Languange Experience Approach and Whole Language Approach

As educators, we tend to observe our students and see what approach we can use to not only captivate their attention but spark an interest in the skill we want them to learn. The correct approach means effective learning will and can take place. In this paper I will present two types of Approaches: Language Experience Approach and Whole Language Approach. The Language Experience Approach can be used to initiate the student to read and write. In this approach, the student will create and learn to read material based on their own experiences. This approach uses the students own words as the start for them to begin reading and then writing. It is student centered and shows them that his/her thoughts are valued. It also provides them with the link of what they say and how it looks in its written form. This approach allows the student to build his/her confidence when it comes to the reading and writing process. This provides a base on which language can be encouraged and developed. How can I implement this method? Basically it’s like story writing. The teacher and student discuss a topic. Then, the student uses his/her imagination and experiences to dictate the sentences he/she wants the story to have. The teacher writes down the sentences on the board. Here all students are encouraged by the teacher to participate. Afterwards, the teacher reads the story aloud. Then the class reads it by themselves. Students may even come up with a title for their story. The teacher may even have follow up activities such as critical thinking questions or further vocabulary development. This method not only invites, but encourages the student to think, speak, listen, read, and eventually write. Using this approach can optimize students’ self-esteem which is something very important and essential for all language learners. The Whole Language Approach is a method of teaching students how to read by recognizing words as whole pieces of language. Here, language is not broken down into letters and/or combinations of letters and “decoded”. With the approach, language is considered to be a complete system of making meaning, with words working in relation to each other in context. Students are encouraged to memorize words as whole units. They do hands-on activities such as writing in journals, and analyzing words in context, by using pictures for meaning. Whole Language is a constructivist approach to education. Here, students create/ construct their own knowledge from what they encounter. When it comes to reading, Whole Language focuses on helping students to make meaning of what they read to express meaning in what they write. Teachers who use this approach don’t emphasize in the early grades on correct spelling or grammar. Whole Language emphasizes the student’s efforts to make meaning and search for meaning in language. Teachers that use this approach should know that this approach is not recommended for students with dyslexia or any other language processing disorder. These students need explicit phonemic awareness instruction and decoding in order to improve their reading skills. Most teachers in the United States combine phonics with some elements of Whole Language. An example is memorizing basic sight words to be able to read faster and fluently. Selecting which method is more effective is basically a decision made by the teacher. It depends on the learning style of the student. At times, like stated in the previous paragraph, teachers can and do combine strategies. The important thing here to remember and to take into consideration is that effective learning is in fact taking place. Another thing to consider is the extent of that effective learning. Can the students reach a higher level? All this is what a teacher should keep in mind when selecting their teaching method. A teacher can have a favorite but it all depends on how his/her students respond to that method. After all they are the ones that matter.

My Teaching Philosophy

My Teaching Philosophy I believe that teachers have the most important job in the world. Without a teacher, you wouldn’t be able to read nor would I be able to be writing this. Teachers have in their hands the formation of the future. Teachers are faced daily with young, challenging yet impressionable minds. Teaching is not easy, it’s very challenging. However, a person whose calling is to be a teacher, a person whose top priority is reaching out to their students doesn’t focus on their surroundings to give their all to their students. Even though I believe that the Department of Education does not provide their English teachers with enough useful resources, a real teacher that has his/her priorities in check won’t let that completely damper the opportunity of teaching effectively. Would providing useful and modern resources facilitate teaching? Of course it would. Would it help motivate English teachers go that extra mile for their students? Of course it may. But my teaching effectiveness doesn’t depend on the Department nor its provisions……it depends on me and my attitude despite my surroundings. It can be very depressing and non-motivating everything that teachers are currently facing. It also can be very easy to de-focus oneself as a teacher when faced with the constant blame placed upon us about the supposed non-efficient education the students are receiving. But if we are honestly willing to reach out these students and try to make a difference, I believe we as educators can. It’s like the movie “Stand and Deliver”, even though it’s a mere movie; it’s based on real- life event. The way that teacher reached out to his students is amazing. He didn’t have top- notch resources and nobody believed in him or his students. Yet he was able to reach and actually impacted his kids that they overcame any obstacle placed before them. What teaching theory do I favor? I really don’t have a specific one tend to have a little bit of everything… it really depends on the group. I currently have six groups I give class too. All six are different, the material I give may be the same, but the way I may present it to them and work with them may and can vary. I favor hands- on classes. I believe that students learn more if they are doing, especially with today’s kids that are used to constantly doing something with their hands. Differentiated Instruction is also very common in my class. It allows me to individualize the teaching- learning process. Is it a bit more work to do? Yes. Do student honestly benefit from this? YES! Students are taught depending on their learning style. It’s a bit tedious at first, but as the teacher continues to use this approach, it gets easier to use. To conclude, the important thing to remember as an educator and also to impact the lives of your students is to reach out to them, make them feel and see that they matter to you. If you are able to connect with them that way, they will learn ANYTHING you teach them. I would like to share something someone once shared with me. I hope you like it.

