Creating High Performance Learning Environments

First blog post

Roller Coaster Physics

Kinetic energy and potential energy

Academic expectations:

Ms. Migdol has very high expectations for her students from the moment she just a high quality of vocabulary to show her students what do they need to accomplish. For being a 5th and 6th graders they are academic it’s very high. Students are well engaging with their assignment. Teacher lead responsibility to the class to make decisions.

 

Behavior expectations:

Students behavior are exceptional for their age.Since they are very busy engaging with their project they do not have the opportunity to have behavior problems.Students are focusing on their physical and mental energy to resolved and get answers for the project.

Norms and procedures:

Since students have very high academic expectations and behavior. it’s not necessary to worry about norms and procedures. Students show a great deal of collaboration y the respectful manner and they know their rules.

Summary:

The teacher Ms. Migdol, having a high expectations in her classroom students are able to perform and achieve their goals. its video in can be a good example of PBL because it can demonstrate in this video that students show collaboration, they can work in groups very well,  participation, all students are willing to participate to find the answer to any problem.  and communication and they communicate well they have their spoke person for each group this project also allowed them to use their critical thinking. Some of the strategies used by her teacher are.

1. Give the student a budget to perform the task
2. Learning and applying
3. To push the student to keep going until they come out with the answer at the same time they learn about misconception.
4. Give the teacher the opportunity to create more lessons
5. Creating a long problem solvers students.

 

3rd grader Chinese

Academic expectations:

Chinese students have a high academic expectation because the started the early age. Students feel obligated to be obedience a whole time so it’s no surprise that they have great academic expectations. Even though in the video all the students were international students. that prove the education system does not change it does not matter you are coming from.

Behavior Expectations :

The teacher is totally in control of the class so students are on their best behavior. students participation follow rules respectful manner.

 

Norms and Procedures:

In the video, the students seem like they know the norms and procedures of the school. Students follow the teacher’s rules very well.

Summary:

it’s hard to give an opinion in this video since it’s missing some pieces of information. I wonder if all the students are learning anything. when they were singing their numbers one of the students it completely lost not engaging with the class it all. The teacher does not even stop to pay attention if he needed help. It seems like that only thing she cares it teaching her class. She spent too much time on the board. I did like the song though that she was using to teach how to count. boring teacher.

 

 

Whole  Brain Teaching

Academic Expectations:

In this video the academic expectations it is really high. rules are set at the beginning of class. The teacher let students know what he wants and how students will perform in his classroom.

Behavior :

It’s true that teachers need to set rules in the beginners of class that way students can follow along. In this case, I think the teacher overdid it with some many signs languages. these rules can work in a short period of time but in the long run, it can be tiring and boring. right now students follow the rule very well so they do seem to have any behavior problems.

Norms and procedures:

Students do not have any problem with norms and procedure since they seem like practices the same routine every day.

Summary :

Sometimes we need to be careful how far we can go in order to apply rules and regulations without students. We need to keep in mind that they are people too. in this video the teacher overdue his rules. after all the students need to be treated with respect too.  it can be tiring after do it this same routine for over nine months.  I think we need to have like a middle ground. and teachers and students have an agreement about rules and regulations.

Now that I also have been working in a charter school I get to see the difference between college students and elementary students.

By watching the videos,  it gives me a great perspective of what not to do with my students. I will never ignore students just because I need to give a lesson that day.  like the Math teacher did or treating them like people who need to be reminded all the time what the rules are most like I will put them on a big board and whoever need  it to be reminded of the rules I will be made them read it since to wait all the time with memorized rules and not learning academically. In the video #1, she is so passionate about her subject that she overdoes it with her students.

However, I will use some of their techniques from the Roller Coaster video about how to implement PBL. I think it’s a great deal of collaboration, communication, participation and critical thinking, I will use those strategies. I know it works in any type of classroom and for any type of students.

