Professional Documents
Culture Documents
Teaching
Model
Marian
Bradshaw
ESL
525
Education
should
derive
its
materials
from
present
experience
and
should
enable
the
learner
to
cope
with
the
problems
of
the
present
and
future.
John
Dewey
Educational
philosophy:
As
a
teacher
it
is
my
job
to
facilitate
the
learning
process
by
creating
a
warm,
welcoming
environment,
ensuring
structure
and
routine
in
my
class,
organizing
knowledge,
information,
activities,
and
students
and,
finally,
making
sure
I
meet
the
needs
of
each
of
my
pupils.
Environment
-
Low
affective
filter
(Krashen);
affirming
identity
(Cummins);
Rules
and
norms
(Dewey)
Safe
peaceful
Comfortable
appealing
Warm
inviting
decorated
with
student
work
decorated
with
academic
posters
ethnic/cultural
dcor
Physical:
My
classroom
environment
is
warm,
appealing,
stimulating,
filled
with
academic
teaching
posters
(e.g.
synonyms,
writing
tips,
reading
tips,
etc
or
posters
relevant
to
what
is
being
studied
in
class)
and
students
work.
The
comfort
of
my
students
is
considered
as
there
are
pillows
and/or
beanbags
around
that
they
can
use
while
doing
their
work
or
read.
If
possible,
there
may
be
a
couch
for
this
purpose
as
well.
There
are
a
variety
and
range
of
books
(elementary
to
high
school
level)
on
the
bookshelves
so
students
always
have
something
to
read.
I
try
to
fill
my
bookshelves
with
books
students
themselves
have
recommended.
I
try
to
keep
the
temperate
to
a
degree
that
is
comfortable
to
all
students.
The
desks
are
usually
arranged
in
a
U
shape
or
in
groups
of
four.
Emotional:
I
want
my
students
to
feel
safe
in
my
classroom.
They
need
to
speak
to
and
treat
their
peers
and
me
with
respect.
I
make
sure
all
students
are
heard
and
try
to
call
on
each
of
them
during
the
class
period.
Additionally,
I
try
to
meet
the
needs
of
each
of
my
students
and
modify
activities
or
assignments
to
meet
their
needs,
i.e.
if
they
are
not
capable
of
doing
something,
I
exempt
them
from
that
requirement
or
change
it
to
something
they
can
do.
Social
Interactions;
Zone
of
Proximal
Development
Vygotsky;
BICS
-
Cummins
Interactive
social
Engaged
talking
aloud
Conversing
in
L1,
as
necessary
varied
groupings
Ordered
freedom
communicative
Much
of
the
learning
that
goes
on
in
my
classroom
is
through
students
interacting
with
each
other
in
a
variety
of
groupings,
from
pairs
and
trios,
to
most
often
quads.
Students
cooperate
and
help
each
other
learn
the
material
for
what
a
child
can
do
in
cooperation
today,
he/she
can
do
alone
tomorrow
(Zone
of
Proximal
Development).
Its
rare
to
find
a
student
working
alone.
Students
normally
work
alone
when
composing
writing,
otherwise
they
should
be
working
with
one
or
more
peers.
As
Vygotsky
pointed
out,
all
learning
is
social
and
humans
construct
meaning
through
their
social
interactions.
Vygotskys
Theories
of
Learning
1. Everything
we
learn
takes
place
in
a
social
context.
2. Learning
takes
place
through
our
interactions
and
communication
with
others.
3. Talking
aloud
=
thinking
->
internalized
problem
solving
4. Language
a. Promotes
thinking
b. Develops
reasoning
c. Supports
reading
and
writing
(cultural
activities)
d. Helps
kids
be
strategic
e. Helps
kids
gain
control
over
their
own
thinking
and
behavior
5. Individual
development
takes
place
in
the
context
of
activities
modeled
by
a
teacher
or
more
skilled
person
6. Teacher
assist
by:
a. Modeling
b. Asking
questions/coaching
c. Creating
groups
d. Providing
materials
Activities
hands-on
activities
(Dewey);
social
learning
(Vygotsky);
BICS
and
CALP
(Cummins);
Input
Hypothesis
(Krashen)
Variety
carefully
chosen
Hands-on
quality
Adjustable
practical
Social
interpersonal
According
to
John
Dewey,
all
learning
should
be
experiential.
While
I
cannot
make
this
statement
true
all
the
time,
I
try
to
make
all
my
activities
as
fun
and
as
engaging
for
the
students.
Usually
during
a
class
there
are
three
to
five
different
planned
activities
so
the
students
are
constantly
engaged
and
not
bored.
Some
activities
might
take
5-10
minutes;
others
50-60
minutes.
But,
on
average,
most
activities
take
20-30
minutes.
However,
an
activity,
such
as
acting
out
a
play
may
take
days
to
complete.
This
ensures
that
students
have
enough
time
to
talk
things
out,
get
to
know
the
activity,
get
to
actually
do
it,
and
practice,
if
necessary.
Activities
are
also
carefully
chosen
to
complement
or
build
upon
each
other
and
are
not
randomly
chosen.
Each
activity
is
chosen
with
a
specific
purpose
in
mind.
I,
as
the
teacher
act
as
a
guide,
monitoring
students
growth,
setting
up
the
activities
that
are
meant
to
benefit
the
attainment
of
the
L2.
Students
are
also
allowed
to
move
around
in
and
out
of
the
classroom
to
maximize
their
learning
needs.
References
Cummins, J. et al (2005, September). Affirming Identity in Multilingual Classrooms.
Educational Leadership. Retrieved July 26, 2013 from
http://edfs200ell.pbworks.com/w/file/fetch/54560862/Cummins,%20Embracing%20E
Ls.pdf
Darling-Hammond, L. et al (2000). Learning
from
Others:
Learning
in
a
Social
Context. The Learning Classroom. Retrieved July 14, 2013 from
http://www.learner.org/courses/learningclassroom/support/07_learn_context.pdf
Darling-Hammond, L. et al (2000). How
People
Learn:
Introduction
to
Learning
Theory. The Learning Classroom. Retrieved July 26, 2013 from
http://www.learner.org/courses/learningclassroom/support/01_intro.pdf
McKenzie-Brown,
P.
(2006).
The
Krashen
Revolution.
Language
Matters:
Studies
in
energy,
history,
language.
Retrieved
July
28
2013
from
http://languageinstinct.blogspot.com.es/2006/08/krashen-revolution.html
Wink, J. (2013). Bilingual Basics. Retrieved July 26, 2013 from www.
Joanwink.com/research/bilingulalbasics.pdf
Wisdom, A. (2011, Nov. 30). John Dewey Experience and Education: a brief
summary. Retrieved July 28, 2013 from http://www.youtube.com/watch?v=zwIclG93Mo