Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
Unit one also taught me to reevaluate how important certain priorities when it came to writing. I learned from the other unit one authors, Joseph M. Williams and James E. Porter, that when an essay is read by someone who is looking for grammatical error or plagiarism instead of content, they will often find the error and ignore the content. Although I do still know the importance of grammar and originality, this class and the grading style has let me put those constructs in the back seat until the editing process, instead of making them something I had to constantly worry about. I don’t believe that good writing revolves around grammar, but rather how well your words can convey a message to the intended audiences.
But the growing interest in learner centredness indicates a new and emerging valuing of diversity and difference, which also links with the points I made about networking. 3 Reflective practice and teacher learning This is about teachers questioning and exploring their own practice of teaching. It is a sort of systematic curiosity about going beyond the edges of what we know and do, to find out how we could do things differently or better. Of particular interest are questions like 'Is there a discrepancy between what I say I do and what I actually do?' Action research might guide us to try to become more aware of our own beliefs and how they frame the way we teach and think about teaching.
If I want to teach a topic, I should try to learn as much as I can about it and never stop learning Spanish, this is also one of my goals. Another thing I could learn more about, are teaching methods, and classroom management. I feel that a reason I don’t know too much about teaching is because I haven’t taken enough education classes. I should take more classes on those subjects to improve my subjects. The final thing that I think I need to approve on is
After reviewing the reading, we can make many assumptions about the authors’ argument. I think that this is quiet self-explanatory on the message the authors is arguing “that a teacher can help students, but the student “must do the learning.” you as a student can by taught many things but until you actually learn it or apply or are even able to explain it yourself then you have learned the concept applying to this concept there is quote in the book where it is said “Knowledge must grow in his mind if learning is to take place” (Adler and Van Doren; “The Activity and Art of Reading” page 8). I also think that the student has to put in the initiative to learn the concept themselves without the initiative of applying the concept you won’t ever learn the concept. Learning the concept is much like applying the concept of discovery that the Arthur was also referring to in the reading where it was mentioned in the quote “the learner acts on something communicated to him”. After the reading I see my role as a student as the learner or as the thinker which applies the concept that are being taught by the instructor.
I began working on my communication with my friends and family, and trying to make myself stop not letting me feel things. Ever since I was a child, I would hide my feelings and as an adult I had outwardly become a robot. I still am working very hard on my inner changes though some days I wonder if I can or even should change. Progress has never seemed so huge and yet so slow all at the same time. My final decision of all my changes was that I would return to school and get my doctorate in psychology.
This is the process operating when the tutor explains the assignment. • Depending on student's previous experiences and expectations, their perceptual filters will interfere with the message that they receive. • Both the tutor's verbal and non-verbal communication – in particular, aspects of paralanguage such as emphasis – will communicate which bits of the instructions are most important. Verbal communication varies in its accessibility for students, as they may have different levels of understanding of the instructions (especially if English is not their first language). Non-verbal language may support or contradict verbal messages.
I think the conflict is that school should teach us everything not only to get our degree especially our own life. There are different nationality in the United States from different cultures and I think because of that, schools should teach us a little bit about these cultures. I mean we should at least know who are they, where they are came from, and what language do they speak. 3. What additional evidence might strengthen Ho’s arguments?
I have chosen to write a critical evaluation of Forman’s (2008) article because the pedagogic focus is on lessons where English is being taught as a subject and being used as the medium of instruction and as well as the significance of using the students’ mother language (L1) in English as a foreign language lessons (Foreman, 2008: 320). The Forman (2008) article is positive about the use of L1 in teaching about the L2 language and the author notes that the ‘exclusive use of L2 may not be the most effective way of rendering meaning’ (Forman, 2008:324). Furthermore, he acknowledges that teachers’ feedback benefit from ‘drawing on knowledge of the broader Thai context’ (Forman, 2008:325). In addition, this research explores how scaffolding combined
In this essay, I am going to analyze the two particular types of personal-response assessments, namely self- and peer language assessments by first exploring their nature, then their good points and the problematic issues they have raised. First, it is important to have a clear understanding of what is self- and peer language assessment prior to giving any judgment on the two. Self-assessments are the ones that ‘require students to rate their own language, whether through performance self-assessments, comprehension self-assessments, or observation self-assessments’ (Brown & Hudson, 1998 p.652). As such, the nature of self- assessments is to have students engaged in their learning as well as trigger their own reflection on what they have acquired. Consequently, it is often seen as: A continuous longitudinal process, which activates and integrates the learner’s prior knowledge and reveals