 

 

 

 

 

 

First blog post

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Teacher Evaluation

The analysis of teacher evaluation on Teacher Evaluation on Ohio and The Danielson’s Framework.

The state of Ohio allows districts to choose between two evaluations frameworks. The framework structure is based on 50% teacher performance and 50% students growth measures. These performances are based on a 600points scale on a consistent a basic for all teachers.  Including those whose districts select the original framework and those who choose the alternative frame of Ohio teacher evaluation. According to Hansen, Lemke, and Sorensen, many states and districts are working through similar policy. The 600 points scale provides advantages 1-4( students measures) and 1-5 ( alternative component)  rating ladders used as input in the evaluation.

What is Danielson’s Framework? it is a research-based set of components of instruction, aligned to the INTASC( Interstate New Teacher Assessment and Support Consortium) its based on different principals. #1 The teachers understand the central concepts, tools of inquiry, structure of the discipline, he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. a) Knowledge, The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.  b) performances teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students’ prior understandings. c) dispositions, the teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the field. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. The teacher understands how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

Personally, I do not understand why teachers need to evaluate if that information is not going anywhere. I have been working at a Community College for over three years, the first three years new teachers get an evaluation. I have not received either negative or positive feedback from those evaluations. At this point seems to be just a wait of time, if they are not going to do anything with the information given. So why teachers should be judged then? To me, the most important feedback comes from my students. At the end of the semester when they are writing a reflection on the Spanish class that it’s important to me because you realized that you had reached your objective. Students know that it is more than Mexico that Latin America its reach not just on grammar but also in the cultural aspects. California education systems its broken and it needs to be fixed, I don’t know how but in the meantime why students should not be additionally ” burdened” with the task of judging teachers, due to reasons. Proximity, the whole point of rating teachers, based on the implicit assumption the students are beings if right, without even a shred of partiality skewing their impressions about and individual or teacher. Cognitive bias, a single disparaging comment made in passing by a teacher to a class might outweigh all his/ her other notable achievements if personal emotions not kept in check by the reviewer.

 

 

 

Pre-Assessment for Differentiation

The pre-assessment I created in this Module6 in based on the lesson plan created on Module5. About Clothing for Spanish class. 7th grader will be able to demonstrate their knowledge of their objective.

Students will use Chromebook to sigh in on quizzlet account to perform the next pre-assessment. I have created  pre-assessment  quiz base on differet type of clothing. Students also will have the opportunity to review vocabulary questions with the flashcards. students will have 5 short answer, five multiple choice questions, 5 true /false questions.  Students will  use their electronic  devices to play the game called “Penguinos piratas” the whole game is allowed students to get master on their vocabulary and have fun a the same time.

 

1. flashcards vocabulary

 

2.  Penguins Piratas:       

 

3. Test: Spanish ropa | Quizlet.

By reviewing vocabulary with the flashcards and playing the game students will be ready for  taking the quiz created on Quizlet.

From the result of the quiz students will be divided on three groups:

1. The 5 students who answered the two short essay questions and the one long the pre-assessment questions correctly.
2. Students who have some knowledge of the topic according to their score,  but  need more more improved on their skills on vocabulary
3. The five students who appear to have limited knowledge  about the topic. will have the opportunity to containing working until their are part of the other students who scored high on their test.

The coggle map that I create contains some strategies that I will approach with all my students

 

 

 

 

High Stakes Assessments

 

One of the biggest implication and consequences in the High Stakes testing, students need to pass the exams in order to move up in grade or graduate from high school. This exam can also obligated fourth grader to repeat a year or deny high school diploma.

Students: In USA

 

 

 

 

 

High Stakes Assessments

High Stakes is one of the most contravention subject in the education system. Test used to make important decisions about students, educators, schools, or districts, most commonly for the purpose of accountability. The attempt by federal, state, or local government agencies and school administrators to ensure that students are enrolled in effective schools and being taught by effective teachers.

