I really liked the MCM chapter on styles and strategies. Although I agree with everything the authors say, I think that there is one more thing to take into account. The student's learning style and preferred strategies will largely depend on the dominant intelligence. According to different studies there are 7-9 types of intelligence (verbal, logical, musical, naturalistic, interpersonal, intrapersonal, kinesthetic, visual, existential) with different preferred strategies and pedagogical implications. I was reading a lot about it for my project on the use of multi-genre in comp classes. Here are some useful links.
Multiple intelligences diagram.
Tapping into multiple intelligences.
Learning styles and multiple intelligences tests.
I can soooo relate to what MCm is saying about biological differences. I am a morning person. I work better at 5 am on 4 hours of sleep, than at 8 pm on 10 hours of sleep, but since all of my grad classes are 6-9:30 I had to reorganize my whole schedule and make myself go to bed later, and, consequentially, get up later. The result is a decrease in productivity (by at least 20%) and the ability to function at night classes. And I am still trying to figure why we don't have morning/afternoon classes.
It's been quite some time that I've been wondering if it would make sense to test all students for learning styles/dominant intelligences/strategies and use this as an additional factor in forming groups/classes.
I also agree enjoyed Brown's perspective on group work, since it is a significant portion of my teaching style. However, this year I found that not all classes enjoy it. I have received a lot of feedback from my students complaining about the large amount of group work and not enough lectures. Who would have thought THAT was a drawback?
Monday, November 24, 2008
11/17 Class Reflection
My absolute favorite activity in this class was making a list of possible things to do with a story. That was awesome! And I think that as a class we had a total of a couple hundred activities.
Adib's presentation was also interesting, although I disagree with the choice of material. I think that very few fairy tales translate well in modern day realia, so it makes more sense to compare fairy tale in different fantasy settings, and short stories in different real world ones.
Adib's presentation was also interesting, although I disagree with the choice of material. I think that very few fairy tales translate well in modern day realia, so it makes more sense to compare fairy tale in different fantasy settings, and short stories in different real world ones.
Monday, November 17, 2008
11-17 Reading
I really liked everything in the MCM about the content-based instruction and using literature as content. I mean, honestly, lit was one of my college majors, how can I not like the possibility? It was also interesting that the author referred to one of my favourite Saroyan's stories.
Unfortunately, I can't say that I agree with everything in the peanut butter book, although it's great that Brown states what I have been advocating for - teachers need to be trained on emergency behaviour/improvisation planning skills. When I was trained to work as a camp counselor we went through and enacted all possible scenarios - a kid hurting themselves, someone getting lost or drowning, a fire starting, Apocalypse been moved to the current day. Since we knew what to do in a number of weird situations they did not catch us off-guard (except for the Apocalypse one that never happened).
On page 244 Brown says "Let your body posture exhibit an air of confidence". It's a fine goal, of course, but it is so strategical, that it reminds me of an old joke about mice and a wise owl. The mice came to the owl for advice, since they were harassed by cats. The owl thought for a while and said: "Turn into hedgehogs, then the cats will leave you alone". The mice protested that they did not know how to do so, and the owl said "That's a matter of tactics and I am more into strategy". So, my question is HOW do you let your body posture exhibit an air of confidence? I have no idea what my posture exhibits.
As for midstream changes - I am all for these. If the students are interested in something and want to talk about that or if a new topic arises, it should be addressed. Teachable moment, right? besides, lesson plan to me is more of a guideline and tentative list of things I would like to do, rather than a fixed list of goals to be achieved no matter what.
Using English only in class can and will be a problem. I taught in classrooms with approximately 10 different first languages, none of which I speak. The first day of class I would do a very animated presentation of how impolite it is to speak a language someone does not know in their presence and on how upset I will be if I can't follow what's happening in the class. On average I had to repeat this a couple of times/semester, but in one group it did not work. So, when I was tired of hearing constant Spanish chatter I gave my English Only speech again and followed it by the directions to the next activity, given in Russian. It worked.
