aloud how your own thoughts about adversity create negative feelings in you.For example, if you are driving your child to school and a driver cuts you off, verbalize the link between your thoughts and feelings by saying something like "I wonder why I'm feeling so angry; I guess I was saying to myself: 'Now I'm going to be late because the guy in front of me is going so darn slow. If he is going to drive like that he shouldn't drive during rush hour. How rude.'"
Step 3: Create a game called 'thought catching.' This helps your child learn to identify the thoughts that flit across his or her mind at the times they feel worst. These thoughts, although barely noticeable, greatly affect mood and behavior.For instance, if your child received a poor grade, ask: "When you got your grade, what did you say to yourself?"Step 4: Teach your child how to evaluate automatic thoughts. This means acknowledging that they things you say to yourself are not necessarily accurate.For instance, after receiving the poor grade your child may be telling himself he is a failure, he is not as smart as other kids; he will never be able to succeed in school, etc. Many of these self-statements may not be accurate, but they are 'automatic' in that situation.Step 5: Instruct your child on how to generate more accurate explanations (to themselves) when bad things happen and use them to challenge your child's automatic but inaccurate thoughts. Part of this process involves looking for evidence to the contrary (good grades in the past, success in other life areas, etc).Another skill to teach your child to help him or her think optimistically is to 'decatastrophize' the situation - that is - help your child see that the bad event may not be as bad or will not have the adverse consequences imagined. Few things in life are as devastating as we fear, yet we blow them up in our minds.Parents can influence the thinking styles of their children by modeling the principals of optimistic thinking.Dr. Tony Fiore is a California licensed psychologist (PSY 6670), marital and relationship therapist with advanced training from the Gottman Institute in Seattle, Washington, and a certified anger management trainer (by Anderson & Anderson, Los Angeles). In addition to regularly facilitating anger management classes for adults, couples, and the workplace in Southern California, readers can subscribe to his free monthly newsletter titled "Taming The Anger Bee," by visiting www.drfiore.com.

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How To Have A Successful Parent / Teacher Conference

What's All the Hype?Communication with parents or guardians is an essential for students' growth and learning. One means of communication is the Parent-Teacher Conference. It is a time for parents and teacher to discuss a student in a constructive and beneficial manner. This is not a time for criticism, anger, blaming, or negativism. Unless there is a tone of genuine concern for the student and openness to the feelings and thoughts of all present, there will be no successful outcome. Although the teacher may have an agenda for having a parent-teacher conference, the parents must have input in the agenda as it unfolds. The question is: Are you willing to share the agenda?
Setting The Tone Of A ConferenceThe manner in which you greet the parents sets the tone for the conference. Be genuine in your handshake and let them feel that you are happy to see them. Your smile and eye contact will assure them of your warmth and sincerity. Everyone needs to feel a comfort level at this point, including the teacher. Begin by relating something anecdotal about their child. Maybe there was a humorous moment that day or last week. You might refer to a paper displayed on the bulletin board that belongs to their child. Share some positive thoughts and talents that their child displays. Always start on a positive note. Tell them good things about their child. You want to establish a connection with the parents. The student is the connection. Let them share some stories as well, and get them to talk about their child. You want the parents with you. You want them to listen to you. You now have their attention.Parent ParticipationAll students need to improve in some way and this is the time to introduce this. An effective way to get parents to understand the shortcomings of their child is to get them to admit it and tell you about it. Pose some questions, such as, "Does Joe have chores to do at home?" Maybe Joe is irresponsible in the classroom and has no responsibility at home. This contributes to the lack of responsibility and you can get them to admit that it might be a good idea to give him "jobs" to do at home. "Do you find Joe to be polite to his brothers and sisters?" "To parents?" They might begin to tell you that he gives them a hard time at home and has an attitude. You can sympathize and begin to contribute to the conversation and explain his lack of courtesy to others in school. Together you can begin to work on respect and you can offer some ideas to use at home. Maybe his impolite words can be rephrased when he "forgets". Modeling is an essential.The importance of parents being able to share is that they actually begin to see where their child needs help without you saying it. Parents will begin to see you as the professional and look to you for guidance. As the professional they will look to you for suggestions. You are now in control of the meeting. To be in control, means that you can use your expertise to assist parents in helping their child. You can explain the difficulty their child is having without the parents feeling threatened. Parent participation has now become strength for you.Getting To WorkExplain the goal or goals that you will be setting for the child in school. Make these goals attainable so that the child will meet with success. The parents must have the same goals at home. You can encourage them to write goals on a paper and post it in the home. This will put the responsibility on the child, the parents and the teacher. Plan a time to check the effectiveness of the goals. Maybe each week you can send home a checklist and check the goals that have been met for that week. Parents can sit with their child and talk about what has happened at home. Parents and child can sign the checklist and send it back. The parents should feel comfortable enough to call you or send a note when they feel they need positive reinforcement. There should be a partnership forming between you and the parents. This is the most effective way to help a child. To know that school and home are working together will help the student to realize the importance of learning.
ClosureThis process may take 10 minutes or a half-hour. The preparation on your part is what dictates the time. If you are prepared before the conference it should be less time. Do not belabor discussions. Be polite and courteous, but when a point has been made, you should continue to the next item. Your leadership is essential in moving the meeting in the right direction. Summarize the conference, thank and praise the parents for coming to the meeting. Thank them for their input and how you look forward to continue working with them. They should leave feeling comfortable about what just took place and be positive about the direction of their child's learning.The Bottom LineIt is important to involve parents or guardians as partners in the educational process of all students. Even when it is difficult to get parents to cooperate with this process, it is up to teachers to find ways to make the connections needed to engage parents or a child's caregiver. A positive, proactive, and persistent attitude will eventually work with caregivers who are absent in the educational process of their children.

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How To Get Students To Assist That's Fair For Everyone

