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What is my experience of children and chilhood development?

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What is my experience of children and chilhood development?

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When I began to teach English, I had the opportunity to work at the preschool and primary school levels. In the beginning, I realized that children were very active, creative, and curious about the language. In the first place, I noticed that they learned by doing, manipulating objects, watching flashcards, posters, singing, and moving. I have to say that this was challenging for me, due to I used to teach with a passive approach. As long as I understood my learners, I changed my teaching practice, in effect I become an active teacher that enjoys learning thru games and ludic activities.

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I think that some benefits for children that learn English as a Second Language are: The development of better vocabulary and comprehension of L1, also they communicate their feelings, ideas, needs and thoughts using L1 and L2.
According to Abbas, I. L. J. M. (2018):  Bilingual children develop stronger skills in their primary language as well as their secondary language.  Bilinguals score higher on average on those types of tests involving creative thinking or problem- solving.
Reference:
Abbas, I. L. J. M. (2018). Developmental Benefits of Learning Two Languages At Once As A Child. Journal of The Iraqi University, 40(2).

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Bilingual Kids' Brains Are Smarter & Faster

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My insights about the video How we learn are the following:
1.- Each student learns in a different way.
2.- Educators must focus on meaningful experiences to reach long-term memory in students.
3.- Create safe learning environments to grant a pleasurable learning experience.
4.- Create activities to foster intrinsic motivation in order to keep learners learning.
5.- Active learning is a key part to solve cognitive conflict.
6.-Promote self-reflection among students turns learning into a meaningful experience for life.

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I motivate my students showing a good attitude in my classes, also by using different materials that involve the learning styles and channels of perception. In addition, I use apps to teach, review and evaluate. Something that is highly motivated to my students is using games and providing positive feedback.

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Be able to know the background of children pedagogy.

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Children learn in different ways, such as experimenting, manipulating, watching, listening among others. Children discover the world thru their senses and are involved in daily life activities and interactions with others, especially playing.

Trawick-Smith, J. (2021) explains: "Play at home and in the neighborhood is sufficiently open-ended and child-directed to allow opportunities for social learning; children can choose when and what to play and with whom, and they can terminate play interactions with peers if they wish. School-based play is more limited, and there are several distinct features of school play that can limit social and play development".
Reference: Trawick-Smith, J. (2021). School-based play and social interactions: Opportunities and limitations. In Play from birth to twelve and beyond (pp. 241-247). Routledge.

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The influence of teachers in the learning process of children plays an important role due to the consequences (positive or negative) in children's life. As educators, we are responsible for how model our learners learning, behavior, emotions, and attitudes.

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What happens to the brain when learning a new language?

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What happens to the brain when learning a new language?

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I think that our brain becomes "flexible" and neuronal connections become more active, also linguistic competence is more effective and advanced. The memory is improved and the ability to interpret abstract concepts is better.
I share this podcast where is given an overview of all the systems inside our brains that are responsible for understanding and producing language. how our brains process language.

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This episode will give an overview of all the systems inside our brains that are responsible for understanding and producing language. We’ll also talk about bilingualism, language disorders, and slips of the tongue, which can tell us a lot about how our brains process language.

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There are many benefits of having a bilingual brain, In this voice recorder, I highlight the Cultural benefits from Jasim Mohammed Abbas's research.

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The best age for kids to learn a second language.

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The best age for kids to learn a second language.

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Something that called my attention in this video is the fact that human interactions are key elements to language learning, there is a very interesting explanation of how children that interacted with people using the second language, improved their learning. On the other hand, children that interact with only sounds and videos where the language was used, did not learn significantly the second language.

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Patricia Kuhl shares astonishing findings about how babies learn one language over another -- by listening to the humans around them and “taking statistics” on the sounds they need to know. Clever lab experiments (and brain scans) show how 6-month-old babies use sophisticated reasoning to understand their world.

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There are scholars orientations about what are the stages of second language acquisition, for example, Susan, G., & Margo, G. (2018) claims five stages:
1.-Pre-production stage.
2.-Primary Production.
3.-Emergence of speech.
4.- Middle Effortlessness.
5.- High Fluency

It is true that every individual learns in different ways and moments, there are many factors that influence the process of language acquisition. Susan, G., & Margo, G. (2018 says:
In acquiring the first language, all the people seem to be successful whereas, people’s success rate in the acquisition of a second language is not the same. Every person stops at different stages of the second language acquisition process because the confidence that people have from the beginning in acquiring the first language is not equally present in their acquisition of the second language. In the acquisition of a second language, psychological and external factors influence the learners’ learning process.
Reference: Susan, G., & Margo, G. (2018). Second language acquisition and bilingualism. In An Introduction to Bilingualism Principles and Processes (pp. 357-387). Routledge.

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Strategies for supporting children learning English as a second language

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Strategies for supporting children learning English as a second language

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Some strategies that I suggest are:
1.- Interact with the children using the language.
2.- Create a positive learning environment.
3.-Give children the opportunity to experience the language.
4.-Use different perception media to increase the interaction.
5.-Understand the children's stage and maturity.
6.-Do not underestimate children´s learning process, they are intelligent and perceptive.
7.-Teach cultural elements of the language.

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How children will be learning to read. (Age 10-11) 

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How children will be learning to read. (Age 10-11) 

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Children learn by imitation, as a consequence, parents play an important role to influence in children reading habits.
In other words, if parents get involved in reading time and activities, children will build a learning background.
Walgermo, Foldnes, Uppstad, & Solheim, 2018 cited by Støle, H., Wagner, Å. K. H., & Schwippert, K. (2020) hold: Parents play an important role in preparing children for learning, not only as providers of resources but also as role models for reading engagement. Parents who enjoy reading may foster the same interest in their children and nurture an emergent positive reader self-concept, associated with high reading achievement in school ().
Reference: Støle, H., Wagner, Å. K. H., & Schwippert, K. (2020). The importance of parents’ own reading for 10-year old students’ reading achievement in the Nordic countries. In Equity, equality and diversity in the Nordic model of education (pp. 363-384). Springer, Cham.

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Useful strategies to motivate children to read.

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Useful strategies to motivate children to read.

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As you know, academic success is anchored around literacy. Helping your child develop strong reading skills is critical for them to truly thrive. If your child starts to fall behind in reading, identifying the issue and bringing them up to speed is incredibly important.

These 10 essential tips from Whitney Penalba, a Washington D.C. public school teacher and reading specialist, reveal the best practices teachers use themselves - derived from Penalba's nearly decade of teaching. (Bonus: Here are six strategies to improve reading comprehension.)

Each child is unique, but Penalba says these teacher-approved tips generally help give a child's reading level a boost. For even more information on how your child's reading should progress throughout the years, check out this reading roadmap for kids in preschool through sixth grade.

These early years are formative because until 3rd grade, students typically continue to learn how to read. Students will acquire the ability to identify letters, decode letter sounds, blend sounds in a word, build a growing and then proficient memory of spelling, and establish a large bank of sight words. BOB Books are a great tool for enhancing these key early reading skills.

Use these teacher-approved approaches, and you'll watch your child's reading skills skyrocket (be sure to also check out the best books for reluctant readers in 1st and 2nd grade).

1. Decode mystery words: Read part of a book out loud to your child, omitting one "mystery word" that is frequently used (like "because" or "always"). Introduce clues about that mystery word in the text, including the number of letters it has, a letter the mystery word contains, or even a specific sound in the word. Ask your child to guess what that word is! Celebrate solving the mystery with a final reading, asking your child to clap every time the word is read. This is a fun way to introduce new high-frequency words to your child.

2. Personalize story time: Have your child narrate a brief personal story to you while you write it down. Then, work together to read it out loud. This is called "Write a Story to Read a Story" in the education world. Give your child some inspiration from popular read-alouds.

3. Create silly sentences: Encourage your child to use their imagination to come up with the silliest sentences they can, using words that include a certain spelling pattern. For example, ask your child to use words that have the /əl/ sound spelled with '-le', plus consonants 'z,' 'g,' and 'k.' By looking at an example text or poem (choose one from No Fair! No Fair! And Other Jolly Poems of Childhood), your child can identify words that fit the patterns of poetry.

Reading comprehension skills are key at this time! That's because at this point, kids are moving on from learning to read, to reading to learn. Children will be asked to collect information from a variety of sources and summarize it in school. They are increasingly focused on both reading and writing skills and the ability to edit and revise their work - so if they're struggling, it's important to address it.

For reluctant readers in this grade range, try these four teacher-backed practices.

4. Give context: If your child is embarking on a new text, provide a bit of background knowledge and context about the book's topic if you can. For instance, if they just got a copy of an I Survived book like I Survived the American Revolution, 1776, talk to them a little bit about what America was like at that time in history. This will help ground children in the reading ahead.

5. Discuss essential words: If you're providing background knowledge for a book, talk about an essential word they'll encounter in the text, and further illustrate it with an example and a photograph that clarifies the meaning of the word. For instance, if you're reading a book about the beach, you might talk about "riptides" or "crustaceans."

6. Ask questions: Ask your child questions at the end of a story or book they read based on the conversations you've had about the text. Your child has hopefully been building up ideas about the topic while reading!

7. Maximize reading time: Encourage your child to take a book with them into bed, on a car ride, or anywhere else that they can carve out a little extra time to read. Even if they read just 20 minutes daily, that's 3,600 minutes per school year - exposing them to nearly 2 million words annually!

Penalba says that book sets or collections can be especially helpful for this age range. Diving into a series can get kids invested in a story and its characters, and familiarize them with the author's style of writing, helping the sequential books seem less daunting. Look to build collections with a common theme: These Raise a Reader Sets are a great place to start!

8. Let your kids choose: Give your children (and especially adolescents) the chance to choose the books they read. If they aren't engaged, reading will become a chore rather than a cherished practice. Here are best sellers to get started with!

