Professional organizations around the world represent a link between the professional and what is happening in his/her field of practice. Therefore, these organizations are extremely important to ESL teachers, for teaching a language is not like teaching any other subject. We, heavily, depend on the results of researches and studies done in ESL settings in order to find out what type of method or environment would work best with a particular population. It doesn’t mean that these results would give us a definite answer, but they can give us a guide as to where to begin and what to expect.
In addition, these organizations offer a wide variety of benefits. Some of them offer certificate programs in specific areas of teaching. Plus, you get to travel and meet excellent professionals, who are willing to share with you the methods they have used to overcome the many challenges of teaching ESL in their classrooms. Nevertheless, before joining one of these organizations, we need to research as to which one would work better for our professional needs.
miércoles, 22 de julio de 2009
martes, 21 de julio de 2009
Teaching Methods
Each teaching method presents its benefits and its challenges. But it is a necessity for us English teachers to get acquainted with these different methods, so our job could more effective and more beneficial for the student—our reason of being. Learning the names of the many teaching approaches to teaching a second language, one realizes that only the names are new to you since you have been using a combination of all these methods without not even realizing it.
The one teaching method I use the most is the TPR, Total Physical Response. I feel this method is very effective, for it can be used with multilingual classroom, and everyone should be able to benefit from it. Nevertheless, we should not stick with one method, we need to examine each one of them, and find out which one work for each individual student.
The one teaching method I use the most is the TPR, Total Physical Response. I feel this method is very effective, for it can be used with multilingual classroom, and everyone should be able to benefit from it. Nevertheless, we should not stick with one method, we need to examine each one of them, and find out which one work for each individual student.
Mini Lesson
July 23, 2009
Mrs. Navarro Date
English 10-1
E__C__A_X_
Theme: Indian Culture
Concept: Whole Language Approach
Standard:
The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and to express ideas effectivelly in a variety of personal, social, and academic contexts.
Expectation: L/S.10.4- The student expresses his/her thoughts and opinions about learned concept…….
Objective: After visiting the Tibes Indian Ceremonial Center in Ponce, the students will:
1. Discuss their experiences.
2. Write about their experiences.
3. Contrast the Indian Culture with today’s culture.
Material: Projector, Pictures
Initial Activity:
Routine greetings.
Review prior day’s lesson.
Development:
1. The teacher will explain to the class what the objectives for the lesson are.
2. The teacher will show pictures of the Ceremonial Center to set the mood.
3. The students will have a discussion on their experience at Tibes.
4. The students will try to communicate in whatever way they can.
5. The teacher will not interrupt the students for corrections.
6. The other classmates are allowed to make corrections.
7. The students are going to write five to six sentences about their trip; then they will read them.
8. Finally, they will select and discuss two aspects of the Indian culture that would like for us to practice in today’s society.
Closing:
Question: What was your favorite part of today’s lesson?
Metacognition: Do you believe that society makes the individual or the individual makes society?
Mrs. Navarro Date
English 10-1
E__C__A_X_
Theme: Indian Culture
Concept: Whole Language Approach
Standard:
The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and to express ideas effectivelly in a variety of personal, social, and academic contexts.
Expectation: L/S.10.4- The student expresses his/her thoughts and opinions about learned concept…….
Objective: After visiting the Tibes Indian Ceremonial Center in Ponce, the students will:
1. Discuss their experiences.
2. Write about their experiences.
3. Contrast the Indian Culture with today’s culture.
Material: Projector, Pictures
Initial Activity:
Routine greetings.
Review prior day’s lesson.
Development:
1. The teacher will explain to the class what the objectives for the lesson are.
2. The teacher will show pictures of the Ceremonial Center to set the mood.
3. The students will have a discussion on their experience at Tibes.
4. The students will try to communicate in whatever way they can.
5. The teacher will not interrupt the students for corrections.
6. The other classmates are allowed to make corrections.
7. The students are going to write five to six sentences about their trip; then they will read them.
8. Finally, they will select and discuss two aspects of the Indian culture that would like for us to practice in today’s society.
Closing:
Question: What was your favorite part of today’s lesson?
Metacognition: Do you believe that society makes the individual or the individual makes society?
Whole Language Approach
The popular use of the term whole language probably came from teachers becoming aware of the knowledge explosion surrounding oral and written language development and the reading and writing processes. Teachers realized that students needed to use language to solve problems that were significant and meaningful their daily lives in order to take charge of their own learning (Goodman, Smith, Meredith, and Goodman, 1987).
