Fostering Community in Diverse Adult ESL Classrooms Community in Diverse Adult ESL Classrooms ... Fostering Community in Diverse Adult ESL Classrooms ... guide learners to articulate their goals, ...

  • Published on
    24-Apr-2018

  • View
    219

  • Download
    7

Transcript

Fostering Community in Diverse Adult ESL ClassroomsRachel FabianHope HardinMaria HodappDr. Cheri Pierson______________? pineappleWhats your favorite fruit?pineapple_____________?5:40 amWhat time did you get up today?5:40 am_______________?Winchester, KentuckyWhere were you born?Winchester, Kentucky__________________?Spanish, English, and PortugueseWhat languages do you speak?Spanish, English, and PortugueseFostering Community in Diverse Adult ESL ClassroomsRachel FabianHope HardinMaria HodappDr. Cheri PiersonTodays Topics1. Who are our students? 2. Why is community important? 3. What activities can we use to foster community? 4. What works in your class? What do we know about students before the class begins?Brainstorm togetherThings we might know... native language age immigration status time spent in the U.S. scores on entrance assessments home country marital status children new or continuing student home address email use level of education attained in home country work and hours of work per weekdemographic information (what we see on the registration card)What do we NOT know about students?Brainstorm togetherWhat cultural knowledge will be helpful in building this community?Background Cultural Knowledge (CQ)Some Continuums to Consider... high/low context collectivist/individualist power distance justice/honor generational differences polychronic/monochronic universalist/particularist gender rolesOffering an OpinionHigh Context Low Context*slide courtesy of Dr. Moreau, INTR 561Handling ProblemsHigh Context Low Context*slide courtesy of Dr. Moreau, INTR 561IndividualisticCollectivisticSelf ConceptIntimate Social and Cultural EnvironmentSelfSelf SelfSelf*slide courtesy of Dr. Moreau, INTR 561Classroom*slide courtesy of Dr. Moreau, INTR 561The Teacher: Power Distance*slide courtesy of Dr. Moreau, INTR 561What is a community?What is a Community of Learning? One which is together; in which there is a strong we feeling; and which students are happy to belong to...members commitment to the group and each other. (Dornyei, 2001, p. 43) Cohesive learning community - one in which they feel comfortable interacting among themselves and with their teacher - takes time to achieve. (Senior, 2006) A group of people with shared goals, needs, and concerns. (Farrell and Richards, 2011, p.126)Why is fostering community important?Why is fostering community important? Leads to increased proficiency Beneficial for teachers Motivation Initiated Sustained Transferred Aspects of MotivationSUSTAINED TRANSFERREDINITIATEDFactors Influencing Classroom CommunityClassroom Community(adapted from Farrell and Richards, 2011)Challenges in fostering communities -StandardsStandards should guide curricula; they should not dictate everything that happens in the classroom. The teachers job is to guide learners to articulate their goals, and then look for overlaps among those goals and program or state outcome and standards by which learners will be assessed. (adapted from Parrish, 2004, p.293)Challenges in fostering communities -Multilevel ClassesStudents in multilevel classes need to feel that their needs are being addressed, and individual learning plans are essential. However, one way to bridge the gap between learners diverse needs is to identify and negotiate shared goals, which results in more realistic expectations for the whole group. (adapted from Parrish, 2004, p. 192)Challenges in fostering communities -Student PersistenceWhere did all my students go? Ive often asked myself that, wondering why a class that had 18 or 20 students at its highest point has dwindled, by late in the term, to 12 people coming regularly . . . or 8 . . . or 6. Is it me, I wonder? The class? The school? Short answer: none of the above. I did a little research and quickly found that student persistence... is an issue for adult education programs everywhere...Help students set goals and develop self-efficacy.