Hibernation and Migration for Year 7 Students

TESOL Program

Hibernation and Migration for Year 7 Students

Beginner English Speakers

Submitted by: Amy Tessler

Submitted for: TESOL

Submitted on: May 23rd, 2011

My Philosophy of Teaching:

“The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.” – Bill Beatie
It is my love of children, of community and of harnessing compassionate, socially responsible, open-hearted individuals, that has allowed me the proper mindset to reflect upon my philosophy of education. In keeping with these dreams, I believe that in order to fully educate any person, one must grant that person the freedom to learn, to create, to speak their mind and to make mistakes. For students from diverse cultural backgrounds, developing language competency is an essential means for them to gain freedom. My goal as a teacher is to channel these freedoms when guiding the young minds of children.

In order for students coming from refugee backgrounds to feel comfortable learning in my classroom, a safe, positive environment in essential. Thus I aspire to create an environment which allows children to feel comfortable expressing their needs, personal and academic goals, and aspirations while certain that they will receive the respect of their classmates and myself.I believe wholeheartedly in the concept of the classroom community – each child feeling equally responsible for the well-being of their peers as they do themselves. With an attention for mindfulness, students become socially responsible learners, open to different ideas, values and mentalities – open to learning. In such an environment I will take the role as facilitator, providing materials and outlets for students to reach their potential.
I strive to create student-centered classrooms, where students become united and empowered, playing a larger role in each day’s events, decisions and responsibilities. I impart this type of learning by working with individuals, recognizing their goals and values and creating opportunities for them to suggest topics of interest, or different approaches to learning. In order to cater to each individual, I will differentiate my lessons to reach each language level of my students, as each unique student may require challenges in certain language areas, while struggling with others.

I strive to use various teaching methods which differentiate instruction and provide students with opportunities to explore different interests, while diversifying their problem solving mechanisms. These learning methods often include, but are not limited to music, naturalist, verbal-linguistic, kinaesthetic, visual, and dramatic intelligences. With ESL students I feel that it is important to engage in topics which interest them, as they may feel quite lonely or lost coming to a new country, so different from their culture or background. Understanding their talents and interests will allow for the planning of different programs to motivate students as they can find something to relate to in such a different environment. I often engage students in outdoor experiential learning. I believe that forming a relationship with the natural world opens students to a realm of different possibilities while growing an awareness and love of their surrounding environment, feeling more inclined to protect our earth and its inhabitants.

I believe that it is important to create a comprehensive ESL program which allows for students to practice all areas of language. It is crucial for new immigrants and all non-English speaking students to build upon their conversation skills and understanding of English conversation rules (such as proper intonation, etc.) so that they feel accepted amongst the communities of our regions. It is further important to develop their oral presentation skills, reading, writing, vocabulary and grammar so that they may enter into mainstream higher education programs, and achieve their dreams thereafter. While I feel that it is important for ESL students to have their own ESL classes, I feel that it is of equal importance for them to join the inclusive classroom for periods of each day, to gain instruction amongst English speakers, hearing a variety of native speakers to adapt more quickly.

In holding high expectations for students, we demonstrate our confidence in their ability to achieve their goals. While the expectations for my students remain high, my expectations for myself are even greater. In order to uphold these expectations, I have become a most reflective individual, often assessing my actions and methodology in order to improve. I try to impart this reflective behaviour upon my students, as a tactic in management. If students, of any age, reflect upon their own actions in misdemeanour, they are more likely to understand the consequences and to think twice before repeating such activities. With my students I am gentle and forgiving. Thus it is out of compassion, rather than fear, that they decide to act respectfully, returning the respect that I evenly display. I feel that with new refugee students it is important to demonstrate respect for their past, their backgrounds and the skills they have acquired, as many of their skills will be different to those of an average secondary school student. If a sense of respect is displayed for them, they may find it easier to become motivated to learn new language skills in my class, as they feel empowered and supported.

Each student is unique. Each student enters the open doors of a classroom with hopes, dreams and aspirations. My hope is to welcome these dreams and provide students with the drive to persist, the audacity to question, and the humility to reflect. Amongst scholastic skills and knowledge, I hope to provide my students with a key to the realm of learning, guiding them to each open door and harnessing their independent nature, through which they may discover growth. It is through such guidance that I may learn from constantly from my students, and the world surrounding, as learning never stops and as I strive to pass on my knowledge, I am forever a recipient of the world’s teachings.

