Are you a Mean Teacher?
By Laura M Staunton, New Jersey and Barb Erickson, Michigan
A MEAN teacher insists that each student do the best s/he is capable of doing.
A MEAN teacher insists that students hand in their assignments on time and takes off points for late assignments.
A MEAN teacher does not accept incomplete assignments.
A MEAN teacher requires each student to think carefully and to make her/his own decisions.
A MEAN teacher holds each student responsible for her/his own behavior.
A MEAN teacher makes students keep the classroom, themselves, and their belongings neat and clean.
A MEAN teacher does not allow free time in class until all class-work is done.
A MEAN teacher gives homework regularly, sometimes even on weekends.
A MEAN teacher calls on students who don't raise their hands to answer questions.
A MEAN teacher requires all students to treat each other with respect.
A MEAN teacher makes life miserable for students by insisting that they always tell the truth.
A MEAN teacher produces students who are respectful, responsible, and successful.
THE WORLD NEEDS MORE MEAN* TEACHERS!
*(MEAN = Making Excellence A Necessity)
An SISC+ since April 2013, dedicated and committed to coaching and mentoring English Language teachers.
Thursday, June 30, 2011
A Real Teacher
Real teachers grade papers in the car, during commercials, in faculty meetings, in the bathroom, and (at the end of the six weeks) have been seen grading in church.
Real teachers cheer when they hear April 1 does not fall on a school day.
Real teachers clutch a pencil while thinking and make notes in the margins of books.
Real teachers can't walk past a crowd of kids without straightening up the line.
Real teachers never sit down without first checking the seat of the chair.
Real teachers have disjointed necks from writing on boards without turning their backs on the class.
Real teachers are written up in medical journals for the size and elasticity of kidneys and bladders.
Real teachers have been timed gulping down a full lunch in 2 minutes, 18 seconds. Master teachers can eat faster than that.
Real teachers can predict exactly which parents will show up at Open House.
Read teachers volunteer for hall duty on days faculty meetings are scheduled.
Real teachers never teach the conjugations of lie and lay to eighth graders.
Real teachers know it is better to seek forgiveness than ask permission.
Real teachers know the best end of semester lesson plans can come from Blockbuster.
Real teachers never take grades after Wednesday of the last week of the six weeks.
Real teachers never assign research papers on the last six weeks or essays on final exams.
Real teachers know the shortest distance and the length of travel time from their classroom to the office.
Read teachers can "sense" gum.
Real teachers know the difference among what must be graded, what ought to be graded, and what probably should never again see the light of day.
Real teachers are solely responsible for the destruction of the rain forest.
Real teachers have their best conferences in the parking lot.
Real teachers have never heard an original excuse.
Real teachers will eat anything that is put in the workroom/teacher's lounge.
Real teachers have the assistant principals' and counselors' home phone numbers.
Real teachers know secretaries and custodians run the school.
Real teachers know the rules don't really apply to them.
Real teachers hear the heartbeats of crisis; always have time to listen; know they teach students, not subjects; and they are absolutely non-expendable.
Real teachers cheer when they hear April 1 does not fall on a school day.
Real teachers clutch a pencil while thinking and make notes in the margins of books.
Real teachers can't walk past a crowd of kids without straightening up the line.
Real teachers never sit down without first checking the seat of the chair.
Real teachers have disjointed necks from writing on boards without turning their backs on the class.
Real teachers are written up in medical journals for the size and elasticity of kidneys and bladders.
Real teachers have been timed gulping down a full lunch in 2 minutes, 18 seconds. Master teachers can eat faster than that.
Real teachers can predict exactly which parents will show up at Open House.
Read teachers volunteer for hall duty on days faculty meetings are scheduled.
Real teachers never teach the conjugations of lie and lay to eighth graders.
Real teachers know it is better to seek forgiveness than ask permission.
Real teachers know the best end of semester lesson plans can come from Blockbuster.
Real teachers never take grades after Wednesday of the last week of the six weeks.
Real teachers never assign research papers on the last six weeks or essays on final exams.
Real teachers know the shortest distance and the length of travel time from their classroom to the office.
Read teachers can "sense" gum.