(adapted from an article, Student Persistence in Adult ESL: The Continuing Challenge)http://letcteachers.wordpress.com/2012/01/11/student-persistence-in-adult-esl-the-continuing-challenge/How do we address these challenges? Incorporate Student Goals: Find out student goals through surveys, questionnaires, interview Show students the correlation between their goals and curriculum Have students share their goals with each other Collective celebration when goals are met or progress achieved toward them Show students at the beginning of the course the awards they could achieve at the end. (Perfect Attendance, Completion of Level 2, etc.) Sign-in sheet for attendance, make calls when students are absentPictorial Student Goal Assessmentshttp://nevadaadulteducation.org/userfiles/files/ESOLStarterKit.pdf http://www.cal.org/caela/scb/iii_a_assessinglearnerneeds.pdfStudent Goal Checklistshttp://nevadaadulteducation.org/userfiles/files/ESOLStarterKit.pdfStudent Goal Checklistshttp://nevadaadulteducation.org/userfiles/files/ESOLStarterKit.pdfClassroom Techniques to Foster CommunityTeacher HabitsCommunity-Building Activities within Required CurriculumGeneral Mixers and Conversation Starters Teacher Habits - Names Learn them quickly and correctly Sign-in daily Nametag activities: group greetings, spelling, groupings, calling on students, new seats, absences. Teacher Habits - NamesTeacher Habits - Affirm PastAsk students to teach you how to greet in their languageLearn about their work life before the USAGoogle Map of student home countries Teacher Habits - Affirm GoalsTeacher Habits - Affirming Phone each student before the first day After a few classes, ask what activities they enjoy Bonus English chart Require lots of student-provided examples (correct graciously)Teacher Habits - AffirmingUse students to generate examples. Its snowing and the roads are terrible! Imperative: (-) Dont (+)PleaseSuggestion:(+) Why dont you?Teacher Habits - Treats Surprise with coffee Peppermints to share in the evening class Holiday treat (candy hearts for imperatives) Student birthdays Dollar Store prizes (school supplies) Music Teacher Habits - YOUUse your life as class material.Teacher Habits - YOU Humor and anecdotes Participate in the mixers and surveys. Be the first brave volunteer for charades or pictionary. Curriculum-Friendly Ideas Writing about personal experiencesfocused on verb tense, sequence words, frequency words Writing about goals and future careers. want to, need to, I will, sequencing words Share writing with each other and summarize partners work. Interview and write a paragraph about another student. Create a class newspaper. Make or bring food, describe process imperatives, ordinal numbers, sequencing Share writing at a culture night. Michiganby Maria HodappMichigan is a very beautiful state. There are many lakes; some are big and others are small. The lake in the photo is Lake Michigan. It is very big. In the summer I like to visit Lake Michigan and see the bright blue water. The sand is warm and the water is refreshing. I also like to visit Lake Michigan in the winter. It is very cold, but it is still beautiful. Curriculum-Friendly IdeasPolanczyk, PolandBy Irena My country is Poland. My favorite city is Polanczyk. I spent every holiday there. I loved being there. There are beautiful green forests, nice neighborhoods, beautiful scenery and big lakes. On the lake is a little island. In summer it is beautiful and in winter it is nice, too. I would like to go there this year.Curriculum-Friendly Ideas: Light-Hearted Sticky Spelling (Vocabulary) Charades (Present Continuous) Ending Slap (singular to plural nouns, or s possessive endings) Pictionary (Students each contribute 1 or 2 secret words) Flyswatter (photos to vocab, present to past, finish the sentence) Scattergories-Style Brainstorm - Class split into 4 teams, and have 1 minute to write down as many vocab words on that topic. Teams read off answers, only get a point for each answer not written by another group. Health unit example: Round 1: body parts Round 2: health problems Round 3: products (aspirin, crutches, etc.) dishesOpen Mixers - Getting to Know You... Speed Dating Student-Developed Survey Memory Circles Roll the Dice or Beach Ball Toss Whats in your bag? Toilet Paper Activity Be My Guest! Native country travel advice Advice for living in the U.S. Advice for being in your class: write a letter to the next group. Open Mixers - Camaraderie Facebook Page Mini Field Trip to Library (or transit, restaurant, grocery store) Meet in cafeteria or student lounge occasionally Class Craigslist (auto repair, salon...)Micro-Mentoring: Take note students of who have big events coming up. Ask who else has gone through the experience already. Share ideas. (Parking ticket, citizenship exam, court date, drivers license test, talking to landlord)Open Mixers - CamaraderieMy Three Words Headlines Goals CollageIts worth the class time that you lose. Open Mixers - Groupings Student-made: Teach them how to form groups (Hi, do you have a partner? Can I work with you? Lets talk.) Group with photos Pick nametags at random. Deck of cards: Students find someone from the same suit, number, odd/even, black/red, etc. Youre wonderful, Youre marvelous Like-Ability or Mixed Ability App: Team Shake Synonym Rolls and Antonym Partners Paint Chips What works for you? Names Activities Tied to Curriculum Goal-Setting and Celebrating Accountability Class AtmosphereQ & AFor additional handout with links and descriptions, ask us! fostereslcommunity@gmail.com

Recommended

View more >