9. Partner up: You and your kids can partner up to read in a very similar way to how students might normally read in the classroom. Ask a question at the end of each page and have a conversation with your child - this "extra-textual" discussion time is important for building vocabulary and reading comprehension. Read one page and then invite your child to read the next, progressing in small chunks together.

10. Put on a reading theater: A beloved classroom practice, this approach also works well at home. Assign roles to get the entire family involved in a book. Someone can play stage director, while others take the role of a specific character or characters. As everyone reads, it's important to have them really get into the roles and act them out.

Shop parent favorites for every age below to get started! You can find all books and activities at The Scholastic Store.
For more tips on finding books at the right level for your child, visit our guide on reading levels for kids. You'll find book recomendations and helpful advice and insights, including even more teacher tips for struggling readers.

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10 Ways to Improve Your Child's Reading Level

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As you know, academic success is anchored around literacy. Helping your child develop strong reading skills is critical for them to truly thrive. If your child starts to fall behind in reading, identifying the issue and bringing them up to speed is incredibly important. These 10 essential tips from Whitney Penalba, a Washington D.C.

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Children develop spelling thru receptive and communicative skills, for example when they read words in textbooks, stories, digital media, advertisements,s, etc. In addition, when they listen to the sound of the words and letters, associate the phonetical form with the written form. Spelling is relevant because children acquire vocabulary, structure, meaning and fluency.
Using games to teach children how to spell is a useful tool, children find this strategy funny, interesting, and challenging at the same time that they learn.
Gisckha Hazezlima Aniza, Wulan Wangi, & Wageyono. (2021) explains: Games help language learners to learn a  language and enjoy it at the same time. Children  learn  their  mother  tongue.  Is  the  same  when  they  learn English as a foreign language through playing games where there is no stressful situation  and make  them  can  learn  much  more.  By using a  game,  students will enjoy  a  learning process  which  at  first  makes  them  feel  bored.
Reference: Gisckha Hazezlima Aniza, Wulan Wangi, & Wageyono. (2021). The Effect of Spelling Bee Games to Students’ Vocabulary Mastery. LUNAR: Journal of Language and Art, 5(1), 194-202. https://doi.org/10.36526/ln.v5i1.1465

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How children will be learning to handwrite.

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How children will be learning to handwrite.

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Handwriting on children faces different procedures, one is how children are available to control motricity. This aspect of handwriting plays an important role and is acquired thru practice and maturity. When the teacher or parents identify issues related to handwriting, a diagnosis is necessary to plan strategies and help children to develop handwriting.
In this podcast, some suggestions to help children with handwriting are mentioned

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SLP 113: How to help kids who struggle with handwriting

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Listen to this episode from Sue Larkey Podcast on Spotify. Discussed in this episode Many children on the specturm suffer from dysgraphia (see Podcast Episode 86 for more information). The Kids' Guide to Getting Your Words on Paper by Lauren Brukner is an excellent resource that acts as a self-help guide to writing for kids.

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The roles of parents to help children learn English language.

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The roles of parents to help children learn English language.

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Language learning in children implies the parents´ roles influence. In my context, most of the time, learning English as a foreign language is seen as unnecessary. Parents argue that learning English is only for those who attempt to live in U.S.A, and children won´t need the language for life. This negative role affects directly the children´s motivation and goals, as consequence, do not find support at home to learn English. On the other side, there are parents that monitor, guide and provide an orientation that opens to children, the opportunity to learn the language.
Related with these roles, Daniel, C. E., Halimi, F., & AlShammari, I. A. (2018), explain:
The active role involves how parents interact with their children with regard to language learning, and can be further categorized as negative and positive. A positive active role would involve parents monitoring their child’s progress in language learning, showing interest, and encouraging success. A negative active role would involve a range of discouraging behaviors, from openly belittling the importance of learning a second language to favoring other areas of learning over languages. The passive role concerns parents’ attitudes to the second-language community.
Reference: Daniel, C. E., Halimi, F., & AlShammari, I. A. (2018). The impact of motivation and parental encouragement on English language learning: An Arab students’ perspective. The Reading Matrix: An International Online Journal, 18(1), 176-194.

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The social environment gives structure to the children, it is a relationship among different actors (parents, teachers, authorities) that interact, in order to build a context where children can develop their competencies.
Social and environmental factors affect an individual's ability to make healthy life choices and how they choose to socially interact in situations, such as school and work, and with others, such as their family and friends (Barnett and Casper, 2001).

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Be able to understand the learning process in children.

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Active involvement and social participation.

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Active involvement and social participation.

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Building an active learning involvement for children requires that teachers provide children with activities where movement, interaction, and dynamism participate. It is important to center the learning process on the learners and focus on this, avoiding the lessons turning around the teacher instead of the learnes.

Interacting is essential when learning, we are social learners. For this reason, teachers and parents should ensure situations where children interact with others in order to achieve a goal. During this interaction, children learn and appropriate the experience becoming a meaningful learning experience. Some examples of these interactions are Role plays, problem-solving in teams, developing productions in pairs, and participating in art shows or science fairs.

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Learning Objective: Be able to grow and learn through the communication of a language

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Communicative is the ability to exchange ideas and thoughts, communicative a valuable quality. It is important because allows expression and understanding of feelings, knowledge, ideas, etc.
Communicative competence is the ability to understand and use the language effectively to communicate in authentic social and school environments

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These are my insights from the videos seen in this lesson.
I think that we must give children the opportunity to express their ideas and use the language to understand concepts using different strategies. As teachers, we must consider their prior knowledge learning styles, and channels of perception and motivation. As consequence would help us to engage students, design activities that promote critical thinking, observation, deduction, and interpretation.

Also, when we are teaching, we must be aware of promoting a positive learning environment, the learners' interactions, asking comprehension questions, explaining instructions, use of different materials, and providing feedback

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Children learn socializing and teachers must create activities where learners participate in social practices of the language. Communicative competence is key to achieving effective communication, it implies a variety of teaching techniques and designing strategies according to the students' needs.

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Communicative competence is the effective use of language to communicate. Mart, C. T. (2018) explains: Celce-Murcia, Dörnyei, & Thurrell (1995) has proposed a model of communicative competence which has five components: discourse competence is the core of communicative competence and is concerned with “selection, sequencing and arrangement of words, structures and utterances to achieve a unified spoken or written text” (p. 13); linguistic competence is related to basic communication elements involving sentence patterns, lexical resources, phonological and morphological systems; actional competence is considered as the ability to understand and convey communicative intention; sociocultural competence comprises knowledge of learners in expressing messages appropriately within cultural and social context of communication; strategic competence is conceptualized as knowledge of communication strategies and its use skillfully by learners.
Reference: Mart, C. T. (2018). From communicative competence to language development. International Journal of English Linguistics, 8(2), 163-167.

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Celce-Murcia & Canale & Swain Communicative Competence models.

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Celce-Murcia & Canale & Swain Communicative Competence models.

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The model proposed by Celce-Murcia et al. (1995) differs from the model of Canale & Swain (1980). First, rather than “grammatical competence” the term “linguistic competence” was used to indicate that this component connotes syntax, morphology, phonology and lexis. Second, the term “sociocultural competence” was used rather than “sociolinguistic competence” to differentiate it from actional competence and to underline the fact that resources in language includes actional, discourse, and linguistic components whereas sociocultural knowledge is a requisite for implementation of language resources in other components.
Reference: Mart, C. T. (2018). From communicative competence to language development. International Journal of English Linguistics, 8(2), 163-167.

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I think that strategic competence receives the most attention in foreign language education because is focused on using strategies in order to obtain effective communication.
I am not equally strong in all four competencies because I realize that I need to improve discourse competence. I state this due to sometimes I have problems with cohesion in my texts.

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Why communicative tasks are challenging?

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Why communicative tasks are challenging?

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Communicative tasks are difficult for teachers and learners because they require a good structure of the language in order to deliver the correct message. Communicative tasks involve communicative competencies, but also, the knowledge of the audience, context, emotions, and implicit information. Children get distracted easily when they find a task highly challenging or too easy.

What I find most difficult about communicative oral activities planning tasks where my students create their own oral productions. Something that I find difficult is making them able to express themselves with proficiency and accuracy.
My learners have to face the insecurity of talking in front of others, also making mistakes, and the fear of somebody mocking how they speak.

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IQ and motivation and closely related to the learning process. If the student is motivated, she would be able to face challenges that implies the use of competencies, which implies knowledge, skills, values and emotions.

Two studies, 1 longitudinal and 1 cross-sectional, demonstrate that for young elementary school children, academic intrinsic motivation is a reliable, valid, and significant construct. It was positively related to achievement, IQ, and perception of competence, and inversely related to anxiety. Academic intrinsic motivation at age 9 was significantly predicted by motivation measured 1 and 2 years earlier, above and beyond the contribution of IQ and achievement. Children with higher academic intrinsic motivation at ages 7 and 8 were more likely to show higher motivation at age 9. Whereas young children could reliably distinguish between subject areas of academic intrinsic motivation, only math motivation showed consistently specific relations to other math criteria. Findings are discussed with regard to developmental theories of intrinsic motivation and the significance of academic intrinsic motivation for children's education.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational psychology, 82(3), 525.

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Teaching grammar and learning is challenging for teachers and students. Considering this is important to use approaches, techniques, and materials to make this teaching-learning process meaningful and motivating. Here, I share some sources that help teachers to guide learners in the grammar world and improve learning skills.

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In this article, the author shares a few points that support the argument for an increased emphasis on vocabulary and suggests the need for a more teacher-centered and curriculum-structured approach to ensure adequate vocabulary development.
Source: Biemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. American Educator, 25(1), 24-28.

