Chapters seven, eight, and nine of Sheltered Instruction Observation Protocol (SIOP) were very helpful. I feel comfortable in my teaching ability and understand I have a lot to learn. There are many things that made me feel more comfortable that were established through the SIOP model. SIOP has proven to be an effective model for teaching students English proficiency. One thing that I was anxious to read about was incorporating hands on material for students. Students need to be given many chances to practice what they have learned. Being able to practice is just one aspect of mastering any new skill or concept. There are many important details that should be noted when an educator is choosing hands on materials. I have designed lesson plans …show more content…
In order to make content accessible teachers need to present the material in a way that the student can relate to. ELL students need to feel involved in their education in order to do well. Practicing ways to get ELL students involved through hands on activities and discussions is a way that educators can make content more accessible. Infinitive forms were hard to learn in class and it was really hard for my friend. The teacher would explain to us the subject, but we would not know how to practice or apply it. The teacher we had eventually found a new way to teach the subject because it was confusing for many …show more content…
Most of the lesson plans I call successful I enjoyed and excelled in. I think being able to perform well and enjoy something due to the way the material was presented. The teacher was able to make a history lesson exciting and new. For a lesson we were able to read in small groups. Each day we played a warm up game regarding the previous day’s reading. The detail that the teacher put into the lesson plan made it enjoyable for all of the students including ELL students. Engagement was the primary aspect of the lesson plan that made it special.
Teachers can determine engagement based upon group work involvement, discussion involvement, and presence in class. In order to sustain engagement a teacher should be engaged as well. If teachers are excited about the subject matter students will be too. That means each month, each semester, each year teachers should be looking to improve their lessons with feedback from previous lessons or semesters. I know as a student when a teacher is bored with a lesson because they have taught the same thing for ten years. If teachers want to keep students engaged teachers have to stay
Students are motivated by many different things, for example Carly is motivated by chips. I remember when I was younger and took flute lessons, my teacher would give me candy if I practiced in between classes and improved. It also takes some students longer than others to learn things. It took Carly until she was 10 to really express herself. Even once she started typing she had to learn how to spell the words she wanted to write, she also had to learn to form sentences from those words. Some students might take longer than others to learn, as a future teacher we must be patient with the students and find the best way for them to learn the material. Another part of the book I found upsetting is when the general education teacher said she could not teach Carly anymore. She gave up on her without trying much to help Carly. As a future teacher, we must try to help all our students, even if they have
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
The growing numbers of English language learners (ELLs) in U.S. schools require specialized instruction in order to succeed academically and become proficient in English. Sheltered Instruction Observation Protocol, commonly known as SIOP, is one method of providing that instruction. SIOP is the product of several research studies conducted over the past fifteen years by two researchers, Dr. Jana Echevarria and Dr. Deborah J. Short (Echevarria, Short, & Powers, 2006) and is a method to help ESL and content teachers meet the needs of their linguistically diverse students. Although originally developed as an observation rubric for researchers to determine the degree of implementation of important sheltered instruction features in ESL lessons (Echevarria et al., 2006), SIOP has become an instructional model for English language learners (ELLs) that focuses on the simultaneous teaching and learning of academic content and language (Vogt & Echevarria, 2008). This paper will examine the reasons SIOP was developed, the basics of the SIOP model including ideas for classroom integration, and the benefits of using SIOP instruction with ELLs.
Verma , G., Martin-Hansen, L., & Pepper, J. B. (2008). Using sheltered instruction to teach English Language Learners. Science Scope, 56-59.
When they realize what mistakes they have made, they will try their best to fix them so that they can get the better grade in the future and become the best they possibly could be at that specific skill. If someone is complimented on the work they have completed, it can effortlessly boost their self- esteem and help them with alternative work and activities later in their lives. Therefore, the educators should praise their students so that they are self-confident with what they are striving to achieve, although it’s still important to give negative comments to the student and discipline them
It is a teacher’s responsibility to properly prepare and educate their students. In some cases this can prove to be difficult for an educator. As a student, you may find that your teacher may not be giving you enough attention or specific one-on-one time. This is where student grading could come in handy. Many educators might fear negative feedback because they often do the best that they can with the abundance of responsibilities they already have; but others strongly believe that teachers shouldn’t be above criticism, and should ask their students for this constructive feedback on their performance. This could help improve the nation’s educational system if conducted properly. It would also help the students and the teachers to sort out their true priorities in the classroom. According to an article written by Atanu Kashyap Adhikari, he agrees and claims “They will now be concerned more about the comprehe...
List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.
Lastly, as a student myself most of Ellen Glanz’s points in “What’s Wrong with Schools?” are accurate. Classroom teaching methods need to be changed. Students shouldn 't be "doing as little as necessary to pass tests, using tricks to avoid assignments or manipulating teachers to do the work for them." Although teachers should demand more of their students it is essential for both the educator and his/her students to be on the same page. Through Ellen Glanz 's experience, she was able to point out the flaws in classroom settings and become a better teacher than she was before as
Cohen et al. (2010) wrote that assessment can be a major contributor to raising standards in schools in terms of teaching, learning and student achievement. In addition, if assessment is properly handled with consistency, reliability, validity and rigour, it can have a possitive effect on learning and can improve students' own understanding of how can they learn more effectively and improve.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
Assessments allow for teachers to monitor the progress and growth of his/her students, help engage students and help guide teachers as well as students in their decision making. Teachers should know that tests are not the only way to assess students in the classroom. It is important for educators constantly assess their students on comprehension and progression.Teachers can take use of both formal and informal assessments so that they can engage students in their own learning, as well as monitor their comprehension and progress.
The importance of constructive feedback allows for many positive opportunities. One important element is that feedback provides a foundation for positive student and teacher relationships. By providing appropriate feedback, the students understand the teacher is genuinely concerned about them and their education. This component also enhances a student’s self-efficacy and provides an avenue for motivation.
Assessment is a tool used in the classroom every day. It is used to measure a student’s mastery of a skill or knowledge of a given subject. It is also what demonstrates to the teacher what the students have learned. Educators use that information to determine if they need to re-teach to a specific student, group, or the entire class. They can also use that information to determine the rate of their teaching. Assessments are important because, as teachers, we need to know what difficulties our students have and what needs to be refined for them. While I do believe in assessment and feel that it is one of the key components of teaching, I am more concerned with a child’s process of learning rather than the overall product that comes from it. This is where grades come in for me. Grades determine the students’ level of mastery on a subject, nothing more. Grades should not be the exclusive indicators that a student has learned the information that is presented to them. It is the things a student learns along the way that truly matter and sometimes cannot be measured.
I use assessments to assist me to identify and to develop their learning process. Assessment is not about the final grade, but the learning experience. I would rather have my students know how to look up information and apply knowledge than to memorize it and forget it ten minutes after the test. Learning is a life-long adventure and I want my students to know how to adjust and cope during their adventure. I want my students to have the skills for researching and finding the answer. It is not always that answer which demonstrates learning; it is in the process in which you find the answer that demonstrates learning.
Assessing student understanding is important but as a teacher you need to provide feedbacks to the students. During my lesson, I allowed the student to ask questions and tried to answer each individual’s answer right away. Since my students are not able to read or write I had to provide feedbacks by verbally.