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!”