Chapter+Responses

Chapters 1-2

MY RESPONSE FOR LOGAN (T CONRAD, SEPT 18): Hi Logan, typing your response below is fine. You can also type reponses into the discussion post feature for this page, including reactions to what your classmates say about the chapters. You've really read the chapter with extensive summary and responses of your own.


 * Logan Mickel - Chapter 1**

I'm new to the class wiki thing, so I'm assuming this is how it is supposed to be done. If not, let me know.

//Definition of term:// Degree of Implementation. As I understand it, degree of implementation (discussed on page 6) refers to the level that a particular teaching strategy is meeting the needs of the individual students in the classroom. A teacher may have a terrific strategy on paper, but if he or she is not addressing the often-subtle needs of the students, the degree of implementation is low and teaching will suffer. Consequently, a moderate level of degree of implementation is as effective as a low level. Only a high level has been shown to have a substantial effect.

//Response to a key issue:// What stood out to me most in this chapter were the last two paragraphs where the author discusses how many students aren't receiving their basic needs at home. School therefore becomes a place where needs like food and medical assistance are taken care of. The last line is especially important for teachers: "When even the most basic of needs are not being met, students face tremendous challenges to reaching academic and language proficiency" (10). This brings to mind Maslow's Heirarchy of Needs, where the basic needs of a human are organized based on necessity. Needs towards the top of the pyramid (i.e. self-actualization, learning) cannot be met until those at the base (food, safety) are taken care of.

It's important for teachers to realize that a "slow" student may not be slow at all, but merely dealing with things at the bottom of the pyramid.

//How it applies to my teaching:// I am an adjunct at Weber State and teach two ENG 1010 courses. In one of the classes I have three Chinese students and a man from Belguim. Syrja's discussion on degree of implementation has caused me to examine my teaching strategy, as it may not be addressing student needs. I realize my strategy has worked well for native English speakers, but may not be the best for my ELLs.

I'm not sure what to change specifically yet. It's a good thing I'm in this class.


 * Logan Mickel - Chapter 2**

//Definition of term:// AMAO. Annual Measurable Achievement Objective. Taken from Title III of the No Child Left Behind Act. These three objectives narrow teaching down into individual standards that can be measured to gauge teaching success at a school.

//Response to a key concept:// On page 12 Syrja mentions the concept of LTELs, or Long Term English Learners. She states that many of these were born in the United States, and many of them to U.S. born parents. Despite the length of time spent in school and in the country, many are not able to become proficient at English. What I am wondering is to what degree public schools can help in this process. Obviously we do everything we can, but it seems to be a cooperative effort with families. A teacher cannot make a student proficient in a language if there is no support or desire on the other side.

//How it applies to my teaching:// This is a little more difficult to draw comparisons with my teaching, as all my students have already come out of the high school system. I'll never see most of these LTELs in my classroom. Like Syrja mentions on 12, many of them become frustrated and drop out in high school. It has, however, helped me see the need to understand what my foreign students are experiencing and how I can help them.