My Classroom Background Introduction:

yanzhang22021 — 2023-07-04 19:59:01 UTC

^School^{: Private high school with high entry requirements}

^Subject^{: Chinese as foreign language}

^{Classroom size}^{: 10-15}

^{Language proficiency level}^{: Chinese 4-Chinese 5}

yanzhang22021 — 2023-07-05 02:20:47 UTC

yanzhang22021 — 2023-07-05 02:25:51 UTC

yanzhang22021 — 2023-07-05 04:48:57 UTC

Notes and Resources:

yanzhang22021 — 2023-07-05 05:02:22 UTC

_Process:
1) Observe and Identify between "General symptoms" with "The symptoms in my class"
2)Compare between these symptoms with required language comprehension
3) Find the gaps and analyze to determine " language need" and " learning disabilities"
4) Implement relevant teaching approach to " language need"
5) Implement relevant teaching strategies to "learning disabilities"
_Challenges:
There are many similarities between Foreign language needs and learning abilities
_Resource:

_{https://www.ldatschool.ca/strategies-for-teaching-reading/}

<_{Strategies for teaching reading to students with Learning Disabilities>}

_{https://www.ldatschool.ca/wp-content/uploads/2017/08/DLD_PP-1_ELL-LD-2014.pdf}
Fuchs, D., Fuchs, L., Mathes, P., & Simmons, D. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
Chu, S., & Flores, S. (2011). Assessment of English language learners with learning disabilities. The Clearing House, 84, 244-248.
Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6. (2005).
Ortiz, A., Wilkinson, C., Robertson-Courtney, P., & Kushner, M. (2006). Considerations in implementing intervention assistance teams to support English language learners. Remedial and Special Education, 27(1), 53-63.

The Process to identify and help struggle Students by yan zhang

My Classroom Background Introduction:

Notes and Resources: