Class on 9/22

Once again this class reinforced the idea of teaching material in a variety of way in order to reach auditory, visual, and kinthetic learners. I also think it is interesting on how our own teaching styles and our choices for lesson activities can be so highly influenced by past experiences, either positive or negative. I enjoyed seeing how others thought the different theories should be ranked according to importance and was somewhat surprised to see so many similarities. I especially thought peoples' beliefs on motivation was interesting. Personally I think it is idealistic to think that we will be able to bring about any internal motivation to our students. They are either going to have it or they won't. If external motivators (m&m's, extra free time, movie day, ect.) work to educate and bring about results then I don't think teachers should dismiss them. I'm hoping that my ESL students are a little more motivated than traditional Language Arts students. I would think the social pressure to communicate clearly would be a big motivator. The only resistance I can predict at this time would be a student not wanting to lose their home or native voice and identity.

Class 9/22/08

I really enjoyed the Spongebob game we did in class today. The only thing I would have liked them to have done differently would be to leave some time to explain or clarify some of the answers.

As much as I dislike having to write ideas down for a poster, I appreciate that it forces me to think about the material and I enjoy seeing classmates interpretations of the information.

I appreciated hearing about "best practice". I would use the specific terms, but I left my notes at home today (I wrote the first two sentences on Monday, the second two sentences on Tuesday, and now-on Wednesday-I am finishing). Anyway, I felt like it was a specific goal to reach for. Part of the reason I am going into TESL is because I want to be picky about what school I teach at. With just my Language Arts degree I haven't been able to get a good job at one of those select schools. I would like to teach at a "good" school, one that practices what they preach about these "best practices".

Reflection on Week 4 Class

I'll admit, it's kind of a blur. I am going to do a post tomorrow, even if it means leaving my children to cry for a while I escape to the computer room. Part of the problem is my parents have a dial-up connection so it takes 15 min just to get connected to blogger. So I tell myself I'll do it the next time I'm on campus (MWF). But I never think about it, or if I do I convince myself I'll do it at home. Anyway, I know I was there and I know I learned something. Was last week when we had to walk around with theories on our backs and try to find our partner? A mixed blessing exercise that was.

Reading for Week 5

The second best line in P&P's ch 2 was, "In Chapter 3, we show how you can tailor your talk and your lessons to make them optimally understandable to students" (p.67). That is what I'm waiting for. As I kept reading about the different theories I kept wondering which one was 'right'; which one do I need to focus on the most in order to benefit my students. I can see why the behaviorist theory seems to be the one primarily practiced in today's language learning classrooms, but I can also see why it is not ideal. Although I do not agree with the innatist idea that we are hardwired to learn language, I do like the idea of a "silent period" when first learning a language. However, in the academic world silence is hard to grade. This leads me to my favorite line in chapter two, "'I waited.'" As someone who really struggles with rote memorization and language learning, I am relieved to read about the extensive time period we should be allowing before expecting someone to be able to communicate in a second language. As a teacher I just think I need to keep my goals in mind, to teach students English, and to hell with the grades. However, as an employee of a public school, with the "No Child Left Behind Act" leering over my shoulder, this may be a little difficult.

Week Two Readings

My favorite part of the reading for today was the section in Kanel's article about the "Din in the head". I tend to have a Din in my head quite frequently regarding material I am working on in school, more than just with language learning. I was amused to find a term for it.

I think music to teach language just makes sense. Most languages have a natural rhythm to them, and music could just reinforce this idea. Dr. Seuss is used to help children learn to read, it could definitely be adapted to teach language. Nursery rhymes could serve the same purpose as well as add some cultural info. My 3 year old has recently become a fan of "Fe, fi, fo, fum. I smell the blood of an Englishman. Be he live or be he dead, I'll grind his bones to make my bread." I'm not sure about songs created specifically to teach language, but the alphabet song seems to work to teach the alphabet, so who knows?

Just last week I taught a lesson for my Composition class that used both a YouTube video of spoken word and recording of a song. Reading Kanel and Oishi's articles really made me feel like I did something right. Even though I did run in to some of the problems they discussed such as clarity of lyrics (I had them go to a lyrics web site so they could read along) and appropriate content (I clicked on the wrong video at first and it was one someone had doctored to be unbecoming of Hillary Clinton). Overall I guess I am excited to have literature to back up my decision to use music and videos in my teaching if ever the practice were to be questioned.

Week Two Class

I really enjoy the various methods that are employed to teach a specific concept. It really puts to practice the multiple (I can't think of the right word here) ways one idea is taught so that people with different learning needs (through reading, listening, doing) are able to grasp and idea or concept. When I read the text I get a very general understanding of the material. Struggling through the 'find your partner' game I was able to pick up on specific details I had missed during the reading. Writing on the poster and reading other peoples summaries gave me reinforcement of the key ideas. Oh yea, and Thea's presentation that I missed most of touched on some of the terms as well. I also appreciate going to the lab for the last hour of class to be able to do work with the rest of the class there to ask questions of if needed.

Week One Class

As interesting as learning theories are, they tend to come into my brain through my eyeballs and ooze out through my hair follicles. That is the reason I did not persue psychology as my major. I thought the arranging on the board was a wonderful way to get students physically active (even if its only a little) while engaging in learning.

Week One Reading

I wish I had read the first chapter of L&S yesterday when my son was present so I could test some of his language skills. He is 3yrs 3 mo and I catch him using language in interesting ways at times. When they discussed the questioning patters on pgs 5-7 I thought of my nephew, who is 3 yrs 9 mo. I heard him asking questions in unusual patters when he was at my house the other day. I enjoy seeing the research to explain why. I was sad to read that "subtractive bilingualism" can occur. At my son's preschool in Duluth several of his classmates spoke English as their second language. I hope the long hours they spend in child care doesn't erase their home language.

In chapter two I was ammused by the "affective filter hypothesis". I think that is what I experienced when I took Spanish in high school.

The chapter from P&B was a good refresher on information that I have heard before. I particularly enjoyed the lesson plan suggestion about a memory book to be the first assignment to introduct the teacher to the student's culture.