 

I’m going to analyze and compare the high stake testing  between  my school located in Sacramento, California, USA with schools in Finland. Why Finland  have such high score testing? what are the reason for it? compered with the USA.

Students Sol Aureus College Preparatory Charter  School:The CAASPP results give us a key measure of how well students are mastering California’s challenging academic standards in English language arts/literacy and mathematics. The skills called for by these standards the ability to write clearly, think critically, and solve problems are critical to success in college and 21st-century careers.

ENGLISH LANGUAGE ARTS/LITERACY :Students spend at least 1.5 hour a day, 4 days a week, dedicated to English Language Arts. While the curriculum is standards-based, there is an additional emphasis on developing strong vocabulary skills, reading comprehension skills, and writing skills.

MATHEMATICS: The focus for the early grade levels is to help students develop strong foundational computation skills. As students continue to build their number sense, more conceptual problem-solving skills are developed. The goal is for all of our students to be proficient or advanced in high school algebra by the time they graduate 8th grade.

Jumpstart
Jumpstart is a free after school program that we have open to all students enrolled at S.A.C. Prep. The program runs from 3 pm to 6 pm Monday through Friday at the school site. The first half of the program runs from 3 pm to 4:30 pm and consists of homework help and tutoring. The second half of the program runs from 4:30 to 6 pm and consists of enrichment activities.

Teachers are expected to be mission-driven, to hold high expectations for academic performance and behavior, and to maintain an unwavering focus on exemplary instruction. They are expected to be results-oriented and to help students gain 1 to 1 ½ grade levels of growth in one school year. Teachers use six sets of interim assessments throughout the school year to measure student progress toward mastery of the California Common Core Standards (CCSS). The first one will be used as a baseline to measure growth at the end of the year. Most of teaching are working either in their credential or Mater’s degree.

SAC Prep (5th grade to 8th grade) has met its academic performance goals for six years in a row, making tremendous gains by increasing the Academic Performance Index (API) from 614 in 2006-2007 to 846 in 2012-2013. In 2011-2012 the school expanded from 5th grade – 8th grade to kinder – 8th grade. In August 2010, the California State Board of Education adopted the CCSS. In June 2011, California joined 24 other states in implementing the Smarter Balanced Assessment Consortium (SBAC) and in May 2014, S.A.C. Prep participated in the statewide field test.

The CCSS is a set of clear college and career ready standards for kindergarten through 12th grade and focuses on English language arts / literacy and mathematics. The standards are designed to ensure that students graduating from high school are prepared to take credit bearing introductory courses in two- or four-year college programs or enter the workforce. Our goal is to promote high student achievement across all grades level, including English learners and students with special needs.

Even though the school is not doing bad regardless with their High Stake testing, but its not just about one school it should be about all the schools in the USA.  According to PISA( Programme for International Students Assessment).  The USA  is not doing to well.

Finland,

Unlike the United States, Finland does not use a national standardized test to determine college admissions. Finland use standardized tests to compare and contrast primary and secondary school students and their schools. Assessment is carried out at the local level. Teachers determine the design and timing of the exams, which are used to monitor student progress (Standardized Testing A Foreign Concept In Finland With World’s Top Students, 2012) Finland has focused on democratizing education. There are very few private schools in the country and the government tries to ensure that all schools have the same quality teachers and resources. Schools are equally funded, unlike the U.S. where the local tax base determines school funding. Furthermore, teachers are selected from the top ten percent of college students and teacher education students get funding to receive a free master’s degree from a Finnish university. Finland has clearly tackled many of the challenges facing the U.S. primary and secondary educations system. Equal school funding and more teacher autonomy could be adopted by the U.S. It would be difficult to adopt these policies on a national level because education policy is mainly determined on the state and local level.

In conclusion, School rigor is not the same in every school across the U.S. Grade inflation is also rampant in many U.S. schools. So, admissions offices need another way to choose applicants. High stakes testing is needed to compare and contrast college applicants in the U.S. and this need will not be disappearing anytime soon. The USA priorities are not the same of Finland, even though Finland its not a big of country still work turn more education and their welfare of their students, teachers and administrators, not for nothing is the happiest country on earth.