by Robin Kegler More than one person wants to pass out papers, take the message to the office, etc. How do you select students to assist you in the classroom that's fair to everyone? Here's a technique I created and first used when I substituted as a resource teacher. This technique can be used throughout the day, keep learning flowing and limit "hard feelings" for those who were not initially selected.Before students arrive, look over your attendance roster to get the total number of students in the class. Write the number of students on the chalkboard in short rows to conserve space. For example, if there are twelve (12) students in the class, write the twelve numbers in 3 rows of 4. Whatever your total class size is, evenly divide the numbers into rows so that it is not taking up the whole board.After you write your numbers on the board, pre-select one of those numbers. Write it underneath the group of numbers near the board ledge in a smaller size. Then, cover the number with a piece of paper, eraser, chalk box or something that would not draw a lot of attention to it.When the students arrive, they will notice the numbers on the board. You'll get questions like, "What's that about?" "How come there are numbers on the board?" Compliment them on being so observant. Let them know that you'll explain why the numbers are on the board after the morning assignment. If you are substituting for a resource teacher (art, computer, etc.), explain the numbers after introductions and attendance. If students are absent, count the total in the class and erase the extra numbers on the board while they are doing the morning activity.
You can choose whomever you want to start (i.e. girls first, row 1, back of class, etc.). It doesn't make a difference where you start, as long as everyone gets a chance to pick a number. To explain how the numbers are to be used, say something like the following: 1. "One at a time, each student will select a number." 2. "When you select a number, I will cross it off so that no one repeats that number." 3. "Please remember your number."As the students select a number and you cross them off, listen for the student who gives your pre-selected number. When you hear the number, stop and say something like, "Just a reminder, everyone please remember your number." Making the statement at the time the pre-selected number is stated, gives you the opportunity to remember the student's face for later. Let the students know that it is okay to write their number down if that will help them to remember.After everyone has selected a number, uncover the hidden, pre-selected number. Let's say you pre-selected the number 8. You'd say, "Who had the number 8? If you had the number 8, please stand up." When the person stands up, assign them the job you wanted them to do. For example, when I first came up with this idea as a substitute for the art resource teacher, I'd say, "You are responsible for passing out the crayons/paint brushes and collecting them at the end of class."When you assign a job, expect to hear, "Oh-Oh. I wanted to do that!" At this point, tell the students that there are other opportunities to lead and serve, so please remember your number. Also make students aware that if you call their number and no one responds, you'll have to call another number. This puts the responsibility back into the hands of the students. It also provides a sense of expectation throughout the day that they can get the opportunity to lead.
As the day goes on, you'll select students for things such as line leader, messenger, paper clerk, etc. You'll say something like, "Number 2, please collect the papers." Again, it is up to the student to remember their number. You can also cross out, or erase numbers as you use them throughout the day. This method of leadership selection is fair because the students select their numbers, you don't assign them. Therefore you're left out of pre-selecting students, showing favoritism, etc.Activity Variation: This method can also be used to select teams and small groups. Instead of pre-selecting 1 number, pre-select 3-5 numbers depending on the size of the groups.I've successfully used this variation for spelling bees, math teams and more. I've also noticed that during long-term assignments, students would pick up on this method and use it during their recess or group time.Robin Kegler is a Professional Life Coach, Trainer, and creator of the Step By Step Guide and Six Part Audio and Print Program called, "Thriving Teacher Boot Camp."

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How To Develop Great Teaching Skills

Teaching a class of students is much harder than most people imagine. Not only do you need the knowledge of different subjects in order to pass it on, but a wide range of other skills is also necessary to keep control over a large group, and engage them - even when the topic isn't the most exciting. This can provide you with a real challenge, but as we are about to find out, it becomes far easier when you begin to develop new teaching skills and techniques.Improving your skills as a teacher takes effort, but once you begin to gain a better understanding of the 'tricks of the trade', you can implement countless simple measures to increase the effectiveness of your lessons - in no time at all.One of the areas where most people slip up when it comes to being a success in the teaching industry is time management. Organizing yourself in the right way actually saves time in the long run, though at that moment, it can seem too strenuous to bother with. Create yourself an easy-to-follow, realistic schedule; by putting aside time slots during the week where you will dedicate yourself to specific jobs, you can ensure you complete all of your tasks in advance - something which benefits both you and your students. For instance, it may be a good idea to save a couple of hours per week to prepare for any practical activities you plan to carry out with your class in the coming days, with some additional time allocated to talking with students about any concepts they didn't quite grasp. Remember: your teaching skills will often be measured by the success of your pupils; are they meeting their targets? If not, why?
Another simple measure you can take to enhance your skill collection is through analyzing all of the work you do. Look at all the activities you have done with a class, be they practical or theoretically based. Note what went well, and what could have been better. If you refer to this next time you do something similar, you can incorporate the bits which seemed to have a positive effect, and try something else in replacement of the things that needed to be improved. This way, you will end up with an array of exercises that are productive and worthwhile.Being resourceful is instrumental should you want to ascend to the ultimate layer of teaching. Don't be afraid to ask others with experience what approach they take with their classes, about activities that they think were very successful, or for details on any courses or books they read that helped them understand the classroom environment more than before hand.By combining these easy suggestions with your own personal knowledge and experience, you could well start to bank more and more teaching skills straight away. Hopefully, you can implement these in your classroom, simply adapting them for different age and ability groups. Students enjoying themselves - but still achieving their anticipated targets - is one of the most accurate signs in telling you that your teaching is going well.

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How to Deal With Disruptive Students

Conducting A Functional Behavioral AssessmentWhat's All the Hype?By: Joan M. Miller, Ph.D.Definition:Functional behavioral assessment is ...an approach used to help a pupil with a chronic behavior problema problem solving method - one which takes time and creative collabration among professsionals and parents built on the assumption that, if a pupil keeps repeating a problem behavior, that behavior must be serving some purpose for the student - otherwise, he or she would not keep repeating it a process of looking for patterns in what happens around and/or to the student just before and just after the problem behavior examination of these patterns to identify their purpose or their "function;" some possible functions are: avoiding something, getting something, and making something happencreative problem solving to enable the pupil to achieve the same purpose in a more appropriate or more acceptable wayFunctional behavioral assessment is NOT ... the first technique a teacher uses when a pupil misbehavesa quick fixa choice for teachers of pupils with disabilities - it's required by federal statutes (such as the IDEA and Section 504) and by some states (such as New York)a do-it-yourself technique - it takes collaboration
Some common functions served by misbehaving are . . .getting attention from teachers or peers - for example . . .arriving late -> people look at you talking when you're supposed to be quiet ---> the teacher reprimands you making silly noises or telling dumb jokes ---> peers talk to you ( or about you within your hearing) giving a flip answer to a teacher's question ---> peers laugh at you escaping work, people, noise, or something else - for example . . .hand-flapping and moaning ---> getting to go sit in the "quiet" room giving a really wrong answer to a vocabulary question --->getting a teacher to "throw up her arms" in exasperation and walk away, never calling you to read aloud cursing at the teacher when she insists you do the assignment ---> getting sent to the vice principal's office and thereby getting out of English class throwing a kicking, screaming, flailing temper tantrum ---> getting out of morning circle (and getting comfort from the teacher or aide, which would also be an example of getting attention from teachers or peers)obtaining a desired object or event - for example . . .threatening to "get" a peer after school ---> getting the peer to hand over his dessert yelling "It's not fair," "You don't like me," or "He cut in front" ---> getting the teacher to let you be first in line cursing at the teacher when she insists you do the assignment ---> getting to see the teacher "lose it" by ranting and raving in front of the class flicking the light switch on and off ---> getting to watch a light flicker on and off yelling that you won't do "this baby work" ---> getting the teacher to help you with the assignmentA---> B ---> C ---> AnalysisAn ABC analysis enables you to analyze clues about why the student keeps doing the same problem behavior. Your purpose is to identify patterns in order to hypothesize about the function the problem behavior is serving. *Antecedent* what happens just before the behavior occurs identification of the people, events, and/or things present in the situation just before each behavior*Behavior* what the student does the problem behavior stated in observable terms*Consequence* what happens after the behavior what happens after the student engages in the problem behavior

