Educational Situations

Educational Situations List 4 examples of opportunties you have given students to listen to language at school. Ensure that you include one example that reflects the relevance to the student's culture and background. A Jewish student, who attends Hebrew School classes in the evenings, shared information about the Hebrew alphabet and history about the Hebrew language with the class as part of a student-directed learning session.

The entire class practiced reciting the alphabet, and we watched a short film that was in Hebrew with English subtitles so that the students could hear the language in normal use. This student was able to share the language as well as an important part of her culture with the class in a fun lesson. One student who aspires to be a comic book artist is very enthusiastic about Japanese anime and Japanese "manga" comic books.

He brought authentic Japanese anime videos and manga (not the Westernized versions that most students have already been exposed to) to the class. The students were able to hear the language in use in the dialogue of the video as well as in the lyrics from the soundtrack, and the student who brought in the material also practiced reciting a small amount of Japanese. 3- Our class daily does out loud readings individually, in groups, and as a whole.

Students are able to hear the differences between common spoken English, formal spoken English, and developed vs. developing reading of English. 4- Students are exposed to Spanish, French, German, and other foreign languages in various multicultural lesson plans, videos, music, and guest speakers that visit the classroom. 2.a) Select a student with particular interests and needs from school. Name 3 resources that you have used that are appropriate to support language skills for this student.

The student mentioned previously who is very enthusiastic about Japanese language and arts has particular interests in language skills. Because his interest is in learning a non-Western language, it is important that we keep his interest in learning language by focusing on linguistic theories and philosophy that apply to both languages. By using reading material about Japan, the student is kept interested in reading English. The student makes frequent use of the Internet, school library, and the teachers and aides to access information about language.

2.b) Explain why you consider these resources to be appropriate for this student. The Internet provides a lot of information on the subjects the student is interested in, while the school library use ensures that he is also using school-approved and reviewed language sources. Using the teachers and aides as a resource gives the student guidance and human interaction. 3. Give an example of how particular activities in school link to the development of language skills.

Drama, debate, foreign language clubs, book clubs, and choir are among the school activities that help students develop specific language skills. 4.a) Identify a language programme within school that the teacher uses in there classroom. The teacher uses a Spanish language programme in the classroom to help expose students to Spanish as a second language. 4.b) How is the programme implemented by the Teacher and Teachers' Aide? Students are exposed to Spanish through videos and sound recordings, as well as out loud readings done by the teacher and Aide.

Students learn vocabulary words through fun activities, games, and worksheets. Students will earn credits for memorizing Spanish limericks and literary passages to help them develop their ability to memorize and repeat the language. Students are tested on their Spanish learning through periodical skills checks. 5.a) List 3 ways in which you have encouraged a student to understand the language being used within this programme.

I have encouraged students to understand the language by speaking to them in Spanish alone and using nonverbal queues to help them pick up the meanings of words without breaking into the "easier" English. Students are given positive feedback and support for their development with the language, and encouraged to share Spanish reading and audiovisual materials with the class that they bring in. 5.b) understanding of language will vary according to two aspects of development. Record these two elements below.

6.list 3 verbal and non-verbal communication strategies you have used in your workplace that have supported a student's learning programme. Nonverbal communication strategies to help support student learning include using pantomime and visual clues to help students understand the meanings of both foreign language words and English vocabulary words alike without simply telling them the answer.

Verbally, I do not shy away from using new vocabulary words or complicated sentence structure with the students in conversation and lessons so that the students can pick up on the use of these words and grammatical styles through regular exposure. Parallel communication is also an important communication strategy to aid student learning. 7. Record two ways that you have extended a student's language By regularly introducing students to a wide range of vocabulary words and sentence structures, students have their understanding of language extended.