 

References

Sol Aureus College Preparatory School. (n.d.). Retrieved December 09, 2017, from http://sacprep.org/

(n.d.). Retrieved December 09, 2017, from http://www.oecd.org/pisa/

Zhao, E. (2012, November 16). Standardized Testing A Foreign Concept In Finland With World’s Top Students. Retrieved December 09, 2017, from https://www.huffingtonpost.com/2012/11/16/standardized-testing-a-fo_n_2145623.htm

The Brainy Questions on Finland’s High-Stakes Test. (n.d.). Retrieved December 09, 2017, from https://www.gse.harvard.edu/news/14/03/brainy-questions-finlands-high-stakes-tes

 

Multicultural Content and Multiple Perspectives

 

 

One of the beauty of teaching a Second Language is able to incorporated  cultural, language, history etc in one class. In the past, Unite States was called “the melting pot ” today; I see it more like a tossed salad with variety of textures, flavors, colors and shapes. I am proud to be part of that ” tossed salad”. Diversity is a potential to enrich teaching-learning experiences, to enhance personal and social interactions, and to enrich our nation and schools. I understand this concept very well since I am part of the diversity myself coming from another country and worked really hard in order to be where I am right. It give me a perfect fix for being sensitivity and understanding of what diversity it all about, I can truthfully add to the diversity of the capacity and the encouragement of students to reach their goals. Students with various physical and mental challenges also give me an opportunity to understand ever better the diversity.  We as part of this community should focus more in the similitudes that we share in not on ours different. Personally, trying not to think much about the Word “Diversity” and just focus in to help one another without looking at the color, religions, gender etc.

Cultural and linguistic proficiency  is a set of related behaviors, knowledge, attitudes, and policies that come together.  “Culture” refers to integrated patterns of human behavior that include the language, thoughts, actions, customs, beliefs, and institutions of racial, ethnic, social, or religious groups.  According to the definition “Competence” implies having the capacity to function effectively as an individual or an organization within the context of the cultural beliefs, practices, and needs presented by their communities.

Ways for students to open up to other cultures are by including sensory stimulation in the classroom from other cultures. Dancing to music from other cultures and exploring their instruments is just one way to excite them about it. In my Spanish class  students have the opportunity to  be exposed to a variety cultural excitement. Students get to see and listen different type of music for different countries in Latin-American. Music is always been a connections between cultural,so why not incorporated into their curriculum. Since students are familiar with guitar, pianos and violins would be very exciting! Experiencing the flavors of other cultures is also fantastic. Bringing foods into the classroom, both familiar and unfamiliar, is a fantastic way of having them connect with other cultures.  Since we leave in the Unite States students are already familiar with different types of food like for example,  pizza, spaghetti, and fried chicken, Mexican food, Salvadoran, Asian food, Indian. The beauty of teaching a multicultural  lesson is    demonstrating to the students:

a) The transfer of tastes from culture to culture.

b) the transfer of language from culture to culture. Exposing them to other unfamiliar foods in this lesson, such as tacos, hummus and pavlovas would be a fun way for the students to learn about tastes of the world, as well as to discover they may like some unfamiliar, foreign foods. Food is always a great way to get together!

Another way of teaching a lesson is through animals, most of the students are fun of  animals, and teaching them about a different animal they leave in different part of the world, it can be a great way to teach students  not just about the animals but also about the people who leave in those places too.  Students are welling to learn if we make the class fun.  By teaching where animal are located student are also learning not just cultural, but also geographic aspect of different places. My students have also discussed the location of those habitats, from the rainforests of South America to the grasslands of Africa. Learning what animals live in different areas has actually increased my students’ appreciation for other places, and simultaneously their interest in the people that also live there. A multicultural emersion lessons would be a great way for students to experience many of those things at once.  Students could immerse themselves in that cultural environment and pique their interest about it, even if just for a short while. Teachers could play cultural music, present a cultural food, do a craft that would give the students a “souvenir” to remember their trip there, and let them play a game that is popular in that culture. Students would love the opportunity to try something so exotic in a way that isn’t intimidating, most of the student  love music, food, games.

