THE GOOD TEACHER

miércoles, 30 de mayo de 2012

Bibliografía

House, S. (1997). An Introduction to teaching English to children. London: Richomond Publishing.
Moon, J. (2002). Children as language learners
Moon, J. (2002). Why planning?
McLaren, N. y Madrid, D. (2004): “The Foreign Language Curriculum.”
Brumfit, Moon & Tongue (Eds.) (1991) Teaching English to children from Practice to Principle-Collins
Funk, Hal D;Funk, Gary D. Guidelines for Developing Listening Skills
The Reading Teacher; May 1989; 42, 9; Arts & Humanities Full Text
pg. 660
House, S. (1997). Teaching the skills
House, S. (1997). Correction techniques
House, S. (1997). Evaluation skills
House, S. (1997). Lesson planning
House, S. (1993). Classroom management
Scott Ytreberg. (1991) Listening
Scott Ytreberg. (1991) Oral work
Scott Ytreberg. (1991) Writing
Scott Ytreberg. (1991) Classroom management atmosphere
Barrios, M.E. (2002) Multiple intelligences in Foreign Language.

http://ccedu.cv.uma.es/mod/resource/view.php?inpopup=true&id=101646ç

martes, 29 de mayo de 2012

Guidelines that a teacher must follow

lunes, 28 de mayo de 2012

Content and Language Integrated Learning

What is Content and Languages Integrated Learning (CLIL)?

Situations where subjects, or parts of subjects, are taught through a foreign language.

Desing and curriculum planning in Primary

PLANING IS IMPORTANT FOR TEACHERS AND CHILDREN

HOW CAN TEACHERS PLAN?

Classroom Management

Classroom Management:

Strategies:

Establish routines
Doing pactical jobs in the classroom
Avoid organized competition
Used a good arranging of desk
Classroom language
Speak english all time

Discipline:

Noise: prompt them speak in English
movement
Flexibility: Depends of mood of children
Consistency
Fairness: Do not label children
Positive reinforcement.

Advantage:

Students benefict from the strategies that are being transmitas by their peers
Students reinforce their learning by explaning the language to their peers
Cooperation and independence
The teacher can spend more time with students who need

Attention to diversity: the inclusive classrooms.

BLOOM'S TAXONOMY

I leave an example of an activity should be addressed as the taxonomy of bloom in the classroom
http://cremc.ponce.inter.edu/carpetamagica/actamigofiel.htm

Example of activity:

Remember: See and repeat. Lion

Dog

Create: Make up a story about animals, you can draw pictures, then you have to read it to all classmates. Whit this activity we use some multiple intelligences how: Linguistic, naturalist and visual spatial.

MULTIPLES INTELLIGENCES

The activities that promote development in the multiple intelligences include:
- Draw pictures
- Allow the movement of students in class
- Work in pairs, in small groups
- Use the learning reflesion
- Put videos, audio, music
- Have different time schedules and classroom management
- Work on emotions
- Relate the experiences and feelings through the natural environment

Therefore any activity undertaken in the classroom, as a simple reading of a text already implies some intelligence, and if we rely on others it will raise various forms of activities to develop intelligence.

I leave an example of an activity
http://miradasistemica.bligoo.com/content/view/134651/Ejercicios-de-Inteligencias-Multiples-en-el-Aula-Segunda-entrega.html

The following link from the slide 16 to 46, a series of characteristics of each intelligence and some resources that can help us when planifcar an activity with multiple intelligences. (It is written in Spanish).
http://www.slideshare.net/guest065e81/inteligencia-y-su-desarrollo?src=embed

Teaching, learning and evaluating skills and competences in MFL Primary

There are 4 skills: Listening, reading, writting and speaking

It's important to know how children learn each one of this skills.

Speaking and Listening are oral skills and we can watch how help this to children in the next map:

HOW CAN TEACHERS WORK WITH SKILLS?

For a good learning of the children, the activities have to be fun and the children have to be participative and active.
The game is a good tool to make them participate.

LISTENING & SPEAKING

-CLASSROOM LANGUAGE

We must use the English in class to organize, start, and finish the classs, to give instructions or answer our pupils

-TPR

We can play games like listen and do (TPR), listen and indetify something, listen and play a rol, listen and answer.

-SONGS

Songs are a good tool to make children spend a good time and learn.
Children can listen a song and represent this by gestures, or they can draw the history of the song and even they can sing and dance with the song.

MOTIVATION

For a children is easier to speak about something if they're really interested in. They can look for information about something that they like and tell the class them emotions.

READING

The instructions can be a good way to make children read because they're reading for another work that they think is more important.

We can use cards with letters to play with childrens too.

Teachers can use stories and children can read this and underline the words that they don´t understand

WRITTING

It's important not to make children write something that they can´t speak.

Write short sentences about something they like, or wirte the start of a history and each child continue this with ideas can be ways to practise writting.

EVALUATING THE SKILLS

ASSESSMENTS

The assessment have to be something to improve in the future and to know what and how we have learn or teach. It's something for teachers and pupils.

It's good to listen the opinions of the children for improve our class in the future.

-A diary is a good way to know ho and what we have learn.

-Porfolio: We can use the European Langage Porfolio, you can find more information in this link:

http://www.coe.int/t/dg4/education/elp/