Real teachers know the difference among what must be graded, what ought to be graded, and what probably should never again see the light of day.
Real teachers are solely responsible for the destruction of the rain forest.
Real teachers have their best conferences in the parking lot.
Real teachers have never heard an original excuse.
Real teachers will eat anything that is put in the workroom/teacher's lounge.
Real teachers have the assistant principals' and counselors' home phone numbers.
Real teachers know secretaries and custodians run the school.
Real teachers know the rules don't really apply to them.
Real teachers hear the heartbeats of crisis; always have time to listen; know they teach students, not subjects; and they are absolutely non-expendable.
Wednesday, December 1, 2010
I am me!
I am Me. In all the world, there is no one else exactly like me. Everything that comes out of me is authentically mine, because I alone chose it -- I own everything about me: my body, my feelings, my mouth, my voice, all my actions, whether they be to others or myself. I own my fantasies, my dreams, my hopes, my fears. I own my triumphs and successes, all my failures and mistakes. Because I own all of me, I can become intimately acquainted with me. By so doing, I can love me and be friendly with all my parts. I know there are aspects about myself that puzzle me, and other aspects that I do not know -- but as long as I am friendly and loving to myself, I can courageously and hopefully look for solutions to the puzzles and ways to find out more about me. However I look and sound, whatever I say and do, and whatever I think and feel at a given moment in time is authentically me. If later some parts of how I looked, sounded, thought, and felt turn out to be unfitting, I can discard that which is unfitting, keep the rest, and invent something new for that which I discarded. I can see, hear, feel, think, say, and do. I have the tools to survive, to be close to others, to be productive, and to make sense and order out of the world of people and things outside of me. I own me, and therefore, I can engineer me. I am me, and I am Okay.
-- Virginia Satir
-- Virginia Satir
Monday, November 22, 2010
Teaching Mixed Ability Language Courses - A Solution
One of the most difficult situations for the language teacher is a group which includes students of different levels, of varying learning ability, or even both. The class has to be organised so that no-one needs to feel they're wasting time waiting for the others or alternatively, that they are "out of their depth" in comparison to other members of the group. How do you design a lesson to meet all the varying needs?
Stage One : The first activity is a warm-up consolidating the simple past, which all students have met before.
Stage Two : The class then splits into two groups. The elementary and weaker intermediate students remain with the teacher for a systematic presentation of the new structure, while the other, stronger students work independently at the computer on a second simple past consolidation activity -this might be a short listening or reading activity.
Stage Three : When the teacher has finished the presentation, the class comes back together to do a receptive practice activity which asks them to distinguish between the two verb forms.
The aim of this activity is to check that all the students understand the use of the form. If any of the higher level students in fact don't, the teacher can ask the lower level students to explain. This both checks that the students who heard the presentation really do understand, and also improves motivation: one of the problems of a mixed ability group is that it is always the same, weaker or lower level students who "don't know/can't do", leading to the possibility of low self-esteem and demotivation towards the course. This activity gives them the chance to be the ones who do know.
Stage Four : The class then divides into two groups again. The stronger students return to the computer and work on activities which consolidate the present perfect at their own level. These activities could be grammar practice, a listening consolidation, or whatever the teacher thinks is right for those students at that point. Meanwhile the lower level students stay with the teacher to complete some controlled practice work.
Stage Five : The groups then change over. The stronger students work with the teacher on some semi-controlled or freer practice, while the others work independently at their own level - which may or may not mean completing the same activities done by the stronger students at stage four.
Stage Six : Finally the group comes back into lockstep and works on an activity organised in one of the following ways :
a) Students are grouped in mixed high/low level pairs with the stronger student having a more challenging role
b) Again, students are paired high/low and complete an activity in which the strong students help the weaker ones
c) Students are paired or grouped with others of the same ability - high/high, low/low - and work on an activity at their own level.
