Mod 5: Unit 4: Act 3: Mentor meeting

For this activity I asked 5 questions to two teachers regarding how they approach lesson planning. The first is a Korean elementary English teacher with only 2 years of experience (one of my old co-teachers) and the second is a Canadian with over 10 years of experience who works at a university.

The following are the questions I asked.

1. Do you differentiate your lessons?

2. Where do you get your materials for the lesson plan?

3. Do you ask your students to evaluate your lessons?

4. How long before the lesson to you begin to plan?

5. Do you refer to your lesson plan during the class?

Korean teacher 

1. Unfortunately I do not use this technique in my class. In most Korean classes, we usually aim for the middle when it comes to our lessons. We try not to make a lesson too easy or difficult. I was never really taught how to differentiate when I was in my teachers training. It looks like it would take a lot of work to make sure that all students are being challenged, for example you would need a variety of worksheets for all the different levels I assume. I usually try to help the weaker students when we are doing in-class assignments. I also try to encourage the weaker students to speak by asking them many questions. The higher level students are usually quite bored because the material in the book is too easy for them. 

2. There are many sites where Korean teachers share a variety of PPT's, games, as well as video clips. I usually follow the lesson plan that the school provides but there are times when I can include some of my own material which is great.

3. Never! The lesson plans are already given to us and we can't change them. Some students find the book very boring and I feel bad but there is nothing I can do. This is why I show them videos or play games at the end of the lesson to get them excited about studying English. I include lots of songs which they love.

4. As I have said, the lesson plans are already set so there is little to think about which makes my job very easy but sometimes the content is very boring so it's hard to get the students excited about the class. On Friday, I look at what the next week's objectives are and then prepare the materials by searching the various websites if need be.

5. Yes, because I am a new teacher I don't feel very comfortable yet while teaching. I usually write all the objectives as well as all the steps on the board so I can use them as a guide while I teach my class. 

Welcome to Korea! The answers here, I would say, are quite typical. The big problem is that the teachers are expected to follow the teacher's guide to a tee. I mean, I have had co-teachers actually read out each word in the guide book during the class. The objectives are already written out , the types of games to be played listed, as well as the materials to be used. Differentiation is something that they may be familiar with (I think?), but do not employ in their class to a any degree. Of course, teachers will help the lower level students but there isn't a clear method in doing so. Since the lessons are already written out, it gives teachers here very little room to bring in their creative side. On  a more positive note, I have had teachers who hated the books so much that they used a lot of their own material to compliment the book. Overall, the teacher really didn't help me much with regards to lesson planning but it was interesting to see how different things can be between teachers (see below)

Canadian teacher

1. I have used several differentiation techniques during my time here in Korea, for example flexible grouping, assessment, inventories, tiered lessons. The one thing I do at the beginning of each semester is to do an inventory of the students interests. This way I can create lesson plans that best stimulate them. The hardest part of teaching here in Korea is getting the students "hooked", but once that is done, the rest comes easy in my opinion. I also use flexible groups depending on what is being covered. Sometimes I get the higher level students grouped with the lower ones, sometimes I group students according to their interests or sometimes I even let the students create their own groups. One thing with differentiation is that it doesn't come over night, this is something that you work on during your whole year and career. You add bits and pieces as you go along. Another key point is doing assessments before the lesson begins, this way you can get a good idea of what the students already know then you can prepare accordingly. 

2. The sites I use depend on the content that is being covered. Needless to say that I have collected a plethora of sites over the years that gives me easy access to materials. I also like to contribute to these sites as much as I take away. Its all about sharing ideas!

3. Yes I do. There is nothing better than getting the students point of view of how the lesson went. Remember, they are the ones who have to sit throughout the whole lesson, if they are not happy/bored, then the teacher should be aware of the reasons why so that changes could be made for future lessons. Unfortunately, students may not want to tell you the truth face to face so I give them a paper to fill out every once and a while. 

4. I usually have my lessons ready at least a week before I have to do them. I don't like doing them earlier than that because it's always good to know how the students are doing in the present lesson so that you can make adjustments for the next one. If the students are struggling with a certain topic, then you can include that in the next lesson as well. If you prepare too far in advance, its hard to incorporate that thing into an already finished lesson plan.

5. Not really! I have been doing this for a while and now have it all memorized more or less. I know what the objectives are for each unit, the materials I need to use as well as the way I will go about teaching. This was not something that occurred over night. There was a lot of trial and error in the past on my part but I think now I have it pretty much controlled. Of course, there are times when adjustments are needed

So, as you can clearly see, the differences between the two teachers couldn't be any clear. I was glad that I interviewed such polar opposites because it gave me a better idea of what takes to be a good lesson planner. Although the Korean teacher didn't give me much, the second teacher gave me more than I could chew. He was very informative and gave me lots to think about. In the last 6 years, I was never expected to write any lesson plans, so this is very new to me. The whole process is complicated before there are many things to think about. The good thing though about having  a lesson plan is that it serves as a guide for managing the learning environment. If the lesson plan is sound, then the class should produce good results. If not, then the lesson plan should be reanalyzed and changed for future classes.

Activity 4: Blog Post Summary

I think of all of the topics we have covered so far in the Teach now program, this has been one of the more challenging ones for me. The reason being is that I have never had to deal with "real" standards during my 9 years of teaching here in South Korea. As I have mentioned before in many past blog posts, my job here is fairly simple. I try to create fun and stimulating lessons based on the topics in the book(I never actually use the book itself because it is very boring and not nearly challenging enough for most of the students). I make sure the lesson objectives are met according to the teacher's guide (for example: students must be identify different colours) but it seems that no standards are in place at my school. We teach the topic but they are not really tested on it. To make matters worse, in Korea, students pass the grade no matter what kinda score they get, they may know nothing about a subject but because of their age they will go to the next level. It just seems that no real standards exist here.