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How Stressed Is Your Child?

by Elizabeth MorrisOur research showed that more than half the children in classes answered "Yes, I feel tense and anxious regularly" when asked about their experience of stress. Children from the age of eight were very aware of the pressures and demands on them and worried about living up to all kinds of expectations. Not only that, they said that they thought they had many things to do and not enough time to do them all in. A common complaint for many adults! We are now wondering whether, as adults, we are not letting children have enough of a childhood because we are so concerned that they prepare well for their adulthood. We all recognize that it is a tougher, faster and more demanding world than it used to be and we want to kit the children out to be ready for it.Children identified the amount of homework and extra curricula activities they have as a source of their stress. Mothers certainly confirm that they are kept busy taking their children from one class to another in an attempt to give them the "skills for life" through dance, sport, extra tuition, music, Brownies etc. All of these activities have a lot to offer but we could see the children's point - having so many placed extra stress on them because it added to the list of things they had to do. For example, keeping up with the homework, doing well at academic studies, understanding all the new concepts they were being taught, dealing with moving class, school, locality etc, etc, etc. Chilling out time seemed to be an unusual option for the children we spoke to. They said that they spent the spare time they had playing computer games or going out on their bikes.
Twenty years ago people didn't understand this concept for themselves - now it's a universal problem with so many children of eight and older talking of the stress they are feeling. Adults need to help the children learn positive, practical techniques to manage their stress now, while they are still young. Just think how much easier our adult lives would have been if we'd been taught how to handle stressful situations. But maybe more than anything else we need to make sure that they have a chance to be children, where part of the deal is that they have limited responsibility to achieve things and freedom to learn through playing with their friends.Assessment, Understanding and Emotional CoachingWhat's the solution? Three things are going to help. First of all checking how much stress a child is experiencing. If a child is very happy with everything they are dealing with in their life then there is little point in trying to change that. However if they are not enjoying it and are driven by the need to please you, or compete strongly with their peers all is not well and that child needs help. Try doing a brief assessment using the checklist below. The second part of the solution lies with you, the adults. You need to understand what it is like to be that child. This calls for empathy and imagination and becomes an important element in the emotional support you can give a child if they are suffering from too much stress.A ChecklistHere is a checklist to quickly asses whether the child in your life is suffering from excessive stress. Mark each question with a Yes or No.Has your child recently moved to a new school or into a new year?Has your child lost an important adult through death or divorce?Has your child been lost and felt frightened recently?Has your child recently gone to hospital and/or are going to have an operation?Does your child hear their parents argue regularly?Has your child been spanked in the past, or regularly?Has your child lost a game when they think that it mattered to important adults?Has your child been embarrassed in front of people recently?Has your child been fighting with their friends?Has your child been held back a year in school?Has your child exhibited very different behavior recently?Is your child withdrawn/passive or aggressive rather than assertive?Does your child habitually bite their nails?Does your child wet the bed regularly?Has your child shown marked reluctance to attend a certain class or activity?Does your child regularly complain of physical aches or pains?The more "yes's" you check the more likely it is that your child is experiencing stress. The questions you have ticked are a mixture of situations that children tend to find stressful and some of the symptoms they display when they are feeling stressed. If you checked 10 or more it would be a good idea to really look at your child's life and talk to them about how they are feeling with a view to helping them manage much better. 5 - 10 means that your child has periods of stress and needs to be watched in case those becomes a more permanent state. Teaching them some stress management techniques and making sure that they are not overburdened with tasks to accomplish will help too. Less than 5 means that your child is struggling with some things some of the time and could do with a hand to cope in these specific situations.
Emotional CoachingEmotional coaching is a good way to begin helping your child. This is a simple five-step process that involves listening carefully to your child. You need to listen to the "essence" of what they are saying - their feelings and underlying beliefs - rather than the content of what they are saying. This will enable you to get a much better picture of what they are feeling and exactly what it is that they are struggling with. Some children, for example, struggle because there is too much for them to deal with. Watch out for complaining of tight deadlines or getting into a panic when they have to produce something. Other children struggle with some thing specific and start to try to avoid the situation, feeling ill, getting aggressive or disappearing shortly before the time they are due to do this thing. Many adults find it hard to listen to a child without trying to make that child's feelings 'better' or solve the situation for them by telling them what to do. This doesn't work.Accepting feelings - even if the are not logical. What does work is to quietly listen to the subtext of what they are saying. If they are being frightened by something, such as going into a new school year, do not say things like, "you'll love it once you're there." This may well be true, but what matters is that right now your child is feeling scared and stressed. Having this understood - and even more importantly - accepted by you, is a major help in them beginning to deal with the situation. What many children, and adults, find hard is having their feelings denied or ignored. Once your child feels that you have understood how they feel they can then start to think about how to manage the situation better. What traps emotions in one place in a person and keeps it going round and round is when it is not accepted by either you or themselves. Once they feel acceptance of their feeling or their stress they might then start to remember how they felt at the start of the previous year and what helped them at that point. Or they may look at how their older friend or brother managed when they got to that stage.How do you start helping them build their stress tolerance? The best way to help children become more stress resilient is to listen to them and take their feelings seriously while you help them deal creatively and assertively with whatever is worrying them. The next best way is to make things fun. The more fun your child has in their life the easier it will be for them to bounce back at heard times. If they regularly laugh and play, having time out to concentrate on fun things they will be healing the stress reactions that have been accumulating in their bodies. Adrenaline takes a while to flush out of the system and every time your child feels scared or angry their body will start to run on adrenaline. It then needs time to return to normal and the way that this can happen most easily is to have lots of time laughing, relaxed and enjoying themselves. Their bodies will then have more of nature's own 'wonder drug', endorphin, to give them a feel-good boost of happiness, robustness and optimism.How stress resilient are you?Another idea is to have high stress resilience yourself. Do you bounce back after a tough knock? Do you expect to be able to cope with anything on your own or are you happy to have help if you need it? Do you regularly have stress related illnesses as your body tries to deal with the demands on it? Or do you rarely have a cold or headaches? Do you regularly take risks and feel confident that you can handle what comes your way? Is your self-esteem secure and do you mind making a mistake or do you feel ashamed of yourself if you get it wrong?Children learn most easily by copying their parents or adults they love. The fastest way for them to learn how to accept their own emotions is to see that you accept your own. If they can see you using your emotional intelligence to pick up the internal signals your emotions are sending you about what you need or want they will start to do this for themselves. Feelings give us a lot of information, they tell us when we are tired, thirsty, scared and needing support, angry and needing to re-establish a boundary, sad and needing to express that, confused and needing to sort through conflicting demands and so on. The clearer you can be about all of this the more stress resilient you will be. An idea you can try out. Try this idea in your family - it will help you all develop your emotional intelligence and build up stress resilience. Chose a time during the day when everyone is around, breakfast, supper, bedtime... and spend a few minutes doing a "feelings check". This means that everyone says a few words about how they feel right at that moment. "I'm excited after that game." "I'm scared to go to bed tonight.", "I'm angry after seeing that program on TV.", "I feel pleased because I'm going to see Sue in a minute." Whatever is said is accepted without comment by anyone else. This is just a "tune in" for everyone and whatever you feel is OK. It helps if everyone can have at least a minute letting themselves know what they feel, it helps everyone know what is going on for everyone else in the family and it gives everyone an experience of being accepted. Not bad for a few minutes work!If you have several children this feelings check gives you a quick and easy way to tune into them all. You can then spend a few minutes more with each child as they go to bed to talk to them a bit more if they have expressed some difficult feelings. Once again the point is not to try to make them feel something else or to "stop being silly." It is to help them by accepting what they feel and letting them know that you are happy to help them solve the problem if they want some support.Your child usually knows what's wrong. Ask your children what they think would help them most. So often we make it harder than it needs to be. Children are clever and resourceful and often know what is stressing them if you ask. They may be unworried by the situation and know that it is a temporary anxiety that they'll live through - or they may be really stuck about how to deal with it because they haven't got the right skills. A friend of ours asked her high school age children what was stressing them at the moment. They all said exams and homework. She asked if they wanted help with these things and they said 'No.' Worried that they were trying to do too much on their own and trying to push her away she anxiously asked why they didn't want her help. They laughed and said that they didn't think she would be able to help them with their homework because it was beyond her! Accepting easily and non-defensively that she wasn't good at algebra or some of the subjects - but that she did know a woman who was - made her children laugh. After that they said that they wanted to help one another first and that they would ask for her friend's help if they got stuck. This conversation left them all feeling better and lessened the general stress level in the family.Learn To Be Good EnoughI can't get it right all the time. Learn to be good enough. It's all in the mindset! Life is a learning adventure. One of the most stressful things we can do for ourselves and for our children is to have the belief that we have to get things right all the time. That we have to be perfect, or fast, or the best, or please other people. These beliefs drive us on when we would be more sensible stopping and trying some thing a new way - or even giving up! The more we can help children believe that life is an adventure and that we learn from everything we do, the less stressful life becomes. If you turn every 'mistake' into a chance to learn, nothing is wrong - just an opportunity! This means much less pressure.Stress resilience can make life more fun, more lively, more rich and varied and far more worth living. It is more than a skill, although certainly having the skills to listen to yourself, understand your feelings and those of other people, and know how to get support when you need it all help. It is mostly about attitude. It involves having a belief that you can cope, that you expect to be able to recover and that you don't mind accepting your limitations and playing to your strengths. The sooner you can pass this on to your children the sooner they will be able to live with the stresses that surround us and thrive on these challenges rather than sinking beneath them.Elizabeth Morris is an author of books, factsheets, special reports and a regularly contributor. Recent publication "The Pillars of Successful Management" - Elizabeth Morris

