Teaching Philosophy
Artifact Analysis
TESOL Domain 4: Identity and Context
The first would focus on student identity and the second would discuss how community shapes students' learning goals, thereby influencing teacher activities in the classroom. It would be inappropriate to make any assumptions or judgments before actually learning about the prior experiences and knowledge of these CLD students. Overall, I believed that such an effective pre-instructional assessment could help teachers better understand the factors that influence CLD students' success in the classroom (Herrera, 2017).
And for the next two sections, I moved on to my analysis of the information I gathered from the linguistic and cultural background assessment I gave him. To summarize, all the information gave me a better understanding of the student's prior knowledge, level of acculturation, language proficiency, and content area learning (Herrera, 2017). To begin, I went to the local Latino community and collected several multilingual artifacts that were all part of CLD students' daily lives.
Knowing about students' families and lives outside of school helps teachers make more meaningful connections with students (Valdés, 2001). Addressing students' life concerns could encourage students to invest more time and effort in learning (Flores-Gonzalez, 2002), which resonated with my philosophy of maintaining student involvement in class by arousing their interest in class content.
TESOL Domain 6: Learning
Since my philosophy involves encouraging students to use the language for real-world communication, the knowledge I possess would be useful in quickly identifying students' weaknesses in certain language areas. For example, I advocated Krashen's (1985) "i+1" principle in the paper when I wrote "the prerequisite for a successful conversation is understanding the input". Artifact C, p. 95) According to this idea, if children do not understand the content of the class, they will refuse to make interactions.
If we only provide oral explanations for our students, those with lower English proficiency will find it difficult to follow the class content, and therefore stop participating in the activity. These visual reinforcements can really help these lower-ability students better understand the class content. The understanding of student's identity and context will determine the teaching activities within the classroom, while teacher's knowledge about the learner's process of second language acquisition can make these activities more suitable for students' educational needs.
In this way, we could create a student-centered classroom that is beneficial to students' learning process. Nevertheless, an ideal classroom should have more supportive features, which will be discussed in the next section.
TESOL Domain 2: Instructing
That way, if students come across the word later and try to recall their memory, they can display the picture instead. Therefore, in the paper I gave an alternative for classroom teaching: “while teaching the different parts in the apartment, it was great to use CRP and ask students to talk to each other about the apartment they live in in their country. Moreover, I provided examples and suggestions for paragraph writing exercises in the handout.” (Artifact E, p. 120) This showed that the environment I set up for the students was very challenging with many stages that Mariani ( 1997) identified as the most effective classroom environment (Hammond and Gibbons, 2005).
The modeling simulation made the students learn the 'rules' of the activity, while the mini grammar lecture was essential for the students to grow from sentence level to paragraph level writing. During the activity time, my role became a facilitator, while it was the students who actually did all the talking, just as I mentioned in my teaching philosophy. I think this is strong evidence of prioritizing responding to the learner's contributions and responding to what the students know and can do.
In addition, these questions provided students with a "stage" to demonstrate their ideas to the whole class, thus encouraging more conversation and exchange within the class. Therefore, attentive and careful lesson planning is required to best support students, as I will provide more detail in the next section.
TESOL Domain 1: Planning
With all the teacher's scaffolding, students would be aware of their role in the activities. The focus of the design was to use the learning outcome of each task as a foundation for the next, as Hammond and Gibbons (2005) argued, so that each task became a scaffolding to provide students with a clue to solve the next. problem. The phrases they learned later in the video were able to connect all these key words in the T-card into sentences.
And here they rested and had more time to process and consolidate what they had learned in the charade. First, they learned one superstition from their peers' home country, while the other students were asked to describe the content and origin of the superstition using the sentences they learned in the video. They have the same first language, which is helpful in their discussion.” (Artifact F, p. 126) I created this policy so that all students could participate in group discussion and practice their communication skills, regardless of their level of English proficiency. .
The former ensures that students will understand the core concept in a linear progression, while the latter could provide students with a familiar topic and encourage them to become more involved in the discussion, thus making the classroom more interactive. Briefly, this section mainly talks about how teachers should support students, while the next part will discuss what exactly teachers should include in the lesson plan.
TESOL Domain 7: Content
First, I would argue that students would learn the language more quickly through real-world conversations for communication purposes. When students try to use language in real conversation, they are prompted to use a variety of learning strategies to help themselves and support each other (Echevarría et al., 2015), facilitating their discussion and communication. And more importantly, the language she used to reason, such as “so” and “because of,” could be very useful in real-world communication.
For example, in English class, we could give our students some reading material in which they could learn some key phrases and expressions in the text. In the macro analysis paper of the videos (Artifact E) I wrote: “For example, while they were listing and sharing the lucky/unlucky symbols in the T-chart, they seemed to be learning about the culture of their classmates. On the other hand, the language objective of the lesson is to help students understand a commonly used English structure (Savignon, 2001), which could be used for better oral presentation or written discourse in a specific content area.
In these two domains, I mainly discussed the classroom content teachers should provide to help students be successful, but teachers still need a way to find out if students are meeting their expectations. Although it seems quite easy to simply test the students, the understanding and interpretation of the test results would greatly influence the teachers' future educational decisions on the students.
TESOL Domain 3: Assessing
And the authenticity of the language can prepare the students for real conversations outside the classroom. The content objective is that the students will be able to ask others about their plans and introduce their own plans. The language goal is that the students will be able to ask and talk about future plans.
By comparison, a rubric tells students exactly what. expectations they must meet in the text. Then I would design some tasks that would allow the students to actually use what they had learned. Teachers must first learn about students by participating in local communities and interacting with students.
In short, students will be able to practice English writing and speaking skills and learn another culture in the classroom. And a field trip is a great way for teachers to learn about students' families and communities. We walked into her classroom around 8:50 am as the students were doing their first activity of the day.
Show me!" This seemed to be the students' favorite part as they were all excited. The students rushed out of the classroom at full speed as soon as the bell rang. It could not only confirm the identity of the students, but also engaged the students in more reading.
As a consequence, students actually participated in class instead of taking notes and practicing. I did not explicitly teach the students the meaning of superstition for the same reason. Then the teacher could guide the students to some of the key words of the topic, such as "not scientific".
The teacher has to explain some unknown words in the statements if the students are at a lower level. After being exposed to enough examples, students should finally use the objective clause to write about their country's superstition, which is the language objective of the course. On the other hand, the language objective of the lesson is to help students understand commonly used English structure in real life.
Therefore, I would argue that the students actually learned the language and content knowledge simultaneously in this lesson.
Implications and Future Considerations