After spending a lot of time on the Common Core Standards Initiative web page, I am much more aware of the steps needed in order to make sure the students meet the standards set by the state. I must say that I was very overwhelmed with the amount of information on the page but I did like the fact that it was very well organized and clear. The CCSI is important because it allows for all students to get the same kind of education throughout the states (although I'm sure it's not 100% perfect). Before the CCSI, each state had set their own standards for what the students should know and that made it hard to know how well they were doing overall compared with other states. The CCSI sets clear, strong, and consistent benchmarks to make it easier to compare where students are in the scheme of things.

One thing that Taylor mentioned during the last VC that really surprised me was that in some states, they not only have the standards already unpacked for the teachers but the lesson plans for each of those objectives are prepared in advance. I guess for a teacher just beginning their career, this takes a lot of the stress off the teacher because they don't have to spend copious amounts of time deciphering the best way to teach a standard to their students. On the other hand, for a veteran teacher, having all the lesson plans already
set for them may stifle them creatively. I really found the video on unpacking a standard in very useful, it should you exactly how to break down the standards into clear objectives.

One teachers dissects all these standards into individual goals, they need to create the curriculum (lesson plan). Proper teacher training is essential to ensure that they are creating proper lesson plans that get the students to meet those set standards. A good technique to use is backward mapping since it allows teachers to break the standard down into smaller chunks (different objectives to meet the one standard). Backward planning is effective to set academic objectives first, then writing lesson plans to meet those goals.By doing this, the student's success rate is much higher.Teachers must also develop assessments that gauge if the students have met the standard. This can be done using several techniques such using Rubrics, Concept Maps,and Group Quizzes.


Standards, although helpful with regards to giving you direction, doesn't actually help you get there. It is up to the teacher to come up with the lesson plans that will eventually lead them to reach those standards. I look forward to being in a school where there are standards to meet because I think that'll push me a little more to make sure that my lessons are not just well planned and executed, but actually meet the standards set for the school.

Mod 4:Unit 3:Act 3: My classrooms and rules, norms, and procedures

Establishing rules, norms, and procedures is the most important part of classroom management and should be implemented early on in order to avoid problems in the future with students. This sets the tone for the whole class experience. Teachers sometimes have the misconceptions that students dislike rules or that if you have too many rules, the students will find you too strict. The truth of the matter is that students expect the teacher to be in charge (Mccleod 75). That being said, students look to the teacher for ways on how to properly conduct themselves in the classroom. They expect you to teach and guide them through your personal expectations. If the teacher is lax with the way things are run in the class, individual students will start to act out and it won't be long before you lose control of the class as a whole. Once that occurs, it is very difficult to get them back. The placement of rules, norms, and procedures doesn't occur overnight, it takes time and patience for it to become second nature to the student.

As a teacher, I have tried two different techniques when it came to establishing rules and procedures in the classroom. When I first began teaching, I was pretty much a dictator and the rules that I had were ones that I established myself and I enforced them very strictly and I didn't give the students a say in the decision process. Although this method worked for some students, it didn't work for others. Later on, I decided to have the students involved in the decision process: a more democratic way of going about it. During the first week of classes, I place the students in groups and I get them to think of rules that they feel would make the class run more smoothly. One they are done with that, we discuss them and decide which ones are most beneficial. The rules are then written on a bristol board and placed in front of the class for all to see. I find that by allowing the students to have a say in what the rules are, they are more willing to abide by them.  I also get to students to sign a contract that states that they all understand the rules and they know the consequences for the various infractions. 

Some common rules that usually come out of these brainstorming ,

1) Enter the class quietly and sit down right away.

2) Make sure your bring your pencil, notebook, and textbook

3) Raise your hand when you want to ask a question or answer one

4) No eating or drinking

5) Do not use your cellphone

6) Stay alert and pay attention

7) Try to speak English (as much as possible)

8) Respect your classmates

9) No scribbling on the desk

10)  No gum

All of the aforementioned rules are non-negotiable and as mentioned before, if they are not respected then they will be punished accordingly. During my reading I came across the fact that "rules should be stated positively" (McCleod 77) although as you can see by my list there are a few No's. I don't really know how to rephrase "No gum" or "No scribbling" to make it into a positive rule...any ideas?. Same thing with the no food and drink. Perhaps I can phrase it like"  Only bring the things that you need to study with"??

One thing that I do in my class to encourage students to adhere to the class rules is by setting up a sticker chart system. If the group doesn't break any of the rules during class, then they are awarded stickers which can lead to a certain prize at the end of the semester. This system really works well with the younger kids because they end up policing themselves as they tend to listen to one another more than teachers.

The procedures in the class are also taught at the beginning of each new semester. Since there are many different procedures depending on the task, this does take a while to go through. But once established, the students know how to conduct themselves. 

Some of the procedures of my class are:

Entering the class: All students line up outside of the class in two rows, the person beside them is their partner (our class has two per table). They wait until all the students from the previous class have left. They enter quietly and sit down right away. They may speak to their neighbors quietly during the break.

Sharpening Pencils: The students must raise their hand and ask to stand up and use the pencil sharpener. They can also ask their partner to borrow a pencil. I also tell them that they should bring more than one to class just in case.