A whole-language approach represents a philosophy about reading rather than anyone instructional method. According to this philosophy, language is a natural phenomenon and literacy is promoted through natural, purposeful language function. It has as its foundation current knowledge about language development as a constructive, meaning-oriented process in which language is viewed as an authentic, natural, real-world experience, and language learning is perceived as taking place through functional reading and writing situations." (p. 458) (Lapp, D. & Flood, J. (1992). Teaching reading to every child. (3rd ed.). New York: Macmilliam Publishing Company.)
A whole-language approach represents a philosophy about reading rather than anyone instructional method. According to this philosophy, language is a natural phenomenon and literacy is promoted through natural, purposeful language function. It has as its foundation current knowledge about language development as a constructive, meaning-oriented process in which language is viewed as an authentic, natural, real-world experience, and language learning is perceived as taking place through functional reading and writing situations." (p. 458) (Lapp, D. & Flood, J. (1992). Teaching reading to every child. (3rd ed.). New York: Macmilliam Publishing Company.)
domingo, 12 de julio de 2009
Personal Philosophy of Teaching ESL
One should not become an English teacher just because English teachers are on high demand. Being an educator means more than getting a job. It means that we are active participants of the future making of our country and eventually of the universe. So we need to use our sensibility and academic skills to develop responsible citizens that are able to make this world a better place. All teachers face challenges in their chosen field, but it is only fair to say that English teachers face tougher challenges than their colleagues.
Therefore, how can one define ESL teaching in Puerto Rico? I would define ESL teaching in Puerto Rico a very difficult endeavor. Sometimes, it feels as though students do not care for the language and do not try hard enough. Nevertheless, this should not stop us from getting our message across. To the contrary, it should serve as a motivation for trying harder and more efficiently. Good teachers research for innovative strategies to arouse the interest of their students. In the case of the English language, sometimes, we need to teach students without them knowing that they are learning. And a good example of this is when the Whole Language Approach is used in the classroom. This approach does not concentrate on grammar structure; it gives students the freedom to express themselves orally and in written format without worrying about someone correcting them other than themselves or their classmates. A dedicated professional would take it from there, and work with the class until their oral and communication improve. But for that we need a genuine commitment on the teacher’s part. Here is where we separate the real from the fake. Leaving a good lasting impression on their students should be a teacher’s priority.
Most importantly, I believe that having the opportunity to become a teacher and touch so many lives is a privilege that not everyone deserves. Therefore, we should treasure the opportunity and guide our students to be individuals with minds of their own and acceptant of others. We should be good role models for our students; let’s live what we preach. I would like to be remembered by my students as someone who truly cared about them as human beings, regardless of who they were or what they looked like. In today’s society, our children and youths are facing family and personal difficulties, and we should try to arm them with the inner strength to face these obstacles and conquer them. Only then they will become complete individuals, and we can say that our job is done.
Therefore, how can one define ESL teaching in Puerto Rico? I would define ESL teaching in Puerto Rico a very difficult endeavor. Sometimes, it feels as though students do not care for the language and do not try hard enough. Nevertheless, this should not stop us from getting our message across. To the contrary, it should serve as a motivation for trying harder and more efficiently. Good teachers research for innovative strategies to arouse the interest of their students. In the case of the English language, sometimes, we need to teach students without them knowing that they are learning. And a good example of this is when the Whole Language Approach is used in the classroom. This approach does not concentrate on grammar structure; it gives students the freedom to express themselves orally and in written format without worrying about someone correcting them other than themselves or their classmates. A dedicated professional would take it from there, and work with the class until their oral and communication improve. But for that we need a genuine commitment on the teacher’s part. Here is where we separate the real from the fake. Leaving a good lasting impression on their students should be a teacher’s priority.
Most importantly, I believe that having the opportunity to become a teacher and touch so many lives is a privilege that not everyone deserves. Therefore, we should treasure the opportunity and guide our students to be individuals with minds of their own and acceptant of others. We should be good role models for our students; let’s live what we preach. I would like to be remembered by my students as someone who truly cared about them as human beings, regardless of who they were or what they looked like. In today’s society, our children and youths are facing family and personal difficulties, and we should try to arm them with the inner strength to face these obstacles and conquer them. Only then they will become complete individuals, and we can say that our job is done.
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