To know if students are developing cultural competence in the classroom, I think it’s important to have discussions. Prompting students to discuss things they like that were developed elsewhere can be a starting point about what they’ve gained by sharing with and valuing other cultures. I think also having them discuss where they would want to go and what they would want to do in those places is also a great way to see how much they’ve learned about other cultures. It also helps build their appreciation for travel by thinking about the exciting things they can do elsewhere. Reading books about other cultures and having students relate what those people are doing and how it compares to their own lives or other cultures they know of is also a great way to help gauge their understanding about cultures. For example, if a story is about “El Día de los Muertos “(Day of the Dead)  a discussion could be had about other kinds of cultural holidays there are to see what the students know about that topic.

The most important aspect of the lesson to let students know that even though we are coming from different background, We are not different after all.

I  ” Think about a garden, garden have a different types of plants of all different shapes, colors and textures. Even though they are different they all need a good soil, water, and the sun to grow. ”

Well… We are the same as the garden, we are different, but we all have the same  necessities to survived. So in reality we are not different after all.

 

 

 

 

 

 

 

 

 

 

 

I design my lessons that are dynamic, fun, and challenge. When I utilizer visual Aids, such as Power Points and pictures  to capture the interests of all my students regardless of there levels of proficiency. I also designed packet of extra practices to do in class on top of their work that they have online tailored to the specific needs of my classes. In general my lessons include a warm-up review and practices on the blackboard and I trying to use the time I have wisely and what ever does not work for the students I remove them or I fix it.

 

 

 

 

 

Differentiating for and Anticipating Student Needs M5U3A2

 

Teaching is not an essay job to fulfill, In fact, it’s challenging.  Planing lessons, be sure that all students get the material being prepared and be sure that all the students are getting the learning and knowledge that you are trying to teach  is difficult. They are all different, with varying levels and types of ability and learning. It can makes teaching even more challenger and difficult.

Today, teachers have a least one or two students in the classroom with some  disability, identifying the type of disabilities is the first important step. I cannot say that I have a lot of years of teaching experiences, but so far in my few years I have come across most often with students with ADHD students. ADHD is a problem which is becoming larger and larger as more people are diagnosed. This disorder is very difficult to teach to, as students have a hard time maintaining attention spans. ADHD can be best combatted by forming routines and writing down the goals for assignments to help kids keep on track.

A good a example of differentiating and anticipating is Cameron, is a students who suffer from ADHD. He is the typical trouble make students that most no one what in their classroom.  My first experienced with him it was not pleased it all. I asked him many times sit down, but it seems that he did  not care it all that I was talking to him. – what are you doing cameron? course he was doing his own thing, the whole class-time he was putting lotion in his face, in his legs. Even thought I took the lotion away from him, he keeps taking more lotion from his backpack.  it was an ordeal. After learning more about him and know that he is a ADHD student, I need it to put in practice the knowledge that I had with this type of behavior.

Students with ADHD need a lot structure, consistency and constant and visual remainder. It’s help  to provide them with more them one choice for activities. One of the most important strategies for students with ADHD is to a classroom setup, and organization. By setting up the classroom it can be the first step to take toward helping students. Students with ADHD need to be close to the teacher and away from all distractions. Students can often have problems with organization. We as a teachers need to be sure that we provide an affected  organizer for students with ADHD. At the beginner of the year, work with these students to organize binder, school supplies, color coding, and make sure the students have a way to keep track of their upcoming assignments. keep a constantly supervisor  of their work.