The constant change in the lesson between lockstep and ability group work has various advantages.
a) Perhaps the most important factor of lockstep work is that it allows the students to develop a single group identity and co-operative working atmosphere. However, this will only happen if the lockstep stages are equally useful for everyone. The split group stages make certain that when the students do work together, they are able to work on an activity at the correct level of challenge for all members of the group. No-one is left feeling I know this already but nor does anyone feel that the class is too challenging or too fast.
b) The lesson format also has the practical advantage that you don't need an enormous number of computers. Only half the class will be working at the computers at any one time. If the students work in pairs, that means that a group of twelve would need only three computers.
But why should you choose on-line materials rather than any other type of materials - textbooks, for instance? There are two practical advantages:
a) Firstly, on-line materials are specifically designed for independent study and are staged accordingly, while "ordinary" materials are often intended for teacher-led classes and may not be easily adaptable for students working alone.
b) And even when this is possible, creating a sequence of activities taken from various sources, then adding instructions, answers, explanations etc to make them suitable for independent use means a large amount of preparation for the teacher and is extremely time consuming. A coherently staged on-line course will already have done most of the work for you - the only preparation you need to do is to familiarise yourself with the materials and choose which activities you want each group to do at which point of the lesson.
(Sue Swift has worked in the area of ELT for nearly 30 years as a teacher, teacher trainer and materials writer. She writes on EFL methodology and other issues connected with language teaching, and runs a site for EFL teachers An ELT Notebook She also runs Business Talk, a company specialising in English language and communications skills training www.business-talk.it )
Stage One : The first activity is a warm-up consolidating the simple past, which all students have met before.
Stage Two : The class then splits into two groups. The elementary and weaker intermediate students remain with the teacher for a systematic presentation of the new structure, while the other, stronger students work independently at the computer on a second simple past consolidation activity -this might be a short listening or reading activity.
Stage Three : When the teacher has finished the presentation, the class comes back together to do a receptive practice activity which asks them to distinguish between the two verb forms.
The aim of this activity is to check that all the students understand the use of the form. If any of the higher level students in fact don't, the teacher can ask the lower level students to explain. This both checks that the students who heard the presentation really do understand, and also improves motivation: one of the problems of a mixed ability group is that it is always the same, weaker or lower level students who "don't know/can't do", leading to the possibility of low self-esteem and demotivation towards the course. This activity gives them the chance to be the ones who do know.
Stage Four : The class then divides into two groups again. The stronger students return to the computer and work on activities which consolidate the present perfect at their own level. These activities could be grammar practice, a listening consolidation, or whatever the teacher thinks is right for those students at that point. Meanwhile the lower level students stay with the teacher to complete some controlled practice work.
Stage Five : The groups then change over. The stronger students work with the teacher on some semi-controlled or freer practice, while the others work independently at their own level - which may or may not mean completing the same activities done by the stronger students at stage four.
Stage Six : Finally the group comes back into lockstep and works on an activity organised in one of the following ways :
a) Students are grouped in mixed high/low level pairs with the stronger student having a more challenging role
b) Again, students are paired high/low and complete an activity in which the strong students help the weaker ones
c) Students are paired or grouped with others of the same ability - high/high, low/low - and work on an activity at their own level.
The constant change in the lesson between lockstep and ability group work has various advantages.
a) Perhaps the most important factor of lockstep work is that it allows the students to develop a single group identity and co-operative working atmosphere. However, this will only happen if the lockstep stages are equally useful for everyone. The split group stages make certain that when the students do work together, they are able to work on an activity at the correct level of challenge for all members of the group. No-one is left feeling I know this already but nor does anyone feel that the class is too challenging or too fast.
b) The lesson format also has the practical advantage that you don't need an enormous number of computers. Only half the class will be working at the computers at any one time. If the students work in pairs, that means that a group of twelve would need only three computers.
But why should you choose on-line materials rather than any other type of materials - textbooks, for instance? There are two practical advantages:
a) Firstly, on-line materials are specifically designed for independent study and are staged accordingly, while "ordinary" materials are often intended for teacher-led classes and may not be easily adaptable for students working alone.
b) And even when this is possible, creating a sequence of activities taken from various sources, then adding instructions, answers, explanations etc to make them suitable for independent use means a large amount of preparation for the teacher and is extremely time consuming. A coherently staged on-line course will already have done most of the work for you - the only preparation you need to do is to familiarise yourself with the materials and choose which activities you want each group to do at which point of the lesson.
