How could I help my student?

I have been bothered by one of my students,who is very smart but also manipulative too. as a kindergartener, she has already shown her extrem maturity and likes to argue for everything. Today, she sat on my chair and would not go back to her spot on the learning carpet. Anyhow, I lost my temper because no student had even been so rude and I warned her that I would call the office if she did not  get down. She looked at and laughed:”Look at how frustrated she is!” I was shocked and realized that this was exactly what she wanted-attention. So I decided not to argue with her anymore so that she would not get the attention tha she wanted. Later, she came back from her seat to the carpet without my keeping urging her to as before. Kindergartener teachers, your young students are looking at you and trying to anger you to get your attention, so do not fall into the trap they are building up for you!

what I have been learning about teaching?

All the students have great potential to learn. I have students who seem to be outstanding easily because of their level of maturityand home education background, and the others who seem to be slower to learn. However, I gradually find that these slower students are learning at their own pace and they will get better and better with the increase of their maturity.  As a  new teacher, our vision could be easily blocked by some outstanding students who are always the first ones to respond to you while the slower students are looking at you with confusion on their face. As a matter of fact, that confusion reveals the problems with your lesson delievery or lesson plan . If we could pay more attention to the needs of these students, we could also improve many aspects of our teaching.  I would like to write more about this with concret exmples later.

Preview-view-review model for one-way and two-way developemental bilingual education programs

 

Implementing the 50/50 approach of One-Way and Two-Way Developmental Bilingual Education programs is critical to ensure a balanced curriculum in both languages of instruction.  Both languages are equally important in developing linguistic and grade level academic proficiency for student performance.  This strategy can be applied in many ways during the learning process to achieve the 50/50 approach in One-Way and Two-Way Developmental Bilingual Education Programs.

 

The approach has three main and important components:

 

·        Preview

·        View

·        Review

 

The Preview Component allows our minds to get a flavor of what is to come before the actual event occurs during a lesson.  In other words, preview the material before we study it (or listen/take notes in the case of a lecture).  During the process of the Preview Component, our mind will automatically activate related knowledge it has stored on the subject.  For example, if we were going to read a chapter on kidney function, the Preview Component would activate related knowledge and make it more likely that we would remember things during the View Component (for example, the actual reading of a chapter).

 

The View Component refers to the opening of a lesson.  It can be a new concept, a lecture, book chapter, lab handout, or any topic to be studied for the first time.

 

So, what actually is the Preview Component?  Well, it can be many different things.  Let’s say we are about to read the chapter on kidney function.  One technique (for a Preview) would be to skim the chapter reading bold text, looking at figures and tables, and reading questions/summary statements at the end of the chapter.  This process would give us a flavor of things to come during the full reading of the chapter.  Cognitive psychologists would call the Preview an advanced organizer.  It is well known that if you preview something, you are more likely to remember it after the study session.  In other words you are more likely to store it in memory by attaching it to items previously learned.  One other example:  If you are going to lecture on kidney function, a good Preview would be to discuss kidney function with a fellow student before getting to class.  Between the two of you, many related topics would have been brought up and discussed before the lecture started.  In this manner, your mind would have opened the file entitled “kidneys,” and you would be prepared to put more items into the file during the lecture.

 

The Review Component refers to a process of refreshing your mind of what has been encountered during the View Component of the approach.  The Review Component is exactly how it sounds, to review. Much has been written on reviewing and I suggest you search the cognitive psychology literature for this information.  Briefly, there is an art to reviewing.  First, material should be reviewed more than a total of one time.  Some would suggest that the first Review take place shortly after the View Component has occurred (within one hour).  Then, the second Review should take place one day after the View Component.  The third Review should then occur one week after the original View Component.  Now depending upon the material, subsequent reviews would take place on a weekly to monthly basis.  Any given Review should be short, say 5-10 minutes.  The objective is to scan the material, activating memories as you go along. This supports the research based practice of constantly checking for understanding during the teaching/ learning process for culturally and linguistically diverse students with ongoing scaffolding to ensure comprehensible instruction in both languages.

 

The art of achieving the 50/50 Approach for both languages of instruction may be done by assigning one of the languages to each component.  The table below provides an implementation sample:

 

FIRST WEEK FORMAT:

 

 

 

SECOND WEEK FORMAT COULD BE:

 

 

 

NOTE: The teacher conducts progress monitoring to assure that 50 percent of the instruction is in English and 50 percent is in Spanish.   Careful attention must be given to enforcing student rules for language separation during the instructional process.  Teachers and students must not use both languages simultaneously.  Educators must have a process in place to ensure that literacy development in the native language is not interrupted.  This is detrimental for the academic success of the students.  The focus is achieving the 50/50 approach successfully.

 

 

 

 

preview-view-review model

Preview-View-Review System of Study
Return to HomepageThis technique can be applied in many ways during the learning process. The View in this case refers to either a lecture, book chapter, lab handout, or anything to be studied. Most of us go to the lecture, read the chapter or lab handout without preparing our mind for what is to come during the lecture or reading. What would be best is to prepare our mind for the upcoming material. This is where the Preview comes in handy. The purpose of the Preview is to let our minds get a flavor of what is to come before the actual event occurs. In other words, preview the material before we study (or listen/take notes in the case of a lecture). During the process of Preview, our mind will automatically activate related knowledge it has stored on the subject. For example, if we were going to read a chapter on kidney function, the Preview would activate related knowledge and make it more likely that we would remember things during the View (for example, the actual reading of the chapter).

So, what actually is the Preview? Well, it can be many different things. Lets say we are about to read the chapter on kidney function. One technique (for a Preview) would be to skim the chapter reading bold text, looking at figures and tables, and reading questions/summary statements at the end of the chapter. This process would give us a flavor of things to come during the full reading of the chapter. Cognitive psychologists would call the Preview an advanced organizer. It is well known that if you preview something, you are more likely to remember it after the study session. In other words, you are more likely to store it in memory by attaching it to items previously learned. One other example: If you are going to a lecture on kidney function, a good Preview would be to discuss kidney function with a fellow student before getting to class. Between the two of you, many related topics would have been brought up and discussed before the lecture started. In this manner, your mind would have opened the file entitled “kidneys” and you would be prepared to put more items into the file during lecture.

Now, what about the Review part of this. The Review refers to a process of refreshing your mind of what has been encountered during the View. The Review is exactly how it sounds, to review. Much has been written on reviewing and I suggest you search the cognitive psychology literature for this information. Briefly, there is an art to reviewing. First, material should be reviewed more than a total of one time. Some would suggest the first Review  take place shortly after the View has occurred (within one hour). Then, the next (second) Review should take place one day after the View. The third Review should then occur one week after the original View. Now, depending upon the material, subsequent reviews would take place on a weekly to monthly basis. Any given Review should be short, say 5-10 minutes. The objective is to scan the material, activating memories as you go along.

In summary, this technique can be applied to almost any situation. Probably, for a beginner in this area, the first step to take is to practice previewing material. Obviously, discipline and motivation are required for success. Good Luck.