TEFL Assignment Answers

You can find out what learner style each learner is by conducting a simple test in the form of a handout, count the ticks in each column and it will give a rough idea of the best way they learn. You will need to make sure each lesson is delivered to facilitate each of the learner styles so each learner is catered for, so progressive leaning takes place which is being professional incorporating equality and diversity. Different resources what are available can be used to deliver the lesson to engage learners and make their learning experience one that they remember and learn from.

a. Because of the great teacher to student ratio it gives the teacher an advantage to go according to the individual needs

This will also promote a student to work independently.Different ways of Learning-Teachers will provide more than one way for each child to learn appropriately.-Teacher will recognize that each student is different and come from a different background in life, so several outlooks on certain subjects will be used.

1) I feel one of the major achievements in the last fifty years is in health care. The life expectancy was about seventy years old in 1965 for women, and 80 years old in 2015. Strokes and heart attacks usually a death sentence before, and now many lives are being saved.

After reflecting on the services that my campus offers to support English language learners, I realized that although we offer a variety of teaching techniques through instruction, we seem to lack additional opportunities for students to become engaged in structured academic talk. According to Curtin (2005), the most helpful instructional strategies in the classroom were literature-based activities, oral practice, individual help, peer interaction

One of the U.S. educational challenges of today is meeting the educational needs of the English language learners. This growing diverse population of English learners has to simultaneously learn to build their English language proficiency and the content area within their grade level standard. This makes it a double challenge for them and their teachers. After observing a lesson based on a video simulation of a classroom, I will discuss five components: comprehensible input, ongoing specific and immediate feedback, grouping structures and techniques, building background and vocabulary development and student engagement that were integrated into the lesson. I will then discuss what methods and techniques should be utilized when

Growing up in an incredibly diverse area, I completely overestimate the availability of ESL (English as a second language) and ELL teachers. Because all ELL students do not have access to such help, educators can do well to make a personal effort to reach out to their ELL students. By making a personal effort to connect with ELL students, educators can better understand how to help them get the most out of their education. Giving them special attention will not only help them succeed but also make them feel more comfortable and welcome. Educators could go above and beyond by making special copies of homework assignments for students that feature both English and the students first language. This way they will no doubt understand what is being asked of them, but also learn new words at the same time! Another way educators could show a personal effort could be by making time to work with the students outside of classroom time, further explaining anything that was taught

This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction, scaffolding, and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore, it will be detailed in this paper. Various methods of feedback

If teachers have prior knowledge of the subparts of the English language, as well as knowledge of the diverse cultures he/she is instructing can help the teacher create and blend a comprehensive and student-inclusive lesson plan and curriculum. Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. (Kujawa and Huske, 1995) Prior knowledge assists in segue of appropriate instruction and retention, because it is a foundation from which to build from and facilitates the idea of making sense of the educational experience.

I hope this email finds you well. Attached to this email is the 15Q2 report for your review. Please feel free to let us know if there are any additional data requests that you would like to see added to this report. We have kept the colors the same as what we had previously been provided; if you would like to change these please let us know the new colors (RGB values) and we can adjust. We look forward to your feedback so we can provided a more tailored report. Also, we are available to come present our findings our answer any questions you might have in early September. Let me know if you would like to schedule a meeting.

The negative side of this approach, which just happens to look great in theory and on paper, is that it restricts curriculum to basic speech, even if the students is capable of complex reasoning and creative thinking. The article quotes Valdés (2009, 2010) as labeling this type of scenario as “curricularization” of ESL language courses. It goes on to say that studies have linked this of classroom approach to an extended learning plateau where learner stalls for extended periods of time or indefinitely. My interpretation of this is that the learners have lost motivation.

Communicating what we want to say, how we want to say it is the goal of expressing ourselves linguistically. For English Language Learners (and their teachers), the ability to do that successfully in their new language presents a challenge. In the content areas of instruction, it is especially important to draw out the information that a student already knows in their native language – even when they do not have the linguistic ability to express themselves in English – in order to assess their level of understanding and engage prior knowledge. Using non-linguistic representations provides a way of bridging that gap between actual understanding and the ability to express that

First, she respects that as students acquire English as a new language, they do not have to forsake their native language. Second, to slake her curiosity, Mrs. Griffins values the use of technology to familiarize herself with cultures she is not accustomed to. Lastly, in designing instruction, Mrs. Griffins considers her learners, especially in

Along with benefits for the entire class, ELL students also benefit from whole-class discussions. The effective use of whole-class discussions allows for ELL students to hear and practice language in an authentic and academic setting, encouraged and supported by the teacher. “The

We as teachers must always deliver clear input for ELL’s. The student needs to understand the message that is conveyed. When new teachers are appointed to a mainstream classroom and spend the majority of their day in this type of environment it is particularly imperative for them to obtain understandable input from their teachers and classmates. If that teacher provides information by lecturing in the front of a classroom, the English language learner will not be receiving this input. Teachers must speak slowly, use movements and body language to get across the meaning to ELL’s.