The second TESOL goal is for the ELLs to use English to achieve academically in all content areas. The last TESOL goal is to use English in socially culturally appropriate ways. Even though the standards that TESOL uses are extremely helpful, they still don’t give teachers enough information they need to make sure that ELLs can achieve high standards in most content areas. . (NCLR Educating English Language Learners Annie E. Caasey Foundationhttp://www.lab.brown.edu/pubs/nclr/edells_impinstprct.)
The ideal was to establish a set of basic academic standards that all students should achieve, hold the schools accountable for meeting these standards for all students, ←and→ then give educators the choice of how to meet the standards. The way NCLB is currently being administered must be fixed, otherwise we will have both new ←and→ seasoned talented teachers leaving the profession in droves. Although reading ←and→ math tests would remain in the administration's proposal, schools could also include student performance in other subjects as part of overall measurements of progress. Critics say that the current education law has narrowed the curriculum for students:→ Many teachers zero in on math ←and→ reading at the expense of other subjects to help students prepare for the required tests. (Douglas) Students need a well-rounded education," the blueprint declares, and it cites disciplines including history, civics, foreign languages, and the arts.
This does not mean that parents have no rights to what happens to their child while they are at school but this allows school to guide student behaviors though discipline. This idea is called in loco parentis (pg. 378). This concept was once more important in schools than it is now but it has brought forth it idea that no matter the student, disabled or not, there needs to be a certain level of responsibility put on all students for their behaviors when they are at school. This would be a great chapter of the book for parents to read because it would help them to understand why the school is doing what it is doing.
For many years, adults have send them the message success is more important than learning. A research shows that a “grading orientation” and a “learning orientation” can’t not be exist at the same time; this means if a student has a high “grading orientation” most likely that student will have a low “learning orientation” and vice versa. No contemporary researches have shown different result. “Assessment-based grading” or extrinsic motivation tends to diminish intrinsic motivation and by that Kohn means students only care whether if the materials will be on the test, but not “How do I know if that is true?”. Cheating, fear of failure are just some of the examples that existing in the graded-oriented environment.
I think that reading is where most students have trouble and this is where they slip through the cracks at school. Some teachers don’t want to deal with it so they just push the child through. I think that what really needs to be done is that teachers need to take the time to help these kids. They need to make sure they understand the work. They need to make sure the stuff is age appropriate for their reading ages; doing this will help a child to succeed at reading.
WORKSHEET – UNIT 19 Task 1 – List the different categories of beginner students, giving a brief explanation of each: The absolute beginner A student who has no experience in learning the English language. The false beginner A student who has studied English in the past but has not retained or remembered much of what they learned. They will be able to string together a few simple sentences and that’s it. The adult beginner Highly motivated students who are learning English for their own reasons as opposed being forced to learn by parents or the education system. The young beginner These students lack motivation to learn the language but they tend to pick up the language easier than older students.
It was just a multiple choice question. The author also argues that children’s moods, their skills and disabilities, and drive to achieve affect the way they take these tests. Why make homeschooled students take the same tests as public schools, when public schools are obviously not succeeding at education? Bittner goes on to argue that testing cannot sufficiently measure homeschoolers’ learning. Homeschoolers are not taught out of a textbook; they learn more by reading and picking up
Teaching students to read and learning to read is an intricate task. Most children enter school with a considerable amount of competence in their spoken language but have little knowledge of how to read and write. There are many diverse approaches used to teach language and literacy skills and a lot of debate has arisen on how to best teach beginning reading. Some educators advocate for a phonics based approach, while others support a whole language approach. This paper will briefly look at these two different approaches, discuss some options on how best to deliver an effective reading program, and review a commercial reading program, in this case, Jolly Phonics, and its usefulness in promoting phonological awareness.
Why I Hate English Class (essay one) In a lot of countries, school is taken very seriously and teachers are looked at as the people trusted with teaching others what they need to know to enter the world. Many may say some classes are more important than others and some may like one subject more than another. This could be because it’s too hard or the class may be too boring. But the reasons I hate English, are the long drawn out essays, the thick novels we are always assigned to read, and the ever-changing rules to how the English language is spoken and written. The long essays are the first on my list to explain why I hate English so much.
It is not fair to conclude that because a student exhibits difficulties with one area of learning that he or she will exhibit the same difficulty in other areas, in fact a student who displays difficult writing or reading may in fact excel in other academic areas such as mathematics. Other scholars such as Bernhardt argue that multiple measures is important as student achievement results can be explained by other factors (Bernhardt, 2002). Bernhardt believes that there are four components which should be discussed when referring to multiple measures; student learning, demographics, perceptions and school processes (Bernhardt, 2002). Bernhardt believed that not only will multiple measures enhance student learning, but also it will provide teachers and schools with the information necessary to improve overall learning. McMillan