Another way to help students with ADHD is introducing the lesson and what students can expert to learn.  when we do direct instruction try to use props and visual aids activities and be sure that we always use eye contact. another way is just to let the students to stand in the back of the room and pace if they need to, a long as it does not disturb other students and allow them to take breaks as necessary.

Its important to have a clear information posted about the classroom rules and tasks to be done. Even though, with some of these strategies in place it does not guaranteed that  students will stay on task but it would help not only the student,but also the teachers and the classmates.

 

According to dictionary readiness is a  state of preparedness of persons, systems, or organizations to meet a situation and carry out a planned sequence of actions.

For students with a high level of readiness, the will get more assignments and homework also they will get more open-ended questions during class- time that can demonstrated more creativity or critical that will use more advanced words and concepts.  I might ask an high readiness students to explains in a high level to shop for clothing in the store and explains the different types of clothing, stores and gender.  A low a readiness student I might ask based clothing information. I might ask the high readiness students to complete a full sentences structure just to push the limit  of their strongest skills.

Dendy, C. (2017) Some students with ADHD may need school accommodations. Make sure they get them. Some accommodations can be as easy as monitoring the student’s work and developing a plan to help him not fall behind and even accepting the occasional late assignment — this can give the student confidence and get her back on track.

 

References

Dendy, C. (2017, April 19). How Teachers Can Help Every Student Shine. Retrieved July 01, 2017, from https://www.additudemag.com/teaching-strategies-for-students-with-adhd/

Articulating Outcomes: Thinking Like an Assessor

Learning objectives:

1. By the end of the unit 7th grade students will be able to identify a least 10 out 15 vocabulary words and oral and a written form.
2. By the end of the unit students will be able to name a least 10 out 15 of the clothing for male an female.
3. By the end of the unit students will be able perform a skit by buying different type of clothing.
4. By the end the unit student will ask and respond in a complete sentence Qué llevas? yo llevo…
5. Higher thinking: Students will communicate and fully identified basic information, concepts and idea in a written and spoken Spanish
6. .I Can Understand descriptions of clothing items & outfits when I hear them.
7. I Can Ask and Answer questions about my outfit and the outfits of others.
8. I Can Write to Describe the outfits of others.

Formative Assessment:

Students should not be and any stress mode, this activity is fun and relaxing. Students do not feel pressured to perform in front of the class. This game is where I divide the class in teams and invite 2 students up to the board and give them a 3 part outfit for their mannequin. They have to find the clothing items on the board and dress the mannequin before their opponent grabs the items. They get 1 point for each correct item, so it’s possible that both students could earn points on their turn. If they get stuck, their teammates can “cheat” by giving them the color of the item in the TL. If they get comfortable, I will elect a “profe” and have that person call out the dress up description.

1. A game it take about 10minutes

2. A drawing  and coloring students will memorized different types of clothing.

3. How do you return students’ attention to the learning targets to affirm what they can do now that they couldn’t do at the beginning of the class? The final piece of the lesson is a Post-It note description exit ticket & reflection. I will dress both mannequins and the students will write a description of one of their choice. Additionally, they will write a  three sentences in Spanish to say of 1 thing they liked, 1 thing they didn’t like, and 1 thing they learned in the lesson today.

Result: After teaching the lesson gives me the opportunity to correct any potential speaking problems immediately. It also alerts me to any students who may need additional help, then lets me quickly evaluate and help each student as a problem occurs.

 

Summative Assessment:

Every day students are in contact with the Spanish language. This unit its part of the 12 lesson being taught to the students. At the end of the unit  students will have a examen that will give them the opportunity to see how much knowledge they have. the examen will contained a listen part, about going packing what clothing he /she will take. A complete sentence with correct articles being taught in preview unit.  Multiple choices questions, they need to choose the item in each group that does not belong.  Students will have a bonus questions by writing what are they wearing today.