Getting into Groups:  The students must stand up and move around the class quietly. They must arrange the desks. They must not start talking to others in the class while walking around. They must put their hands on their heads when they are ready to start the activity.

Handing in papers: The student sitting in the last row must stand up and collect the papers from the students in front of them to the front row. The student will then hand in the papers to the teacher. This must be done quietly. If someone doesn't have their assignment done, the student must tell the teacher.

As with the rules, the stamp system is also in effect with the compliance of the procedures. If a student doesn't follow the proper procedures, then stamps will be taken off his/her group's chart.

It is important to note that when establishing  rules, norms, and procedures, there are several guidelines that should be followed so they can be effectively taught. The first one is that they have to be clear to the students and projected in a positive way (avoid using "Don't"). The students must be aware of the behavior expected from the teacher.The second one is that they have to be reasonable. For example, if only one child is doing something bad, there is no point drawing attention to the issue by making up a new rule and announcing it to the class. It is best to just address the issue with the individual.Lastly, the rule must be enforceable. Don't make a rule that is impossible to carry out or takes away too much or the teacher's time.

I find the best way to ensure the students abide by the rules and procedures in the class is by first creating a positive classroom environment that is filled with love, respect and fun. My experience has taught me that a happy student is more apt to following the rules. Enforcing rules and procedures, especially with younger students takes time and patience. It is all about repetition and consistency. Once they have been established,things in the class will run smoothly and then you have more time to concentrate on what it is you are supposed to be doing.....teaching!


Reference

McCleod Joyce, Fisher Jane, Hoover Jinny: The Key Elements of Classroom Management. ASCD. 2003

Activity 4: Reflections on High Expectations

When I think of high expectations, the first thing that comes to mind honestly are the overbearing Korean parents that push their children day and night to study in order to get into that prestigious university they (the parents) have been dreaming of. I guess having lived in Korea for over 10 years has really warped my perception of what high expectations really mean. I have seen the negative side of these kinds of expectations and what they can do to a child (a world with an overly stressed 10 year old shouldn't exist!!!). Having high expectations doesn't necessarily equate to a bad thing. When implemented correctly,high expectations can be positive thing for students.

I have high expectations of myself with regards to how I teach and how I lead my life. Similarly, I have high expectations for the people I work with, be it a co-teacher or a partner on a project  Unfortunately, having these high expectations could sometimes lead to disappointment because they do not achieve the expectations I have set in my mind or perhaps the expectations I had for them were set too high.

A teacher’s beliefs about students’ chances of success in school influence the teacher’s actions with students, which in turn influence students’ achievement (Marzano 162). Since these high expectations play an important role in education, it is important to have them for all your students. The reason why I bolded "all" is because a common mistake a novice teacher can make is to just focus on students who already do well in school and/or cause little problems in class. When teachers label a student as "bad" or "lazy" they tend to ignore them and have very low expectations in what they can accomplish. The Pygmalion (Rosenthal) effect states that people will perform the way you expect them to. So, if you expect little from a weak student, he will most probably do little. Truth be told, these are the students who really need your attention and by projecting high expectation from them as well, you can motivate them to achieve more and lead them to a brighter academic future.

So what are some ways we can get our students to achieve these high expectations?

1. Create a environment conducive to learning in the classroom. Teachers must make sure it is filled with positiveness, respect, and support (Hermes). When students feel comfortable they are more willing to work harder and try to achieve their teacher's expectations.

2. Increase the input you give to students because it shows that you expect more from them

3. Ask lots of questions and expect the student output to be high. Help those who may need help by asking the question in another way. Don't give up on the student! Answer using positive feedback and constructive criticism. Never make them feel ashamed of what they have to say.

4. Always encourage to go a little further. Students will need your support when faced with tasks you expect them to do but that they are unsure of. By guiding them, they can accomplish more things.

5. Look for students strengths and use them to accomplish tasks that they may not be comfortable with.

6. Engage students in a  challenging, fast paced curriculum produces academic and social outcomes.Activities that encourage critical thinking, problem solving and decision making. Through project based learning your students will want to set their expectations high because they will be a part of the group and they will be producing work that they have a say in and reflect the group as a whole.

 When it comes to goal setting in the classroom, the most important thing is for the teacher to ensure that these goals are realistic and achievable. If the goals are unattainable, the students will lose interest and perhaps feel that they do not have the skills to do so. The students should be aware of the barriers that they will face and that you are there to guide them through the task. The point of doing any project is not to please the teacher but to have the students feel proud of what they have accomplished. 

Pride in ones work is another facet that the teachers should instill into their students. The quality of work you put in shows how conscientious you are (Muchnick). One thing that I can't stand is when students hand in assignments that are either ripped, with poor handwriting or done with little effort put in. I always try to explain to my students that the work they hand in is a reflection of themselves. If that doesn't work, I tell them that I will take a picture of their work and send it to their parents...that usually does the trick :) The teacher should lead by example. Have pride in yourself, the way you dress, the way you teach, the way you interact with your students and they will follow suit.