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During the past 10 years, Jeanne Chall [see A Tribute to Jeanne Chall, in this issue] encouraged me to focus on the study of vocabulary and how vocabulary growth might be encouraged. Both of us had come to the conclusion that vocabulary growth was inadequately addressed in current educational curricula, especially in the elementary and preschool years and that more teacher-centered and planned curricula were needed, just as had been the case with phonics. Jeanne had come to this conclusion through her work on the stages of reading development (Chall, 1983/1996), her work on textbook difficulty (Chall and Conard, 1991), and especially through the findings of her joint research project with Catherine Snow on families and literacy (Chall, Snow, et al., 1982), as summarized in (Chall, Jacobs, and Baldwin, 1990). In this book, Chall and her colleagues traced the relative decline in reading achievements experienced by working-class children who had become competent readers by third grade but whose vocabulary limitations increasingly had a negative effect on their reading comprehension as they advanced to seventh grade. (Jeanne mentioned to me several times her disappointment that The Reading Crisis was not more widely discussed.)

I had been particularly influenced by Wesley Becker's famous Harvard Educational Review article (1977) noting that the impact of early DISTAR success with decoding was muted for reading comprehension in later elementary grades by vocabulary limitations. Becker argued that this was a matter of experience rather than general intelligence by observing that while his DISTAR students' reading comprehension fell relative to more advantaged students by grade 4, their mathematics performance remained high. He suggested that the difference was that all the knowledge that is needed for math achievement is taught in school, whereas the vocabulary growth needed for successful reading comprehension is essentially left to the home. Disadvantaged homes provide little support for vocabulary growth, as recently documented by Hart and Risley (1995). I was further influenced by the finding of my doctoral student, Maria Cantalini (1987), that school instruction in kindergarten and grade 1 apparently had no impact on vocabulary development as assessed by the Peabody vocabulary test. Morrison, Williams, and Massetti (1998) have since replicated this finding. This finding is particularly significant in view of Cunningham and Stanovich's (1997) recently reported finding that vocabulary as assessed in grade 1 predicts more than 30 percent of grade 11 reading comprehension, much more than reading mechanics as assessed in grade 1 do. Finally, I have been influenced by the consistent finding in the oral reading miscue literature that when overall error rates reach 5 percent of running words (tokens), that "contextual" errors (those that make sense in context) virtually disappear. I infer from this that when readers (or listeners?) understand less than 95 percent of the words in a text, they are likely to lose the meaning of that text (and be especially unlikely to infer meanings of unfamiliar words).

In short, as Gough and Tunmer (1986) have pointed out, vocabulary development is both important and ignored. Can we-educators-do better, or are we simply bumping into constitutional limitations that are beyond the power of schools to affect? In the remainder of this article, I am going to summarize a few points that support the argument for an increased emphasis on vocabulary and suggest the need for a more teacher-centered and curriculum-structured approach to ensure adequate vocabulary development.

The consequences of an increased emphasis on phonics. In recent years, we have seen a tremendous emphasis on the importance of phonics instruction to ensure educational progress. We also have seen that while more children learn to "read" with increased phonics instruction, there have not been commensurate gains in reading comprehension (e.g., Gregory, Earl, and O'Donoghue, 1993; Madden et al., 1993; Pinnell et al., 1994). What is missing for many children who master phonics but don't comprehend well is vocabulary, the words they need to know in order to understand what they're reading. Thus vocabulary is the "missing link" in reading/language instruction in our school system. Because vocabulary deficits particularly affect less advantaged and second-language children, I will be arguing that such "deficits" are fundamentally more remediable than many other school learning problems.

Schools now do little to promote vocabulary development, particularly in the critical years before grade 3. The role of schooling in vocabulary acquisition has been the subject of much debate. Early (pre-literacy) differences in vocabulary growth are associated with social class (Duncan, Brooks-Gunn, and Klebanov, 1994; Hart and Risley, 1995; McLloyd, 1998). Nagy and Herman (1987) and Sternberg (1987) argue that much vocabulary acquisition results from literacy and wide reading rather than from direct instruction. However, it is obvious that a great deal of vocabulary acquisition occurs before children become literate, and before they are reading books that introduce unfamiliar vocabulary (Becker, 1977). Cantalini (1987) and Morrison, Williams, and Massetti (1998) both report that vocabulary acquisition in kindergarten and grade 1 is little influenced by school experience, based on finding that young first-graders have about the same vocabulary (Peabody Picture Vocabulary Test) as older kindergarten children. Cantalini reported the same result for second grade.

The relatively small number of words that need to be learned. It is sometimes argued that the number of words children need to learn is so great that this can only happen incidentally through wide reading (Anderson, 1996; Nagy and Herman, 1987; Sternberg, 1987). This argument is quite reminiscent of the argument that the spelling-to-sound structure of English is so difficult that it can't be taught but only learned through experience. In both cases, the complexity of what needs to be learned has been somewhat exaggerated. Many years ago, Lorge and Chall (1963) argued that traditional dictionary sampling methods for assessing vocabulary had greatly overestimated the volume of vocabulary children needed to acquire. As Lorge and Chall, Beck and McKeown (1990), and others have noted, we need to focus on root word growth rather than the acquisition of all inflected and derived forms of words. Jeremy Anglin's (1993) monograph suggests that children acquire about 1,200 root words a year during the elementary years with perhaps half that many root words learned per year prior to grade 1. (He also argues that perhaps twice that many words need to be learned, particularly including idiomatic forms.) My own research (Biemiller and Slonim, in press) suggests that the average number of root word meanings acquired per year may be somewhat smaller, more like 600 root word meanings a year from infancy to the end of elementary school. This conclusion, based on root word meanings sampled from Dale and O'Rourke's Living Word Vocabulary (1981), is partly based on the observation that many similar meanings are acquired at about the same age and probably do not require separate instruction.

Evidence that vocabulary differences present by grade 2 may account for most vocabulary differences in elementary school. There has been relatively little discussion or examination of individual differences in vocabulary growth. Hart and Risley (1995) observed large differences associated with word learning opportunities in the preschool years. In our current research, Naomi Slonim and I are finding that large vocabulary differences are present by the end of grade 2-amounting to more than 3,000 root words between high and low quartiles in a normative population (Biemiller and Slonim, in press). After grade 2, cross-sectional data indicate that the lowest-quartile children may actually add root word vocabulary faster than the higher-quartile children. However, by grade 5, they have only reached the median for grade 2 children. Thus, if we could find ways of supporting more rapid vocabulary growth in the early years, more children would be able to comprehend "grade level" texts in the upper elementary grades. (Note that the "reading grade level" of texts is in fact almost entirely determined by the vocabulary load of those texts (Chall and Conard, 1991; Chall and Dale, 1995). Thus early vocabulary limitations make "catching up" difficult even though once in school, children appear to acquire new vocabulary at similar rates. To "catch up," vocabulary-disadvantaged children have to acquire vocabulary at above-average rates.

The sequential nature of vocabulary acquisition. Much evidence clearly indicates that vocabulary is acquired in largely the same order by most children. The existence of empirical vocabulary norms (as in the Peabody and Living Word Vocabulary) indicate that some words are acquired later than others. Slonim and I have found very high correlations (mostly over .90) between mean scores for words obtained from different grades (Biemiller and Slonim, in press). We also found that when data is ordered by children's vocabulary levels rather than their grade level, we can clearly identify a range of words known well (above 75 percent), words being acquired (74 percent-25 percent) and those little known. Furthermore, these ranges are sequential. At any given point in vocabulary acquisition, a preliminary conclusion from this work is that there are about 2,000-3,000 root words that a child is likely to be learning. This makes the construction of a "vocabulary curriculum" plausible.

Defining an essential vocabulary for high school graduates. A corollary of the sequential nature of vocabulary acquisition is the possibility of defining a common vocabulary needed by most high school graduates. Several studies have shown that college entrants need 11,000 to 14,000 root words, while college graduates typically have about 17,000 root words (D'Anna, Zechmeister, and Hall 1991; Goulden, Nation, and Read, 1990; Hazenberg and Hulstijn, 1996). We need further research on the degree to which we can identify these words. (It is clear that all do not know the same exact words. It is equally clear that there is a substantial common vocabulary plus a further more discipline-specific vocabulary.)

The hypothesis that most root word and idiomatic vocabulary learned before and during elementary school results from direct explanation of words. We know relatively little about the processes by which children add words to their vocabularies. Some of the data are negative-evidence that children do not easily acquire words by inference, especially children younger than age 10 (Robbins and Ehri, 1994; Werner and Kaplan, 1952). In Bus, Van Ijzendoom, and Pellegrini's (1995) summary of the effects of reading to children, there is evidence that younger children profit less from simply being "read to." There is also positive evidence that children do readily acquire vocabulary when provided with a little explanation as novel words are encountered in context (Beck, Perfetti, and McKeown, 1982; Elley, 1989; Feitelson et al., 1986; Feitelson et al., 1991; Whitehurst et al., 1998). Preliminary evidence from directly interviewing children about word acquisition suggests that as late as grade 5, about 80 percent of words are learned as a result of direct explanation, either as a result of the child's request or instruction, usually by a teacher (Biemiller, 1999b). Overall, I believe that before age 10, the evidence supports the conclusion that a substantial majority of new root words are acquired through explanation by others (including explanations in texts) rather than by inference while reading, as has often been argued by Anderson, Nagy and Herman, and by Sternberg. For practical purposes, we should be prepared to ensure the availability and use of explanations of word meanings throughout at least the elementary school years.