I honestly hate disciplining students and try to avoid it at all costs (teaching adults is a strategy to go by here), but if I have to my main instruments are The Look and Humor. If students are talking in class I usually offer to stop the class for a couple of minutes so that they can solve their urgent problems (I mean, no one would ever dare to disrupt my class for anything other than urgent, right?), because I am fine, I know the stuff.
Cheating is always a problem, but my position is that by cheating a student harms him/herself first and foremost. I gave this example in my CASAS presentation - if they cheat on the test, they end up in a higher level class, and then come complaining that they can't cope. Well, I feel for them, but whose fault is that? I totally agree with what Brown says about lowering the pressure on students. If my salary depends on their scores, it's my problem.
Teaching style is something you develop and work on. My style depends a lot on the group I am working with and how comfortable I am in their presence. I like to make a lot of jokes and use myself as a joke constantly (not hard to do, truth be told), because I believe that laughter (as all emotions) helps you remember something better.
Unfortunately, I can't say that I agree with everything in the peanut butter book, although it's great that Brown states what I have been advocating for - teachers need to be trained on emergency behaviour/improvisation planning skills. When I was trained to work as a camp counselor we went through and enacted all possible scenarios - a kid hurting themselves, someone getting lost or drowning, a fire starting, Apocalypse been moved to the current day. Since we knew what to do in a number of weird situations they did not catch us off-guard (except for the Apocalypse one that never happened).
On page 244 Brown says "Let your body posture exhibit an air of confidence". It's a fine goal, of course, but it is so strategical, that it reminds me of an old joke about mice and a wise owl. The mice came to the owl for advice, since they were harassed by cats. The owl thought for a while and said: "Turn into hedgehogs, then the cats will leave you alone". The mice protested that they did not know how to do so, and the owl said "That's a matter of tactics and I am more into strategy". So, my question is HOW do you let your body posture exhibit an air of confidence? I have no idea what my posture exhibits.
As for midstream changes - I am all for these. If the students are interested in something and want to talk about that or if a new topic arises, it should be addressed. Teachable moment, right? besides, lesson plan to me is more of a guideline and tentative list of things I would like to do, rather than a fixed list of goals to be achieved no matter what.
Using English only in class can and will be a problem. I taught in classrooms with approximately 10 different first languages, none of which I speak. The first day of class I would do a very animated presentation of how impolite it is to speak a language someone does not know in their presence and on how upset I will be if I can't follow what's happening in the class. On average I had to repeat this a couple of times/semester, but in one group it did not work. So, when I was tired of hearing constant Spanish chatter I gave my English Only speech again and followed it by the directions to the next activity, given in Russian. It worked.
I honestly hate disciplining students and try to avoid it at all costs (teaching adults is a strategy to go by here), but if I have to my main instruments are The Look and Humor. If students are talking in class I usually offer to stop the class for a couple of minutes so that they can solve their urgent problems (I mean, no one would ever dare to disrupt my class for anything other than urgent, right?), because I am fine, I know the stuff.
Cheating is always a problem, but my position is that by cheating a student harms him/herself first and foremost. I gave this example in my CASAS presentation - if they cheat on the test, they end up in a higher level class, and then come complaining that they can't cope. Well, I feel for them, but whose fault is that? I totally agree with what Brown says about lowering the pressure on students. If my salary depends on their scores, it's my problem.
Teaching style is something you develop and work on. My style depends a lot on the group I am working with and how comfortable I am in their presence. I like to make a lot of jokes and use myself as a joke constantly (not hard to do, truth be told), because I believe that laughter (as all emotions) helps you remember something better.
11-10 Reflection
Obviously, one of the highlights for me was the opportunity to do a presentation. I enjoyed it incredibly even though I had a blinding headache and concentrating on something required a physical effort. The presentation reminded me once again of how much I enjoy teaching ESL (something I have to remind myself of with my comp class adventures).