References


Hermes, Andes "High Expectations in the Classroom" retrieved from http://www.ehow.com/info_7935069_high-expectations-classroom.html

Marzano, Robert J. (2007) The Art and Science of teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA :ASCD

Muchnick, Cynthia  "Take Pride in Your Work" retrieved from
http://www.netplaces.com/study-skills/teachers-are-people-too/take-pride-in-your-work.htm

Comments on project

The project was well done and no big problems occurred. During the VC last Tuesday, we delegated the various parts we wanted to cover and I created a Glogster site that we all collaborated on. I think the next time I do a project and have a choice between Glogster and Pictochart I'd choose the latter because with Glogster you are limited to one page while Pictochart allows you to create multiple pages. Our project is short (compared to the ones who used Pictochart) but I think its concise and covers the areas we had to cover. I also created a Google Doc that we could share ideas on (although it wasn't used much). Everybody contributed equally to the project. I guess the only real problem was with Richard because he is presently living in China and his access to the internet is very sketchy so it made it a little difficult to keep in touch. Overaall, I think the group did well. 

Activity 4: Reflection on Classroom Climate

One of the biggest responsibilities that a teacher has is to create a positive climate in the classroom where students feel free to be themselves, feel emotionally and physically safe, are not afraid to make mistakes ,and are eager to learn. Unfortunately, to a novice teacher, this may be a difficult task to accomplish since the process involves many facets that take time to learn. A classroom that is filled with negativity is not conducive to a healthy learning environment, therefore it is imperative that the teacher makes this a priority from the very beginning of the semester. This negativity can manifest itself in many ways. One such example is bullying. Those being bullied will surely lack any interest in following what the teacher says seeing that they have more pressing issues to worry about. Another is a teacher who has a tendency to yell at his/her students when frustrated. These problems, along with others, are the reasons why some classrooms do not function at an optimal level. It takes a lot of work from both the teacher and students to create a warm and welcoming environment but once established will allow both to thrive.


I have been teaching in Korea for over 10 years now and the one thing that I have always tried to do in all my classrooms is to create an atmosphere that I feel best allows my students to succeed in. In order to do so, I try to place myself in the role of the student and ask myself questions such as.... What would make me feel the most comfortable in class? How would I want my teacher to behave? How would I deal with bullies? What activities would best foster camaraderie in the class? It's easy for teachers to look at things through their eyes but it is also helpful to look at things using the student's perspective. I consider myself a very easygoing teacher but i can be fairly strict when needed. It is very hard to juggle these two things because you want to come across as a "fun" teacher but you also don't want the students to run all over you. It's definitely a delicate balance that has taken a while to master. I find that it is easier to be strict at the very beginning and then "soften up' afterwards than doing the opposite. Once you lose the respect of the students it is nearly impossible to get it back.


The way I usually approach enforcing the rules in my class varies according to the class itself because "there is no one behavioral setting, classroom arrangement and single set of rules that will work for every teacher to manage their own classroom" (Borich 34). Just like no two people are alike, each class has its own personality. I usually begin each semester by going over the rules of the classroom with my co-teacher (Marzano 158). These rules are also posted on the walls in front of the class. In addition, we get the students to create their own rules that they think would benefit the class. I find this activity very useful because it gives the students a sense that they are part of the decision making process too and that we, the teachers, respect their opinions. Another thing that we do at our school is to have the students police themselves. This is done by grouping the students together and deducting points to the group when an individual misbehaves. Students, in my experience, are more likely to listen to their peers than to their teachers. Since "students who are regularly the object of punishment may show a drop in positive attitudes towards school, have a more negative perception of teachers, and adopt a more punitive manner in interacting with others" (Martens and Meller 1990) I always try to couple my punishment with a positive reinforcement. If the student does make a mistake he has a chance to redeem himself. Although some may disagree with this technique, we have found that it works quite well in our classrooms.

One thing that I have learned throughout the years is how to stay emotionally objective, although I'll admit that this is one thing that i still have to work on to perfect. This involves keeping a type of emotional distance from the ups and downs of classroom life and not taking students' outbursts or even students' direct acts of disobedience personally (Marzano 161). Students may sometimes bring their problems from home to school and that may translate to students being disruptive in class. Before getting upset, it is best to talk to the student and see what the problem is and try to find a solution. One thing that teachers shouldn't do is to  yell or criticize students in front of the class. This will only make the students feel bad about themselves. Dealing with the problem after class on a one to one basis is more effective.


Here are some ways that I try to create a positive classroom climate

- I try and learn as many names as possible to make it more personal. I find it better to use their names instead of just calling out "you" or pointing. This is a daunting task for me seeing that I have over 600 students from Grade 3-6.

- I also greet the students with a smile before class and say good bye to them after the class has ended. I like to ask them review questions before they leave the class. Eye contact is also important (Marzano 155)


- I try to make a personal connections with as many students as possible. This is easier with the higher level students since I can get more information from them. (Marzano 154)

- I have after school hours and encourage my students to come and visit and talk if they want

- I get students to create content(posters, comic strips, etc.) then display them on the wall (Marzano 156)

- I also try keep my class lively and upbeat, Korean students have a lot of stress because they are expected to study for long hours outside of school. Knowing this, I try to make their experience in the class fun and exciting. I like to tell jokes, bring in the guitar, sing songs, and have a dance off from time to time.


When it comes to learning in my class, the most important thing I find,especially with younger students with limited English abilities, is to incorporate content that the students will find interesting. The books we use in class are beyond horrible and the dialogues and songs that we must teach them are very boring which leads to many students zoning out. This lead to me to having a discussion with my co-teacher and asking whether I could just teach the topic but use my own material. Luckily for my students, she agreed and now the students are exposed to a wider variety of learning experiences. We use Youtube, Prezi and a variety of different Apps which the students loved.

In summary, creating a positive climate in the classroom is an essential part of a teacher's job. Once established, both students and teacher will benefit from this because everyone will be on the same page with class expectations. I care a lot for my students and try to create a fun and engaging class. I know that I'm not perfect and there are still things I must learn, but I feel hopeful that I will become a better teacher in the near future thanks to the things I have learned in this course. Wish me luck!