Although children differ in their opportunities to learn words and the ease with which they learn words, evidence suggests that most can learn vocabulary at normal rates. There is clear evidence that vocabulary is associated with socioeconomic status-presumably reflecting differences in opportunity (as documented by Hart and Risley, 1995; and Snow, Burns, and Griffin, 1998). There is also clear evidence relating vocabulary development to various phonological skills or capacities (e.g., Gathercole et al., 1997). It is likely that environment and "capacity" interact-that constitutionally more-advantaged children also may be environmentally more advantaged. However, a number of studies summarized in Biemiller (1999a), Stahl (1999), and elsewhere clearly indicate that children can acquire and retain two or three words a day through instruction involving contextualized introduction and explanation of new words. Furthermore, while less verbally fluent or lower vocabulary children and adolescents have been found to benefit little from inferring word meanings (Cain and Oakhill, in preparation; Elshout-Mohr and van Daalen-Kapteijns, 1987), more-direct approaches have been reported to work well with these children (see Elley, Feitelson, and Whitehurst references cited previously). Overall, I hypothesize that most children (90 percent plus) can acquire new vocabulary at rates necessary to reach "grade level" or near grade level vocabulary in middle elementary school, if given adequate opportunity to use new words and adequate instruction in word meanings.

The need for planned introduction and explanation of vocabulary plus various tools to help children become more independent in dealing with new vocabulary. I have suggested above the hypothesis that 80 percent or more of the root words learned by grade 6 are learned as a result of direct explanation by parents, peers, teachers, and texts. Those who learn more words almost undoubtedly encounter more words and receive more explanations of word meanings. This suggests that we could do considerably more than we now do to ensure the development of adequate vocabulary through systematic exposure to two to three new words a day combined with adequate explanation of these words and opportunities to use them. (I am referring to new meanings not simply words that are unfamiliar in print.) Present school practices fall far short of this objective in the primary grades. (Schools may do better in the upper elementary grades.) Other types of vocabulary instruction (e.g., using affixes, word family approaches, and direct instruction in inferencing) will also be useful, especially in grades 3 and above.

This particular objective raises the possibility of returning to a more basal approach, at least as one component of classroom language and reading instruction. If vocabulary acquisition is largely sequential in nature, it would appear possible to identify that sequence and to ensure that children at a given vocabulary level have an opportunity to encounter words they are likely to be learning next, within a context that uses the majority of the words that they have already learned. Some researchers are already beginning to work on this objective (e.g., David Francis and Barbara Foorman in Texas, Jan Hulstijn in the Netherlands, Margaret McKeown and Isabel Beck in Pittsburgh, William Nagy in Seattle, and John Morgan and myself in Toronto). Many problems need to be solved. Existing lists of words (e.g., Living Word Vocabulary) do not correspond closely enough to observed sequences of word acquisition to be great guides (although they are better than nothing). Word frequency in print data (e.g., Carroll, Davies, and Richmond, 1971) bears relatively little relationship to observed word knowledge. (In my studies, Carroll's SFI index accounted for 7 percent of observed root word knowledge. In contrast, Living Word Vocabulary levels accounted for more than 50 percent of our data.) William Nagy (personal communication) has proposed combining Dale and O'Rourke's data with expert ratings-a very plausible suggestion.

Given the establishment of plausible vocabulary lists, teachers could relate these lists to vocabulary being introduced in books (short stories, novels, texts) being studied, be aware of words to introduce or explain (or to query children about if they don't ask!), and be aware of some important words that aren't going to be covered in the established curriculum. These words could be taught directly, or other materials (e.g., stories to be read to class) could be introduced that include them.

Conclusion: A substantially greater teacher-centered effort is needed to promote vocabulary development, especially in the kindergarten and early primary years. In her last book, The Academic Achievement Challenge, Jeanne Chall (2000) presented a summary of research supporting the effectiveness of "teacher centered" approaches to education. The information reviewed here similarly points to the need for more planned (but contextualized) introduction of vocabulary. This is especially true in the pre-reading years (before grades 3 or 4 when children begin to read books that are likely to introduce new vocabulary). Specifically, increased teacher-centered vocabulary work should include the deliberate introduction of a wider range of vocabulary in the early primary years through oral sources (most children are limited in what they can read at this age level), ensuring coverage of about 4,000 root words by the end of grade 2. In the later elementary years, continued development will include adding another 500 to 750 root words per year, additional idioms, and increased fluency in using derived words. In addition, in the upper elementary grades, instruction is needed in deriving word meanings from affixes, word families, etc., as well as in ways of inferring word meanings. If we are serious about "increasing standards" and bringing a greater proportion of schoolchildren to high levels of academic accomplishment, we cannot continue to leave vocabulary development to parents, chance, and highly motivated reading.

Thus, I strongly recommend a more teacher-directed and curriculum-directed approach to fostering vocabulary and language growth. If education is going to have a serious "compensatory" function, we must do more to promote vocabulary. Our current data show large "environmental" effects in kindergarten to grade 2. Large differences remain by grade 5 (e.g., children in the lowest grade 5 quartile have vocabularies similar to median second-grade children). Is this simply the product of "intelligence"? I believe it is in considerable part the result of different learning opportunities. After grade 2, vocabulary growth rates look similar or faster for "low quartile" children. If we could keep them from being so far behind by grade 2, they apparently wouldn't be so far behind in grade 5!

I don't believe we can make all kids alike. But I think we could do more to give them similar tools to start with. Some kids may have to work harder to add vocabulary. Educators may have to work harder with some kids. So what's new? But now, educators do virtually nothing before grade 3 or 4 to facilitate real vocabulary growth. By then, it's too late for many children.

Andrew Biemiller is professor, Institute of Child Study, Department of Human Development and Applied Psychology, University of Toronto, Ontario. His latest book is Language and Reading Success (Brookline Books, Cambridge, Mass.) This article is reprinted with permission from the International Dyslexia Association quarterly newsletter, Perspectives, Fall 2000, Vol. 26, No. 4.

References

Anderson, R. C. (1996). Research foundations to support wide reading. In V. Greanery (Ed.), Promoting reading in developing countries. New York, N.Y.: International Reading Association.

Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, Serial No. 238, 58.

Beck, I., and McKeown, M. (1990). Conditions of vocabulary acquisition. In R. Barr, M. L. Kamil, P. B. Mosenthal, and P. D. Pearson, (Eds.) Handbook of Reading Research, Vol. 2, (789-814). New York, N.Y.: Longman.

Beck, I. L., Perfetti, C., and McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.

Becker, W. C. (1977). Teaching reading and language to the disadvantaged: What we have learned from field research. Harvard Educational Review, 47, 518-543.

Biemiller, A. (1998, April). Oral vocabulary, word identification, and reading comprehension in English second language and English first language elementary school children. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, San Diego.

Biemiller, A. (1999a). Language and reading success. Cambridge, Mass.: Brookline Books.

Biemiller, A. (1999b). Estimating vocabulary growth for ESL children with and without listening comprehension instruction. Paper presented at the annual conference of the American Educational Research Association, Montreal, Quebec.

Biemiller, A., and Slonim, N. (in press). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, Fall 2001.

Cain, K., and Oakhill, J. (In preparation). Reading comprehension and the ability to learn new vocabulary items from context.

Cantalini, M. (1987). The effects of age and gender on school readiness and school success. Unpublished doctoral dissertation. Ontario Institute for Studies in Education. Toronto, Ontario.

Carroll, J. B., Davies, P., and Richmond, B. (1971). The American Heritage word frequency book. Boston: Houghton Mifflin.

Chall, J. S. (1983/1996). Stages of reading development. (2nd edition). New York, N.Y.: Harcourt Brace.

Chall, J. S. (2000). The academic achievement challenge: What really works in the classroom? New York, N.Y.: Guilford.

Chall, J. S., and Conard, S. S. (1991). Should textbooks challenge students? New York, N.Y.: Teachers College Press.

Chall, J. S., and Dale, E. (1995). Readability revisited: The new Dale-Chall readability formula. Cambridge, Mass.: Brookline Books.

Chall, J. S., Jacobs, V. A., and Baldwin, L. E. (1990). The reading crisis: Why poor children fall behind. Cambridge, Mass.: Harvard University Press.

Chall, J. S., Snow, C., Barnes, W. S., Chandler, J., Goodman, I. F., Hemphill, L. and Jacobs, V. (1982). Families and literacy: The contribution of out-of-school experiences to children's acquisition of literacy. Final report to the National Institute of Education, Dec. 22, 1982. ERIC Document Reproduction Service No. Ed 234 345.

Cunningham, A. E., and Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.

D'Anna, C. A., Zechmeister, E. B., and Hall, J. W. (1991). Toward a meaningful definition of vocabulary size. Journal of Reading Behavior, 23(1), 109-122.

Dale, E., and O'Rourke, J. (1981). The living word vocabulary. Chicago: World Book/Childcraft International.

Duncan, G., Brooks-Gunn, J., and Klebanov, P. (1994). Economic deprivation and early childhood development. Child Development, 65, 296-318.

Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-186.

Elshout-Mohr, M., and van Daalen-Kapteijns, M. M. (1987). Cognitive processes in learning word meanings. In M. G. McKeown and M. E. Curtis (Eds.), The nature of vocabulary acquisition (53-72). Hillsdale, N.J.: Erlbaum.

Feitelson, D., Goldstein, Z., Iraqi, J., and Share, D. I. (1991). Effects of listening to story reading on aspects of literacy acquisition in a diglossic situation. Reading Research Quarterly, 28, 70-79.

Feitelson, D., Kita, B., and Goldstein, Z. (1986). Effects of listening to series stories on first-graders' comprehension and use of language. Research in the Teaching of English, 20, 339-356.

Gathercole, S. E., Hitch, G. J., Service, E., and Martin, A. J. (1997). Phonological short-term memory and new word learning in children. Developmental Psychology, 33, 966-979.

Gough, P. B., and Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.

Goulden, R., Nation, P., and Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11(4), 341-363.

