Empowering students in the Foreign Language classroom

MY TEACHING PHILOSOPHYBy Marcela Velikovsky

• I believe all students have the ability to learn

• I believe we all learn differently and at our own pace

• Parents and teachers are partners in the learning process

Challenges of my students

• Executive function (organizational)

• Sustained attention

• Lack of attention to details (careless errors)

• Anxiety – timed tasks

• Variable processing speed

• Verbal memory

• Auditory memory

• Word retrieval

• Phonological memory

• Decoding

• Reading comprehension

• Expressive language

• Spelling

• Vocabulary

• Weak visual – spatial memory

• Weak visual – motor organization

Classroom set up and organizationSETTING UP A ROUTINE

GIVES A SENSE OF SECURITY

• Class expectations on the board.

• Learning goals written on the board.

• Visual agenda for the day - what comes next?

• Give Homework (HW) + Worksheets (WS)

• Check HW due.

• Homework written on the board is color coded by block.

• Picture cue cards with directions in Spanish (target language): do not talk, raise your hand, pay attention, read, listen, write, think.

IT HELPS STUDENTS WITH:

• Attention problems

• Behavioral problems

• Anxiety

• Organizational problems

LEVANTA LA MANO

Variety of resources on Haiku

RESOURCES

• Teacher’s notes by date.

• Copy of Textbook/Workbook pages and worksheets assigned.

• Detailed study guide, a practice test, and answer key before assessment.

• Materials for a specific test grouped together.

IT HELPS STUDENTS WITH:

• organizational problems

• Weak visual – spatial memory

• Weak visual – motor organization

Finding your strength

RESOURCES FOR VISUAL LEARNERS

• Color coded vocabulary: red for feminine nouns / blue for masculine ones.

• Color coded parts of Speech Subject + Verb + Adjective

• Color coded verb forms: Yo hablo (I speak)

• Printable flashcards.

• Picture vocabulary.

Finding your strength

RESOURCES FOR AUDITORY LEARNERS

• Recordings of vocabulary with my voice.

• Online textbook (text/audio).

• Grammar videos.

• Songs and mini videos with native speakers.

• Online games.

• Interactive websites.

Accommodations provided on Written Assessments

READING COMPREHENSION –

WRITTEN ASSESSMENTS

• Inclusion of a word bank.

• Highlight key words in written directions and passages.

• Break down multi-step directions. Step 1_____ Step 2_____ Step 3_____.

• Chunk extensive paragraphs into smaller units.

TO HELP STUDENTS WITH:

• Phonological memory

• Decoding

• Reading

• Variable processing speed

• Word retrieval

• Spelling

• Vocabulary

Accommodations provided on Aural - Oral assessments

LISTENING COMPREHENSION –SPEAKING ASSESSMENTS

• Human reader instead of recording.

• Slow the pace.

• Repeat phrases as needed.

• Allow student to write information as he hears it.

• Allow thinking time.

TO HELP STUDENTS WITH:

• Variable processing speed

• Verbal memory

• Auditory memory

• Word retrieval

• Anxiety – timed tasks

I empower my students by:• Getting parents on board “This is what I do in class, you can help at home

by…” (share strategies to keep consistency)

• Setting realistic expectations “It’s hard work, not magic. It takes time, it doesn’t happen overnight!”

• Supporting their needs “I am here for you. I can help you.”

• Boosting their confidence and self-esteem “You can do it, try again! You’ll get there, don’t give up!”

• Celebrating their progress “I knew you could! Now, you know you can! I’m very proud of you, you should be proud, too!”