References


Borich, Gary D. (2011). Observation Skills for Effective Teaching. Boston, MA: Pearson Education. Inc.

Martens, BK & Meller PJ (1990) The application of behavioral principles to educational setting. In T.B. Gutkin & CR Reynolds (eds) The handbook of school psychology (2nd ed) (pp 612-634) New York: John Wiley & Sons.

Marzano, Robert J. (2007) The Art and Science of teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA :ASCD

M3U4A1: Instructional objectives determine selection of tools

  When creating a lesson plan for any given topic, one must first decide what are the goals of that specific unit and then decide how they will deliver that information to the students. These days, teachers are relying more and more on technology as the main tool of information delivery. Gone are the days (or nearly there) of spending countless hours preparing flashcards. Teachers are now using Power Point or Prezi, which gives them more time to focus more on their actual teaching. Technology, in this case, can be seen as a positive thing but technology can also be counter-productive when it is not used in a proper way.

  Bringing technology in the classroom just for the sake of having it is not effective. The teacher must familiarize themselves first with the tool and then decide how it can be used in a class productively or whether it should even be used at all. This is much easier said then done. There are so many tools out there and it does take a great deal of effort, at least for those who are not tech-savvy, to get informed properly.

 Here is a diagram that shows you the steps need when creating a lesson plan.(please visit the following site for the detailed version http://www.crlt.umich.edu/gsis/p2_5  )

 When I create a lesson plan, the first thing I look at are the objectives of the lesson in our teacher's guide. I teach at a Korean elementary school and I'm not given much freedom. I must teach the objectives of the book and not veer away from them in any way. Unfortunately, most of the lessons are terribly written and the students are either bored or clueless about the content. It's not the easiest environment to be in. Because of this, the use of technology is so important because it gets the students interested and paying more attention in class.

  For example, last month. I had to teach the students about physical appearances. I first showed them a You Tube clip showing a variety of people with different appearances. The video was pretty funny and it caught the attention of the students right away. AWESOME! I find this initial step the most important because you are really trying to sell the topic to your students (like a salesman). If you can reel them in, they will be hooked for the rest of the class. I then showed them a Prezi that introduced the key points to the lesson. The last part of this class involved the students getting in groups and doing a web search of people and have them draw pictures of them. They were able to use their phones to access the internet. The technology I choose for this class was very appropriate because it complemented the objectives and helped to achieve the set goals.

  For another lesson, I was teaching them about weather and I had them create a short video using their phones pretending that they were weather forecasters. I was very surprised with their creativity and their ability to collaborate with each other.

  Ill admit that I have made mistakes in the past of just trying to make a lesson exciting and not really focus on the lesson objectives. Korean students want and expect a steady stream of games during the class and if you don't give them that, they have a tendency of not caring. The challenge here is to balance that fact they have to learn certain objectives and that they have to stay motivated. I've had co-teachers in the past just tell me to play games and not to focus on the lesson itself. I've been in classes where the co-teacher just shows them videos to keep them quiet or plays "bomb games" that are not even related to the lesson being taught.

  My goal in the near future is to broaden my use of technology in class. I have been using certain tools religiously due to my comfort with them. I need to branch out because eventually my students will get bored of the tools. Once again, before bringing in the tool to the class, I must decide whether or not it will help with the lesson's objectives.






References

 Milova, S.: Strategies for Effective Lesson Planning : retrieved from  http://www.crlt.umich.edu/gsis/p2_5

Brain Based Learning in the Digital Age

  The educational theory known as "Brain Based Learning" involves the focus of class instruction, materials, and assessments in a way that best serves the way a student's brain functions (Cook). When students study using this method, they have a greater chance of retaining the information taught to them. In this digital age, students have the ways, means, and speed to gather an enormous about of information. Unfortunately that is not enough. They also need the guidance of teachers to ensure that the information they are seeking is being well internalized.

  I'm presently working at a Korean elementary school and unfortunately the Korean education system doesn't really use this approach with the students. It is not student centered for the most part and students are expected to just listen and memorize information for the sole purpose of passing tests. Luckily for me, my English class is an exception to that rule. My co-teacher and I try to apply many of the principles of Brain Based learning during our lessons. We find the students react very positively to this. So what are these principles?The Sonoma County Department of Educations lists 12 that provide a structure for their education process and curriculum building (Sonoma). I will be jumping from one principle to another discussing ways that I use them in my classroom.

The Importance of Kinesthetics in Learning  and Stress Release 

   One of the principles states that physical education, recess and movement are critical to learning (Jensen). I couldn't agree more. This has always been a  main theme in my class. Most of my activities are based on getting the students up and moving, singing, or dancing (TPR activities). My elementary students have a very short attention span and so after teaching them the necessary information. I have them get up and move around the class to complete their tasks. I really heavily on Youtube for songs to keep them motivated! Our school doesn't have recess, but only 5 minute breaks between classes). Lunches are 50 minutes long and the students quickly eat so that they can head outside for a much deserved break. These breaks are important since they give the students a chance to "recharge" their brains with positive chemicals such as Dopamine as well as relieve some stress. Although we don't practice this at our school, techniques on how to reduce and deal with stress should be implemented too. Lighting candles, turning off the lights and having a few minutes to just relax can be quite beneficial to some. 