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Five Essentials for Creating a Positive Classroom

Establishing a positive environment within your classroom is not something that will happen straight away. As you adjust various aspects of your classroom, you will start to notice slow changes beginning to have their effect on your students and the quality of your teaching. This often involves trial and error and the slight adjustment of your reaction to a situation. This article will highlight five tips to help you to start making small changes to your classroom routine that may create a more optimistic classroom setting. 1. Self discipline. It is essential that you learn to control your emotions and anger and you will find controlling your class a lot easier. Practice disciplining your emotions, body language, facial expressions and tone of voice, as well as your choice of words. Let students who cause disruptions have a bit of 'wiggle room' to avoid any further physical or emotional confrontation. 2. Stop taking things personally. Whenever a student displays a bad attitude or behavior or uses foul language, remember that it is completely unrelated to you and that it is not directed at you. When you master taking yourself out of the equation, you will find it a lot easier to be less judgmental and see things from both points of view. You will also be more able to recognize when a student is distressed. All of these will make the situation a lot less threatening and easier to solve.
3. Adopt humor instead of sarcasm. The ability to laugh at yourself will show to your students that you are human and will help them to feel more comfortable around you. If you sense a situation developing that is potentially "harmful" or "difficult", then you may find that a small dose of humor will help to diffuse the tension. On the other hand, sarcasm encourages any existing tension and can often make situations more difficult. It can also cause hurt to your students. However, something you may have learned already is that your students will be far more adept and quick at sarcasm than you are, so it may be a wise idea to try and banish it from your classroom permanently. 4. Keep things simple. Establish ground rules from the very beginning of the semester and make it very clear to your class. Tell the students that keeping and abiding by the rules will enhance their personal development both personally and in their school life. A few simple posted where they can be reinforced affirmatively and have the most effect will make any uncomfortable situations more impersonal and more readily acceptable. Stick a list of your simple rules up in your classroom where everyone can see it. Any general school rules should also be up there too. Everyone now and then, review these rules, especially if you feel trouble brewing. Make sure that these rules are worked into your daily lesson plans.5. Convey confidence, expertise and genuine interest in what your students and fellow teachers are saying. Even if you don't feel confident, fake it and you will be surprised at how well people believe it. If you need more help or advice in establishing a positive classroom, there are many teaching resources available online for you to consult.

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More Effective Strategies for Teaching English Language Learners

