Fun Starts to a New School Year!

School is open!  This is the “honeymoon period” of the school year since all kids are happy to be in school again.  So this newsletter will be dedicated to building on that enthusiasm in creative ways (including a dash of FREE new technology) so that no student is left out.

First, what non-technological approaches can used that will make all students feel confident that the school year will be a good one (including those with special needs along with English language learners at all 3 stages of language acquisition)?  Here are a few just for starters (no set order implied):
 

1. Every classroom has rules.To provide students will a feeling of ownership, allow them to create some of the rules along with suggested consequences for breaking them.Using a randomizer (app on phone, popsicle sticks, playing cards with names on them, etc.), establish small groups of no more than 4.Try to ensure that friends are NOT sitting together since you want to build a family like atmosphere in the classroom where students help each other.Provide a couple of sample rules to start the process.For example, if a student uses his/her cellphone in class without permission, the teacher will take the phone and then give it back to him/her after class.This would be for the first infraction.Students could then offer ideas for 2^nd and 3^rd infractions.This would open the floor for a variety of approaches where all viewpoints would be respected (teacher could have groups post their responses on chart paper through words or pictures).The class could then vote on what they feel would be the best consequences.This approach sets them up to then proceed in their groups to address lateness, not doing homework, shouting out in class, disrespecting a classmate’s efforts to complete a task, etc.
2. The classroom will have many students who don’t know each other.So a teacher needs to build a learning environment that is safe and supportive—family-like.How can this be established?Have students take turns interviewing each other.Again, using a randomizer, pair up students who don’t know each other.Provide the class with a set of questions to be used to interview each other.If some of the students have limited English, they could ask for support from those who share the same language.Once things are clarified, they would return to their partner to complete the assignment.After about 20 minutes, each pair would come to the front of the classroom and then introduce his/her partner to the class.Using this approach, students would need to fully pay attention to what their partners say and not focus on their comments alone.
3. Create a class poster in which the diversity of the class is highlighted.A class poster coming directly from the students provides the students with a feeling of ownership.The finished products could be used for BACK-TO-SCHOOL night and would be a definite crowd pleaser as students explain the meaning of the posters and highlight their contributions to them.

Second, technology that could be used to ease student adjustment to a new school year is always fun.  Here are a few (again, no order is implied here):
 

1. One fun approach is to have students write a letter to their future selves.Teachers may wish to provide a general outline of what students could include (ELLs and those with special needs might need that extra assistance).Such an assignment would of course be ungraded (and that lowers stress greatly).I would suggest giving the class the same end date so that the results could be reviewed as a fun assignment.Students will be shocked at their growth (smiles and laughter will fill the room---guaranteed).
2. One strategy to build student confidence is to provide them with a MULTIPLE INTELLIGENCE online test.Students are always pleasantly surprised at learning what their intellectual gifts are.Once the test is completed, the class can survey their classmates for their strengths and then create a chart (or graph) on the results.Another benefit here is that for students who may have struggled in school, they now have the opportunity to see what they excel at.Further, the results benefit the teacher in planning class projects to make sure that such activities tap each strength in the class.
3. Have students create a comic strip on their lives, their plans for the new school year, their family or friends, on their own imagined super heroes, etc.Once completed, teachers can have them print them out, dress them up with a dash of color, and then post them around the room (to use as a GALLERY WALK).Students would rate each one with 2 STARS and 1 WISH (no negative responses just ones that seek clarification).

Again, time spent making the students feel confident in facing the new school year is time well spent.  The more teachers know about their individual students the more effective their learning will be (and that leads to less stress on the teacher’s part).

Have a great school year!  Our September newsletter will be out after Labor Day .

Denise (denise@ellteacherpros.com)
Marnie (marnie@ellteacherpros.com)
Cheryl (cheryl@ellteacherpros.com)

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Yeah--The Year Is Slowly Coming to an End:)

 


Hello everyone!  There are only another 6 or so weeks left to the school year with probably just a handful of students who might need some support in ending the school year on a positive note.  This is especially important with English language learners who have spent the year not only tackling the course content but also the language.  The focus in this newsletter will therefore be dedicated to offering some last minute tips on helping your ELLs finish the year on a positive note.

