https://padlet.com/dlfu/jpqzgrzpesrldx3q Week 3 - Quotes from the weekly journals en-us 2020-09-03 02:05:04 UTC 2020-09-16 13:05:06 UTC hello@padlet.com dlfu https://padlet.com/dlfu/jpqzgrzpesrldx3q/wish/751302359 2020-09-16 12:49:37 UTC https://padlet.com/dlfu/jpqzgrzpesrldx3q/wish/751302359 dlfu https://padlet.com/dlfu/jpqzgrzpesrldx3q/wish/751308068 Newkirk offers some advice for teachers like the questions on page 181 or the advice about correction on p 164. But how do we help students ‘discipline their mind’ (p 170) and what balance does this have with the questioning (or are they the same)? Another one of my questions for Newkirk is about what he says on p 106 and the ‘therapy’ he mentions for in-service teachers (What is the role of therapy in working with in-service teachers?). What should our goal as language teachers be in relation to the ideas in the ‘Reading Guilt’ section, especially the idea guilt over forgetting vs. the happy sensation of having done the thing (p 129) and practical memory (people want the language for future use), as well? In the for-profit English language world, we are somewhat beholden to the students’ (or parents’) desires. How then can we ‘sell’ a system that expands thinking when they get frustrated without a right and wrong answer? How can we help students (and teachers) reframe their stories?]]> 2020-09-16 12:51:13 UTC https://padlet.com/dlfu/jpqzgrzpesrldx3q/wish/751308068 dlfu https://padlet.com/dlfu/jpqzgrzpesrldx3q/wish/751328354 The rope? I like the idea that making a language for all. However, the question is: Can all the math knowledge be used creatively? Even if the answer is positive, can it fit into the larger educational contexts? To be more specific, some factors such as the standardized requirement for the school district, the class size, the students from different backgrounds, the assessment, the qualified teacher are still needed to be considered. This chapter also reminds me of The GRE Test. The test, for me, is my experiences of “shame combinations”: the anxiety of computer-based test (or the anxiety of the unfamiliar test mode); the time pressure (especially the count down on the screen during the test); the anxiety of doing math (the internalized bad at math identity); the anxiety of language. I realize how this overlapped shame bring the unfair result to the learners and wonder how we could avoid “multiple attacks of embarrassment”? ]]> 2020-09-16 12:56:54 UTC https://padlet.com/dlfu/jpqzgrzpesrldx3q/wish/751328354 dlfu https://padlet.com/dlfu/jpqzgrzpesrldx3q/wish/751340362 It almost seems as though the second I stepped out of my last high school final, I forgot what it was like to be a student. Undergraduate school was different. I was still a student but I was an optional student -- it did take most of the pressure away of succeeding or passing a test or getting the right answer. In college, nobody laughed if I got a question wrong or said something silly like what might happen in high school, middle school, or elementary. Reading this book definitely brought me back into the eyes of being a student.
How can we assist students who do fall off in this era where testing is apparently still so crucial? How can we make math interesting while still taking into account standards and testing?]]> 2020-09-16 13:00:02 UTC https://padlet.com/dlfu/jpqzgrzpesrldx3q/wish/751340362