Active Learning in ED661!

ED661 Chapter 3 Reaction Paper

Reaction Paper – Chapter 3

Needs Analysis

                The book defines need analysis as “the procedures used to collect information about learner’s needs (51).” Many people learn differently and that is harder to prepare and assess students who have English as a second language because the constant need to correct grammar, punctuation and context of meaning for students to understand the objective of the lesson. The term needs has more than more meaning. It can be used to refer to the “wants, needs, desires, demands, expectations, motivations, lacks, constraints and requirements (54).” But in terms of needs analysis, it refers to a linguistic deficiency meaning that is “describing the difference between what  a learner can presently do in a language and what he or she should be able to do (54).” To accommodate these students, teachers and the administration set up a list of modifications that teachers should provide and equip their students with. The modification varies depending on the students “needs” and through observation and assessment can a teacher, administration or ESL program coordinator determine whether the students will continue to receive these accommodations or not.

                After reading the procedures for the needs analysis, I’ve noticed that we as teachers use these various types often depending on the lesson and the teacher. The procedures include questionnaires, self-ratings, interviews, meetings, observations, collecting learner language samples, task analysis, case studies and analysis of available information. All these types of procedures are used to obtain information about students. The target population for these procedures includes the assistance of professionals, teachers, parents, the students, classmates, and other agencies relevant to the student. Many of our students take a test that will determine their position in the ESL program on Guam. Every 1^st and 3^rd quarter, teachers are to indicate the various modifications used to help the students under the program. As an ESL teacher, I have seen tremendous growth in many students and using the above mentioned procedures has helped us gather that data and be able to make that determination.

                With the data gathered, teachers, administration, student, parent, etc. have to make use of it and see how else they can better their system, their structure, how else they can help the student break the language barriers they face so that they can produce better academic results. The various methods used must constantly be practiced and practiced for students to be able to master various skills expected of students to learn. With the assistance of the teachers, the parents, the administration, the ESL Program and most especially the student, he or she will be able to succeed and become more fluent in speaking English.

ED661 Chapter 2 Reaction Paper

Reaction Paper – Chapter 2

From syllabus design to curriculum development

                The book shares historical events about the various immigrants who have migrated to the United States after World War II. The people, the immigrants, the refugees and the foreign students who have made a new home have similar life stories with the various ethnic groups: Chuukese, Palauans, Filipinos, Pohnpeians, and other people who are bilingual speakers who are taught to speak, write and read in English as their second language. It is a difficult task and there is a constant need to find new ways to help teach these people. Some methods are effective with a specific group but may not work with the rest. English is the common language of the world and it is important for people to be able to speak and understand it so that they may better communicate with other people.

                John Richards shares that methodologies should have the following characteristics “A structural syllabus with graded vocabulary levels, Meaningful presentation of structures in contexts through the use of situations to contextualize new teaching points and A sequence of classroom activities that went from Presentation to controlled Practice to free Production (PPP method) (24).” This is a great format and is definitely important when trying to teach a lesson. In my perspective, the second characteristic through my experience should include experiences or relevant situations should relate to the students for the presentation to be more meaningful. The environment and living conditions on Guam vary from the rest of the United States and sometimes the lessons taught have no meaning to the students because they cannot relate to it.

                The book talks about learning English for specific purposes. In today’s society, speaking English should be a given and one of the basic requirements. Some jobs may require for an employee to be able to speak more than one language because it can tailor and benefit its constituents or their customers depending on the field they are in. It is difficult to be hired for a position where there will be difficulty in communicating with one another. Many employers want to be cost effective and have smooth transitions and communication is key to both those things. Learning English for a specific purpose can both benefit and be harmful to a person because a person who speaks English as a second language may only know vocabulary and language pertaining to one field, because they have to work in that area, they become experts of the words and understanding behind the conversations. But when a person is flexible and can understand a variety of words that relate to all fields and that can make that person more attractive in terms of attaining a better job that pays a higher salary.