Many teachers give final exams to their students.  May is often spent preparing students for the finals.  Here are some ideas that are popular and effective:

 

1. If teachers have had students keep notebooks throughout the year, they might consider letting them use their binders for their finals.Students who have religiously maintained their binders throughout the year will feel rewarded for their diligent work habits.
2. Teachers often have success with having students (in teacher organized groups) lead study sessions for the class.When the students are responsible for creating review lessons for their classmates, they become class experts on their assigned area in the process.The technique used to deliver the lesson is left up to the students (power point, video, games, visuals, etc.). This approach is a highly effective review process.As the class listens to peer review lessons, they take notes on student created study sheets.Again, teachers might consider allowing students to use these review sheets on their final exams.
3. Another popular review/final exam prep technique for teachers is to have students create a study card (index card).On it, students write everything they think that they will need for the final and then bring it to class on the day of the examination.
4. Final examinations may also be broken up in a couple of class periods.For example, students might take a multiple choice on one day and then on another day take the writing component.
5. Create a final exam game such as BINGO or JEOPARDY where, after participation rules are established, the entire class is actively involved in the review process.

Below are some websites with even more ideas to help students review and retain for finals:


12 Top Ways to Rev Up Classroom…


Making Review Time Fun and Worthwhile


Review Methods for Classroom Teachers

Have a great Memorial Day break!

Denise (denise@ellteacherpros.com)
Marnie (marnie@ellteacherpros.com)
Cheryl (cheryl@ellteacherpros.com)

Pinterest (dmcyberteacher) 5800 followers
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Great FREE Academic Support Sites for ELLs and other Struggling Students!

 

Welcome to April!  Isn’t it difficult to believe that the end school year is just around the corner? 

So with that fun thought in mind (and 10 more weeks to go), what can be done to support those few English language learners who are doing poorly though they seem to put their best efforts forward regularly in class?  What can a teacher do to address the needs of those students who just arrived in the middle of the school year (very common with ELLs)?  How can their fellow classmates help these students without neglecting their own studies?  There are many solutions here and this newsletter will focus on many of them.

Technology-In planning any lesson for a class, some special consideration must come into play in preparing ELLs to do well.  SHOWME is an app that allows a teacher to develop videos, power points, white board activities, etc. for free!  Get the app and use some of the lessons already on file.  This is a great tool to use for ELLs who need to go through the content again or for students who were absent for the lesson.  This app helps the teacher keep her/his sanityJ

How about providing students with virtual tours of historical sites?  These tours would be available online 24 hours a day and accessible through iPads, smart phones, laptops, etc.  When students have the option to revisit material at home without peer pressure (and more L1 support), they are more likely than not going to understand more and that builds self-confidence.  The Statue of Liberty tour is exceptionally well done.

Knowmia provides over 30,000 video lessons from great teachers (you may also submit one of your own that you are particularly proud of as well).  Just imagine how this might alleviate a student’s anxiety in not fully understanding a lesson.  Here, a teacher would provide the link to both student and parent to make the lesson more accessible.

Organized Small Group Activities are a must for not just ELLs, but for students in general.  Asking students to make their own groups is essentially a train wreck in the making (humor intended).  Teachers need to create the groups with a healthy mix of students and talents.  Students must be clear that every person in the group (and that there is not only a group grade but an individual one as well) must work. Each person in the group has an assigned task for which she/he will receive a grade as well as a grade for the group as a whole.  With clear expectations laid out, teacher going from group to group to randomly call on persons in the group for information on group’s progress, and time constraints (to keep them on track), everyone benefits. 

Alternative assessments are only limited by a teacher’s imagination.  ELLs (as well as students with special needs) may require other approaches to demonstrate their understanding of a topic.  This link provides many tools that would offer such students a way to say to the teacher and the class that they have the same understanding of a given topic that all the others have.  Great self-esteem and self-confidence builder guaranteed!

