🌹Monday’s Quote! 🌹

Hello everyone!
The definition of quote is to repeat someone else’s statement, phrases or thoughts.


Here is today’s!

Happy Teaching!

Lori 

 
from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2018/07/mondays-quote_9.html

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Exploring Campus Through Writing: Examples of Writing Assignments

In my April blog, I shared an activity that can help students explore their campus environment through a writing project. Today I’d like to describe other ideas teachers can implement in a writing course to help students socialize in their academic community.

(1) Students can interview an expert on any topic that interests them and write an interview report. For example, if they are concerned about the lack of academic support for international students on campus, they may interview a staff member of the writing center or someone from the office of academic success. Or if students would like to know more about scholarships, grants, and other types of financial assistance, they may want to talk to someone in the financial aid office. If they would like to be more informed about health insurance and public healthcare for international students, they can interview an insurance specialist from student health services. Options are limitless, and it all comes down to students’ choice of the topic.

(2) Students can attend (and/or participate in) an event on campus and report on their experience in a written form. Depending on their interests, preferences, and availability, they can choose from a range of events and activities organized by the university or their program. It can be an academic (e.g., lectures, workshops), social and cultural (i.e., fair, festival, concert or another performance, holiday celebrations), or recreational (e.g., athletic competition, game) event. Encourage students to look for flyers on campus, check their email for the announcements of upcoming events, and look up the university event calendar.

(3) Students can write an analysis of university programs that (choose one)

  • help students have a rich social life on campus
  • help students succeed academically and prepare for their future professional careers
  • help students stay physically healthy and experience a rich sports culture on campus
  • assist students with their special needs, problems, and concerns. In this writing project, students will practice their critical thinking and the skill of developing a strong argument.

(4) Students can write a critical response to an article in a local university newspaper, newsletter, or magazine.

(5) Students can analyze (in a written form) an article in a local university newspaper, newsletter, or magazine.

(6) Students can write a report on services and resources that the local university provides to support students of diverse backgrounds (choose one):

  • students from low-income backgrounds
  • students with family responsibilities
  • students representing different ethnic groups and races, religions, and genders

(7) In a local newspaper, newsletter, or magazine, find a recent story or an incident that happened on campus and ask students to respond to this event describing how they would act in a similar situation. In this assignment, students will practice their critical thinking and the skill of expressing their opinion.

(8) Students can also locate a problem or an issue that—from their perspective—exists on campus and write a paper proposing a solution (or several solutions) to this problem.

(9) Students can visit several classrooms on campus (in different buildings) and write a paper describing the best classroom they visited—i.e., comparing it with the other classrooms they saw and explaining why the classroom they selected can be considered the best physical environment for learning.

(10) Students can write a response to the following prompt:Imagine that you are an administrator at this university and you know that it’s challenging for international students to fit in on campus. How would you use campus resources to support these students?

(11) Students can interview a local student about student-professor relationships (e.g., things students should expect from their professors and vice versa, communicating with professors outside of the class through email and office hours) and write a short report on their findings.

(12) In a similar fashion, students interview a local student about study skills (e.g., skills for effective studying; resources students can use at the university; planning, schedules, and organizing work; and effective methods of preparing for exams) and write a short report on their findings.

As you can see, there are numerous opportunities for students to explore their academic environment—campus, program, or institution—through writing tasks and projects. If you have other ideas about how to help students better integrate into their academic community through writing assignments, please feel free to share.

from TESOL Blog http://blog.tesol.org/exploring-campus-through-writing-examples-of-writing-assignments/

Summer is here!

Summer is here! 
Are you looking for a way to connect with students and their parents over the summer?  Mailing off a list of summer activities that promote literacy and math during the vacation months might be what you are looking for. Many times parents ask us for ideas of things they can do at home with their children during the summer, but lose the list as summer sets in.  Mailing them a checklist of summer activities connects you with them.   
Here is a list of great weekly activities parents can choose from:
·      Library Time!  Go to the public library once a week
·      Old and Young! Visit a senior center once a week and read someone there a book.
·      Estimate It!  Keep an estimation jar and have your kids guess the amount once a week!  Make sure they count the beans, rocks, etc. to verify their estimation.
·      Clean Up Day.  Choose a local park to visit weekly.  Pick up any trash you find and then have a picnic!
·      Journal Time.  Once a week have your child write in a summer journal.  Orally review the week together and then give your child time to write about the events of the past week.
·      Wrap It Up! At the beginning of the summer pick out 8 to 10 books that your child wants to read. Wrap them up in gift-wrap and once a week let your child chose the book he/she will read for that week.
·      Game Day!  Reserve one day a week for game day.  Gather together several games and let your children choose which game they want to play.  Young children can build math skills by playing go fish or concentration with a simple deck of cards.
·      Research It!  Catch bugs and research them with you kids!  Great fun and builds investigation skills in your children.
·      Put on a Play!  Once a week read a play with your children.  Dress up and act it out.  This is a great way to continue literacy during the summer.
·      Local Museum.  Call your local museum and ask when they offer free hours. In the summer many museums offer free hours and days.
·      Lemonade Stand!  Teach your child about money and responsibility by having a lemonade stand once a week during specific hours.  Shopping, counting change, and determining profit are all great Math skills for your child!
·      Keep in Touch! Let your kid write a family newsletter once a week.  This is a great way to learn about summarizing as they describe the weeks activities.  Kids can type up the newsletter, add photos and send them out to all the grandparents.

Happy Teaching!

from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2018/07/summer-is-here.html

💕Friday freebie!💕

Hello everyone!
It is Friday and time for a fun freebie!