Graves, M. F., Juel, C., and Graves, B. (1998). Teaching reading in the 21st century. Boston: Allyn and Bacon.

Gregory, D., Earl, L., and O'Donoghue, B. (1993). A study of reading recovery in Scarborough: 1990-1992. Publication #92/93-15. Scarborough, Ontario: Scarborough Board of Education.

Hart, B., and Risley, T. R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, Md.: Paul H. Brookes Publishing Co.

Hazenberg, S., and Hulstijn, J. H. (1996). Defining a minimal receptive second-language vocabulary for non-native university students: An empirical investigation. Applied Linguistics, 17(2), 145-163.

Lorge, I., and Chall, J. S. (1963). Estimating the size of vocabularies of children and adults: An analysis of methodological issues. Journal of Experimental Education, 32, 147-157.

Madden, N. A., Slavin, R. E., Karweit, J. L., Dolan L. J., and Wasik, B. A. (1993). Success for all: Longitudinal effects of a restructuring program for inner-city schools. American Educational Research Journal, 30, 123-148.

McLloyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204.

Morrison, F. J., Williams, M. A., and Massetti, G. M. (1998, April). The contributions of IQ and schooling to academic achievement. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, San Diego.

Nagy, W. E., and Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. McKeown and M. E. Curtis (Eds.), The nature of vocabulary acquisition, (19-36). Hillsdale, N.J.: Erlbaum.

Pinnell, G. S., Lyons, C. A., Deford, D. E., Bryk, A. S., and Seltzer, M. (1994). Comparing instructional models for the literacy education of high-risk first-graders. Reading Research Quarterly, 29, 9-38.

Robbins, C., and Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54-64.

Snow, C., Burns, M. S., and Griffin, P. (Eds.), (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.

Stahl, S.A. (1999). Vocabulary Development. Cambridge, Mass.: Brookline Press.

Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown, and M. E. Curtis (Eds.), The nature of vocabulary acquisition, (89-106). Hillsdale, N.J.: Erlbaum.

Werner, H., and Kaplan, B. (1952). The acquisition of word meanings: A developmental study. Monographs of the Society for Research in Child Development, 15, (Serial No. 51, No. 1).

Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., and Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552-588.

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During the past 10 years, Jeanne Chall [see A Tribute to Jeanne Chall, in this issue] encouraged me to focus on the study of vocabulary and how vocabulary growth might be encouraged.

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Communicative competence refers to the ability to use the and adapt the language in order to solve different situations to achieve an specific goal.

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In this podcast, the author Anna Geiger explains a guide to use with young learners to develop reading comprehension. This activity is supported by the Berger framework. (STEPPS)

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A simple template for reading comprehension lessons

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Listen to this episode from Triple R Teaching on Spotify. 076: So - you're reading an on-grade-level text with the whole class. How can you make this reading comprehension lesson interesting, engaging, and useful for ALL your students?

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Being patient when teaching is part of the teacher's requirements. It is important to be patient and respect students´ learning pace. There are advantages to being patient, here are some of them:
1. Have a Discussion on Preferred Behaviors.
2. Create the Best Classroom Setup.
3. Always Practice Empathy

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Losing your patience as a teacher is inevitable. Like all adults, you likely have certain pet peeves and moments of spontaneous irritation and annoyance. For instance, one of my fellow teachers absolutely hated the banging and scratching of chairs on the classroom floor. It was like the sound of nails on a chalkboard and it drove him nuts! Another colleague hated the sound of wet tennis shoes squeaking across the floor. And personally, I have little tolerance for when kids play with their retainers in their mouths, making it virtually impossible to understand anything they're saying.
Further Reading: 5 Ways to Deal with Negative Teachers
So how do you handle this type of scenario when you can't take a coffee break or walk around the block to chill out? Here are some tips to help you stay patient.

1. Have a Discussion on Preferred Behaviors

It's important to remember that you're not the only one with pet peeves; students have them, too. Talk to your class about being mindful so that as a group you can strive to create an environment in which everyone feels at ease. I start by sharing that it drives me a little crazy when kids turn in crumpled homework, repeatedly sniff instead of blow their nose (I call it snorkeling), or call out incessantly. Then I ask my students, "What bothers or distracts you in the classroom?" The list is always very eye-opening. You'd be surprised how many habits you have that students find distracting.

When everyone has shared their pet peeves, we post them for all to see. Then everyone in the classroom knows what behaviors to avoid so they can put their best foot forward. From time to time, you'll have an antagonist who intentionally does things to bother you or a peer, but for the most part, making a list helps minimize problems in the classroom. Sometimes, when you admit you have a problem, the problem amazingly goes away.

2. Create the Best Classroom Setup

Simple systems in the classroom can help curb the occurrence of pet peeves. For example, I had a colleague who hated the sound of chairs scraping the floor. He called a local tennis pro and asked for old tennis balls, and then made a small incision in each one and attached them to the feet of each chair. Problem solved! Sniffling really irks me, so I have boxes of tissue in every corner of the room.

Take your list of pet peeves and develop strategies on how you can deal with them as a community. Are the books in the classroom library always out of order? Create a job for it. Pencils on the floor? Get pencil boxes. Brainstorm with your class about what you can do. Your students might even have better ideas than you!

3. Always Practice Empathy

Your patience as a teacher is going to be tested, and you're going to have to do some deep breathing at times to keep your cool. I try to follow the mantra: "Everyone is doing his or her best at this moment." So when a kid is snorkeling uncontrollably, wiping their nose with the back of their hand and dripping it on their desk, or incessantly interrupting me to ask to go to the bathroom-we developed a hand signal to avoid this-I try to remember that they're trying their absolute hardest in that moment. I breathe deeply and ask them calmly whether they thought before they acted, and usually the answers is "No." Instead of getting upset and watching your student's face crumble like a wrinkled piece of paper, this method encourages self-reflection and thought.
Further Reading: Teacher Frustration: When Is Venting Good, When Is It Bad?
Whether a kid burps loudly in the middle of your lesson, someone calls out, or someone writes in permanent marker on a dry erase board, there are going to be irritable moments in your classroom. That's the beauty about being in a classroom with kids who are learning. But if you approach these situations as solvable issues, you can address them with your class. Just remember that everyone is trying their best, and you might even surprise yourself and get over your pet peeve. (But please, you can see that tissue box-just blow your nose!)

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Having Patience as a Teacher: How to Cope with Inevitable Pet Peeves

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Losing your patience as a teacher is inevitable. Like all adults, you likely have certain pet peeves and moments of spontaneous irritation and annoyance. For instance, one of my fellow teachers absolutely hated the banging and scratching of chairs on the classroom floor.

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How do you make kids calm down and pay attention?

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How do you make kids calm down and pay attention?

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Something that I recommend is teaching and practicing mindfulness. In this article is an explanation of what is it and some ideas to start doing it.

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Mindfulness is about learning to train your attention to the present moment without dwelling on what has happened in the past or worrying about the future. Mindfulness provides many physical and psychological benefits. Mindfulness is the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment.

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Memory helps to recall information and make connections between the previous knowledge and the new. It becomes relevant to pay attention to different ways of improving memory, first because is good for health and second because it plays a crucial role in the learning process. According to with  D. A. Akhmedjanova and  S. J. Shodmurotova (2021) the best ways to improve memory are:
1.- Right Sleep pattern
2.- Proper nutrition
3.- Do useful exercises for the brain
4.- Regularly do physical exercises
5.- Use social media wisely
6.- Crossword and Chess are the best helpers
7.- Structure and organize your tasks
8.- Get in the habit of overcoming stress
9.- Always be the best mood of yourself
10.- Master the ability to control attention
Source: Akhmedjanova, D. A., & Shodmurotova, S. J. (2021). Effective Ways Of Improving Memory In Learning Process. Academic research in educational sciences, 2(5), 167-170.

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EFFECTIVE WAYS OF IMPROVING MEMORY IN LEARNING PROCESS

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Healthy way of life: health building, health saving

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Using metacognition strategies help learners to learn how to be more critical, select and order knowledge, recognize their learning styles and apply competences to solve specific situations.

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1.-The most important thing that I learned about metacognition is that there are different types of metacognitive learners and how to identify them.

2.-Something that surprised me during this lesson was the strategies to improve memory, now I am aware of sharing this information with my students and planning activities to improve memory.

3.-I want to learn more about strategies to promote metacognition using technologies for education.

4.- To help my students encourage metacognition, first I am going to show them what is it and how to be aware of the kind of metacognitive learner they are and how to develop it, then I am going to provide examples of learning strategies, and finally, I am going to create opportunities where learners develop metacognition.

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Metacognition is the ability to think about the different ways that we learn, it involves strategies that promote critical thinking and a logical process of thinking. Some advantage of teaching learners what they know is that they become independent and conscious of what to do and its purpose. It is important to help students to develop metacognition using strategies to reflect and analyze how they learn.

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Challenge Innovate Grow: Teacher &  Learner Centre

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What is Metacognition and why is it important to learning?

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In my opinion, using metacognition in my classes gives my learners the opportunity to discover and be aware of how they learn and the activities that they should do to transform the knowledge into a meaningful experience. I think that using metacognition strategies during my classes is a way to contribute to my learners' independence and growth.

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1.-The most important thing that I learned about metacognition is that there are different types of metacognitive learners and how to identify them.

2.-Something that surprised me during this lesson was the strategies to improve memory, now I am aware of sharing this information with my students and planning activities to improve memory.

3.-I want to learn more about strategies to promote metacognition using technologies for education.

4.- To help my students encourage metacognition, first I am going to show them what is it and how to be aware of the kind of metacognitive learner they are and how to develop it, then I am going to provide examples of learning strategies, and finally, I am going to create opportunities where learners develop metacognition.