Have a great spring break!

Denise, Marnie, Cheryl

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ELL Teacher Pros                                          March 2016 Newsletter With the start of March, students start the countdown to June:).  All too often, they need a gentle reminder that school continues for 3 more months.  At this point, ELLs need to be made aware of how much progress they have made in acquiring English skills.  How can this be done with meaning?  How can this be done in a personal way that sees the whole student and not just the grade received? 20 Tips on Delivering Positive Feedback includes many of the approaches I have used over the years.  Though all of these approaches are quality ones, I have my favorites (as any educator would):   Feedback must be delivered in a timely manner.The longer it is delayed, the less effective it will be in addressing the problem.This type of feedback should be personal in nature keeping in mind that ELLs are trying to demonstrate their understanding of the assignment in a language that is new.The sooner the teacher and ELL have this conversation, the better. (#2 and #3 in article) Focusing on key questions (#4) is also a must.What can the ELL do, what can’t s/he do, how does her/his work compare to the class overall, and how can s/he do better?These are questions all teachers grapple with daily.For ELLs to do well, all content teachers must tie those questions to all assignments if ELLs are to successfully pass the class and be fully prepared to move to more challenging work in the next school year. One-on-one conferences (# 7) is a favorite of mine.ALL students love that time with the teacher in this setting.I always tell mine though that they must have a solid question to ask me on the work they produced (of course, as a class, we practice what is a quality question and what isn’t).Here, the risk of embarrassment is a non-issue Number 15 is an excellent one.Return tests and assignments at the beginning of a class.This gives students time to ask questions.Assignments given out at the end of class are generally crammed into backpacks. Another great source on this same topic is found in Edutopia’s article entitled 5 Research-Based Tips for Providing Students with Meaningful Feedback.   “Be as specific as possible” (# 1).ELLs especially need to know what they must correct and how.In delivering this information, teachers need also to let ELLs know if the quality of their work is improving and specifically how.This type of encouraging feedback boosts their self-confidence. “Present feedback carefully” (# 4).When corrections are offered, they must be for every single issue.Over-correction leads to ELLs giving up.The “red massacre” should never be used for any student since it kills any desire to improve. One last excellent source for supporting ELLs is found in TESOL’s Motivating Language Learners to Succeed.  Several suggestions are very successful techniques in any classroom, but especially beneficial for ELLs.   Teachers should build pair and small group activities into classroom lessons on a regular basis.Such learning environments build the ELLs confidence in learning the content while building English skills (listening, speaking, reading, and writing) in a low anxiety environment. Create a friendly classroom environment.Basically, set up a classroom where students help each other. Competition should take a back seat to assisting fellow classmates in learning the content.Small group activities are perfect tools for doing this.ELLs feel safer sharing their insight in small settings than in front of the entire class. Again, many of these tips probably cover approaches that are probably already being used in most classrooms, but a refresher is good as the school year is quickly coming to a close. Happy St. Patrick’s Day! Denise, Marnie, and Cheryl ELL TEACHER PROS Visit our blog at TEACHING SUCCESSES WITH ELLS Follow us on Twitter @ell_teacherpros (3,950 followers) Follow us on Pinterest User Name dmcyberteacher (4,600 followers) Follow us on Facebook as ELL Teacher Pros P.S.  We will be presenting at CABE in San Francisco in March 24th.  Come by and say hi:)

Academic Lifesavers For Struggling Students:)

Wow!  Is it November already?  The Halloween sugar rush is over finally so hopefully students are happily on task with their assignments in the classroom.  Students may also have started the countdown to winter break.

As the semester begins countdown to the winter break, some students may begin to stress out over grades.  They will beg the teacher for options to pass.  What is a teacher to do?  If students are truly motivated and parents are fully supportive, teachers can do several things.  This newsletter will offer some suggestions on motivating such students to pass with grades of C or higher.