(Sue Swift has worked in the area of ELT for nearly 30 years as a teacher, teacher trainer and materials writer. She writes on EFL methodology and other issues connected with language teaching, and runs a site for EFL teachers An ELT Notebook She also runs Business Talk, a company specialising in English language and communications skills training www.business-talk.it )
Cease to Learn - Cease to Teach: ILEP Malaysian Indonesian Alumni Conference
Cease to Learn - Cease to Teach: ILEP Malaysian Indonesian Alumni Conference http://www.irex.org/news/teaching-beyond-ashes
ILEP Malaysian Indonesian Alumni Conference
Reflections Part 1
I know I have been gone for quite a while. Life's pretensions needed much attention! I decided that I have to start reflection on my deeds and thoughts of 2010. Much of these reflect on my accomplishments & failures as parent, teacher, woman and human. I have much to be proud of and as much to hang my head down in shame. I will begin as parent to 3 teenagers.
* I am proud of my firstborn, who has survived a year of medical school and begun her 2nd year of studies in faraway Poland. She strives hard to enhance her learning experience and still remembers to skype her mom ever so often. We are best friends, she & I! We talk about her friends, her trials as student and young woman, TV series, hot guys & movies. I am so full of love for her, my guv. She makes me beam with pride.
* My second gal is a joy. Never forgets to hit me with 'I love you mommy!'. She cooks delicious meals when I don't feel like being in the kitchen. She is hard at work, studying for her exams. And she is growing ever so pretty...and her smile lights up even the darkest corners.
*My son...always blaming everything on puberty & raging hormones. Cooped in his room with his computer, only venturing out for drink, food & to annoy his mommy (or so he believes) ;-)Now the tallest hunk in the family, he is cheeky and growing conscious of his looks.
I honestly cannot say if I am a good mom. God knows I try my best. I wish I could devote more time to them, instead of toiling so much on work. My mom used to say "Teach others and yours will learn"... however, I don't believe that anymore. I believe that in exerting my energy & time to teach at school, I have neglected my own. I need to work toward gaining a balance.
The next post will reflect on me as teacher.
* I am proud of my firstborn, who has survived a year of medical school and begun her 2nd year of studies in faraway Poland. She strives hard to enhance her learning experience and still remembers to skype her mom ever so often. We are best friends, she & I! We talk about her friends, her trials as student and young woman, TV series, hot guys & movies. I am so full of love for her, my guv. She makes me beam with pride.
* My second gal is a joy. Never forgets to hit me with 'I love you mommy!'. She cooks delicious meals when I don't feel like being in the kitchen. She is hard at work, studying for her exams. And she is growing ever so pretty...and her smile lights up even the darkest corners.
*My son...always blaming everything on puberty & raging hormones. Cooped in his room with his computer, only venturing out for drink, food & to annoy his mommy (or so he believes) ;-)Now the tallest hunk in the family, he is cheeky and growing conscious of his looks.
I honestly cannot say if I am a good mom. God knows I try my best. I wish I could devote more time to them, instead of toiling so much on work. My mom used to say "Teach others and yours will learn"... however, I don't believe that anymore. I believe that in exerting my energy & time to teach at school, I have neglected my own. I need to work toward gaining a balance.
The next post will reflect on me as teacher.
Monday, August 23, 2010
Differentiated Instruction
What Is differentiated instruction?
Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiated instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students' needs (Hall, Strangman, & Meyer, 2003). Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies.
Teachers can differentiate content, process, and/or product for students (Tomlinson, 1999). Differentiation of content refers to a change in the material being learned by a student. For example, if the classroom objective is for all students to subtract using renaming, some of the students may learn to subtract two-digit numbers, while others may learn to subtract larger numbers in the context of word problems. Differentiation of process refers to the way in which a student accesses material. One student may explore a learning center, while another student collects information from the web. Differentiation of product refers to the way in which a student shows what he or she has learned. For example, to demonstrate understanding of a geometric concept, one student may solve a problem set, while another builds a model.
