http://www.eed.state.ak.us/tls/frameworks/wrldlang/wlinstr3.html#General
This website comes from the Alaska Department of Education, and contains several examples of possible assessments, scoring rubrics, and other useful tools that can be adapted to almost any class, age, or proficiency level.
Here is a website that has generic rubrics for speaking, writing, and interactive assignments from beginner to fluent Spanish speakers. Each section has an analytic and holistic rubric with an explanation of why the rubric is being used. Then a conversion sheet is provided so the teacher can figure out how to compute the students' scores. Finally there is a scoring sheet that can be handed out to each student that the teacher will fill out and it also explains how many points equals a percentage grade. These are very generic, but can become specific if the teacher wishes to do so.
Here's the link:
Verb Conjugation Concentration: This quick and fun game of Concentration is great for students to practice the present tense of -AR, -ER, -IR verbs. The length of the game can be altered to fit the amount of time left in the period. click here!
ER/IR Rags to Riches: Students must atempt to consecutively translate -ER and -IR verbs in order to win one million pesos. This engaging activity is similar to the Millionaire game and can be done as a whole class or in teams. click here!
1. When the chapter discusses mood swings in adolescents it mentions that they can reach extreme highs and lows. How am I to react to these highs and lows?
2. How do I motivate a student that is trying their hardest, but they still cannot meet standards?
3. If I have a student that doesn’t speak English well how do I prepare my lesson to not only have the student involved in learning, but also have the ESL teacher involved in the teaching?
Today on David Sirota's radio show in Colorado, David spent a lot of time mulling over the question: How do you evaluate a good teacher? Listeners were invited to call up and offer their thoughts.
See the podcast page - http://www.am760.net/cc-common/podcast/single_podcast.html?podcast=davidsirota.xml - Check out hour 1, Wednesday 3/17/10. Discussion continues for a half hour into the second hour of the show.
http://www.nytimes.com/2010/03/11/education/11educ.html?hp
A recent article in the NY Times discusses a proposal for standards in education that a majority of the states in America plan to adopt. While the standards will replace state guidelines with federal standards, one of the aims, apparently, of the federal standards is to simplify certain state curriculum that is to broad for its own good. It also intends on proposing several reading choices in English instead of dictating what is read. Personally, the reading options mentioned are something I can stand behind (i.e. Thoreau's "Walden," Lincoln's "Gettysburg Address,"). Help in molding the standards was provided by education groups.
1. You notice that your students are trying very hard and putting the time into the assignments what could be the reason why they are still struggling?
2. How can I incorporate values such as life skills into my everyday lecture or class without reducing course content time?
3. Yes we all know that everybody is like test this and quiz that, but I notice that a student maybe be a hard worker and particapate in class and show up on time should that have any consideration on whether I fail them or not? Some students just dont test well what is a teacher supposed to do because you want all your students to succedd?
1) How can I motivate a student who has no support from his parents/guardians to succeed?
2) What actions should I take if a student continues to disrupt the lesson and holds the class back?
3)If a student comes to me with a personnel issue how should I handle it?
1) How do you keep the whole classroom focused on the subject at hand if they can't pay attention due to some of their attitudes toward the material?
2) What causes boys and girls to learn differently?
3) How do you keep the entire class interested everyday without having to change your routine to much?
1.So each student has different learning techniques. When you are teaching is there a way to accomidate all learning styles in 45 minutes? Or do you suggest to teach one style each day, and rotate?
2.How can a teacher simply have all their students be on the same page on what you are teaching? Some students do not like to speak out as much, and calling on them can put them on the spot. How can a teacher try to have the class as a whole?
3. What are the major differences between extrinsic and intinsic motivation,if any?
4. How can students prevent from having anxiety in the classroom, with tests and quizes?
1. How would one make daily instruction ividualized for each student when all the students are unique and could be considered "exceptional students"?
2.There are many ways to manage a classroom, so which one works the best? Should a new new techer try several strategies and find which one works the best and does the way the classroom is managed change with each new group of students?
3.If a student is dealing with a lot of issues at home or in the community how or should a teacher step in? It is one thing to create a classoom environment that is sensitive to students and the variety of living situations, but how can a teacher help outside of the classroom?
1. Where in the USA is ESL and ESOL most prevalent?
2. Why doesn't the government supply more money to the schools who need it, as oppose to the school's with wealthy communities that don't?
3. If you have a student that is really having a hard time in one subject, is it better to go over his/her problems in class with the entire group, or to wait until the class is working by themselves to approach the problem one-on-one, since it either takes up class time, or time away from other students' personal questions?
1.) How do you control classroom discussions to prevent them from taking up the entire class time?
2.) How exactly do boys and girls learn differently?
3.) How can a student be motivated if they have a completely bad attitude towards the subject, and shows no interest at all?
1. Would a balanced belief between behaviorism and cognitive be best?
2. How do you motivate a student in your class that has already learned the material you are currently teaching already?
3. How long should you allow in class discussions to last per question?
1. How do you get through to a student that is completely disinterested in learning and won't pay attention?
2. I liked the part where they mentioned developing and using a sense of humor, so is the best kind of teacher one who can balance professionalism and their own personality?
3. I always liked classes that I knew what to expect, but do you think students would find that completely boring?
1) When a single child is struggling in class, how can the teacher help them without boring the class?
2) When it comes to children who do not want to learn, how can a teacher motivate them?
3) How will I know to use certain multiple intelligences on certain people?
1)Why are schools in poverty not given more government funding?
2)In the ten current truths about effective schools, it says to ample rewards and awards to students to help them feel appreciated for their thinking and work, what would be a good award/reward for students at a secondary level?
3)When teaching is it acceptable to uses more then one learning preference? For example if you demonstrate the lesson and also print out directions for the student.
-How is spatial intelligence beneficial to the educational process?
-On Page 13, the book states that a teacher cannot motivate all students for all tasks. What is the best way to deal with the non-motivated group?
-Where do you draw the line between friendly teacher-student relationship and inappropriate teacher-student relationship?
-What are some of the major issues that transpire when teaching ESL? Is it an overall successful program?