Carta Circular 8-2013-2014

Puerto Rico’s Carta Circular 8-2013-2014 Carta Circular 8-2013-2014 basically states what the Puerto Rican English program curriculum consists of in all three levels (elementary, intermediate, secondary). It is a fourteen page document written in Spanish and signed by the current secretary of education, Rafael Román Meléndez. This document states the importance of learning and providing students efficiently so they can dominate the English language, not just for local use but for international uses as well. It refers to the Department of Education’s Organic Law 149-1999 where it states that the classes should be adjusted to the needs and experiences of the students. The school’s faculty basically will encourage students to build up their vocabulary and develop their oral and written communication in both languages (English and Spanish).In other words, this document gives the same importance to learning both languages to the student’s maximum potential. It’s Vision and Mission also states the importance of learning the maternal language, in this case Spanish, but also mastering the English language as well. It continues to state that by doing so the students will be able to respond to the challenges and social responsibilities of this century. The program’s goals are to basically form a person who is capable of speaking, reading, writing and completely understanding the English language. In other words, the end result should be a person who is not afraid of the language, but is able to communicate effectively in the English language phonic wise, morphology wise, syntactically wise, semantically wise, and pragmatically wise. According to this document, these students will be provided will sufficient, effective tools to develop these skills. This document states and details seven different teaching approaches that English teachers can use in their class rooms. They are: Balanced Literacy Approach, Natural Approach, Oral Approach, Communicative Approach, Functional-Notional Approach, Differentiated Instruction, and Project-Based Learning. These approaches all are scientifically based and when used correctly can satisfy linguistic needs, intellectual abilities, and various learning abilities student possess. It then not only provides but explains seven techniques and five teaching activities that teachers can use with their students. The seven techniques are: Scaffolding, Direct Instruction, Sheltered Instruction, Repetition and Oral Routines, Small Group Discussions, Language Experience Approach, and Role Playing. Teaching activities suggested are: Reciprocal Teaching, Critical Thinking Questions, Hands-On-Experience, Oral Cloze, and Think-Pair-Share. Level details are also listed, such as the duration of the class and skills that are emphasized according to the level (elementary, intermediate, secondary). Towards the end of the document, the program requirements are listed. This basically states the credit worth needed in every level to be able to pass and progress onto the next. This document, in my opinion, is very thorough. When reading it, one can come to the conclusion that the English program is very important and is a priority to the Puerto Rican Department of Education. However, as the saying goes……everything looks good on paper.

Ejemplo de Prueba como Avaluo

Story "The Tooth Fairy"

Grade: First Grade

Standard: L/S 1.5
Expectation: Express' experiences and reacts to pictures after listening to read aloud
                                  
Technique: Direct Instruction

Task: After listening to the video-story " The Tooth-fairy", the teacher will show the students an actual tooth and students will draw the tooth on a sheet of paper provided by the teacher. Afterwards, they will express their thoughts and react to the pictures drawn.

Rubric: 

Level 4 = Student will be able to express,react and talk about their own personal experiences.
Level 3= Student will be able to express and react to the pictures drawn.
Level 2= Student is only able to either express or react.
Level 1= Student is only able to draw the picture.

Homework: SIP Class

Active Learning Strategies

1. Why should teachers incorporate Active Learning in your classroom?

     Active Learning Strategies should be incorporated in the classroom because students become

     active participants in the thinking or discussion process. Its like the chinese proverb that's written

     on page 123 , "I hear, and I forget. I see,and I remember. I do and I understand".

2. How can you enhance Active Learning in your classroom?

     Active Learning can be enhanced in various ways. Some are: engaging students in hands-on activities, usage of a variety of resources and ways to promote understanding (technology, videos etc..) and also stimulate students reflection - involve their senses.

English for Successful Career from m nagaRAJU