Turning Frustration into Success for English Language Learners (Brice & Roseberry-McKibbin, 1999)This article addresses the topic of English language learners with language-learning disabilities. These students are faced with the additional challenge of having an underlying language learning system that is inadequate for learning any language. It is noted that student progress is greater when a speech language pathologist and classroom teacher collaborate to coordinate regular classroom learning with small group learning. Progress is also greater when strategies are consistently employed in the classroom on a daily basis as opposed to once or twice a week in a pull-out program.The authors offers a number of strategies to help classroom teachers enhance the success of ESL students with language learning disabilities. Teachers should check for understanding of expectations, instructions and relevant vocabulary before students begin a task. Students with similar backgrounds can be seated near each other so they can help each other with instructions and understanding. Advance organizers should be utilized to help students know what is going to occur, repeating as necessary. Teachers should employ good questioning techniques by asking a question, allowing ample wait time and then calling on someone. This should cause students to pay attention; and it will also give them a chance to develop an answer before being called on. Teachers should check for understanding of content with questions that are higher than knowledge level. They should speak slowly; avoid using slang and idiomatic speech; use multi-sensory instruction, hands-on activities and frequent modeling; relate information, as much as possible, to students' prior knowledge; and scaffold instruction.Using Standards to Integrate Academic Language into ESL Fluency (Beckett & Haley, 2000)This article speaks to curriculum alignment for ESL instruction. ESL standards can have a significant impact on ESL student achievement by integrating academic language into the ESL curriculum. This student population needs to focus on goals of academic competence, focusing on areas such as literacy, vocabulary, critical thinking, social skills and learning strategies. The ESL standards provide structure and guidance that can help to increase student academic success. By linking the ESL standards to state academic standards, we can ensure that ESL students will receive high quality instruction in English language and content areas.The TESOL (Teachers of English to Speakers of Other Languages) standards were developed to provide teachers with scope and sequence of the language skills that ESL students need for success in our nation's classrooms. The standards are:1) to use English to communicate in social settings,2) to use English to achieve academically in all content areas, and3) to use English in socially and culturally appropriate ways.
Several strategies are offered by the authors to develop competency in social use of English. They suggest the use of seating Arrangements (such as round tables, quads or pairs) to encourage social interaction. Teachers can also try to structure opportunities for students to use English outside of the classroom. Cooperative learning encourages the use of language in a social manner. Positive social interaction can help students perceive the classroom as a comfortable and friendly place, where they will feel safe using their new language skills and where they may find intrinsic motivation for communicating in English.To enhance academic achievement, teachers can: create a language-rich classroom; provide students with advance organizers; label everything in the classroom to build vocabulary and help students make connections to their native language; and have different media available for student use (books, magazines, newspapers, audio-tapes, video tapes, computer software) to address different learning styles and also help build connections. To help students to use English in appropriate ways, teachers should teach what language is appropriate in what setting so students can determine when to speak and in what way (for example, formal speech or slang). Teachers should also recognize diversity and sameness in their classrooms, incorporate multicultural literature into the curriculum, and invite parents/family members to share their cultures and talents with the class. Students need to develop an understanding of and appreciation for others considering the diversity of society.Analysis/Plans for Application to TeachingWhile I will not be a certified ESL teacher when I begin my teaching career, I plan to pursue certification in this area. Regardless of whether I am in a regular classroom, special education classroom, ESL classroom or a bilingual classroom, the information contained in these articles will be of great value to me considering the diverse cultural population our schools serve. There will undoubtedly be children who are English language learners in my classes or in activities that I am involved in. I will encounter them when I perform the various duties teachers are assigned to (bus duty, lunch duty etc.). Additionally, the strategies recommended in these four articles seem to be effective strategies to use with all students, not just ESL students.As time consuming as it may be, learning about the students, their cultures and their communities may be among the most important and productive developmental activities I can undertake as a teacher. This can provide a wealth of information about students and their worlds. While I am sure there would be many differences between their cultures and mine, I expect there would be some similarities as well. Attending or participating in community events or visiting families would very likely be a sensitizing experience for me. I would personally find out how it feels to be the "different" person. I think that this would help to deepen my respect for the students and their cultures. It would also send a message to students that I am committed to helping them and interested in them as people.Relationships with families are critical. I suspect lack of parental involvement may often be misinterpreted as lack of caring. Non-English speaking parents may feel they have no way to communicate with teachers. They are in a new world too and are experiencing all of the things that their children are experiencing in addition to having the added responsibilities of work and caring for their families. Additional effort needs to be made to reach these parents and open the lines of communication. I would invite them to participate in meaningful activities in school, ask them to be class volunteers, and make a special effort to recognize the accomplishments of their children. I would make an extra effort to explain the expectations of both parents and students in our schools, especially if they are newcomers (Boothe, 2000). I would enlist the help of a translator when possible, if language is a barrier.Written communications sent home should be translated into their native language, whenever possible. There are resources available on the internet that provide translations at no cost. Alta Vista (http://Babel.altavista.com/tr?) offers free translations of text in the following languages: Spanish, Portuguese, German, French, Italian, Chinese, Japanese, Korean and Russian. Research-it (www.itools.com/research-it) offers free translation of web pages into Spanish, German, French, Japanese, Italian, Portuguese and Chinese. Once my class web site is developed, I will also be able to use it to further communication with parents. Just because they are non-English speaking does not mean they do not have access to computers. Depending on socio-economic status, they may have computers at home. If not, they have access at local libraries or other community agencies. Contacts made in the community, foreign language instructors and other staff members in our schools could also help with translation. I would try to arrange partnerships between bi-lingual families and non-English speaking families, depending on their languages and encourage parents and family members who do not speak English to learn English by informing them of resources available in the community.I believe that cultivating caring, engaged relationships with students and their families will help my students to feel connected to their school and, hopefully, enhance their feelings about school and their self-esteem. I would like to be remembered as a teacher that cared, one that made a difference in their lives. By learning about students, their cultures, and their communities I will be better able to identify what resources the students bring to the learning experience. I will also be better able to draw on prior knowledge, experiences and strengths to help build new knowledge and build connections for students (Lucas, 2000).There are so many factors that influence the lives and learning of ESL students: immigration history, language use, socio-economic status, educational history and leisure activities. There are so many questions to find out answers to. What kind of responsibilities do they have at home? Are they considered adults or children? Are they recent immigrants? Were they born here? Where else have they lived? What is their schooling history? By finding out more about my students, I can personalize their experience at school and in my classroom to a greater extent.Because of the great difficulties and challenges faced by ESL students, I plan to develop and incorporate activities into my lessons to encourage an appreciation for diversity among students. I will find ways to celebrate diversity of all students to: enrich learning; foster peer relationships; create respect for differences; create an understanding of other cultures; and instill a sense of belonging or membership (Shore, 2001). I intend to approach each student (ESL, regular education or special needs) as an individual, taking into consideration personality characteristics (shy or outgoing for example), learning style, educational experience, special talents and interests, social and familial situation.I plan to use cooperative learning as a means to promote interaction among students. This will allow students time for social interaction and enable them to develop confidence in their language skills (Boothe, 2000). Through participation in cooperative learning they will have a chance to speak and listen. Verbal activities promote collaboration among students. Verbal interaction is fundamental to learning both language and content. ESL students need the opportunity to use language in interaction with both peers and teachers who are competent in the language and serve as models (Egbert & Simich-Dudgeon, 2001). Cooperative learning will afford the opportunity to develop relationships with their peers; and their peers will, hopefully, begin to value the ESL students for who they are as opposed to just "kids who don't speak English." I plan to utilize some sensitizing activities in class as well, regardless of whether I have ESL or inclusion class or a regular education class. I feel that these are profound exeriences that give those involved a taste of humanity and a taste of humility, both of which can help us gain a better understanding of ourselves and the diverse people we live, work and learn with (Rudnick, 1995).I plan to develop scaffolding activities and accommodations that will help my students to: organize their thoughts, develop study skills, organize their schedules, consistently follow classroom procedures, and track their progress throughout the school year (Boothe, 2000). By assigning classroom jobs or responsibilities to ESL or special needs students I will involve them in the class and help them to feel as if they belong and have value. I will encourage them to share any personal experiences with the class that they feel comfortable sharing and to also maintain a personal journal about themselves and their experiences (written in English or their native language).
Through all of the articles I have read, I think it was quite clear that ESL students should be encouraged to maintain their native language. The benefits of a maintenance program as opposed to a transition program seem to be paramount. It is so critical for children to have a strong sense of self in order to achieve. Their native language is part of their "self." They need confidence to develop friendships, problem solve, and master skills in language and content areas. They should not be ashamed of who they are or their origins. They need their native language in order to maintain valuable relationships with family members and friends who do not speak English.The role that a teacher plays in the lives of students and the teacher's potential to improve the quality of life for students cannot be underestimated. Elementary school teachers have a major effect on how children will view school, possibly for the next twelve years of their lives. This effect can be compounded when students do not speak English. In order to foster acceptance, self-confidence, learning, and achievement, teachers of ESL students need to make the classroom a haven for children, create meaningful learning situations for their students, and never give up on them (Thompson, 2000).ReferencesBy: Karen PellinoBeckett, E., and Haley, P. 2000. Using standards to integrate academic language into ESL fluency. The Clearing House, 74, 2, 102-104. Accessed through WilsonWeb on-line database on June 10, 2001. Boothe, D. 2000. Looking beyond the ESL label. Principal Leadership, 1, 4, 30-35. Accessed through WilsonWeb on-line database on June 4, 2001. Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Egbert, J and Simich-Dudgeon, C. 2001. Providing support for non-native learners of English in the social studies classroom. The Social Studies, 92, 1, 22-25. Accessed through Wilson Web on-line database on June 4, 2001. Lucas, T. 2000. Facilitating the transitions of secondary English language learners: Priorities for principals. NASSP Bulletin, 84, 619, 2-16. Accessed through WilsonWeb on-line database on June 10, 2001. Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Olsen, L. 2000. Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Research-it, www.itools.com/research-it Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Thompson, G. 2000. The real deal on bilingual education: Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.