References:

Pinterest. (n.d.). Retrieved November 03, 2017, from https://www.pinterest.com/

Dyer, K. (2014, August 28). 8 Questions Teachers Should Ask When Giving Assessments. Retrieved October 30, 2017, from https://www.nwea.org/blog/2014/8-questions-teachers-ask-giving-assessments/

 

Understanding and Applying Standards

Im please to able to work in how to plan a lesson for my class and future classes that I will be teaching.

As a teacher I need to prepared lesson for my students, based on the  National Standards for Foreign Languages. In order to preparer lessons is critical to understand the standards in order to meet the school requirement. Even though sometime it can be difficult to understand the standards and it can be overwhelmed. When referring to the National Standards for World Languages, such as the National Standard 1. Students engage in conversations, provide and obtain information,  about how to used vocabulary and exchange opinions, it can present some extra challenges due to the generic manner in which the standard is written. This communication standard, for example, requires students to engage in conversations in this case  the content provided is about clothing which is very broad. Thus, to unpack this standard, additional information may require such as grade level and curriculum used.  What is important to note, is that this standard focuses in interpersonal communication. That means that regardless of the chosen content, students need to learn how to engage in a conversation by providing and obtaining information.

Im glad that I was introduce to the backwards mapping since it give a clear understanding what need to teach an what I need to do in order to accomplish the task not just for as a teacher but also for my students.  By knowing learning outcomes, I as teacher can designs  and select an assessment to which students would have the opportunity  to demonstrate  their knowledge.  As teacher I will design an activity the support their intended  learning.  The idea of using different material  to help students to archive their goals it s a big deal for me not because im a teacher but also because it’s my native language. The course that I’m planning has Spanish acquisition and other goals.

1. Communication basic information, concepts and ideas.
2. Respond appropriately to written and spoken Spanish
3. Describe some everyday aspects of Spanish vocabulary.

I love the idea of research  new material for my students in order to meet and help their goals.  for me as a teacher it’s a lot information, but at the same time it’s really important to think about the students’s goals. After all everything we do it’s for the welfare of our students.

 

References

The Common Core State Standards and English Learners: A Resource Page. (2017). Retrieved June 19, 2017, from http://www.tesol.org/advance-the-field/standards/the-common-core-state-standards-and-english-learners

Common Core State Standards Initiative. (2017). English Language Arts Standards » Speaking & Listening » Grade 9-10. Retrieved June 19, 2017, from http://www.corestandards.org/ELA-Literacy/SL/9-10/

 

 

Standards and Backwards Mapping

 

Standards and Backwards mapping for students of 7th grade Spanish as a second language From Sol Aureus College Preparatory, at Sacramento California, United States.

The reason why I chose this 7th graders is because its one of the classes I have been  todd Spanish before since right now I am a substitute teacher. Their curriculum show this lesson being part of their learning.

National Standard 1. Communication

This lesson provides continued development of the languages of Spanish-speaking world. It includes further development of listening, speaking,reading, and writing Spanish with emphasis in communication skills.

Profienciencies:

Students will be able to communicate basic information, concepts, and ideas in written and spoken Spanish about how to talk about and describing clothing.

1. Identify different type of clothing: El abrigo, la camisa, las medias, los pantalones, la blusa. la falda.
2. Identify the different between Male and female clothing.
3. Ask someone what he or she is wearing. ¿Qué llevas?

In oder to meet the stated objectives:

• Develop a vocabulary base to continue building languages skills.
• Develop and demonstrate basic knowledge in communication.
• Listen to sample passages or conversations and questions about the content.
• Use the Internet to do activities and to acquire information about Spanish clothing. such as videos, games, songs etc.

This lesson is conducted most in Spanish, students will need to:

• An interactive, communicative approach and dynamic presentations using their vocabulary.
• Their uses of pictures, cards, videos, games music.

Activities:

1.  I will tech the students vocabulary by putting different types of clothing on me. Students will need to identified each piece by telling me what I am wearing? I will put in hat, sunglasses, sweeter, dress, pants coat, by acting up  the students will  visualized the clothing and learn vocabulary easily.  
2. Activity Students will get a group of 3-4 between males and females and they will play the game dressme up showing who wears what? and mach the clothing with their appropriated  gender.