Also, by discussing linguistic theory, phonetics, and other language study topics, students gain insight into the history and significance of language. 8. Students are encouraged to explore their thoughts, feelings, and emotions. How will this expression assist their language development? Students will find language to be pleasant, liberating, and useful when they are allowed to use it freely to discuss important topics such as their thoughts and feelings, rather than only being allowed to use language to talk about what other people want to talk about.

Language will become associated with free thought processes rather than just being a mechanical repetition of sounds. 8.a) Explain why students need to be given a variety of opportunities to develop their understanding of language. Every student has a different learning style and will respond to different teaching approaches.

By giving students a variety of opportunities to develop their understanding of language, not only do things stay interesting through variation, but different learning styles will be covered and more of the students will be likely to pick up on the material. The reiteration of language, without numbing repetition, will also help students to fully embrace the concepts into their long-term memories and understanding. 8.b) List 5 ways (techniques) to assist in determining the students' understanding of language.

Then write down an opportunity next to each of these techniques that could assist in developing the student's understanding. 1- Worksheets. Students can complete learning exercises on worksheets that are both fun, such as crossword puzzles or word searches, and educational. 2- Essays. Students can write original essays both on the subject of language, and in the writing itself developing language skills. 3- Oral presentations.

Students can make oral presentations on a wide range of topics, which helps them to develop their spoken language skills as well as helping the other students learn through observation. 4- Multimedia. Students can observe and respond to multimedia lessons on language in many ways. 5- Creative contributions. Students can incorporate their learning about languages into various creative projects, ranging from traditional verbal arts such as poetry and stories, to more innovative incorporation of language into visual or other arts. 9.

Language can be used in different ways when encouraging students to interact with others. Explain two ways that you have demonstrated this to the student have helped students practice healthy communication with each other and with their families and school faculty. I have used effective communication skills, such as listening carefully and asking questions, both with the students and with others in the presence of students. 10. Give a reason why non-verbal form of communication can be effective.

Words can have many meanings, and nonverbal forms of communication can be the clarification needed to get across the intended meaning of the words being used. 11.a) Explain a way that communication needs can be identified in your classroom. Observing the ways that the students communicate, a teacher or aide can take note of communication barriers that exist and develop exercises that will help to develop healthy communication between the students. 11.b) Who is involved in the consultation process when identifying these communication needs? The teacher, teacher's aide, and students. 12.

Record 5 ways that you have provided language support to a teacher in your workplace. 1- One student has a very heavy foreign accent that the teacher has difficulty understanding. I am more able to understand this student on a regular basis and have interpreted his English for the teacher a number of times. 2- During a Spanish language lesson, the teacher was confused by some of the new vocabulary words. I took over the lesson because I was already familiar with them.

3- During the teacher's lesson, several grammatical errors were made. I took note of them and discussed these errors after class. 4- During a number of conversations and lessons, the teacher was unable to think of a word so I stepped in to provide the word for her. 5- I am able to understand and speak in pig latin fluently. The teacher cannot always follow student conversations that are held in pig latin, so I translate for her. 13. After the consultation process, special assistance may be needed.

Record 2 examples of what special assistance might be provided and what this would depend on. Special assistance may be needed after consultation to assure that the information reviewed has sunk in and is being adhered to. New concepts brought up during consultation may still be foreign and unnatural and may require reiteration. 14. Why is integration and participation promoted and encouraged in classroom activities? Students who participate in the learning process learn better than those who do not play an active role in the educational process.

Students who are interested in the material are more likely to remember it. When students are an active part of the lesson rather than a passive one, studies have shown learning is more effective. It is often required that communication techniques/strategies are followes up with further directions. For example: The teacher/Aide uses verbal communication to explain a task to the students. this technique can be followed up by encouraging students to work in small groups with written instructions in front of them.

Using a table, insert 4 techniques/strategies and accompanying directions that you have observed and/or used. 1-Students are instructed to each write a short story using today's vocabulary words... The students are given a lined piece of paper on which to write the story which has the list of vocabulary words and some writing tips. 2-Students are given a history lesson on specific historical leaders...

