STANDARD 3- Learning environments The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
Name of Artifact: Chapter Enhancement Project Course: TSL 612 Options in the Teaching of Grammar TESOL/INTASC Standards addressed: 3.a., 3.b., 3.c., 3.e., 3.g., 3.i., 3.o., 3.p. Rationale: Learning environments are addressed in creating lessons that are motivating and show high expectations for all learners. Self-directed learning along with peers working together in purposeful learning is the best way to create positive learning environments. I chose this artifact for Standard three from my class TSL 612-Options in the Teaching of Grammar in which I used the chapter enhancements to develop more engaging learning where peer collaboration promotes each other’s learning. As part of the final project during the semester of 2013 in which I was enrolled in TSL 612-Options in the Teaching of Grammar, I was required to “enhance” the grammar of a textbook by creating eight different activities or exercises that will improve the chapter. The assignment also required three different grammatical points to be covered. I chose these chapter enhancements because it shows how I can be creative and make an engaging learning environment for students while having high expectations for their learning. I knew that the chapter enhancements would be a challenge to develop since I was required to create eight of them but textbooks often do not provide the variety of presentations that aid student learning. While creating the enhancements for TSL 612- Options in the Teaching of Grammar I kept the focus on form engaging by using information-gap, paired, and collaborative work for the students. I learned that focus on form in the initial stages of learning leads to better results than focus on meaning. I learned also that grammar plus communicative practice gives students more opportunities for developing abilities in communication (Enhancements/Activities I, V). Authentic materials and language provide control over grammatical production with control over the grammatical points (Enhancements/Activities II, IV). I used the authentic text to teach the passive tense because it provides a more syntactically simple reading than academic works. I also learned there should be three parts to a grammar lesson (Fotos, 2002): 1) explicit grammar instruction 2) communicative activities and 3) summary activities. Particularly with the passive form there is a need to use communicative activities so students can try the form. When students have form focused explicit instruction or grammar focused activities it allows students to use implicit knowledge, while selecting their own language and communication. Additionally, I learned that with task based activities learners receive comprehensible input which lead to competence (Enhancements/Activities VI, VII, and VIII). The environment for learning is one that encourages learning through motivating learners in a positive learning community.
References
Hinkel, E., & Fotos, S. (2002). New perspectives on grammar teaching in second language classrooms. Mahwah, NJ: Lawrence Erlbaum associates.
Lightbown, P.M. & Spada, N. (1999). How languages are learned, second edition. Oxford: Oxford University Press.
Celce-Murcia, M. & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL teacher’s course. (2nd edition). Heinle & Heinle Publishers. Boston.
Name of Artifact: Discipline and management plan Course: FL 561 Teaching Second Languages: Theory into Practice TESOL/INTASC Standards Addressed: Standard 3.a., 3.c., 3.d., 3.f., 3.j., 3.n., 3.o., 3.q., 3.r. Rationale: The second artifact I chose for Standard three: Learning environments is the Discipline and Management Plan I wrote for FL 561 Teaching Second Languages: Theory into Practice. One of the course requirements was to write a three page discipline and management plan of which two pages are my beliefs about classroom discipline and management and one page would be for parents, students, substitutes or the principal on the implementation of the procedures. The discipline and management plan was also to be supported with research which I cite at the end of the discipline plan. This assignment was appropriate for standard three because positive learning environments are enhanced with a positive discipline plan. In the syllabus we were encouraged to research the concepts of “disciplining with dignity” a phrase coined by Curwin and Mendler. I did research on this concept and found many resources available about implementing an effective and fair discipline plan does not provide penalties or consequences only but hopefully will help students share my expectations and values. Behavior, I learned, is guided strongly by motivation. I always knew that but the urgency to complete classroom tasks and requirements for learning sometimes has me coming across harshly rather than positively. I usually teach upper level high school so disciplining with dignity is especially needed with young adults. Primarily, I learned that when the tasks are clear to the students and routines are in place there is less of a need to re-establish authority over the classroom repeatedly. Procedures will keep the class running smoothly. Secondly, I learned it is better to not be discouraging or defensive. Classroom talk is inevitable, especially when they are learning a language in groups or paired activities. Establishing the noise level initially in the school year is a benefit to the classroom. I also learned it is “ok” to get everyone’s attention before presenting or giving instructions and I don’t have to tolerate student talk while I am explaining the lesson. Also, I learned that monitoring student behavior will get the teacher up and around the classroom. Monitoring student behavior also reduces the disruptive behavior. Classrooms where students are on task and interested are not disruptive. Students need enrichment to alleviate boring lesson. Parents can be contacted positively also by initiating positive contact. It is now confirmed to me that quality classrooms without too many disruptions rely on the teacher’s instructional practices and relationships with the students (McDaniel, 1986).