Statement of Rationale:

Class Description

Grade 7 (age 12-13) High Beginner Level Students attending German Mills Public School, Toronto, Ontario, Canada.

(thispublic school is part of the Ontario School Board of Education mandate.)

Ten students:

2 females and 1 Male: Japan

2 males: China

1 female: Philippines

2 males: Russia

1 female: India

1 male: Hong Kong

Teaching Context

This program is created for ten students of the high beginner level. All students who have migrated to Canada are from stable families and have immigrated with their immediate families. This class is comprised of high-functioning, well-educated individuals.

It is mandated by the Ontario School Board of Education that new immigrant students participate in mainstream inclusive classes throughout the day, so they are able to integrate into our society more easily. However, these students are placed into ESL classes which take place during the mainstream English period. During regular periods, ESL teachers are asked to be present for the majority of class time, in order to assist students with their studies and ensure their well-being. ESL teachers are therefore able to build strong relationships with their ESL students in order to fully assist them in achieving their goals.

Students are required to pass their ESL classes based on a certain government standard, depending on the level they are placed in, which is determined by a standardized placement test taken at the beginning of the year. Since there are three terms for each academic year, each student’s progress is monitored and evaluated throughout. If students do not pass in their ESL classes, mandatory summer school classes will be in place to help them achieve success in the levels they have entered.

This program is in keeping with the curriculum set out for students of a high beginner level, so they are able to enter into the following level in the coming academic year. This mandate is in place so that students can enter into mainstream English classes by the end of their high school career, in hopes to continue onto higher education programs.

Class Set-Up and Resources:

Students will be placed in a semi-circle with their desks facing the blackboard. This way the educator can take note of which students require extra attention (as all students will be visible) and which methods work successfully for which students, in order for differentiation to take place.

Since partner work will take place often for conversation practice, worksheet completion and reading practice, student will be able to easily move their chairs to the other side of the semi circle to face their partners.

The blackboard will be used for demonstration purposes, allowing for the teacher to provide for visual learners. Pictures will be tacked onto the blackboard for the reinforcement of certain words or ideas throughout the program and students who learn by doing will benefit from volunteering at the blackboard to practice writing new vocabulary, asking questions to the class, and other such items. The educator will further use the blackboard to reinforce students’ ideas and suggestions by recording their suggestions on the board, empowering their thoughts and improvements.

Other resources to be used include: story books, worm farm hibernation habitat experiments, games, worksheets, large picture place cards, portfolios and video cameras for the final project.

With a wide variety of resources, different student interests’ will be appealed to, allowing students to feel motivated to learn.

The use of portfolios will be in place throughout each term, allowing for students to keep record of their work, taking note of their progress throughout the course of each program. With their work organized in one place, it will be made easier for students to set academic goals for themselves, and notice whether they have achieved them and what they need to improve upon. Considering each piece of work will be graded with feedback, students will be able to look through their portfolios periodically and determine certain patterns that occur with their work. These portfolios will be showcased during parent teacher interviews, allowing for families to discover what their children have been working towards, what they can improve on and what they have accomplished. Since many beginner ESL students doubt their ability to speak fluent English and learn certain language objectives by a given period, the portfolio process will heighten their confidence, once they realize how much they have accomplished.

Lesson/ Topic Rationale

This program is based on the hibernation and migration of North American animals.

The program choice will allow students to feel more knowledgeable about the changes taking place in the coming season, while capturing their interest in North American culture and lifestyle, so they feel motivated by their new surroundings, instead of lost by them. The program topic will be used as a vehicle for allowing students to practice their conversation skills, question asking, intonation, vocabulary, grammar, reading, writing and oral communication. (See: Objectives for more information).

Students will have an opportunity to practice their sentence structure while filling in the blanks of different sentences regarding hibernation and migration, as well as through the creation of their own sentences in response to stories read aloud in class. Students will learn vocabulary through migration songs, sung aloud with actions in class ensuring their participation and interaction.

Students will practice oral communication while taking part in interactive games and speaking in front of the class, presenting their answers in a matching game. They will be able to present other work to the class if they feel comfortable as well. They will practice oral communication through the answering and asking of questions, reading of instructions aloud to the class and through playing interactive games where they are distracted from feeling shy or judged, all in the spirit of teamwork.