Grouping and Maintaining a Healthy Learning Environment

  Another principle states that social interactions and a nurturing classroom environment are very important in the learning process. If students are feeling isolated from the class or their peers, they are more likely to not follow what is being taught. Because of this, the teacher plays an important role when it comes to creating a safe and welcoming environment for the learner. Making sure that bullying doesn't occur in and out of the classroom is one thing that we do in our school. We have an anonymous drop box where students can inform teachers about bullies or any other issues they may have. We also have an email address if they find that more convenient. 

  When making groups, we try to group students according to their various levels in the hopes that the higher level students will help their lower level peers. We never let the students decide the teams because that could lead to some students feeling unwanted. The relationship the students have with the teacher is also important. Students who get little feedback, have no say in the way the class is run, and are forced to do assignments on tight time constraints have a higher chance of "downshifting" and react negatively to school as a whole(Cook). The teacher should use strategies that promote a positive learning experience. In our class, we try hard to listen to what the students have to say with regards to how the lesson will be taught. Should there be more videos? More group work? All this is done by asking students and getting to know what best stimulates them. Also, teaching them how to stay positive and optimistic is another important key. Optimistic students fare much better than their pessimistic peers (Brain Smart)

Learning in Chunks

  Another principle is that information should be taught in "chunks" rather than in big blocks. This is due to the fact that the brain can only process a certain amount of information in any given time. When the brain is over saturated, it shuts down which leads to students tuning out and/or misbehaving. Teaching in chunks facilitates easy retrieval of information as students have to memorize the chunks instead of the individual information. These chunks also act as cues, allowing for easy recollection of information (PLB). In our class, our chunks vary depending on the amount of information the students already know. When we present the information, we give them a period of time to process it before moving to the next chunk. We always go over the information asking questions to check for retention as well as activities that reinforce what has been taught.

The Importance of the Arts

  Another principle is the importance of Arts in the class. They show that certain arts boost attention, working memory, and visual spatial skills (Jensen). Once again, this is something I use in my classroom. Whenever teaching a subject, I like to have students draw pictures based on the content learned. This can be done using a variety of computer programs(my students also love playing Pictionnary). I find my students express themselves very well this way since their English abilities are very limited.

Variety is the Spice of Life

  The last principle to be discussed states that children should be exposed to rich and meaningful experiences and then given time and opportunities to make sense of their experiences (Jensen). They should be given time to reflect on what they have learned and how it relates to their lives. In my class, we usually give team projects to do based on the content learned once every chapter and we encourage them to use not only what they have learned in class but to bring in other aspects of their lives that relate to the material being covered,

References

Cook, Jessica   "Challenges That Teachers face With Brain based Learning
 Retrieved June 20th from
 http://www.ehow.com/list_6385031_challenges-teachers-face-brain_based-learning.html

Jensen, Eric   " What is Brain-Based Teaching?" Florida Education Association
Retrieved June 20th from
http://feaweb.org/brain-based-learning-strategies

PLB  "Professional Learning Board"
Retrieved June 20th from
https://k12teacherstaffdevelopment.com/tlb/how-can-i-use-chunking-as-an-effective-memory-strategy-in-the-classroom/


Sonoma County Department of Education 2013 "The 12 Principles of Brain based Learning'
Retrieved June 20th from
http://www.talkingpage.org/artic011.html

Planning for English Language Learners

 The lesson that I will be teaching the class is about food webs as well as the various interactions there are between the organisms in them. The four different ELL learners that I have in the class are, Stage I: Pre-production, Stage II: Early production, Stage IV: Intermediate fluency, and Stage V: Advanced Fluency. Due to the large differences between these individuals it is important to prepare a variety of level appropriate activities that won’t neither overwhelm them nor bore them. 

   When trying to prepare this lesson for a Stage 1 ELL learner, who has very limited English, it is imperative to use a strategy that uses plenty of visuals that allows the students to make a better connection between the words and their meanings. This can be done by using Venn diagrams, story maps as well as flashcards. I would just give a worksheet with different animals in the food web and have them memorize the names (they could also draw animals that they know). Teachers should focus more on listening comprehension and on building vocabulary at this stage. At this point they can’t speak at all so it is important as a teacher not to force them to answer questions because this will cause them unneeded stress. Heads nods would be acceptable or yes/no answers. These individuals can also benefit from having a buddy who speaks the same language to help them during the class. Spending more time with them and guiding them through the activities will also help. Repetition too is also very important at this stage. Having them move around (kinesthetic activities) as well as singing songs will help with retention.

  

  The second stage ELL learner will need a little more challenge. Along with having a bigger vocabulary they are able to formulate short answers. At this stage, the teacher should ask yes/no questions or accept short responses. Get the student to start writing and labeling diagrams using short sentences. Visuals are still important at this stage. Get them involved in group activities where the ELL learner plays a role (ex: draw pictures or making diagrams). Teachers should model what is to be expected from the activity and not just tell them to do it. One strategy that can be used at this stage is Guided Interaction. Simple activities such as class surveys can be done. In addition, having them involved in a project with others, such as drawing a poster, will not only help with language acquisition but with building a better relationship with their classmates. The teacher should always be there to help the student out when needed.

 At the Intermediate Fluency level, students will have the confidence to ask questions when they are unsure of something. They are able to formulate complex sentences when speaking but still need the guidance of the teacher especially with writing. At this stage teachers should focus on a variety of teaching strategies. One of them, Meaning-Based Context and Universal Themes involves relating the things learned in class to the outside world. The ELL learner could take what they learned in class and find videos or newspaper articles that deal with the food webs. I would get them to write a journal or do a small presentation with the new information acquired from the class.