It was also nice to have the next genres reviewed. And it is extremely nice to know that our last 2 genres will be getting the same attention, i.e. peer review. It was hard for me to even remember that I have one more genre to produce, because the peer review was not scheduled. Now I really need to start working on the portfolio.
It was also nice to have the next genres reviewed. And it is extremely nice to know that our last 2 genres will be getting the same attention, i.e. peer review. It was hard for me to even remember that I have one more genre to produce, because the peer review was not scheduled. Now I really need to start working on the portfolio.
Monday, November 10, 2008
First of all, this week's reading is the one I am presenting on. About 6 weeks ago I happened to have a free evening and decided to get a head-start on the presentation. So I looked up the topic, Classroom Dynamics, very nice and decided to start with some online research rather than reading the book. The key here is that the book was not within my reach, and I was to comfortable to get up and walk across the room to retrieve it. Anyway, I researched the subject and found some really interesting articles, and practically had the presentation ready. Imagine my surprise when I was actually reading the L&S chapters this weekend and realized that the topic is not so much classroom dynamics as class types and observing different classrooms. Surprise!
As far as the types of classes go, I am for a combination of structure/communicative/task-based approach. There has to be a certain type of structure (especially in adult education), filled with communicative and task-based activities. The teacher also has to make sure that the students are getting enough exposure to the language, both written (books, published materials) and spoken (movies, TV and radio programs, guest speakers, podcasts).
The chapter also talked about types of feedback we give our students. I think that it is wrong to correct them every time they make a mistake, so I usually keep a mental list of things to be addressed or surreptitiously mark them somewhere. Once everyone is done talking we can go back and look at the mistakes together.
As far as the types of classes go, I am for a combination of structure/communicative/task-based approach. There has to be a certain type of structure (especially in adult education), filled with communicative and task-based activities. The teacher also has to make sure that the students are getting enough exposure to the language, both written (books, published materials) and spoken (movies, TV and radio programs, guest speakers, podcasts).
The chapter also talked about types of feedback we give our students. I think that it is wrong to correct them every time they make a mistake, so I usually keep a mental list of things to be addressed or surreptitiously mark them somewhere. Once everyone is done talking we can go back and look at the mistakes together.
Reflection
The main surprise of the last week's class was the new information on portfolio. I had a totally different idea on what and how is to be done to meet this requirement.
I really enjoyed the textbook evaluation activity, although up till this time my experience was more of a "Here is the book, you figure how to use that". having the actual input in the textbook choice was a new and fascinating feeling.
I really enjoyed the textbook evaluation activity, although up till this time my experience was more of a "Here is the book, you figure how to use that". having the actual input in the textbook choice was a new and fascinating feeling.
Monday, November 3, 2008
There are two points in this week's reading that caught me.
1) Using realia. This works miracles. If you can show something or tell about it - SHOW. It will always work a lot better than a definition. And showing can have a pretty wide range of variations here - show an actual object, a visual aid, a sketch on the board, anything will do.
2) Teacher-talking-time. My goal as a teacher is to talk as little as possible. I already know the language, that's why I am teaching it. I am not the one, who needs practice. That's why I try to lesson plan so, that all the talking is done by students. A fellow TA told about a class he taught, that went without a single word. I admire that.
1) Using realia. This works miracles. If you can show something or tell about it - SHOW. It will always work a lot better than a definition. And showing can have a pretty wide range of variations here - show an actual object, a visual aid, a sketch on the board, anything will do.
2) Teacher-talking-time. My goal as a teacher is to talk as little as possible. I already know the language, that's why I am teaching it. I am not the one, who needs practice. That's why I try to lesson plan so, that all the talking is done by students. A fellow TA told about a class he taught, that went without a single word. I admire that.
10/27 Reflection
The best part of the class for me was the chance to talk through and practice the lesson plans. It was really interesting and helpful to see how JoAnn's and Brian's plans were constructed. It's a pity we only taught for 10 minutes and for such a small group.
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