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I use repetition in my classes, especially at the moment of teaching pronunciation, I do drills with students about new vocabulary or phrases, as a result, I notice that they improve their pronunciation. I find this technique very useful and my students enjoy it.

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0:00 / 2:13•Watch full video

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How to develop possitive relationships with my students.

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How to develop possitive relationships with my students.

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Building positive relationships with students are the key to success to form learners that enjoy learning for life.

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To be sure, most teachers already do an outstanding job of building rapport with their students. They see the value in it, and are intentional about creating positive relationship and ensuring students have a positive opinion of them, their classmates and the class overall. However, a few teachers will occassionaly tell me that they know building relationships with students is important, but that they "don't have time" to do the things we suggest for building relationships. However, you REALLY don't have time NOT TO! If students love your class, they'll follow directions more accurately, work harder, treat each other kinder and generally be more pleasant to work with.

First, remember most of these should never be REQUIRED of students if the goal is to build positive vibes between the student and the teacher or the class as a whole.

To be fair, being yourself, showing empathy, treating students with respect and taking a genuine interest in their lives will usually be enough. But, sometimes a little "gimmick" here and there can help as well, especially with challenging classes.

Regardless, we're all always looking for a few new ideas. Try some of these out and let me know how they go!

1. Handshakes - I started off just creating an individual handshake for my most challenging students, as a way to "celebrate" their coming to class everyday. Then, I met a colleague who did this every day, with every student and I thought "I could do that" and eventually tried it myself, having 108 individual handshakes my last year in teaching. We all know students respond to being greeted at the door everyday, this takes it to the next level. Not feeling the physical contact? How bout a fist-bump or a "high-elbow" during flu season? No? Fine - just greet them at the door. But remember, physical contact is one of the 5 Love Languages and some of your students will appreciate the steril fist bump.

2. Bid them farewell - I used to stand at the door everyday and as students left we did a kind of "celebration" handshake I learned watching the St. Louis Cardinals' post game. Kind of a high-five / low-five sort-of move. This could easily be a fist bump or "high-elbow" for the germ-nervous educators or another non-contact way of thanking students for their work that day.

3. Celebrations - Elementary schools frequently have morning huddle or "carpet time" where teachers and students take turns discussing non-academic things, sharing stories, etc. And as adult learners we talk frequently about the need to celebrate within our collaborative teams. My college football team even ended every practice by giving "positive" shout-outs to teammates who'd earned them. Why not do this with secondary students as well? Start with once a week, but you could easily start every class period by calling on students to "celebrate" something awesome that has happened recently. Maybe even encourage students to share celebrations of great things the class has accomplished (behavioral or academic) and have them recognize the great work of their colleagues (peers) as well.

4. Use props - I used to sit in the center of my room on a stool with a nerf ball, ask students how their weekend went, and causally start throwing the nerf ball around the room (gently, and always pre-teaching expectations). Other teachers have great success with silly hats or costumes, water guns, balloons, whatever. Shoot, I had a teacher once do an entire biology lecture with fake teeth leftover from Halloween. Anything you can tie into academic content gets a bonus because because the cross-wiring academics and silly helps learning stick in the student's brain, but at the least, you'll end up with some positive vibes for your efforts.

5. Food - The fastest way to an adolescent's heart is through their stomach. Different school's have different rules about this, but my "Oregon Trail" unit was way cooler with Trail mix, or authentic (ish) Oregon Trial cooking (soooo many beans and ham....). Pizza parties for meeting learning objectives are always a hit, and the best "hook" I ever used for persuasive writing was "Which of these represents the better dessert, the Oreos or the fruit? Make a claim, defend your claim with reasons, counterclaim and rebuttals, and enjoy the spoils".

6. Friday Freewrite - In lieu of a traditional "bellringer" or "warm-up" at the begining of class, on Friday's I would offer a "Friday Freewrite" alternative. Students can write about whatever they want, and I'd always take volunteers (but never require) students to share out loud. We'd spend a fair amount of time on this early in the year as we were getting to know each other and I wanted to show that I valued their willingness to share and cared about what they had to say. Later on, I'd go out of my way to read the freewrites or talk with those who were often reluctant to share. Nothing wrong with not being willing to share something like this, but over time a few dominant personalities will control the share-outs, so it's important to connect with those who'd rather not as well.

7. Bizzaro Bellringers - Similar to the Friday Freewrites, but sometimes my bellringers (which were often critical thinking questions, political cartoon or primary source analysis) were intentionally bizarre. Students loved when I'd say "Use historically accurate details, but write a science fiction short story in which Spongebob, Taylor Swift, Mr. Clements and Fortnite all appear in the Civil War time period." The strange connections between modern pop culture and course content would often work to deepen student retention of content, but the silliness of the activity served to keep class light and give us something to laugh about.

8. 2x10 - I've seen this one in so many different places, I'm not even sure who to cite, but I certainly didn't come up with it. Pick a student you're struggling with, and spend two minutes a day with the student, for ten consecutive days (excluding weekends, obviously). During those two minutes, talk about ANYTHING that's not related to school. Ask questions and do your best to keep the student talking. Be genuine, and show interest. If you do these things, I've never seen this fail to yield positive results with a student.

9. Music - I was in love with the music from Hamilton, and as a social studies teacher, I was able to fit it into my content fairly easily. A former colleague once did a figurative unit language centered around music, in which students had to interpret the true meaning of a song, which was great critical thinking and a fun way to teach the subject in addition to building relationships (students summative assessment was interpreting the song of their choice assuming certain figurative language elements existed). Additionally, I once knew a teacher who had a "song a day" on a rotating basis, with each kid getting to play one song for the group everyday, while another former colleague played "Name that tune/artist" occasionally with kids. Finally, I know a teacher who once committed to finding "the most annoying sound ever" and challenged students to bring in audio clips of the most annoying sounds. I'm not quite that brave or patient, but the kids loved her for it.

10. Joke of the Week - A know a high school teacher who has a "joke of the week" every Friday. They're terrible, almost intentionally so. But kids look forward to it and it develops a sense of classroom history and culture. Kids know he's going to do it. Plus, with the internet, you never have to worry about coming up with more.

I work with a lot of teachers who say "I'm not funny so kids don't like me". As Jack Berckemeyer would say, "I can teach you to be funny...next time kids aren't paying attention walk over to the white board and start gently rubbing it saying "I love you white board...you always listen to me when I talk to you....you always follow directions when I need you too." They'll think you're nuts, or funny, but either way they'll pay attention. :)

11. Class timeline - One of the things that draws people together is a sense of shared history. To this end, I would take pictures of my class on a semi-regular basis (usaully the same ones I shared in newsletters or on Twitter) and then print them out, handing them up in chronological order. You'd be amazed how much time (and which) students will spend looking back at the pictures. You can get a head start on this by pulling old yearbook/social media pictures from years prior, showing them to students, telling stories, etc. Reminiscing is a powerful unifier.

12. Catchphrases - Ask students what are some things you say all the time. They might surprise you. Mine would obviously point out things like "Ladies and gentlemen can I have your attention please" (my go-to attention signal) or "In a minute but not yet" but they might have a few fun additions as well. As students left my room everyday and I "bid them farewell" I would say "Be great today!", a sentiment students would quote me on later in the year. "You're killing me, Smalls!", "Whoo, history!" and "I hope I have five kids just like you" are all "catchphrases" I've been accused of having. If nothing else, you'll be learn some things about yourself!

13. Games - Building in silly games into your classroom culture is so easy and so effective, it's almost cheating. Seriously, I had "Friday Gamedays" for a while, just because students would work so much harder and focus so much more if I told them throughout the week "If we don't get [x] accomplished, we're not going to be able to play games on Fridays" or "This is not the way we treat people if we hope to have fun on Fridays".

You know that obnoxious "bottle flip" challenge thing kids were obsessed with for a bit? Embrace it - spend five minutes a week encouraging everyone to play in your class. Just pre-teach expectations that "if we can't put the bottles (games, etc) away and focus on learning when I need us to then I guess we're not going to be able to do that anymore. That will usually do the trick. Need some more "game" ideas for your classroom? Click HERE.

14. "Two Truths & a Lie" - This one is kind of game-ish, but you tell the students two "truths" about yourself, followed by one "lie". Then, ask them to guess which was which. After revealing, ask students to volunteer to share "two truths" and a "lie" about themselves, and the class guesses which is which as well. Be sure not to require it of students, but it's kind of fun!

15. Attend their extra-curricular activities - Remember what you were super passionate about as a student? It was probably EXTRA curricular or CO-curricular activities, not "curriculum". It was sports, choir, band, debate, theater, quiz bowl, or any of the other countless activities students are passionate about. Show up to these and BE VISIBLE, interact with other students while you're there, and make it a point to talk to the students about the event later, especially if you're offering positive feedback (don't coach or critisize, that won't help you).

What do you think? Did we forget something that makes your students love your class? Did we share something you've tried that turned into a train wreck? Hit us up on Twitter @Edunators or @MarkClementsEdu and let us know what you think or shoot me an email at This email address is being protected from spambots. You need JavaScript enabled to view it. .

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15 Ways to Build Positive Relationships with Students - Edunators

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Edunators is a website dedicated to helping teachers overcome the obstacles that prevent them from focusing on learning in the classroom. We take pride in oversimplifying the complex and discussing some of Education's biggest ideas in a more conversational tone.

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How to cultivate possitive relationships in my classroom.

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How to cultivate possitive relationships in my classroom.

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First is necessary to know my learners, who are they? What do they like? Where do they come from? etc. Something as remembering their names makes a huge change in the relationship.
Giving feedback should consider reflection, positive motivation, and the opportunity to improve. The way that we give feedback impacts the learners' motivation and learning, for this reason, is important to consider different techniques.
The learning environment must be created in order to ensure a positive and meaningful learning experience.
As educators, we are examples to students of how relationships should be: Polite, kind, assertive, empathetic etc.