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Effective Strategies for Teaching English Language Learners

By: Karen PellinoStudents with English as a second language (ESL) constitute a significant percentage of the population of our nation's schools. This population continues to increase more rapidly than that of native English speaking students (Shore, 2001). The language minority population has a high drop out rate. These students are also among the lowest ranking in academic achievement and expectations. They represent an at-risk population faced with a wide range of challenges (Thompson, 2000).This presents a unique challenge for teachers as we strive to help these students achieve in learning the English language and the academic material specified in our content area learning standards. Every teacher who teaches subject matter in English to ESL students is not only a teacher of the content area but is a teacher of English as well. As educators, we must continually reflect on our teaching and update our practice to address the needs of this population, placing a strong emphasis on the human side of teaching. We must continually focus on these students and find effective ways to arrange their learning to help them achieve.This tutorial is a summary and critical analysis of four recent journal articles on the above subject. The articles focus on the challenges ESL students face and how they translate into challenges for teachers. Following the summary of articles, strategies that teachers can use to help overcome these challenges will be discussed.
Learning English and Learning America: Immigrants in the Center of A Storm (Olsen, 2000)This article considers the challenges faced by language minority children at school as they experience what is referred to as "language shock," a struggle to learn the English language and be accepted in a society that is not always accepting and not always willing to embrace diversity. These students are in a strange land trying to maintain a sense of identity related to their native culture and also become American. What a heavy burden for a young person!Social and political issues surrounding immigration and diversity in our nation complicate the seemingly basic task of learning English. The role of schools in the Americanization of immigrant students is formally identified as making them fluent English speakers.Hence, our schools label and serve these students based on their ability or inability to speak English. However, ESL students encounter many obstacles in their efforts to become proficient in the English language. They often come to realize that in order to be fully accepted, they must abandon their native language, surrendering an aspect of their identity. They are caused to feel they must either speak English or nothing at all. Thus, they become caught in a painful power struggle over the use of English and their native language.As educators we need to realize that education occurs in the context of a social climate. The relationships between students and accompanying range of social behaviors have a major impact on how well ESL students learn English and how well all students learn overall. Children cannot achieve in an unwelcoming, hostile environment. Many children are made fun of when they try to speak English and also when they speak their native language; so they end up silent and withdraw from participation. This further interferes with their learning and achievement.The English that ESL students are taught is academic English. They often lack the ability to interact in social settings with English speaking peers because they are in separate classrooms and often have limited opportunity to interact academically or socially. They often have great difficulty learning the "slang" and social English because they have no one to learn it from. These children come to prefer English out of necessity, often abandoning their native languages to fit in. They end up without comfort in either language and may end up losing the ability to communicate with family members and friends in their native land.The author of this article concludes that our ESL students will remain torn between two worlds until society truly embraces diversity and the notion that biculturalism and bilingualism are assets. What is needed in the education of ESL children is the development of English and maintenance of their native language.
Barriers to Meaningful Instruction for English Learners (Meyer, 2000)This article focuses on effective ways teachers can help ESL students overcome barriers to meaningful instruction. Teachers can use strategies based on social interactionist theory, such as that of Vygotsky, to create classroom conditions that foster learning by modeling, scaffolding and helping students to construct understanding, with the eventual goal of becoming independent thinkers and problem solvers. The author identifies four loads as barriers to meaningful instruction: cognitive load, culture load, language load and learning load; and she states teachers must be skilled at lowering these barriers and sparking student interest and curiosity by developing a creative, wise and passionate curriculum.Cognitive load refers to the number of new concepts embedded in a lesson. It is critical that we consistently assess prior knowledge of all students, ESL students particularly, and look to identify the concepts and skills the students do and do not possess. We must then fill in any conceptual gaps by trying to relate new concepts to life experiences of ESL students. Thus, it becomes more critical to get to know and understand these students. 'Culture load' refers to the way language and culture are related and the amount of cultural knowledge required to comprehend meaning or participate in an activity. Meanings of words are determined by the uses of words within linguistic and cultural settings, never the same in any two cultures. English learners need to learn the words in English as well as the cultural background that gives the words their English meaning. They need to learn words in context to understand the meaning. Additionally, the information conveyed in our textbooks and lessons is culturally embedded. Some texts or topics can actually be culturally offensive. Culture load also refers to how teachers expect interaction to occur in a classroom. This would include when to speak, when to stay silent, when to raise hands and when to write. These expectations vary from one culture to the next. English learners are often expected to determine the classroom behavioral norms independently.The author offers several strategies to help teachers lighten the culture load for students. Teachers should treat English learners with respect, not judgment, and try to build personal relationships with students, their families and communities. Teachers can use information gained through these relationships to develop lessons and activities that help students understand the American culture while still respecting the culture of the student. By demonstrating respect for students, teachers allow a door of trust to open that can serve to further deepen a nurturing teacher-student relationship.The next barrier, the 'language load,' refers to the number of unfamiliar words encountered as an English learner reads a text or listens to teacher or peer academic talk. Teachers can lighten this load by rewriting or explaining text material. Complex sentences can be broken down into comprehensible parts. Academic vocabulary can be presented at the start of a lesson and highlighted. Several different texts can be available covering the same content but at different reading ability levels. Additionally, teachers should model both academic and social language and scaffold its appropriate use to help the learner acquire it, use it effectively and move to more sophisticated levels of speaking and writing.The 'learning load' represents what teachers expect students to do with English in the learning activities. An example offered by the author is brainstorming, an activity that is oral and fast-paced, with few visual examples and minimal clarification in the initial stages. An English learner would have difficulty following such an activity, let alone participating. Thus, teachers must carefully consider the learning load of all activities involving English learners, making adaptations and offering supports accordingly. One such strategy is the language bath. This strategy involves the teacher doing the initial talking about a new topic and students listening before any brainstorming or other activity is assigned. This strategy is also effective with English speaking students. It prepares students to participate by helping to familiarize them with vocabulary and develop their thoughts on a topic.The last concept discussed is what the author calls the "yearning goad," which is intrinsic motivation, a drive to know and learn more. This needs to be cultivated by teaching, whenever possible, through topics of high student interest. Teachers should also endeavor to broaden student interests by sharing their passions with students. Critical selection and creative implementation of curriculum are also important. By lightening even one or two of these loads and arranging meaningful learning for students, teachers can motivate students and facilitate learning of both the English language and content. This can help ESL students avoid being misinterpreted as unmotivated or resistant to learning.

