Griffith 620 Cary Critique

8/9/2019 Griffith 620 Cary Critique

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CaryCary

CritiqueCritiqueJanet GriffithJanet Griffith

EESL 620EESL 620



Chapter 1: Assessment

Reflection:I completely agree that multiple forms ofassessment will help teachers better servetheir students. Talking to students is agreat form of assessment. I found that anadded benefit of talking with students isthe relationship that results. Students

have commented that they know I careabout them because I ask their opinionsand want to know what is happening intheir lives.



Chapter 1

Best Practices:

Talking, in addition to just testing, can

help teachers gain importantinformation about students

Students typically perform better when

they are highly engaged in the activity



Chapter 1Applications for my classroom:1. Use multiple forms of assessment for

students (informal teacher made

assessments can be very helpful)2. Observe language when being used in

the classroom, as well as when beingtested

3. Attempt to engage students in anactivity they will enjoy while informallyassessing them



Chapter 2: Cultural Backgrounds

Reflection:The concrete culture trap is an obstaclewe all should be wary of. It can be

dangerous to just assume that studentsbelieve a certain idea or participate inspecific celebrations. Especially forstudents in upper grades, open dialogue is agood way to combat this. Most of thestudents I have encountered relish theidea that I want them to teach mesomething, especially something asimportant to them as their cultural beliefs.



Chapter 2

Best Practices:

Teachers who are actively interested in

students will typically yield greaterresults in student achievement

There is a need to search out practical

information and use dependable sourcesDo not assume that every student will

have the cultural traits that youresearched



Chapter 2

Applications for my classroom:1. Developing a running folder with

reliable resources and information willbe helpful and can be accessed byothers

2. Constant checks to ensure I treat all

students as individuals and notmembers of a certain cultural group3. Everyone in the classroom can benefit

from sharing cultural experiences



Chapter 3: Spoken Language

Reflection:Making spoken language morecomprehensible is something that manyteachers struggle with. When teaching aclass with various learners at multiplelinguistic and cognitive stages of

development this can be even moredifficult. This is definitely one areawere persistence and creativity pay off.



Chapter 3

Best Practices:

Creating relevant and size-appropriate

images can help students better graspthe content

Scaffolding can provide all students anopportunity to be successful

Getting students physically involved insome way can increase their motivationand participation



Chapter 3

Applications for my classroom:

1. Use more visuals, like United

Streaming, when appropriate2. Work with other teachers to develop

ideas, visuals, and manipulatives

3. Get students more involved incollecting and making objects to use inclass



Chapter 4: Increasing Spoken

EnglishReflection:It is crucial for educators to keep inmind that all students are individuals

and will move at their own pace. Asteachers, we have the responsibility toencourage and push students. However,if a student is pushed too hard or too

much they could in turn stopprogressing at all.



Chapter 4

Best Practices:

Vary strategies used thus engaging as

many students as possibleSeek out opportunities to integrate

student interests into the classactivities

Be patient ² sometimes the influence ofa teacher will not be seen until muchlater



Chapter 4


1. Everyday attempt to let students

TWIRL: talk, write, investigate, read,and listen

2. Include more cooperative and grouplearning to encourage students to talkmore

3. Make talk times as meaningful tostudents as possible



Chapter 5: Textbook Difficulties

Reflection:In my history class many students struggle withusing the textbook. Our book is written at a

10th

grade level and many 8th

graders cannotfollow the difficult vocabulary in the textespecially when it is combined with the newhistory based vocabulary they are learning.Modeling and helping students develop new

reading strategies seem to be the best ways tohelp students overcome or minimize theirdifficulties with the textbook.



Chapter 5

Best Practices:

Modeling reading strategies will help

students in their comprehension oftexts

Teachers can create the environment inthe classroom ² students feel more freeto make mistakes and grow in a classthat is relaxed and comfortable to them



Chapter 5


1. Textbooks are a support to curriculum

but will not drive it ² I need toincrease the outside materials I use

2. Making my students feel comfortable(through personal stories and humor)will help them be more successful

3. Reemphasize or teach readingstrategies to all of my students



Chapter 6: Improving English

WritingReflection:Writing seems to be one of the mostdreaded and feared activities for manystudents. I agree that making writingpurposeful can engage students andresult in better writing skills. Teachers

should keep in mind that if an activitybores them it also probably bores theirstudents.



Chapter 6

Best Practices:

Have students write for a purpose

Use your mistakes to model forstudents. It is important they know thateveryone makes mistakes and it is okay



Chapter 6


1. Integration of more writing for social

change ² this could easily fit into mycurriculum and would marry well with anawareness project

2. More peer revisions and editing

3. Institute a student portfolio for themto store and evaluate their work



Chapter 7: Teaching Grade-LevelC

ontentReflection:I believe it is crucial to teach languagethrough grade-level content. If you onlyfocus on language development,students will be at a huge disadvantageacademically. I was envious of the

freedom the teacher was given by herprincipal in the Classroom Story toaccomplish her objectives the best wayshe saw fit.



Chapter 7

Best Practices:Artifacts and hands-on activities can

make school more interesting

Show-and-tell modeling can be moreeffective than only talking about what isgoing to occurC

ontent can drive ELL instruction ²think about what students need to dowith the language in relation to thecontent standard



Chapter 7


1. Integrate more inquiry-based history

into my lessons2. Use more artifacts to provide visual,

concrete examples of the differenttopics we cover

3. Incorporate more show-and-tellmodeling for my students



Chapter 8: Learning Strategies

Reflection:

It is so important for teachers tointegrate skills with content. Reading skillsand strategies will benefit students in allareas of life whereas some content will not

benefit them in their future professions.By engaging students in activities and usingexplicit instruction, teachers can aidstudents in developing needed skills.



Chapter 8

Best Practices:

Make strategies explicit - do not

assume students will just pick them upMake strategies relevant to the content

the students are learning

Do not use strategies to the point thatthey get in the way of content



Chapter 8


1. Naming strategies and revisiting them

throughout the year2. Teaching strategies like jump-reading

3. Comparing and contrasting strategies

with students to determine the bestone for each particular piece ofcontent



Chapter 9: Supporting L1

Reflection:Involving the community in the classroomcan provide many benefits for all involved.

Students can learn about their communityfrom multiple viewpoints and parents andcommunity members can learn about theschool and the education their children are

receiving. Allowing ELLs to hear theirlanguage used in classroom instruction canalso help build their self-esteem.



Chapter 9

Best Practices:Student-initiated activities can increase

participationParents can be an invaluable resource in

the classroomUsing the L1 of students in the class

can help them gain confidence andexpose English native speakers to whatit feels like to be an ELL



Chapter 9


1. Incorporate more of the experiences

and talents of my parents into myclassroom

2. Encourage parents and students tocontinue L1 usage at home

3. Look for voluntary help from localcolleges and programs



Chapter 10: Communication Conflicts

Reflection:Students respond better to examplesset for them and challenges presentedto them instead of being told what todo. For many students when a teacherstarts ´preachingµ they automatically

tune out. Giving students a common goalis great way to foster communicationand cooperation.



Chapter 10

Best Practices:

Giving students a genuine reason to

collaborate can help communicationA good instructional model can help

students build language skills while theyare also learning content

Students need the opportunity toexamine similarities amongst themselvesnot just their differences



Chapter 10


1. Develop activities that allow students

to remain in cooperative groups forfour to six weeks

2. Incorporate language development withacquisition of content

3. Use activities that give studentsgenuine reasons to cooperate

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