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How to Create a Collaborative and Creative Classroom | Personalized Learning

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How to communicate effectively in challenging situations.

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How to communicate effectively in challenging situations.

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Challenging situations are common in the classroom., here are some recommendations to help face this.

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There's no doubt that communication is at the heart of human connection. It is foundational. It is fundamental. But figuring out what to say and how to say it can be a struggle, especially when it comes to effective conversations because successful messaging can be a real challenge. Discovering the best way to engage others, captivate your research crew, and connect with the world that exists outside your thought bubble can feel like a mind-numbing maze.

Last semester, during a CSULB BUILD Learning Community session, I shared some ethical communication strategies that can help you manage conversations more mindfully and collaboratively when confronted with challenging situations.

Communicating with Others in a Compassionate Manner

Our discussion was grounded in the concept of moral status, which refers to treating other people with consideration by giving importance to what they need, what they prefer or what would enhance their well-being (Warren, 1997).

With this ethical framework as a foundation, I defined two features of other-oriented messages:

Ethical content - a message that considers the other person by expressing authentic concern in a manner showing positive regard, with the intent of preventing or alleviating suffering by minimizing harmful consequences (Rodríguez, 2014).

Ethical performance - the process of engaging in other-regarding moral behavior, emanating from an ongoing perception of visceral concern for the welfare of a person, with the intent of preventing or alleviating suffering (Rodríguez, 2014).

The training included a four-step process, for enacting this ethical intent, based on the work of Terry Fralich (2012), that can help you manage challenging conversations, with a sense of empathy, solidarity, and self-care:

Step 1: Pause and notice your emotional responses. Practice halting and observing your emotional reactions, so that you can be aware of arousing content more quickly over time. Remind yourself that what is "coming up" for you is a reaction. Take a moment to notice. Bring your attention to the reaction. You might say, "Ah, there's this feeling of anger."

Step 2: Focus on your breath. Use slow, even breathing and allow the body to calm down by releasing tension in the immediate experience of respiration. Direct your focus to your breathing, allowing the body to soften with the flow of the breath.

Step 3: Reflect on your reaction. What is this response? Is there a pattern? Have you experienced this reaction before? How might this situation be a trigger, relating to a similar past experience?

Step 4: Make a conscious (deliberate) choice. What can you do that is useful? How can you behave in a helpful manner? How can you respond in ways that are preferable? What response can you enact that is most effective, humane, and compassionate?

Following this process can help you pause and reflect on the situation so that you can respond ethically and behave in a way that can facilitate a moment of solidarity for yourself and the other person. In this way, over time, you can cultivate a compassionate way of communicating with others when you feel triggered during challenging encounters.

Herein lies the essence of emotional intelligence: Realizing that you can't control the emotions that arise for you and choosing (with a sense of heartfelt compassion) to express those feelings in a way that minimizes suffering for yourself and for others.

Re-framing Responses in Communication

Let's be honest, when a behavior triggers you, you tend to create a story about the words and the actions of others in ways that may not be consistent with intended or objective reality. Therefore, when responding to a difficult situation, focus on what you saw, what you heard, and what you observed. Here are some suggested ways of re-framing your responses:
Rather than saying... Say this instead...
Reframing what you say can minimize the projected, emotional charge of what you're intending to convey. This conversational practice is also, more often than not, more honest, more clear-cut, and more compassionate than the unbridled expression of mindless arousal.

Once you've stated what you saw, heard or observed, then you can share your interpretation or opinion. You can follow-up by saying something like, "Am I missing something?" or "Am I getting this right" or "Is my interpretation in the ballpark?" or "Would you be willing to...?" The latter option can be an invitation for a follow-up conversation that can help prevent a similar situation in the future. For example, you might say, "Would you be willing to talk about this topic later this week?" This conversational move opens up a space for on-going dialogue that is much less confrontational and can clear up misunderstandings before they escalate unnecessarily.

You may discover, as if for the first time, that in practicing these mindful, conversational approaches you become a person worthy of connection. You become a competent communicator by focusing on what is needed most in the moment. You become a source of solidarity in moments that matter most by creating a sense of allowing, a sensation of caring.

And, perhaps most surprisingly, you experience freedom by allowing your being to inform your doing. You become free to be who you are and who you can be at any moment so that solidarity becomes something you invent with someone every single day.

References

Fralich, T. (2012). Cultivating lasting happiness: A 7-step guide to mindfulness, 2nd Edition (PESI).

Rodríguez, J. I. (2014). Interpersonal communication for contemporary living. Dubuque, IA: Kendall Hunt.

Warren, Mary Anne (1997). Moral status: Obligations to persons and other living things. New York: Oxford University Press.

NOTE: Portions of this adapted content are published in Interpersonal Communication for Contemporary Living, and Another View, focusing on useful strategies for managing relationships at work, at home, and at play.

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Tips for Communicating Effectively During Difficult Situations

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By José I. Rodríguez, Ph.D., Professor of Communication Studies CSULB BUILD’s Multicultural Innovation Coordinator

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Inclusive education is an accessible and meaningful teaching practice for all. The diversity of each individual is what makes the teaching-learning process diverse and enriches the learning community for life.

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Preview of Spotify

Sign up to get unlimited songs and podcasts with occasional ads. No credit card needed.

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Inclusive Education - It's Happening! with teacher Loren Swancutt

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Listen to this episode from Square Peg Round Whole on Spotify. Do you believe that Inclusive Education can happen? Should happen? Well it's happening!! Loren Swancutt is a highly experienced inclusive educator and leader who is committed to advancing the realisation of inclusive education within the Australian context.

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How to Create an Inclusive Classroom: 12 Tips for Teachers

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ERIC Number: ED485470

Record Type: Non-Journal

Publication Date: 2004

Pages: 20

Abstractor: Author

ISBN: N/A

ISSN: N/A

Universal Design for Learning (UDL): Reaching All, Teaching All.

Delaware State Department of Education

Universal Design for Learning (UDL) emerged from the field of architectural design when federal legislation required universal access to buildings and other structures for individuals with disabilities. Architects began to design accessibility into buildings during their initial design stage rather than retrofitting standing structures. Using this architectural principle, UDL is a strategy to eliminate barriers that students may encounter to learning. Universal Design for Learning was a term coined by the Center for Accessing Special Technologies (CAST). UDL includes Universally Designed Instruction (UDI) as well as the concept of universally designed curriculum (UDC) and Universal Design in Assessment (UDA). Each of these concepts deals with the idea that education, in general, should be designed up front for access by all students, whether the curriculum, the instructional strategies, or the assessment. This document examines: (1) what UDL is and is not; (2) UDL & the link to the brain; (3) benefits of universal design; (4) UDL lessons learned; (5) implications for teachers; (6) implementation of UDL; and (7) UDL resources.

Descriptors: Universal Design for Learning, Access to Education, Federal Legislation, Educational Strategies, Curriculum Design, Evaluation Methods, Disabilities, Building Design, Architecture, Attitudes toward Disabilities, Accessibility (for Disabled)

Publication Type: Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: Delaware State Dept. of Education, Dover.

Grant or Contract Numbers: N/A

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ERIC - ED485470 - Universal Design for Learning (UDL): Reaching All, Teaching All., Delaware State Department of Education, 2004

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Universal Design for Learning (UDL) emerged from the field of architectural design when federal legislation required universal access to buildings and other structures for individuals with disabilities. Architects began to design accessibility into buildings during their initial design stage rather than retrofitting standing structures.

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I find it very interesting how positive relationships with my learners boost their learning process, I see that everything is linked at the moment of teaching. Metacognition is a method to help learners become independent and discover their potential, inclusive teaching practices to ensure a better and richer learning environment, and communication as a tool to build channels among the community learning.
I realize that majority of the time I apply this in my classes, for example when I ask my students to self-assess their learning I provide questions to detonate metacognition, I am aware of my practice in order to be inclusive and do adjustments to respect my students learning step and SEN.

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Achieve3000 | Differentiated Instruction. Accelerated Learning. | Grades PreK-12

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Help every student unlock their potential with differentiated and personalized digital learning solutions.

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It is an approach that consists of how teachers give classes to students. Its main features are Structured lesson plans, specific learning objectives, formative evaluation, teacher-learners interactions, s-s interactions, collaborative work, and specific learning schedules.

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Teachmint: No.1 Teaching Platform | Teach Online & Manage Classroom

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The dictionary meaning of didactic is "intended to teach, particularly in having moral instruction as an ulterior motive," which summarises to "inclined to teach or moralize excessively." The adjective didactic is derived from the Greek 'didaktikos' (didactics), which means skillful in training. If something is designed or intended to teach people something we can call it didactic.

Parables are generally didactic because they aim to teach a moral lesson.
The tale of the crow and the pitcher is a didactic story
Didactics is a teacher-centered method of instruction in which teachers deliver and students receive lessons, best suited to brief delivery of factual information. Didactic teaching is one of the two main teaching methods (the other is dialectics). Didactics conveyed a neutral meaning when it was first borrowed in the 17th century, and it still does; a didactic piece of writing is meant to be instructive as well as artistic.

The Meaning of Didactics

The term "didactics" refers to the science of teaching (concerning aims, subject matter, methods, and frameworks) within a specific field. Didactics is based on multiple theories of teaching, and in a wider sense, the theory and practical application of teaching and learning methods. Textbooks and "how-to" guides or tutorials are all examples of "didacticism" since their ultimate purpose is to instruct and educate.

Didactic Teaching

Didactic teaching is a method of teaching that focuses on the teacher who imparts the necessary theoretical knowledge to the students. In this teaching method, teachers create structured lessons by focusing on lectures. This type of teaching is generally suitable for teaching elementary subjects and showing students how to get the most out of learning through structured guidelines.

