Supporting Learning

Throughout my high school and middle school years, I have had the opportunity to study the language of Spanish in a classroom setting. I walked into my first class assuming that it would be quite easy to learn a new language, however my presumptions were quickly erased. During my first encounter with the language, I felt overwhelmed by the process and frustrated with my slow progression. I found it extremely difficult to articulate my words and formulate sentences in Spanish. Whether it was simply trying to pronounce common household items or conversing with my middle school teacher Señora Arbuckle, I was utterly confused. Yet, it was through my struggles in this class that I began to realize the difficulty in understanding and speaking

The style and diction assist in describing the uncertainty of the English language, and make it evident that Rodriguez has a certain disdain for the language. The English language is described as calm and easy when he hears native speakers. In contrast, English is viewed as forced when the language is spoken poorly. However, Spanish is never described as forced, but rather as soothing and accepting. The characterization of Spanish as confident sets the tone of the paragraph as comforting. Rodriguez’s attitude towards the languages differs just as his characterization

When working within an educational setting supporting young people with additional support needs it is essential that any learning programmes implemented within the classroom are structured and designed to meet the developmental needs of the individual learner. The following assignment will detail the process of programme planning and how it benefits each individual learner’s development with an evaluation of the teaching methods used, the outcomes that were achieved and what resources were beneficial and suitable for the learner.

Learning support– extra learning support can be provided by reducing numbers in a class, by having specific groupings or settings within that class,or by working separately in small groups or one to one with extra staff.

Concepts and skills are introduced to students through focus lessons that include statements of purpose as well as modeling, demonstrating and thinking aloud. The cognitive responsibility shifts more towards the student under my guided instruction. This allows students’ the opportunity to apply the learned skill or concepts to commit to learning.

For Focus Student 2, I will provide an enrichment activity because she has mastered the learning goal. By observing her work in the math workbook and participation during class discussion, I know that she has been mastering solving fraction problems. Once she has done the check marked questions 3 and 4, she will move on to the enrichment activity that give her larger fractions and a short answer question to stretch her thinking. This activity will give her a challenge and provide her with high expectations through meeting the learning

The following paper will focus on an individual placed in a very specific teaching setting. For the purpose of the paper, the classroom will be located in an international school in Spain, therefore the language being taught will be Spanish. However, the majority of the concepts introduced are applicable to similar classroom setups in a variety of countries. As this is an international school classroom, the students hail from a multitude of different countries, meaning they do not all share a common first language. This will pose a great challenge to the teacher, whose previous experience solely consists of teaching Spanish in the United States, where almost all of her students spoke English as a first language. She is accustomed to using her students’ L1 as an anchor for teaching the L2, often code-switching to explain grammar and other key concepts. Now, however, she understands that she will have to modify her teaching method. She must now figure out a way to spend almost the entirety of her time teaching in the target language of Spanish. This will serve as the umbrella theme under which she will also address a variety of other modifications and concepts she must consider in her new classroom. All of these modifications serve to improve her ability to teach the class almost exclusively in the target language. What is to follow in this paper is the teacher’s firsthand account, written approximately a month before she is to start teaching, of how she plans to handle this

My capability when it comes to interpersonal communication meets the necessary standards and necessary skills for a novice of the Spanish language. My novice skill set and language learning abilities of Spanish reflects a disparity in various areas of strengths and weaknesses. For presentational speaking, I position myself as a mid-tier novice. I can present information about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions. For presentational writing, I place myself has a high-tier novice. I can write short messages and notes on familiar topics related to everyday life. My capabilities for Interpretive listening rank as a low-tier novice. I can recognize a few memorized words and phrases when I hear them spoken. Regarding my Interpretive reading, I place myself as a mid-tier Novice. I can recognize some letters or characters. I can understand some learned or memorized words and phrases when I read. On the other hand, looking into the Global Competences, I

Looking into some of my classes’ data, on average, about eight percent students are registered as SEN (special educational needs) students, which means a number of provisions need to be met in terms of lesson planning to cater for the needs of these students.

The language we speak defines our true identity and who we are. Living in a country where the main language is English, the Spanish I grew up speaking seem to be conquered by the English language. Many of us who are bilingual come from a place in where English is not our main and faced many obstacles to learning the language, but it seems that when we learn the language we tend to speak English more than our native tongue. Authors like Gloria Anzaldua and Amy Tan had connected to us the readers in such personal ways where we start to see connections. Gloria Anzaldua explains in her essay “How to Tame a Wild Tongue”, how her tongue was not free until she was able to switch from Spanish to English whenever she wanted to speak with someone or write in both languages. Additionally, she explores the meaning of Anglicism in her piece which its significant to me because I come from a background where most, if not all of my family and friends who grew up in the Dominican Republic and the United States tend to use these words. Amy Tan’s essay “Mother Tongue”, connects to many of us whose English is their second language, especially if one’s coming from a different country than the USA. As well as to how we need to be there to assist our parents whenever they need our help with the English language. These authors show us how the language we speak some way or another defines our true identity and who we are.

Consider children’s strengths (what children understand and do well), and areas of learning that need attention (e.g., common errors, confusions, need for greater challenge).

Of course, the activities each day center on the educational needs of the child. We spoke about the children in the classroom who have personalities and learning styles that are unique to them. Building a relationship with each child, gives her the opportunity to gain

The facilitative role of written CF in language learning can be seen from at least two perspectives: focus-on-form (FoF) and the Noticing Hypothesis. The term focus-on-form was coined by Long (1991) to refer to an unplanned, quick attention shift from meaning to linguistic forms in a communicative activity. However, some researchers later on expanded Long’s version of FoF, allowing for some more variations: planned and unplanned FoF as well as reactive and pre-emptive FoF (Doughty and Williams, 1998; Ellis, Basturkmen, and Loewen, 2002). As a feedback to learners’ production, CF may serve as a reactive focus-on-form instrument that focuses their attention while being actively engaged in a task (Van Beuningen,

* Lesson objectives must be in the 2 or 3 domains- cognitive, skill and affective or cognitive and affective or skill and affective.Guiding Principles In Determining and Formulating Learning Objectives

4] Identified different learner’s needs and differentiates it and make plan to meet these needs.