Assessment:

1. students will put in practice their knowledge by working in their own package provided by the teacher.
2.  At he ending of he lesson students will get a quiz to test their knowledge

 

 

References

Common Core for ELA and Literacy. (n.d.). Retrieved October 24, 2017, from http://www.teachingchannel.org/videos/common-core-standards-ela

 

 

 

Classroom Rules and Procedures

 

Like in everything we as human beings we need to reaffirm that we are doing a great job and what we do. That is why we as educators need to let our students know not only when they are doing something wrong, but also let them know when they  do something positive. As a teacher, I have to implement set of rules to have a proper environment in my classroom. As a teacher I need to either recognize or correct students’ behavior. In a classroom teachers have two types of students; a kind of student who always is willing to be affirmative action in he classroom, on he other hand, we have the type that who act negatively. its essential that each group of rules set for the different kind of levels of education. I have been substituting a 5th and 6th graders for the last few weeks since they do not have a teacher for these classes right. So I have been having the opportunity to teach at low-level education. Its important to let students know when they are doing great job too, so here are some

1. The rules need to be clear and specific.
2. Be direct to rules and procedures
3. Be arranged in level of importance and intensity
4. Natural and logical for students levels of understanding

Students from 5th and 6th graders they are the hardest to teach right now for me. Specially because they like to make dram for everything. even though they are hard, I trying to be positive a whole time and let them know when they are doing well in the classroom. For example, “thank you for being good today” or “Im so proud of you for acting so well in the class”. Students love to hear that and trying to maintain those expectations. most of the time I have noticed that when I saying positive words to them there reaction is positive.

At the beginner of the class period, each student picks a ruffle ticket from a jar, which they play before they go home whoever match the number the I have in a envelope it get the opportunity ti pick a gift from the picking bucket.  in one way the like to see what are they going to get or they have the excitement at the end of the class. So they be sure that they behave well the entire class day. Here are some of my own positive  rules and procedures.

1. Verbal praise
2.  Smiley face
3. Stickers if they wants
4. special privileges
5. teacher’s helper

Im sure to reaffirm my rules and procedures with my students at a whole time that way they know what I expected from them. We need to keep in mind that they are just kids. however, not everything can be perfect I also have students that can be challenger, and have serious attitude problems.  Im grateful for the opportunity that i have in the program Teach -Now becauseI have be able to implement some of the techniques in negative behavior. For example,  I asked one of my students to read, and she just stood there without saying anything to me. So I asked her again and she did not respond it all. so I kept asking her what was wrong, but she did not respond at all. At the moment I wanted to react in a negative way but I knew that the situation would not end well.  So i did not say anything else to her. and I continuing  with the reading log. I pretended that her attitude did not bother me it all, but in reality I wanted asked to leave my classroom.

After we finished reading students went to a free time that mean the can do what they want for about 15 minutes. Most of the students like to go an read or drawing what ever its fun for them. The students who did not wanted to read got up too, so i called her and said “sorry but you lost your privilege of free time” she couldn’t understand why I did that, so I explained to her that everything we do in life have consequences a can be a negative or positive but we need to pay a price for it. So now she needed to finished her classwork. I also mentioned to her that I would not bargain the rules that I have set for the classroom. A few minutes later she came to me and said sorry for acting that way. I was delighted with her reaction and she was very nice the rest of the class time.

Sometime its hard to implement your own rules especially with kids who are in the elementary school because we as a teacher need to deal not only with students but also with their parents too. Since i took the class already in progress, its even harder. Here are some of my rules  for a negative behavior.

1. Direct eye contact at whole time.
2.  Use a calm a tone of voice
3. Never accept excuses or bargain
4. Time-Out
5. Class and individual remainder
6. Lose privilege of recess

and the last resort is sending students to the principal ‘s office or call parents.