Get ready to have fun practicing colors with this great colorful game board and color cards. This 2 page kindergarten packet includes a game board and color cards for endless fun and color name practice. 

Click here to download this freebie!

This kinder unit will definitely get your students motivated to learn through hands on activities that are so much FUN! 

Happy Teaching!💜💜

Lori 

 

from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2018/06/friday-freebie_29.html

Teachers as Learning Partners: Implementing TESOL’s Principle 6

Editor’s Note:  TESOL International Association has defined a core set of principles for the exemplary teaching and learning of English as a new language. The 6 Principles for Exemplary Teaching of English Learners are foundational, universal guidelines drawn from decades of research. They are for all educators who work with English learners, and should undergird any program of English language instruction.

In this post, Linda New Levine, a member of The 6 Principles writing team, discusses how teachers can implement Principle 6: Engage and Collaborate Within a Community of Practice. Visit www.the6principles.org to learn more about The 6 Principles.

Principle 6 calls on teachers to “engage and collaborate within a community of practice.” Teacher professional development is one way to promote such engagement and collaboration, and it can occur in a variety of ways. As a teacher I was involved in graduate courses, fly-in consultant workshops, and ongoing summer curriculum and textbook review, but none of them helped me develop and grow professionally as much as my collaboration with Mona.

Mona was the other elementary ESL teacher in my school district, and we brought different strengths to our collaborative pairing. She had trained and worked as an elementary teacher in the past. I had trained and worked at the middle school level. She preferred to learn in a social environment and consider big-picture topics. I worked incrementally, individually, and in sequential order.

Despite these differences, we were fast friends from the start. I had been in the district longer, and I welcomed the addition of new staff to handle the needs of our growing population of English learners. I shared everything with Mona to help her get started: school information, lesson plans, strategies, and materials. That first year, we even shared a classroom—a long narrow room where she taught at one end and I taught at the other. Our classes were scheduled during the same periods, so we had opportunities to observe each other teaching.

By watching and listening to each other’s lessons, we saw that we shared the same philosophy and, more importantly, had a great deal to learn from each other. We developed mutual respect and trust that proved to be the most essential elements in our long collaboration that followed.

We planned in the morning or after school, sharing strategies and asking for suggestions when problems arose. Because we taught in the same space, we often met in the center of the room after a class to celebrate a small success or talk about what we would do differently next time. Those miniconferences filled me with excitement.

Later I realized that the excitement arose from the shared experimentation Mona and I were conducting in terms of student learning. As the months passed, we developed the theory and practice necessary for English learners to succeed in our classes. Reading about theory in a graduate course or hearing about it from a consultant had never engaged me as profoundly as the experimentation I shared with Mona in our classroom.

Mona and I eventually moved into separate classrooms, and our student population grew. Later, she was assigned to a neighboring school, but our collaboration continued as we held monthly meetings to share teaching units and strategies. As a result of that continued collaboration, we applied for and received a grant to create our own ESL curriculum for the school district. Another grant enabled us to spend a month in Mexico improving our Spanish language skills. We also presented at the TESOL convention, sharing our curriculum and ideas about thematic teaching with other teachers.

As our district’s ESL staff grew, Mona and I modeled the kind of collaborative partnering that helped other ESL teachers adopt our form of professional development. This type of collegiality became the culture of our ESL department, and we all thrived on it.

My interest in professional development through teacher collaboration stems from a very personal experience, but my reading and research into this topic support everything I learned instinctively through my collaboration with Mona. I learned that true collaborative interdependence is rare among teachers (Little, 1990). We are often thought of as the “egg carton” profession because of the separation that exists in our professional experiences. Teachers work behind closed doors, rarely interacting with other professionals in their schools. This isolation is counterproductive to the development of a strong school culture and to the continuing professional development of teachers (Lacina, Levine, & Sowa, 2006).

But collaborations such as Mona’s and mine do not develop spontaneously. For strong, interdependent, collaborative bonds to develop, internal and external forces may be responsible. Mona and I were strongly motivated by the need to develop better programs for beginning readers in a competitive school climate where standardized testing was utilized for student placement and retention. Our internal motivations evolved from a shared dedication to students and a desire to see civil justice and academic success prevail for them and their families.

I also learned that interdependent collaborative teams operate under a different structure from traditional groups. Successful teams have increased frequency and intensity in their interactions and a higher probability for mutual influence. Collective judgments and decision making are the norm. These attributes were certainly characteristic of my first heady years of collaboration.

Successful collaborative groups have commonalities that promote reflective inquiry. Teachers in these groups develop norms for group work and communication skills that help “establish and maintain a safe and trusting environment and encourage group members to reexamine, clarify, and transform their thinking so they can help students succeed” (Langer, Colton, & Goff, 2003, p. 14).

The development of mutual trust and respect created a base that propelled Mona’s and my future learning and collaboration. How would we have developed that respect if we had never seen each other teach? How would we have developed trust if we had never shared our problems and asked each other for help? In the current challenging educational environment, we need the help and collective intelligences of our colleagues to ensure academic success for all learners.

References
Lacina, J., Levine, L. N., & Sowa, P. (2006). Helping English language learners succeed in pre-k–elementary schools. Alexandria, VA: TESOL.
Langer, G. M., Colton, A. B., & Goff, L. S. (2003). Collaborative analysis of student work. Alexandria, VA: Association for Supervision and Curriculum Development.
Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91, 508–536.
Rosenholtz, S. J. (1991). Teachers’ workplace: The social organization of schools. New York, NY: Teachers College Press.

from TESOL Blog http://blog.tesol.org/teachers-as-learning-partners-implementing-tesols-principle-6/