ED661 Chapter 1 Reaction Paper

Reaction Paper – Chapter 1

The origins of language curriculum development

                To find the origins of language curriculum development is a process that requires input from all agencies relevant to the program. The book points out that a curriculum development should begin with a syllabus. Jack Richards wrote that “a syllabus is a specification of the content of a course of instruction and lists what will be taught and tested (2).” Having a syllabus is a great way to framework a curriculum to ensure that students and parents understand what each classes will be focusing on and it is a great way to provide structure for the students, the parents and the administration. The syllabus serves as a guide for students to mode their learning behavior to meet the expectations given by the teacher.

                Vocabulary is another important factor in curriculum development. The words selected for students to learn and practice should cater to the students and be carefully selected as some words may or may not be useful to the student. Vocabulary words chosen to be taught should depend on the objectives of the course. He wrote that “Educated native speakers are thought to have recognition vocabulary of some 17,000 words, but this is a much larger number…Not all the words that a native speaker knows are useful for second language learners who have only a limited time available for learning (5).” Students who learn English as a second language have to face with the language barriers that prevent them from maximizing their potential towards learning and it slows the process for the class to succeed as a whole. Language barriers must try to be repaired at a young age so the student can try to catch up and meet their language standards for their respective grade levels.

                The book points out a very good point in terms of grammar selection and gradation. After reading the various ways of asking to use the phone, I find that I used more than one of those lines. It is evident that there is no true way to ask a question and that all forms are correct if the words are used in its correct form. Students who learn English as a second language would also be able to use more than one, but may not necessarily be able to use the proper format. Being in the classroom with students who are under the English as a Second Language (ESL) Program, I witness the struggle students’ face when trying to speak. The words are used incorrectly and there writing produces many grammatical and mechanical errors.  This is a struggle that we will continue to face because we are an island that will continue to bring in many students who will migrate to Guam from their homes where they do not speak or learn English as their first language.

In true education, anything that comes to our hand is as good as a book: 

the prank of a page- boy, the blunder of a servant, a bit of table talk - 

they are all part of the curriculum. 

Michel de Montaigne 

Read more at http://www.brainyquote.com/quotes/keywords/curriculum.html#4deSDR8KF7jts4xz.99 

Materials serves an important role in learning a language. Teaches must consider the needs of the students and find the balance between age appropriate and curriculum appropriate materials. Utilizing authentic materials, materials not intended for classroom use,  can provide a rich language experience. Click here for a sample activities on how to incorporate videos into the classroom for English Language Learners.

"A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron." -- Horace Mann

http://ripplemaker.hubpages.com/hub/50_Inspirational_Quotes_for_Teachers

The school system is set out to do just that, inspire students to be. Every level of the institution is set up to support the student. Each level plan an important part in that support. Many times I have seen the blame pushed off to some other level. Blame can shift as quick as the wind. What do we do with the students once we get them? That is the important question. Developing programs to bridge the gap between their knowledge and the knowledge expected of them. The further the gap, the greater the interventions are needed. This is a task that the school alone cannot fulfill, but a task for multi-level, and possibly multi-agency, to include the family. We as educators sometimes forget that after the student leaves our campus, he or she must return to the home environment. With this in mind, we must try to also foster a level of "pay-it-forward" so to speak. 

Teaching in the 21st century

"Who dares to teach must never cease to learn."

John Cotton Dana http://www.randomterrain.com/favorite-quotes-teaching-and-learning.html

Learning is, indeed, ongoing. As teachers we are trained and motivated to educate our children, but what the students don't realize is that we are learning alongside them. We might learn something new in our content area, about current teaching strategies, or even a new way to handle conflict in the classroom, but whatever it may be the point is we learn something new every day. We absorb new experiences and knowledge in order to remain current. Being a teacher in the 21st century requires adaptability and a strong commitment to lifelong learning.