Information sheets about various leaders are passed out randomly to students and those with the same leaders form into groups to prepare an oral presentation on the person. 3-Students bring in objects for show and tell and give an oral presentation about the object....Then, each student must chose one of their classmate's oral presentations to write a short report on. 4-Students turn in essays about the topic of their choice. The essays are then redistributed to other students for critique and review. 15.

Make brief notes to explain your understanding of the overall programme of how language development is encouraged and planned for in your classroom.Use these topics as guidelines and add others if you feel they are appropriate. Programme specifications (what is the programme aiming to do?) and what opportunities are provided to stimulate students' language development? The programme is aiming to give students an understanding of the functionality and theory of language, as well as developing their reading, writing, speaking, and comprehension of language skills.

Students are given a wide range of language activities to participate in, and they are encouraged to be active in the language learning process. Appropriate modeling The teacher and teacher aides utilize effective communication styles and proper language techniques. The teachers can be observed by students to take an active interest in reading and writing and comprehension of language. The teachers ask questions and listen carefully to others. Communication techniques/strategies Students are taught to listen effectively and how to make it known to others that they are listening.

Students practice communicating through verbal and nonverbal means, as well as through other means such as writing letters. Programme/school guidelines Guidelines include respecting the communication styles of the students and providing them with positive reinforcement and support as they develop their language skills. 16.

Make brief notes on your interactions with the children and experiences, with your interacting with students to demonstrate the different functions of language Listening We develop listening skills in the class by utilizing a "talking stick" to help prevent people from interrupting, and by having students and the teachers repeat back what has been said to make sure they were listening carefully. Observing The class takes observation notes to learn more about interpreting events. We have utilized a video series that encourages good observation skills.

Conversations We practice the art of conversation in class by working with role playing and learning conversation manners. Questioning Students are always encouraged to question. No question is treated as a stupid or superfluous one, and teachers question the students as well to show genuine interest. 17.

Make Brief notes on you interacting with a student who has specific communication needs.(other than not been able to speek english because they speek other language) How your Teacher encourages the student to participate in the general classroom as much as possible when specialised assistance is unavailable. One student has a lisp that ranges from barely noticeable to seriously disabling for the student. When the lisp is very bad, he is generally unable to participate in class conversations because he cannot complete any words.

However, even when his stutter is too severe for him to speak, he is encouraged to write down questions and comments for someone else to read out loud. This is all about Comply with Legislation in the Public Sector Queensland Australia 18. Explain How you can access legislation at your school. Include the DOEM and a school-based policies and procedures that are in our Queensland schools. Legislation can be accessed through the administration that can provide information and assistance on any legislative issues. 19.

Give two examples of how legislation affects the way in which Queensland schools operates. Legislative procedures determine many school policies, rules, regulations, and programs and can completely change what is and is not acceptable in the school. 20. How do you check that you have understood a Queensland school-based procedure and that you are applying it correctly? The Queensland website and printed materials that have been provided have a lot of information on school procedure.

Additionally, I can check with experienced workers and my superiors (administration) with any questions or concerns about the application of procedure. 21. What would you do if there appeared to be conflicting legislation? Give 2 examples of how different pieces of legislation relate to each other e.g OUr school Behaviour Management Plan has been drawn up following the policy Document SM-06 Management of Behaviour in a Supportive School Environment-School and Discipline.

If there appeared to be conflicting legislation, I would go to experienced school faculty and the administration for clarification on the policies. If there was an actual discrepancy, I would follow procedure for getting the legislation reviewed. Legislation relating to doing things in the child's best interest may be in conflict with that relating to school discipline. Legislation regarding physical contact between teachers and students may be in conflict with policies about communication. 22.

Explain briefly how legislation impacts on your conduct and work practices.(remembering you work in a Queensland School) Legislative decisions must be followed. In circumstances where my natural tendency would be toward one way of doing things, if legislation deems that it be done a different way I must do things.