 The last level is advanced fluency. These students are pretty much at the same level as the native English speakers although they may still need help with writing or with advanced topics. A strategy that can be used at this level is Metacognition and Authentic assessment. This method involves teaching the students how to describe their thinking process. An activity that I would do with these students is a journal explaining the importance of each individual in the food web and the effects of removing them from the system. Debates could be another activity that would challenge them.

References

Hayne, Judy    Stages of Language Acquisition        

http://www.everythingesl.net/inservices/language_stages.php

 Alliance for Excellent Education    Case Study 2005   Six Key Strategies for Teachers of English-Language        Learners

http://suu.edu/ed/fso/resources/esl-six-key-strategies.pdf

Special Education Referral Process at my school

  I'd like to start of by saying that this project was very challenging for me because not only did I have to overcome the language barrier that exists here in Korea but the fact that the special educators at my school had very little to spare to sit down and answer my questions this week( I got only 30 minutes or their time). I'm sure things would have gone much more smoothly if this was done back home in Canada! With the help of my co-teacher I was able to get at least some questions answered with regards to how they handle special needs students at our school.


  First a little background information about the special needs students at my school.
There are presently seven students that receive special services. Three students have various degrees of mental retardation, one is bound to a wheelchair due to a form of cerebral palsy, two have a mild form of autism, and the last one has some emotional/behavioral issues. There are several others who the special needs teachers said have ADHD but they don't really deal with them. There was this one really sad case in my school where this one student was given medication for some issue he was having, I don't recall exactly the problem but I assume ADHD, but he went from being a very active student to one who just slept the whole day in class, everyday. It was the saddest thing to see. As a foreign teacher, I don't have much of a say at how things are run. But that issue should have been addressed by someone!!

 There are presently 2 special educators at my school. Their duties are to help those individuals with their classwork and to make sure they are paying attention and not creating a disturbance in class. The only problem with this is that there are not enough special educators for the number of special needs students we have. Since our school believes in inclusion, the students are spread throughout all classes and not just placed all in one. This leads to some special needs not having a special educator with them during the class which leads to many issues. Most teachers at my school have very little training when it comes to dealing with students with special needs. From my experience at this school, and others, the teachers will just leave the student do what they want to do.Those students will not actually be following the lesson the other students are studying. As for me, I have seen some special needs students running around the class, screaming, hitting others when there is no special-ed teacher around. When I teach my class, my English co-teacher (not the homeroom teacher) is always present. She too has little experience dealing with these students. I too have little experience so I really don't think I'm doing a great job dealing with them. I usually ask the special needs teacher what are the students' interests and then I try to provide something for the students to do during the class. For example, one likes to draw so I prepare coloring worksheets. Another likes to do "word searches" so I give him some to do. I know this isn't the best way, but it does keep the individual occupied and I can focus on teaching the remainder of the class. I know my focus should be on trying to get them involved during the English class but its hard enough trying to keep the other 29 students in line. We have tried to ask the special educator to attend the English classes as well but sometimes they are not available.

  Although our school believes in inclusion, I don't believe it is full inclusion because the special needs students also spend a part of their day in the special needs classroom where they get extra help. There, the students are taught one on one or in very small groups. They also have different activities that they do that involve moving their bodies.

  So now to discuss my very brief interview with one of the special-ed teachers at my school. I first asked about how the special-ed system is here in Korea. She said that the program is still fairly new and that the government is working hard to make sure that the special-ed teachers are well trained and that there are enough of them to meet the needs of all special-ed students. She acknowledged that our school was lacking in the number of special-ed teachers and that they were slightly overwhelmed with work. She said that they don't have very strict guidelines with regards to how they teach but they can do what they feel is proper when it comes to the special needs students education. I asked whether they have IEP's or RTI's for each of the students but she said no. To be honest, I'm sure they have something established like that but maybe that was lost in translation (not very easy doing an interview  through a translator who doesn't have the best English skills)

 My second question was about how they identify students who may need special help. She said that that is the responsibility of the homeroom teacher. Once she is told, then she will approach the student and conduct an interview to see whether or not there is a true problem. If there is something of concern, she will then contact the parents and they will discuss the issue along with the homeroom teacher. She told me though that some parents really don't like to admit that there is a problem with their child and just want their kids to continue the same kind of education hoping the problem will go away. Ignorance is bliss?

 Seeing that the responsibility lies on the homeroom teacher to identify a special need student  I asked one of them about that. I asked her what are some of the signs that would lead to her thinking that a student may need special help. Unfortunately, there are no screening tests here at my school to identify possible candidates so the onus is on the teacher. She said one obvious thing is behavior, although not all kids with behavior problems need special help, this could be an indicator that the student may need some extra support. The other things is to observe whether a kid has problems with regards to speech,cognitive or motor skills. The other thing is looking for emotional problems in a student. If they are overly shy, withdrawn from the class or cry very easily. There is one student in my 4th grade who clearly has emotional problems. Anytime she makes a mistake, loses a game, or doesn't get her way she will explode in a torrent of tears. I personally think that this is something that should be addressed but my co-teachers do not think so. They think she will grow out of it. I asked whether homeroom teachers have differentiated lesson plans and she said no. They teach the same thing to everyone, the same handouts, the same tests etc. As you can see, this is not the best way to go about teaching students of various levels. I guess in that respect, Korea is a little behind the times.


