TE+802-08+9-05-08

= TE 802 - SEPTEMBER 5, 2008 =

Nominate agenda items here: (Be sure to sign your post)
December 12 - Only because my 801 Professor would like to know what's going on! Thank you! user:litwins5
 * I expect this will be some kind of in-class, reflective essay. It definitely won't be a traditional exam. As the time draws closer, we will decide as a class what would be the most useful way to articulate our professional growth over the course of the semester.user:Anny1

What to do when your students see your mentor teacher as their primary teacher, no matter how much you try to assert yourself as the primary teacher (in the focus class) user:alyxx
 * Great question and common dilemma! I suspect that it will take some time before you gain the full trust of the students -- especially if you are in a class/school with a history of interns (as you are). They know that you are a new teacher and will not always be around. This will be an important issue to discuss with your mentor. Perhaps it would help if she directs all class-related questions (from the focus class) to you for a while. In the meantime, the more time you spend in front of the class and do teacherly things that the students perceive to be authentic and important, the sooner students will begin to accept you as their teacher. It's o.k. if it takes some time -- it usually does -- but keep at it. What about the rest of you? What is your experience establishing yourself as a teacher in the eyes of your students? user:Anny1

Time management/Stress tips user:Obstinada02
 * Ah, yes. How do you keep balance and sanity during this crazy transition time? We're going to talk about this issue during our warm up. user:Anny1

Lesson planning - how detailed? why? etc. user:deutchma
 * The million-dollar question -- We'll devote a good chunk of class time to addressing it. user:Anny1

I just wanted to say I'm impressed with the above questions and...
 * What if our language skills happen to be better than our mentors and the students pick up on it?? How will it affect the classroom environment??user:Erich

If I need more of a structure with lesson plans and my mentor is really relaxed when planning for lessons, how do I ask her to help me out so that I can follow her plans without making her do more work than she needs to do? (I hope that makes sense) - Doren

As I was reviewing with students and going over activities in the book, I found that it was like pulling teeth to get them to answer. What can I do to make them feel comfortable when responding? - user:lemonhe1
 * One thing my teacher does and my past teacher did as well is put the students names on flash cards and then shuffle. You then go through the stack and have them answer. This lets everyone know that you are going to have to answer and if it is wrong then its wrong but you will at least try. user:gerouxje

Reflecting on our new environments: And...
 * What are some useful teaching tips you've been able to pick up from your mentor this week? (I'm sure we could all benefit from some new ones!)
 * What are the most significant differences you're noticing so far between your 407/408 placement and your current one? Between your last mentor teacher and your current one?
 * How much should I/can I deviate from my mentor teacher's style when I pick up my focus class, but before GLT begins? Or right now, when I recreate the activity in 3rd hour that she did in 1st and 2nd? user:Katie23

Preparing for Class on Sept. 5

 * Don't forget to bring your laptop to class!
 * **Complete [|Information Form]**
 * **Agenda -** Take a look at the agenda. Add specific thoughts or questions -- and sign your posts.
 * **Discussion Forum -** Post at least one insight or issue on the discussion board. Please start a new thread if your topic is substantially different from what has already been posted and be clear and specific in your title.
 * **Explore This Wiki -** It can't help you if you don't know what resources are here for you! Read the new posting guidelines!
 * **Letter of Introduction -** With the approval of your mentor teacher, distribute a letter of introduction to staff and to parents.
 * **[|Mentor-Intern Handbook] -** Read it!
 * **[|Michigan World Language Standards]** - Review them!
 * Have you had a chance to interview your mentor? Remember that you need to turn in your notes from your mentor interview by September 12.
 * Are you prepared for our friendly quiz show about MI standards, Wiki guidelines, and the mentor-intern handbook?
 * **Conference Registration** - (Doesn't have to be done this week, but sometime in the near future.) Pre-register for [|MiWLA]. Here is the link you need to use to get "proof" that you are a full time student so that you can enroll at the student rates: [|http://www.reg.msu.edu/ROInfo/EnrReg/Certify.asp]If you go to MiWLA, apply for a [|minigrant]. It will pay your conference registration, a workshop, the awards luncheon, and membership. (Applications due September 20. Please consider getting letters of recommendations from other people besides me. I would //love// to write a glowing recommendation for each of you, but this poses a couple problems. First, it's going to be difficult for me write 25 high-quality letters in a short time. Second, it won't help your cause with the selection committee if half the applicants are recommended by the same person! That said, I can easily write several letters, so if you feel I really am the best person to write you a letter, feel free to ask.)
 * **[|MSU Technology Conference]** - September 27. Consider attending.