When teachers differentiate, they do so in response to a student's readiness, interest, and/or learning profile. Readiness refers to the skill level and background knowledge of the child. Interest refers to topics that the student may want to explore or that will motivate the student. This can include interests relevant to the content area as well as outside interests of the student. Finally, a student's learning profile includes learning style (i.e., a visual, auditory, tactile, or kinesthetic learner), grouping preferences (i.e., individual, small group, or large group), and environmental preferences (i.e., lots of space or a quiet area to work). A teacher may differentiate based on any one of these factors or any combination of factors (Tomlinson, 1999).
How is it implemented?
Implementation looks different for each student and each assignment. Before beginning instruction, teachers should do three things:
1. Use diagnostic assessments to determine student readiness. These assessments can be formal or informal. Teachers can give pre-tests, question students about their background knowledge, or use KWL charts (charts that ask students to identify what they already Know, what they Want to know, and what they have Learned about a topic).
2. Determine student interest. This can be done by using interest inventories and/or including students in the planning process. Teachers can ask students to tell them what specific interests they have in a particular topic, and then teachers can try to incorporate these interests into their lessons.
3. Identify student learning styles and environmental preferences. Learning styles can be measured using learning style inventories. Teachers can also get information about student learning styles by asking students how they learn best and by observing student activities. Identifying environmental preferences includes determining whether students work best in large or small groups and what environmental factors might contribute to or inhibit student learning. For example, a student might need to be free from distraction or have extra lighting while he or she works.
Teachers incorporate different instructional strategies based on the assessed needs of their students. Throughout a unit of study, teachers should assess students on a regular basis. This assessment can be formal, but is often informal and can include taking anecdotal notes on student progress, examining students' work, and asking the student questions about his or her understanding of the topic. The results of the assessment could then be used to drive further instruction.
Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiated instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students' needs (Hall, Strangman, & Meyer, 2003). Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies.
Teachers can differentiate content, process, and/or product for students (Tomlinson, 1999). Differentiation of content refers to a change in the material being learned by a student. For example, if the classroom objective is for all students to subtract using renaming, some of the students may learn to subtract two-digit numbers, while others may learn to subtract larger numbers in the context of word problems. Differentiation of process refers to the way in which a student accesses material. One student may explore a learning center, while another student collects information from the web. Differentiation of product refers to the way in which a student shows what he or she has learned. For example, to demonstrate understanding of a geometric concept, one student may solve a problem set, while another builds a model.
When teachers differentiate, they do so in response to a student's readiness, interest, and/or learning profile. Readiness refers to the skill level and background knowledge of the child. Interest refers to topics that the student may want to explore or that will motivate the student. This can include interests relevant to the content area as well as outside interests of the student. Finally, a student's learning profile includes learning style (i.e., a visual, auditory, tactile, or kinesthetic learner), grouping preferences (i.e., individual, small group, or large group), and environmental preferences (i.e., lots of space or a quiet area to work). A teacher may differentiate based on any one of these factors or any combination of factors (Tomlinson, 1999).
How is it implemented?
Implementation looks different for each student and each assignment. Before beginning instruction, teachers should do three things:
1. Use diagnostic assessments to determine student readiness. These assessments can be formal or informal. Teachers can give pre-tests, question students about their background knowledge, or use KWL charts (charts that ask students to identify what they already Know, what they Want to know, and what they have Learned about a topic).
2. Determine student interest. This can be done by using interest inventories and/or including students in the planning process. Teachers can ask students to tell them what specific interests they have in a particular topic, and then teachers can try to incorporate these interests into their lessons.
3. Identify student learning styles and environmental preferences. Learning styles can be measured using learning style inventories. Teachers can also get information about student learning styles by asking students how they learn best and by observing student activities. Identifying environmental preferences includes determining whether students work best in large or small groups and what environmental factors might contribute to or inhibit student learning. For example, a student might need to be free from distraction or have extra lighting while he or she works.
Teachers incorporate different instructional strategies based on the assessed needs of their students. Throughout a unit of study, teachers should assess students on a regular basis. This assessment can be formal, but is often informal and can include taking anecdotal notes on student progress, examining students' work, and asking the student questions about his or her understanding of the topic. The results of the assessment could then be used to drive further instruction.
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