 Overall, I think that the needs of special-ed students here in Korea are slowing improving. It is not great but it has come a long way since I first got here. When I first started here 10 years ago, there were no special-ed teachers in any of my schools. There were also no students with special needs in any of my classes. Inclusion is a great concept and one that can be beneficial for both parties (although in some cases inclusion may not be appropriate). The special needs students can benefit from this because they can be integrated socially with their peers.They can create friendships that would not have been possible otherwise, and their peers can act as role models through their social interactions. As for the non-disabled student, they can grow an appreciation and acceptance for those who are different then them. They can also learn how to work with people with varying degrees of abilities. Patience is learnt because you have to go at their speed. I believe the future of special education is on the right track here. As with everything, time will tell. Good luck KOREA!! 화이팅!



 

Protecting our children from Bullies

  I'm sure we all know someone who has either been bullied or was the bully themselves. This phenomenon is not new but with with the advent of the internet and various other devices, the spread of hate from one to others is growing at an alarming rate.

"The bullying statistics of 2010 reveal theat bullying is a crime that is not going away anytime soon. There are about 160,000 children who miss school every day out of fear of being bullied"

This is a quote taken from the following link

( http://www.bullyingstatistics.org/content/bullying-statistics-2010.html )


 We dont only see bullying at school but it can even cross lines to the workplace and on the internet. Bullying is not only hurtful to the one being bullied but for the bully himself. For the one bullied, physical, emotional scars are often carried throughout a lifetime and may lead to self-esteem problems and affect social skills. For the bully, the aggressiveness that is prevalent in his early years is usually carried through to his adult years which may lead to delinquent type behaviors. Another affect of bullying is that it creates a very negative environment for others who witness it. What I want to discuss with you is how schools cope with this issue and the policies/laws the state governments  create in order to try and eradicate the problem.


   Before I do that I just want to give you a little info on what I know with regards to bullying here in Korea and the policies that they have. When I first arrived in Korea, in 2002, there was little a student could do to avoid the fury of the bullies. It felt like it was something that the students just had to deal with and very little, at least in my experience, little was done to curtail it. It was a "boys will be boys" kinda mentality and the teachers just let it slide for the most part. As time went by though, slowly in the news you would be exposed to this problem on a more regular basis ( http://world.time.com/2013/03/17/south-korea-rattled-by-suicide-of-bullied-teen/ and http://edition.cnn.com/2012/02/20/world/asia/south-korea-bullying-sentence/index.html ). Stories like this slowly brought up this pressing issue and it came to a point where the government had to take steps in order for it to stop because of the public outrage. It has become so problematic that even insurance companies have started selling victim insurance as part of the government to stamp out bullying
http://www.thenews.com.pk/article-136830-Insurance-against-bullying-in-South-Korea . According to my wife who is a high school teacher, students who are now caught bullying, whether it be physical or mental, get suspended for a set amount of time and if it continues, they could get kicked out of school and that would be on there permanent record.


  So now lets take a look at the laws and policies that are present in the USA.  As you can see by the map, http://www.stopbullying.gov/laws/, most states have both laws and policies that address the problem while others just have laws. There are a lot of differences between the states with regards to how they deal with the issue. It is worthy to not that no federal laws exist for bullying, although when it involves the following factors race,color, religion, sex then it could be considered a form of harassment which means that the schools are responsible for addressing and solving the issue. In 2013,the Safe Schools Improvement Act was reintroduced which stated that schools would be held accountable for the reporting and dealing of any acts of bullying. They state that act should be made law to ensure the safety of students and to create a place where they feel enpowered. http://www.huffingtonpost.com/kerry-kennedy/the-time-is-now-for-a-fed_b_2813122.html. Unfortunately ,though many states have these bills, as mentioned in the last paragraph, very few according to a report in 2011 follow best practices to be effective in reducing bullying. So there is still work to be done on that front but it seems that it only a matter of time before better policies and laws will be enforced


  Now before the issue of bullying can be dealt with, the teachers themselves, along with others in the community, must be able to spot it so that it can be first addressed. We all know that bullying doesn't take place in plain view and that those who are bullied are usually hush hush about it.  So it is partly up to the teachers to notice the signs and deal with them right away.  http://learningdisabilities.about.com/od/instructionalmaterials/a/undstndbullybeh_3.htm
This link helps teachers spot various signs that things may not be right with their students. For example, if one student who is usually outgoing becomes very quiet or he avoids questions and/ or eye contact. The teachers role is not only as educator but as a protector and should do everything humanly possible to ensure the safety of the students in their classroom.



  The best way to combat bullying is to prevent it from happening in the first place. In order to do so, schools must have programs in place to teach the students that bullying is wrong and what to do if you are being bullied. There is a great website that was created for kids that provides lots of useful information http://www.stopbullying.gov/. It is very important to give students the necessary tools in order to deal with bullies. In doing so, they can make more informed decisions instead of think that they are on their own. In Ontario, Canada, Bill 14, otherwise know as the anti-bullying act ensures that all schools have a Bullying prevention curricula,policies, and administrative accountability. There are many provisions under this act. For example, there are classes for those caught bullying and they must meet up with social workers to discuss the issues. As for the victims, they also must meet with specialists to help them through the process. All these provisions can be seen in detail at http://www.ontla.on.ca/web/bills/bills_detail.do?locale=en&BillID=2550.


  In conclusion, the issue of bullying is not one that will go away soon. But if policy makers ensure that they are doing their best to protect the most vulnerable, then there will be a light at the end of the tunnel. I have no doubt that we will get there one day soon. But until then, everyone should do their part to ensure a safe learning environment for all.