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Classroom Difficulties - Dealing With Difficult Students and Parents

Confronting difficult students in your class is not something that teachers look forward to but it is a disruption that every educator will meet at some point during their career. And then comes the possibility of difficult parents. Although these may be tough and sometimes emotional situations to deal with, it is important to stay positive.Although this may be hard to do at times, try not to take the child's disruptive behaviour personally. Remember that the child does not know you as a person, and is reacting the only way that they know - childishly.Controlling your emotions is an important part to dealing with disruptive children who probably do not want to listen to an adult who is trying to reason with them. Avoid the urge to get involved in a verbal battle with them. Instead, take the problem-solving approach, and stay calm. Wherever possible, speak to the student privately away from their fellow peers, as there may be more personal problems such as family issues that are causing the disruptive behavior.Focus working on solving the original problem, this will involve future disturbances from the same cause. And usually, if the root of the problem is discovered and resolved, then the student may offer an apology. Even if they don't, but their behavior improves, then this is still good as they are back on the right track.In order to try and maintain the class' attention, try introducing some hands-on methods of learning such as educational printables or word searches that allow the children to get involved with their learning instead of simply listening to you dictate notes. This gives them something new and fresh to think about and it also keeps them alert and listening by changing their learning routine.

Positive reinforcement is also a great behavior management tool to have up your sleeve. Praise and reinforce the good behavior that you want in your class, and ignore the inappropriate behavior you wish to dispel. But remember to specify why this behavior is good and how it can help them and their fellow classmates. Praise regularly, but be honest.Difficult and stubborn parents can be the bane of a teacher's life. Although the idea of confronting them about a problem with their child might be terrifying, do not be afraid to assert your authority. The first step is to make an impression. Behind your desk you should display certificates of your achievements because whether people like to admit it or not, they are impressed by qualifications. Remind them that this is your class/office and that you are in charge.While doing this, it is important to remain respectful. No matter how rude the parent may be, you must remain calm as a cool response will neutralize a toxic statement. Listen attentively to their side of the story and do not judge, accuse, argue or interrupt. Another highly effective response to an angry statement is to simply not say a word. By replying, you are giving them verbal satisfaction. If you ignore them, you are denying them the power, and plus nobody likes to be ignored.

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A Model Lesson Plan for Teaching Phonics

IntroductionBy: Dr. Ann T. LicataThe following lesson designs demonstrate what the thinking process might entail as a teacher instructs a pupil in the area of phonics. The use of think alouds is a valuable tool for the pupil as well as the teacher. It is during this process of directed thought that concepts are clarified and organized in a logical direction so that the pupil's learning will be facilitated.Dr. Ann T. Licata is presently teaching future teachers at Mount Saint Mary College in Newburgh, New York. She has taught in the public school system for twenty-five years. During that time, she successfully employed think alouds with the youngsters as they developed their literacy skills.
The Model Lesson PlanBy: Dr. Ann T. LicataPupil: ________________________ Teacher: ____________________________ Date: ________________________ Duration of the Lesson: 40 minutesCurriculum Area: ReadingTopic: Phonics - The reading of /o/ in words, sentences, a paragraph,and storyGrade Level: Grade ____A. Goal(s):This lesson is designed to help the pupil decode words containing the letter o when it is followed by a consonant and silent e.B. Performance Objectives:1. Given a list of words containing vowel sounds and four sets of phonograms depicting the /o/, the pupil will auditorily discriminate /o/ in the initial and medial positions of paired words by saying a key word and telling whether the beginning and medial sounds in the words sound the same or different for four out of four sets.2. Given four sets of phonograms depicting the /o/, the pupil will visually discriminate the letters o consonant e pattern in the lists of words by underlining the letters which are the same in all the words.3. Given a set of words, the pupil will discriminate the letters in the o consonant e pattern using his tactile and kinesthetic senses by tracing and copying the phonogram correctly in four words.4. Given a set of phonograms and a different initial consonant for each word, the pupil will orally blend the words by substituting the first letter for four out of four sets using a different phonogram for each set.5. Given four sets of phonograms, the pupil will generalize the phonics rule regarding the phonogram o consonant e by telling me the rule one time without any help from me.6. Given three sentences to read, the pupil will read the sentences and select words which have the o consonant e pattern by underlining them all correctly.7. Given a paragraph which contains words having the o consonant e pattern, the pupil will decode those words by reading those words in the paragraph aloud correctly without any help from me.8. Given a story which contains words having the o consonant e pattern, the pupil will decode those words by reading those words in sections of the story aloud correctly without any help from me.9. Given a worksheet from a phonics book, the pupil will complete the worksheet which is composed of six incomplete sentences containing choices of words spelled with the letters o consonant e pattern, by circling and writing the correct word into the sentences for at least four out of the five sentences.
C. Materials: reference(s) according to APA format other materials D. Introduction:Review: Before starting the lesson, I will review a phonics rule which was already learned in a previous spelling lesson. I will ask the pupil to complete a page from a phonics book. The spelling words will consist of words which are built using phonograms. The assignment will involve writing in the blank spaces of ten sentences with the correct spelling word from that lesson. If the pupil is able to complete the page with seven out of ten sentences correct, I shall introduce the following lesson. If the pupil does not meet the criterion for accuracy, I shall repeat the lesson involving the review set of phonograms.Motivation: (Anticipatory Set) I will read a short story with the pupil. The story will be written at the instructional reading level of the pupil (_____). I will discuss the theme with the pupil. I will ask the pupil to retell the story. I will tell the pupil that he did a good job. I will tell the pupil that today he is going to learn how to decode or learn how to recognize new words.E. Developments and Practices for the Objectives: Plan (Input, Modeling - what you do to fulfill the objectives) Always start with the pupil's STRONG MODALITYObjective #1Given a list of words containing vowel sounds and four sets of phonograms depicting the /o/, the pupil will auditorily discriminate /o/ in the initial and medial positions of paired words by saying a key word and telling whether the beginning and medial sounds in the words sound the same or different for four out of four sets.Development for Objective #1The teacher will display a colorful visual stimulus depicting the beginning, middle, and end of a picture. The picture could be a snake with long eyelashes, a school bus, or train. The picture could be a drawing on the chalkboard or a poster. On the picture the teacher will label a B on the beginning of the picture, M on the middle of the picture, and E on the end of the picture. The direction of the labels will go from left to right. The teacher will think aloud and model as she pronounces four pairs of words which begin randomly with either the /o/, /a/, or /e/. As she pronounces the words, the teacher will articulate the individual sounds of the words and move under the drawing in synchronization with the pronouncing of the word. For example, as the word Ohio is pronounced, the teacher will stand under the beginning of the drawing when /o/ is said, move to the middle of the drawing when /hi/ is pronounced, and then move to the end of the drawing when /o/ is pronounced. The teacher will use her body to show how the sounds match to the three parts of the picture. The teacher will model the discrimination of one set of words. She will say, "I want to know if the following words begin the same way." She will say, the words oat and aloud. She will say, "I do not think they begin the same way."Guided Practice for Objective #1I will verbalize pairs of words containing the /o/ and other vowel sounds in the initial and medial positions. I will tell the pupil to nod his head if the words begin the same way. I will say the pairs of words Ohio, only; Oklahoma, about; only, every; over, ever. I will repeat Ohio and Oklahoma and ask the pupil to say the sound which comes in the beginning of the words. I will ask the pupil if he can tell me the letter for the sound and a word we can remember for the sound. (eg. /o/, o - Ohio)I will say the following lists of words and ask the pupil to tell me where he hears the /o/. If the pupil cannot do this, I will provide help. hose, nose hole, pole tone, bone, joke, coke rose, those mole, whole cone, phone smoke, spoke.

