Essay on Module 8 - My Personal Management Plan

After reading the book to the children I will engage the students in a classroom discussion that aims to uncover what they might know about their own cultural background. Questions posed could include, “do you know where you were born or where your mum and dad were born”, “do you speak any other languages at home and what is that language, can you say something to us in your home language?”. These questions aim to uncover the diverse cultures within the classroom and by engaging in a group discussion the students learn about each other and learn that they all have different experiences and cultures. According to Fellows and Oakley (2014) reading stories to children provides the ideal context to develop oral language which can be further enhanced with educator led discussion (pg. 90).

As the children engage in dramatic and imaginative play together, they are creating stories. These stories are then told to and transcribed by Paley (1990) and acted out on a pretend stage by the students in the class. Each student or storyteller in the eyes of Paley (1990), chooses classmates to perform the roles in his or her story, and each story is re-enacted at least once, if not multiple times. For example:

She also notes the difference between academia language also known as CALPS: cognitive academic language proficiency and meaningful language - BICS: basic interpersonal communication skills. She mentions how academic language requires more comprehension of the language than interpersonal language; which is more informal and contextual. She also illustrates the importance of treating students for who they are going to become, not the by the fact that they are struggling. A methodology that is represented throughout the book that illustrates the ways teachers can accommodate their language learning students is with scaffolding. Scaffolding is a variety of instructional techniques that are used to assist students to move towards a better understanding of the content and towards independence when it comes to their learning processes. The teacher provides a form of temporary support that will assist the students reach increased levels of understanding and skills acquisition that would not be achievable without aid. All in all, this book will be great for all K-12 teachers and professors; but, I did not review this book because I already did a book review for this book in a different course and it would not widen my prospects of learning more about special

- is to encourage children we are all equal and the same. This is reading and learning about the different cultures in the world, including listening to different music where you can act, sing and dance along, reading different books in different languages, drawing pictures, playing different games and playing dress up with wearing different costumes from different cultures.

Children’s pragmatic knowledge of written language is evident in the different ways they use language when telling a story and when they are dictating a story for someone to write down. The told stories are generally characterized by a conversational tone and voice-continuant intonation between sentences. Children’s competencies in dictating stories or narratives are another component of pragmatic knowledge. Dictated stories provide children with an opportunity to use language to share personally important events and experiences. Experiences in dictating stories have also been associated with children’s increasing awareness of the conventions of print (directionality, word spacing, punctuation, and letter-sound connections). When story dictation is followed by experiences in

While reading a variety of stories, I am able to point out literary elements to my students. I know reading to my students can teach my students about good writing (Bruning, 2011, p. 295). I also

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

Irrespective of the way in which it is done, storytelling is, an art (Nikolajeva & Scott, 2013). A fruitful and entertaining children’s picture-book is not as easy to write as it is writing for adults. There is much to be considered when writing a children’s picture book: plot, word choice, tone, character, theme, setting, and style (Nikolajeva & Scott, 2013). The unique nature of picture-books as a form of art is founded on the integration of two ranks of communication: the verbal and the visual. Picture-books have such features as a story line presented briefly and in a straightforward manner. The few (limited) concepts included should be understood by children, the text should be written in an honest and direct way, and illustrations should

* Listen to longer stories and answer questions about a storybook they have just read.

When reflecting on observation three, Thomas was noted as showing great delight while interacting and talking about the pictures in the book. Isbell et al (2004) discusses the importance of not only story reading but also story telling whereby the child is able to interact with the text through repeated refrains and rhythmic words. This is noted within observation three as being facilitated by a small guided reading group which is using traditional stories with repeated refrains to help to engagement of the child. Pollard-Durodola et al (2011) highlight the important of interactive reading with regards to the acquisition of language through ‘scaffolding’, as discussed in Observation One, to enhance the analysis and understanding of the word/story. Furthermore Colmar (2014) examines how the disposition of the child for impulsive interaction through small reading groups enables better quality of the retelling skills. However, Crozier & Perkins (2002) discuss how the negativity of shyness with regards to structured situations, hinders verbal behaviour. This was

How do stories teach us about other cultures or our own? Stories of the world teach us about our own cultures and foreign cultures. The Man From Snowy River and The Legend of Guo Nian, teach us about Australia in the 1900’s, and ancient China and the stories of Chinese New Year. In ancient china and 1900’s australia, humans valued communities that they could count on, mateship and their gods. Stories from different cultures can show us that it is good to have a community that you can trust and that will always have your back.

A tutor can also be very helpful to its students when it comes to overcoming those language obstacles. By judging of the state of its student, a tutor has the freedom to choose which of the above mentioned suggestions will be used during the overcoming process. Although there may not be a classroom of students to whom the tutor is teaching, the one-on-one environment allows a greater sense of intimacy and a safer atmosphere (Leigh, 2009).

Currently, ECA has reduced the IT staff due to an overall corporate restructuring. With a reduction in staff, Energy Corporation could use Rapid Application Development to build and deploy applications quickly without the technical expertise needed for traditional programming and development. If applications can be created with little effort and provide the business users and IT staff with the capabilities to make changes with just as little effort, then Energy Corporation of America can continue to keep a reduced size IT staff as well as reduced business user staff. The applications being built could still provide value to the company without a long development time. Energy Corporation of America would not need to hire new, experienced programmers that require higher salaries, instead they could hire few employees and train them on the development application software quickly and let them begin to use the software themselves. This in turn could also help with some of the miscommunication between the IT department and the business user. Better collaboration between IT and business users could be gained by adopting and utilizing a low-code development platform. Application developers can quickly build and deploy applications to allow for feedback for the business users. With quick feedback, changes can be made and functional application can be redeployed.

2.2.3 TOTAL PHYSICAL RESPONSE (TPR) Total physical response (TPR) is a language teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. The method is an example of the comprehension approach to language teaching. The listening and responding (with actions) serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself. Grammar is not taught explicitly, but can be learned from the language input. TPR is a valuable way to learn vocabulary, especially idiomatic terms, e.g., phrasal verbs.James Asher developed the total physical response method as a result of his observation of the language development of young children. Asher saw that most of the interactions that young children experience with parents or other adults combine both verbal and physical aspects. This creates a positive feedback loop between the parent’ speech and the child’s actions. Asher also observed that young children typically spend a long time listening to language before ever attempting to speak, and that they can understand and react to utterances that are much more complex than those they can produce themselves. From his experiences, Asher outlined three main hypotheses

The class responded in a synchronized and cheery “Yes! We are ready”. Mr. T sat down and picked up his hexagonal jar prestigiously; my heart skipped a beat as he pulled my name out of the jar and I lit up with joy inside and out. As story time began. Mr. T soon had all of our attention as we became enthralled by where our imagination took us through his words. Prior to story time tensions were high as the second grade arguments of simplistic disagreements were brewing. This story time would tie into our classroom and begin to alleviate our irritation among each other. It would shed light among our minds and make us reevaluate how we treat each other.