12:40 - 1:10 - Warm Up

 * Short response: Choose one of our main topics from last week to respond to based on your first week's experience. (Building a relationship with your mentor, target language handholds, classroom management strategies, or moving beyond yourself in your teaching (seeing the students, not just yourself). What are your thoughts, experiences? Ongoing questions or concerns?
 * Small group discussion: Did you take the double-dog dare? (Catch a student doing something right and catch a student misbehaving.) How did it go? What did you try?
 * Juggling it all - How are you managing the stress of the internship? What tips do you have for organizing your life in such a way that you can maintain sanity and be well-prepared for your teaching? (Feel free to post your ideas or additional questions/concerns before class.)

1:10 - 1:50 - Lesson Planning

 * What are you using to plan lessons? Are you using a form or do you write down whatever works for you at the time? Did you mentor give you a template? Did you make up your own? Did you find another on the Wiki? (Feel free to post your ideas or additional questions/concerns before class.)
 * What are the biggest challenges in lesson planning so far? (Feel free to post your ideas or additional questions/concerns before class.)
 * Lesson Planning Templates
 * Key questions when you are planning:
 * 1) What will my students be doing?
 * 2) Why will we do it?
 * 3) Why would my students care?
 * 4) What materials and processes and prior knowledge are necessary for the lesson to be successful?
 * 5) How will I know if they get it?
 * 6) How do these activities connect with earlier and future lessons?
 * 7) What will I do if things don't go as planned?
 * Some important planning concepts to keep in mind:
 * 1) Less is usually more in terms of content goals.
 * 2) Better to overplan then to underplan.
 * 3) Planning takes more time and requires more detail at the beginning of the internship.
 * 4) You don't have to do everything the textbook suggests.
 * 5) Break class periods down into activities.
 * 6) Literally visualize the lesson being carried out by you and your students as you're planning.
 * 7) Focus on student learning instead of task completion (students might complete a task without fully mastering the intended objective)

2:00 - 2:50 - Target Language Instruction

 * Tech tip: Using [|FlickrCC] and [|Picnik] to create compelling, educational visuals -- Identify some "handholds" that could be used to help students comprehend and feel comfortable using the TL. Your task: choose a rock climbing visual from FlickrCC and add text (names of TL instruction strategies) to the photo. Save the file as TL_handhold_your name and post it here
 * What are your plans for using the TL in your teaching? What have you done so far? How does your mentor use the TL for instruction? What questions or concerns do you have? (Feel free to post your comments before class.)
 * How does MSU expect you to use the TL in your teaching? [[file:WL_field_assessment_3.2.doc]]
 * In small groups by language: Create a list of key language/phrases you need to teach your classes. Also, generate ideas for teaching and practicing them.

2:50 - 3:10 - Quiz Show

 * In all your non-existent free time, did you take at least a quick look at the MI WL standards, the intern handbook, and the Wiki posting guidelines? If so, you're in great shape to win big in our quiz show!
 * [|Powerpoint Game templates]



3:10 - 3:30 - Housekeeping

 * Rockclimbing photos - I started a photo sharing group for us at care2.com. You should receive an invitation to join the group. I'm still figuring out the site -- but supposedly, we can share almost unlimited images for free. Please upload to this group your TL instruction/rockclimbing photo you created in class on Friday.
 * Mentor interviews - Due on September 12. I've created a dropbox on ANGEL for you to upload your notes. Or if you prefer, you can bring a hard copy to class on Friday. (It's o.k. if the notes are handwritten.)
 * Homework for next week, 9/12: Choose one video of classroom practice from this site http://learner.org/resources/series185.html Watch the video and take notes under these categories: 1) how did the teacher actively engage the students, 2) what strategies did the teacher use to make TL input comprehensible, 3) what did the teacher do to enable students to use the TL themselves, 4) ideas from this lesson I could apply in my own teaching, 5) aspects of the lesson that need improvement, 6) questions/concerns/comments. You can use this form to take notes if you wish (the form is not required, but you should address each category). Be sure to identify on your notes the title of the video and the content and language objectives you observed. Each video is only 30 minutes. Bring your notes to class on Friday. [[file:fritzena-videonotes.doc]]
 * Don't forget to sign up for MiWLA. Minigrant applications due Sept. 20.
 * Sign up for swap shop and issue presentations here. We need three people to participate in swap shop on Friday 9/12.
 * Check out the updated syllabus and start thinking about assignment due dates.
 * Post agenda items and discussion board for next class here.
 * Remember that we'll start class at 12:45 next week -- Please be on time!
 * If you have an issue you'd like to discuss with me before or after class on Friday, please send me an email.