Standard #7
Apply a variety of teaching strategies to
develop a positive teaching-learning
environment where all students are
encouraged to achieve their highest potential
In order to suffice this standard, it is pertinent that “varied structures and techniques” are employed. As educators, we must meet the needs of all learners; therefore, visual, audio and/ or kinesthetic activities must be evident. Students should also be asked to work independently as well as collaborating during group work.
Furthermore, students must be asked questions that call upon their “critical thinking” skills, or that ask them to assess/ consider means for self-improvement. Also, it is crucial that ELA educators consistently implement differentiated instruction to enable the "highest potential" of individualized student learning. All lessons designed should provide variation in order for children with IEPS, disabilities, or multiple intelligences to produce their best work possible. Similarly, while I was in my first student teaching placement, I attended a two-day "differentiation" seminar with the entire English department, where various techniques, strategies, and lesson ideas were explained, and discussed.
In terms of lesson plans, in order to successfully tackle standard #7, texts that give students the opportunity to analyze language, and how it shapes “behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability should be used. While in my second placement, I devised a lesson plan on diction, dialect, and syntax where Mark Twain's language in The Adventures of Huckleberry Finn was to be translated, interpreted, discussed, and then compared with the language used in The Invisible Man. This lesson was created in order to immerse students into 'dialect,' diction, and syntax usages in hopes to acquire mutual respect for language of all cultures, and races. Since many of my students speak Spanish, and Haitian Creole as their first languages, this lesson was meaningful, and relevant to their own lives. I used several examples of how they speak in class to get my points across more readily. In one of my own lessons, students read Thank You, M’am by Hughes and the following day I brought in a non- fiction text, entitled A Victim Treats his Mugger Right. Students listened to the actual account of the story, as the victim told it on a radio station as well as reading along with their handout. This lesson touched upon a valuable lesson pertaining to language: how can our words be used to make change? It also covered race, culture, gender, and ethnicity. Students were asked, through questions geared for critical thinking, to analyze the “characters” choices/ decisions./ behaviors.St udents were also asked to consider their own language use and behavior; whereas:
-Have you ever been a victim of a random act of kindness (words/ actions)?
-How does your language (words), or actions affect others? Yourself?
-How can we use experience/ language to become humanitarian human beings?
-How can our choices/ language enable use to be positive leaders for others?
In addition, lessons should provide substantial time for “communication,” or discussion. Students need to be given opportunities to recognize that language can damage, or save people; therefore, they have those very same powers as well. Students should be asked to consider author’s purpose in texts (why do we communicate certain messages)? They should be able to work through these ideals in both print texts and non-print texts (real life, T.V., radio, etc). Also, lesson plans should provide appropriate opportunities for individual work, group work, group discussions, and whole-class discussions in order to keep the variation in a steady flow, and encourage engagement and excitement. I always strive to switch up the ways I devise, and schedule class time, as well as implementing unique strategies to present activities, and groupings.
All lessons, regardless of the topic, or subject, should have space for student response(s), especially in reference to texts. In order to “connect such responses to other larger meanings and critical stances,” we must first know what our students are interested in and thus, make meaningful connections with them. Before any individual will be willing to share his, or her responses, we must make them feel comfortable and reach a level of engagement. Then, we can help connect their responses/ standpoints to larger discourses, also known as spoken and written communication, or language (s). English does not end in the classroom! In fact, English is something that can be found and applied to absolutely everything in our lives. It is important to find topics that relate to the student body the teacher will be working with, so that meaningful responses, reflection and analysis can be made.
Lastly, lessons should foster students, among appropriate ELA skill practice, to make meaning of their lives, the lives of others, what they wish to get out of live, and how they plan on accomplishing such. By subjecting students to work with various authors, genres, topics and understandings, they will be given multiple viewpoints and experiences to analyze, and thus criticize their own responses. By incorporating a lesson on how to create a Where I Am From poem, students are given ample opportunities to critically analyze their own lives, and interpret how these "factors" impact their daily lives, and the lives of others. By enabling students to consider various stereotypes, or blockades that may be connected with their "identities," I strive to give them the abilities to reach their highest learning potentials, and be reactive. I hope to instill into my student's minds the need for change where necessary, or the need for alterations where appropriate. I have attempted to give all students the chance to develop a positive attitude towards their educations, and to be compassionate, open-minded, and respectful towards themselves, and others.
