RK-Fall+2010



December 9, 2010

Classroom Management:


 * You have to earn the respect of the students
 * It is important to praise in public and discipline in private


 * Rules for journal writing
 * No talking (don't like this one)
 * Pen must always be moving
 * 5 minutes
 * Have to put the date on it

December 7, 2010


 * Juanita Canta || Quien || Que hace || Cuando || Donde || Por que || Como || Cuanto ||
 * || Juanita || Canta || por la manana || en el bano || porque es divertido ||  ||   ||
 * ||  ||   || a las cinco || en la escuela || porque tiene talento ||   ||   ||
 * ||  || Canto || ayer || en la cocina || para molestarle a su hermano ||   ||   ||
 * ||  ||   ||   || en Espana ||   ||   ||   ||
 * ||  || Canatara || ahora ||   ||   ||   ||   ||
 * ||  ||   || manana ||   ||   ||   ||   ||

December 2,

Final Review

National Standards Contextualization and authentic materials Copyright Sources for images Culturally grounded project-based assessments
 * Written
 * One part to reflect on classroom experiences
 * What we valued from class and if we don't value it, why we don't value it.
 * There is a written section
 * Multiple choice / short answer
 * Panel Discussion
 * There will be some questions. Each of us will sit on a small panel and draw a question out of a hat and have the opportunity to respond to that question.
 * Communication - the key thing we want them to do is to talk
 * Interpersonal - two way communication
 * Interpretive - Interpreting what I am seeing or hearing (reading comprehension)
 * Presentational - more formal language, presenting something to an audience of listeners that doesn't necessarily have the chance to talk back to me.
 * Cultures
 * The three P's
 * Products - sombrero, churros y chocolate, las banderas (things that the culture generates)
 * Practices - fiestas, (customs), siestas, el beso, big meal happens at lunchtime. The daily things that occur in life that other people may not do if they are not part of the culture.
 * Perspectives - the things that the culture believes or values - work, money = success, freedom of religion, big., fast, fancy
 * Connections - stuff to talk about
 * Comparisions - Compare their culture and language to the
 * Communities
 * give students opportunities to learn, touch, see, things from other languages
 * you do have certain rights becuase you are teachers
 * just because you are using it for education means that you can copy it for anything that you want
 * copyright is about integrity.
 * stock exchange is a great option sxc.hu
 * start with whatever your objective is
 * create the experience based on what you want students to show you what you can do
 * set up the assessment so that the students can explore culture

Practicum
 * A chance to get some hands-on classroom experience
 * Turn in three things
 * A form - Your name, Mentor's teachers name, checklist
 * A one-page self-evaluation - read description, circle the appropriate response. There are five questions.
 * I fill out one
 * Mentor teacher fills out one
 * Dr. Montgomery fills out one
 * While observing, choose two of the observation assignments and complete them.
 * Observe as frequently as you can, the absolute minimum is that you go to two different classes. The more time you can spend, the better you will be prepared for next semester.
 * This will be due on November 17

Assessment
 * Should have a purpose
 * Teach
 * To motivate
 * To diagnose problems
 * You can't assess something that you haven't taught them.
 * Subjective vs Objective tests
 * Objective - machine can grade it
 * Subjective - machine cannot grade it. Writing and speaking test. Has to be teacher-graded.
 * Reliability vs validity
 * Mix the types of questions that you use on the test.
 * You can give students sample test questions or questions that are similar to what will be on the test as warm-up exercises during the class periods.

November 30, 2010 - Notes

>>>>
 * Lesson planning
 * Start where the students are
 * Capture their attention
 * Activate prior knowledge
 * Comprehensible input
 * (mistake is that teachers make it a presentation)
 * Use activity that engages students w/ the content
 * Key things that have to happen in this stage:
 * Make sense
 * Chunking
 * Patterns
 * The point of teaching grammar in a Spanish class is to help the students identify patterns
 * Teaching grammar is not the purpose of teaching Spanish.
 * Sequences
 * Organizers
 * Stories
 * Concrete Ideas
 * Create meaning (make it meaningful)
 * 5 senses
 * What will I teach?
 * How will students do?
 * Why does this matter?
 * Where does planning break down
 * Giving too many instructions
 * The student teachers do too much and the students don't have enough to do.
 * Things to know for Student Teaching:
 * You are a guest in your mentor teacher's classroom
 * Some mentors are more willing to learn than others
 * a true mentor relationship is that both sides are learning together
 * The Savior is the greatest example of this
 * Don't forget that your mentor teachers are people.
 * They have feelings, frustrations, and things going on in their personal lives.
 * They are people first and teachers second.
 * Faith is another big piece of this experience.
 * If we prepare for this experience with faith through prayer, scripture study, and other activities, this will be a successful and meaningful experience.