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10 Habits of Highly Effective Students

Being an effective student isn't usually something that comes down to chance. In the majority of circumstances, it is the individual learner who can have the largest impact on the effectiveness of their studies. In this article, we take a look at some of the most important traits and techniques that can help people to reach their full potential as a learner.Perhaps the most important trait of all amongst effective learners is the ability to set realistic and achievable goals, before working hard to reach these over a set period of time. Having something to work towards can provide students with a great deal of motivation to succeed, and this is vital to keep them engaged in their studies.One of the best ways to go about goal setting is through assigning two types of objectives: short and long term. In terms of shorter goals, teachers may give students a set of tasks to complete during one lesson - for example, 'The lesson aim today is for you to complete these two addition worksheets before the bell'. In the longer term, however, teachers should work alongside students to set personal targets for over the next term. The most effective students have the ability to recognize their strengths and weaknesses, and this should enable them to create challenging but achievable targets for themselves.Another common habit which successful students typically possess is the capacity to involve themselves in all types of activities, displaying a genuine desire to learn and do well. Not only does a more hands-on approach make learning more enjoyable, but it also increases knowledge retention and application. Those who stay focused and put 100% effort into every exercise are normally the highest achievers.

Balance is yet another vital trait - albeit a less obvious one - amongst effective pupils. Some people think that those who work constantly and put themselves under a great degree of pressure are naturally the ones who are most successful. Despite this preconception, this isn't always the case. The reality is that those who find a good balance between work and rest are the ones who extract the greatest range of benefits from their studies. This idea is based upon the fact that it's important to give the brain a break from time to time - similar to sleeping at night to rest your body. Working intensively can contribute to the buildup of stress, and also results in you getting your facts confused - which, realistically, is the last thing you want to happen when trying to learn. Bearing this in mind, a healthier approach to studying would be to plan out what you will do -for instance, 'I'm going to spend half an hour revising my multiplication table and then go for a walk to unwind'.The above are just a handful of the most important habits that the most highly effective learners share. Self-belief, tenacity and determination are equally essential, and together, all of these traits and techniques can help students in reaching their full potentials as both people and learners.

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5 Things All Great Teachers Have In Common

The quality of someone's teaching does not just refer to how much information they manage to get into their student's heads or the results that they produce. It also refers to their technique and presentation. Many teachers have a fantastic amount of knowledge that would be greatly useful to students, but they have no idea of how to express it. Great teaching often has less to do with wisdom and skills, but more to do with their attitude to their student, their subject and their work. This article explains the top five characteristics of great teachers, and how to incorporate them into your own lessons.1. Passion. Without truly loving what you do it is impossible to be really good at what you do. If you don't adore your subject, then how can you expect your students to do the same? Never be afraid to show that you love what you are talking about, even if your students look at your like you are crazy when you discuss algebra with a look of love in your eyes. Your enthusiasm and interest will soon rub off on them.2. Creativity. Students love a teacher who is able to make dull subjects more interesting by incorporating colorful and exciting printables into lessons or by making up games. Standardized tests and the constant offensive of new curriculums will be making this harder, but it is still extremely important. Simply teaching the given material to your students does make you a good teacher, but to be a great one, you have to be prepared to develop unique learning methods and custom lesson plans.
3. Flexibility. Being a teacher is a committed profession. If a student does badly on a test then you have to be prepared to offer yourself to tutor them after school. Make yourself available whenever you are requested and make this information public so that the students who need the most help know that they can get it.4. Integrate. Everyday life is not left isolated, and neither should education. It doesn't matter if you are the only one in the entire school who is integrating, you should continue to do so. If you aren't quite ready explain complex algebra with music, then take small baby steps by integrating one lesson with another discipline and seeing how things go from there. If you search online there will be many teaching resources that will give you ideas that you can begin to build on. This skill is all about trial and error.5. Connection. You cannot possibly hope to teach effectively without having a connection with your students. A solid and trustworthy connection needs to be built between yourself and each individual student that you teach. Strictly speaking, you are the representation of the knowledge that forms the connection. Over time, the students will come to trust you, but you have to be interesting. It was mentioned before that you have to possess true passion for your subject, but it should not be your only one. Take up hobbies such as writing, athletics or playing a musical instrument. That way you will have something in common with the students which help to break down any barriers in place by the student/teacher differences. You need to be able to connect with your students.

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