Thank You Ma'm lesson plan
A Victim Treats His Mugger Right lesson plan
slide show for lesson plan
worksheets for Mugger lesson plan
Where I am From lesson plan
Furthermore, students must be asked questions that call upon their “critical thinking” skills, or that ask them to assess/ consider means for self-improvement. Also, it is crucial that ELA educators consistently implement differentiated instruction to enable the "highest potential" of individualized student learning. All lessons designed should provide variation in order for children with IEPS, disabilities, or multiple intelligences to produce their best work possible. Similarly, while I was in my first student teaching placement, I attended a two-day "differentiation" seminar with the entire English department, where various techniques, strategies, and lesson ideas were explained, and discussed.
In terms of lesson plans, in order to successfully tackle standard #7, texts that give students the opportunity to analyze language, and how it shapes “behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability should be used. While in my second placement, I devised a lesson plan on diction, dialect, and syntax where Mark Twain's language in The Adventures of Huckleberry Finn was to be translated, interpreted, discussed, and then compared with the language used in The Invisible Man. This lesson was created in order to immerse students into 'dialect,' diction, and syntax usages in hopes to acquire mutual respect for language of all cultures, and races. Since many of my students speak Spanish, and Haitian Creole as their first languages, this lesson was meaningful, and relevant to their own lives. I used several examples of how they speak in class to get my points across more readily. In one of my own lessons, students read Thank You, M’am by Hughes and the following day I brought in a non- fiction text, entitled A Victim Treats his Mugger Right. Students listened to the actual account of the story, as the victim told it on a radio station as well as reading along with their handout. This lesson touched upon a valuable lesson pertaining to language: how can our words be used to make change? It also covered race, culture, gender, and ethnicity. Students were asked, through questions geared for critical thinking, to analyze the “characters” choices/ decisions./ behaviors.St udents were also asked to consider their own language use and behavior; whereas:
-Have you ever been a victim of a random act of kindness (words/ actions)?
-How does your language (words), or actions affect others? Yourself?
-How can we use experience/ language to become humanitarian human beings?
-How can our choices/ language enable use to be positive leaders for others?
In addition, lessons should provide substantial time for “communication,” or discussion. Students need to be given opportunities to recognize that language can damage, or save people; therefore, they have those very same powers as well. Students should be asked to consider author’s purpose in texts (why do we communicate certain messages)? They should be able to work through these ideals in both print texts and non-print texts (real life, T.V., radio, etc). Also, lesson plans should provide appropriate opportunities for individual work, group work, group discussions, and whole-class discussions in order to keep the variation in a steady flow, and encourage engagement and excitement. I always strive to switch up the ways I devise, and schedule class time, as well as implementing unique strategies to present activities, and groupings.
All lessons, regardless of the topic, or subject, should have space for student response(s), especially in reference to texts. In order to “connect such responses to other larger meanings and critical stances,” we must first know what our students are interested in and thus, make meaningful connections with them. Before any individual will be willing to share his, or her responses, we must make them feel comfortable and reach a level of engagement. Then, we can help connect their responses/ standpoints to larger discourses, also known as spoken and written communication, or language (s). English does not end in the classroom! In fact, English is something that can be found and applied to absolutely everything in our lives. It is important to find topics that relate to the student body the teacher will be working with, so that meaningful responses, reflection and analysis can be made.
Lastly, lessons should foster students, among appropriate ELA skill practice, to make meaning of their lives, the lives of others, what they wish to get out of live, and how they plan on accomplishing such. By subjecting students to work with various authors, genres, topics and understandings, they will be given multiple viewpoints and experiences to analyze, and thus criticize their own responses. By incorporating a lesson on how to create a Where I Am From poem, students are given ample opportunities to critically analyze their own lives, and interpret how these "factors" impact their daily lives, and the lives of others. By enabling students to consider various stereotypes, or blockades that may be connected with their "identities," I strive to give them the abilities to reach their highest learning potentials, and be reactive. I hope to instill into my student's minds the need for change where necessary, or the need for alterations where appropriate. I have attempted to give all students the chance to develop a positive attitude towards their educations, and to be compassionate, open-minded, and respectful towards themselves, and others.
Thank You Ma'm lesson plan
A Victim Treats His Mugger Right lesson plan
slide show for lesson plan
worksheets for Mugger lesson plan
Where I am From lesson plan