How does the Didactic Method Work?

The theory of didactic teaching emphasizes basic knowledge. Students get knowledge from planned lectures. It also refers to the foundation or starting point of the lesson plan, where the only objective is knowledge. Teachers or educators play an official role in guiding students to learn.

Didactic triangle

The didactic triangle is a graphical model that describes the desirable design of the teaching and learning process in the didactic teaching method. It focuses primarily on the teaching and learning process. The didactic triangle has three entities - teacher, student, and teaching content, forming the vertices or nodes of the triangle. It illustrates the classical method used to formulate teaching and learning concepts - especially in the field of formal education.

Source: Research Gate
The above-mentioned figure is the "didactic triangle". The three vertices of the triangle represent the didactic teaching situation:

The knowledge aspect or content to be taught

The teacher

The student

In this triangle, the three sides indicate paired significance:

The teacher-content side is related to the didactic extension

The student-content side is related to pedagogical appropriation

The teacher-student side is related to didactic interaction

In what is called a teaching situation, the knowledge, or materials are given to the teacher to teach the students.
Didactic Teaching Approach
In the didactic method, teachers make use of scheduled lessons and lectures to teach students directly by demonstrating the concepts. Students understand the concepts demonstrated and explained by the teacher. Problem-solving exercises complement education.

The didactic teaching method has the following features.

Structured Lessons: The teacher does organize lesson plans to inform students directly through using instructional teaching.

Teacher-centered teaching: In the didactic teaching method, more importance is given to the lecture given by the teacher to the student. Most of the time, students take notes, ask questions and learn from lectures.

Sustainable Education Design: An important aspect of the doctrinal education system is the continuous learning plan. In general, the class schedule does not change much from day to day according to the pedagogical teaching method.

Setting Learning Objectives: Teachers in the didactic teaching method set definite learning objectives for students. They create lesson plans and lectures to help their students learn the curriculum and ensure that students can achieve their learning objectives.

Recurrent Performance Evaluation: To help achieve students' academic goals, teachers conduct regular assessments to assess their students' progress and assess students' comprehension of the subject.

Group Discussion: In the didactic teaching approach, group discussion sessions consisting of lectures and readings are conducted. Teachers conduct discussions, where they encourage students by asking open questions related to the lessons learned, allowing the student to think seriously about the subject. Overall, the group discussion results in collaborative learning.

Why the didactic method is different from the dialectical method? Didactic teaching methods are often compared to Dialectical and Socratic methods. The term can also be used to refer to a particular doctrinal method, for example, constructivist theory.

The dialectical method is used to the discourse between two or more people who have different opinions on a subject but want to establish the truth through logical reasoning. Once you are comfortable asking your students questions, you may want to improve your understanding of dialectical instructions. Use questions to check your student's comprehension in two levels- ironic and maieutic. In an ironic state, you examine the imperfections of his thoughts, perhaps weakening his confidence. In the meiotic phase, teachers are actively examining the thought process of students. Finally, a more accurate understanding of the facts is obtained. This method is easy to use, but in another way, it is extremely difficult.

The table below lists the distinguishing features for didactic versus dialectical methods:

Didactic

Dialectical

It is a theory and practical application of teaching and learning using factual acquisition.

you need to first set a goal and then move on to understand the truth clearly.

Students passively take knowledge from the teacher

Once you are comfortable asking your students questions, you may want to improve your understanding of dialectical instructions.

Didactics is a knowledge-focused teaching method where the focus is more on the teacher. Teachers give lectures targeting the text in

The dialectical method of teaching, on the other hand, is process-focused and focuses on learners. Here teachers use a variety of tools and strategies to teach their students. The aim is to impart knowledge. The teaching is more through thinking and theories.

their syllabus. The purpose is to teach the student "how".

Both teaching methods, rooted in classical teaching, are involved in questioning ideas. Teachers can use different teaching methods depending on the needs of their students, their personal preferences, and other factors inspiring learning. However, the didactic method is very effective when the student wants to understand an idea or interpret a work of creation.

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The dictionary meaning of didactic is "intended to teach, particularly in having moral instruction as an ulterior motive," which summarises to "inclined to teach or moralize excessively." The adjective didactic is derived from the Greek 'didaktikos' (didactics), which means skillful in training. If something is designed or intended to teach people something we can call it didactic.

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It is a model that works as a guide to understanding how the learning levels are organized. This is useful at the moment of teaching, especially because it ranks the cognitive process in levels. As teachers, we must be aware of how the cognitive level is related to the learning objective. Doing this process we can design and plan activities in order to be accurate and guide the learning process to the achievement of the objective.
In my opinion, is a useful model that has many implications in our practice. I use it at the moment of designing my test and lesson plans.

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The science of learning and development.

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The science of learning and development.

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As social beings we learn in society, creating interactions among different groups with different characteristics gives us the opportunity to learn to interact. Emotional intelligence plays an important role in learning, for that reason is necessary to be aware of the student's emotional health and guide them to develop this intelligence.

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The Science of Learning - What are common misconceptions about how students think and learn?

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I find a close relation between Bloom´s taxonomy with learning development. I discovered that I can use a variety of materials and sources to guide my learners. If I am aware of the cognitive level and analyze the materials that are suitable for my students, I can create more interactive lessons and better teaching practice. teaching is integrative and we have many options to engage and motivate learners to achieve the objectives. There are different paths to the same goal.

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In this video I share my experience with evaluation.

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My experience with evaluation.mov

My experience with evaluation.mov

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In this Glogster I share some Principles and approaches of ESL evaluation

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by Govea
Last updated 13 days ago

Discipline: Subject:
About me
Personal

Constructivism:This evaluation approach is student-centered, which means that the teaching methods and evaluation consider the learner´s previous experiences, needs, and characteristics in these processes. The testing is designed to challenge the students on solving situations in the real world, the communicative approach sets opportunities to explore social practices of the language.Some testing techniques are the portfolio of evidence and products. As a consequence, assessing the learners' learning is focused on a competency model, where not only knowledge is evaluated, but also how the new skills, attitudes, and emotions are used to adapt and solve problems from daily life.

Principles, Trends and Approaches to EvaluationMy definition of evaluation:Evaluation is the stage where testing, measuring and assessing converge to create a conscious and meaningful interpretation of what students have done. The reflection of the professional practice and its influence on learners is also recommended during the evaluation process.Also, we must reflect on our teaching and evaluation approaches, how our decisions affected our students learning, and how these elements influence the evaluation of our students. Evaluation is a peak moment because highlights the teaching-learning process and gives evidence of its process and is where we share the results of what we have done.

Approaches and Principles of EL evaluation

Cognitivism: This evaluation approach is based on how intrinsic and extrinsic motivation influence the learning process. At the same time, this approach integrates the teaching-learning of the communicative and receptive skills, the students are responsible for the learning process, in other words learning to learn. The testing is focused on real-life problems and the different methods to solve one problem. To assess this, the teacher (as facilitator ) focuses on a holistic comprehension of how the learner learns. Evaluating using the cognitive approach represents a challenge for educators, especially for those who are used to evaluating using traditional approaches.ConclusionIn conclusion, I think that evaluating different approaches according to the learners 'needs, provides opportunities to be better teachers. Considering the evaluation as an integrative process where the learning implications of students must be considered. We must be conscious of the learning objective, and how are we going to test, assess, measure, and evaluate our students. In my experience, I have seen a progression in the evaluation approaches and the awareness of all the educational systems to make the evaluation a trustful and valid part of education for life.Mario Prado Govea.

Behaviorism:This evaluation approach is teacher-centered, it means that the teacher selected, provides, and evaluates knowledge. Is based on traditional assessments such as standardized tests, exams and quizzes focused on a test what learners should learn. Its implications for learners' development are limited due to behaviorism considers proficiency not as important as grammar structures. When errors are noticed by the teacher, they are pointed out immediately.There are advantages to using this evaluation approach, for example, there are schools or companies that test the candidates with a standardized test, so teaching learners how to answer and solve this type of test is useful for them at the moment of facing this situation. Contrary to this, the disadvantages of the behaviorist evaluation approach are that the learner is not centered at the moment of evaluation, and the tools and methods to assess promote inequity and inequality, despite this, learners' evaluation is focused on specific knowledge instead competencies.

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Evaluation, approaches and principles of EL

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by Govea Last updated 13 days ago Discipline: Subject: About me Personal Constructivism:This evaluation approach is student-centered, which means that the teaching methods and evaluation consider the learner´s previous experiences, needs, and characteristics in these processes.

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Teacher classroom management using technology. Introducing iDoceo app.

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Teacher classroom management using technology. Introducing iDoceo app.

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I want to share this teacher assistant that helps us to manage, evaluate and share all the elements related to the students' performance. it is a digital tool that improves teaching classroom management. Also offers other features such as tools to score fast and easy tests, create and share rubrics, link your classes with classroom from Google, send students´ performance reports to parents, and much more. I have been using it since 2016 and I love it! The "negative" side is that you must pay for it and only works on IOS system for iPad. Give it a try, I am sure that your teaching will get a boost!

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Benefits of learning English at an early age.

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Benefits of learning English at an early age.

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According to the article, the benefits are almost endless, for example, learning English develops children´s brain, social confidence, critical and abstract thinking, solving problems, and better academic performance.
Other benefits of learning English are: Access to vast sources of communication, interaction with other cultures, being part of a globalized world, and the advantages that this implicates.
I find relevant in this article the suggestions given for teaching English to young children. I realize that I have to use methods and approaches that involve games, songs, short-time spam activities, and interactions with the language in common situations, and use a variety of materials suitable for young children.

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I would add to this article the role of the family when teaching English to young learners. It is important to involve as many members of the family as possible to interact with the child in daily life. Ask family to interact using English in a natural way even if their level of English is basic.