My Philosophy of Education My philosophy of education and my personal goals and theories about how students are empowered through their educational experience revolve around the student-centered, interactive approach to instruction and learning. My goal as an educator is to create a learner-focused environment that promotes the basic literacy skills - reading, writing, listening, speaking and thinking. Children are readers, writers, and thinkers who need language to question and understand. They become members of literate communities using language in real ways for real purposes. Through my own classroom research, I have learned to listen to children, to observe the multitude of ways in which they learn, and to examine the elements that encourage their growth.
Critical literacy and content area literacy theoretical connections revolve around the ideas that students must learn to not only comprehend text but also be able to analyze and evaluate it. The goal is to create students that are active members of their education, students that can take part in their learning and become influential members of our society. Works Cited English Learning Area. (2006, 1 10). Critical literacy.
In this step, the students are encouraged to create questions and are asked to write down the ones that interest them the most. L. The final step is step L recalling what I did learn as a result of reading. In this step, the students write or discuss what they have learned with specific attention to their original questions. I will use this strategy to help me gain a sense of students’ prior knowledge of the classic literature The Secret Garden. A complete KWL chart can help students reflect and evaluate their learning experience as well as serve as a useful assessment tool for teachers.
Also, teachers need to establish predictable classroom routines and procedures. Students can put their focus on content and activities when they know what to expect and are familiar with classroom routines. Teachers model routines and procedures by creating opening and ending procedures, procedures for distributing materials, positing agendas and schedules. It is important to keep in mind that ELs bring creative, capable minds which can process higher-order thinking and learning although those minds need strategic support, explicit instruction, and positive reinforcement to further promote learning. In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1.
This paper investigates how short stories can be integrated into an English language Class, in order to consolidate students’ knowledge of the English language - grammar and vocabulary; and to promote their creative writing skills. The use of short stories can contribute to students’ reinforcing effectively and meaningfully their knowledge of grammar and vocabulary while it can help students to be more creative and imaginative in their writing in a way to free the students from the routine procedures occurring in the classroom. The purpose of this paper is to familiarize language instructors with the effectiveness of using literature in language instruction. This approach allows more exploration of the short story, offers the students more opportunities to formulate their own ideas or feelings about the issue(s) as well as to improve their basic skills in the language learning process. To cater various learning styles, it is necessary to devise various kinds of tasks and activities.
Literacy coaches also develop curriculum, present valuable professional development to teachers, model lessons and supply material and feedback. Teaching the provided lessons and u... ... middle of paper ... ...with them before they are able to understand the meaning of sentences or other bodies of text. Teachers who believe in the bottom up method also feel that students must obtain other prerequisites such as mastering letter-sound relationships and word identification in order to comprehend any meaning. Where as teachers who believe in the top down method feel that reading for meaning is most important. They feel that students should select material that has meaning to them and that they will enjoy.
Students need to understand the essence of what is being said to them or presented to them during instructional periods. For students to understand what is being said to them, teachers should use graphic organizers to help students understand what is being taught to them. Teachers can also present applicable background information and content about what they are teaching. Teachers can also present information that brings the ELLs’ cultures and experiences into the curriculum and vocabulary;... ... middle of paper ... ...ding/. Last accessed 5/4/2014.
Carrying out an empirical investigation on teaching literature can be informative in this regard and it needs to consider the choice of literary texts, EFL learners and their cultural context, and the teacher. Literature is one of the important components in the EFL curriculum at university. It is recently considered as an important tool to learn English. Teachers at university can use literature to create a number of activities that help their students to get an idea on how language works. Literary texts are regarded as a very useful authentic material.
It is extremely important for educators to choose and evaluate materials to that will encourage student learning. The overall goal when choosing resources is that they support the learning outcomes of the curriculum. Student experiences and learning outcomes are shaped by the resources the teacher chooses to use the their classroom. It is important for educators to evaluate all learning resources prior to use to ensure they meet the criteria that will allow all students regardless of their culture of linguistic differences to be successful in their learning endeavors.
Competency based instruction should lead to effective instruction by the teacher. Therefore, if the teacher gives proper instruction to the students, then they will in turn gain some measure of competency. In summarizing this section of the book, effective instruction should be presented in a clear and concise manner. The teacher should provide practice and feed back responses in order to meet the objective that has been stated.