Considering the unit has to do with animals in the different seasons and their changes in lifestyle, I feel that it is necessary to conduct an experiment with a living creature to demonstrate hibernation. This unit will begin in the fall, where the leaves begin to change colours and animals begin preparing for winter, thus it will be important to allow for students to witness these changes themselves. We will take part in a class walk around the school’s closest park, to observe. We will see the birds beginning to fly south, and then squirrels gather food to burrow. Students will repeat words as they see the primary examples themselves (Example: “This is a squirrel”). We will create a worm farm experiment, where students witness the worms hibernating, before setting them free, as all animals should be. I believe that it is important to bring life-like examples into the classroom and to bring students outside the classroom to allow them to experience primary resources in action, while learning through a multitude of styles that appeal to each learner.

For instance, those who learn best by naturalist intelligences will enjoy the outdoors walk, while those who are interested by sciences will enjoy the scientific worm experiment. Through their enjoyment, students will gain an interest in the learning material and will be further encouraged to ask questions, using their language capabilities. Moreover, many activities engage students socially, allowing for them to create partnerships with their peers, and break out of their shyness in order to feel welcome in the classroom and practice their conversation skills.

Students will focus on writing conventions such as, spelling of related words (habitat, hibernation, migration, burrow, hole, etc.) as well as punctuation in sentences such periods at the end of sentences, etc. The focus will be on correctness and accuracy, as opposed to length. Students will be encouraged to write in full sentences, as well as to respond to questions in full sentences. (Example: Where do birds fly in the winter? Full sentence response: Birds fly south in the winter.)

Each lesson will be related to the last, so that students can learn through a constructivist approach, building on prior knowledge. Students will be given plenty of opportunities to discuss work with their peers and to work in stations so they are learning through many styles, while being placed with peers who either require assistance and can receive assistance from those they are matched with, or with those they are becoming friendly with so they feel comforted by their peers to continue their language practices.

Specific Content and Context

Students will begin their study of North American animals through the use of pictures. This tactic allows for students to recognize the pictures and state as best as they can, whether they recognize these animals. Through the use of pictures of animals and their winter habitats, an educator can gauge each student’s prior knowledge on the subject, allowing for them to differentiate lessons accordingly, and build the program through a constructivist approach.

Lessons will build from that starting point. Students will move on to topics regarding migration patterns, habitats, the ways in which animals store their food, the drop in body temperature allowing for hibernation, etc. Students will be encouraged to ask questions deriving from their own interests, in which the teacher can either research and build into other lessons or turn into discussion forums. This tactic will be used for motivation, as students will be interested in having some power over their own learning.

Moreover, students who generally require a challenge will be placed in groups and partnerships with those who are in need of assistance. This way the model effect can take place. Students who require a challenge will be challenged with the opportunity to explain instructions, correct their peers’ work and act as guides as best as they can. This will also allow for students to create bonds, encouraging English conversation to take place.

Broader Program Aims:

• This program aims to integrate students into North American society by allowing them opportunities to practice conversation skills and learn about North American culture.
• Students will socialize with their peers forming a network of support, allowing them to feel safe in their school environment.
• To develop teamwork, interpersonal and communication skills to aid not only in scholastic achievement, but in skills relating to one’s work, social and extra-curricular life.

General Outcomes:

In the beginning, I will expect for students to be speaking in broken sentences, while writing similarly. Towards the end of the program, I will expect for students to write in full sentence, practicing writing conventions and speaking in full sentences. I will expect for most students to be writing up to two or three sentence responses towards the end of the program, while writing only one at the beginning. I will further expect for them to recognize new sight words, as they practice reading. I will listen to each of my students read during different periods to assess their improvements and correct their mistakes. I will also ensure that students are increasing the level of complexity in the material they choose to read. I will provide books that relate to the subject matter, but will also allow for their reading periods to include material other than subject related content, as not all students will connect with the material, and my aim is to have them enjoy reading. Thus I will allow for them to choose from a range of books that I will provide, as long as they are a good fit for their levels. Students will read to partners to practice their oral communication, and listen to others read in order to help correct them and hear others speaking English.