First of all, teachers should not promise a student a passing grade immediately.  Sitting with the student privately before school, lunch, or after school is often the best way for the student to not risk embarrassment.  Often that one-to-one time will help the student open up about his/her difficulties in doing assignments or passing tests.  A teacher should listen carefully while mentally taking notes on the issues and how they might be dealt with in the most efficient way possible.  Then, a teacher might devise a plan with the student’s input on how to address the concerns raised and have parents sign off on it as well as the student (parents will be more than willing to support a teacher here).  By enlisting parents as partners here, students will have support on both ends to be successful.

Second, rewards don’t work.  They send the wrong message that immediate gratification will do wonders, but it doesn’t because students only work for the immediate reward and learn little from the experience.  Instead, a teacher may need to look at alternative intervention models.  A teacher may wish to consider small group tutoring within the class (the majority of students are on task so the teacher can pull the few who are lost to a corner of the classroom and support them with additional materials or instruction).  If small group setups don’t work, then one-on-one is the next option.  In this setting, a student will be more likely to discuss his confusion.  Again, keep parents informed throughout since with their support, a student is more likely to experience success in improving his/her grade.

Third, encourage peer support. Obviously, excellent students don’t need credit, but if they think that they can help a teacher they like and respect, they will gladly do it.  Sometimes they have a way of making course content more accessible to struggling students.  Provide them with a task and pair them up with students who are open to working with them (watch out for personality differences).  Once the struggler feels more confident, a teacher can provide him with an alternative assessment to see if he has mastered the content.  The grade he earns there would replace the failing one.

Last, here are some great openers for teachers to assist students who are failing and lost.  By staying with the non-judgmental openers, students are far more willing to try.

Have a great Thanksgiving!

Denise

Marnie

Cheryl

ELL TEACHER PROS

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Post-Its---Great Tools to Involve Students Who Hate Writing:)

How can teachers motivate students to stay on task and enjoy the learning process along the way?  POST-IT NOTES! 

For students to process new information, they must take notes along the way of what they want to remember, what they don’t fully understand, what connections to prior learning, what they may wish to share with partners or small learning groups, etc. 

Binder paper is bulky to work with.  Further, students with limited English skills in both reading and writing (English language learners especially) may feel a bit intimidated by a sheet of paper.  So what is a realistic alternative that every student will warmly welcome?  POST-ITS!

How might teachers incorporate their use in the classroom?  Here are some approaches:

1.     Teachers give a pre-reading activity where students are expected to explore unfamiliar material (as a pre-curser to the lesson) in small groups.  As they analyze the text in teams, they note their reactions, questions, and thoughts to share with their partners on the post-it.  Such a small slip of paper is not intimidating since they can note anything from a complete sentence to a powerful vocabulary word.  Students are also free to draw images that tie into what they understood as well.  For some students a picture can be worth a thousand words.  Once the small groups have gathered their notes and reached a consensus on their take on the reading, they can defend their interpretation citing their notes.

2.     How about using post-its as EXIT TICKETS throughout the lesson?  Instead of a raise of hands (not often very effective since students who don’t understand are not likely to admit it in front of the entire class), teachers can assign 3 numbers with each indicating a level of understanding (no names):  3-I understand everything and be able to explain it to a classmate without help, and 3-I really don’t understand most of it.  The results would be posted on 1 wall.  Since there is no grade, students would not be afraid to be truthful.  The teacher could do a quick glance over and adjust delivery as needed.

3.     What about using post-its as quick notes of recognition for hard work?  These notes would not have grades.  Instead, they would be attempts to recognize hard work and staying on task.  This type of respect for student work boosts self-esteem and that leads to increased engagement in the lesson.

Edutopia video on using POST-ITS.

TEACHING CHANNEL ON USING POST-ITS

POST-IT IDEAS FROM POST-IT

There are also POST-IT apps that might be used if students have cell phones.  Sharing could be done with ease and students would enjoy it.  Here are 13 ways to bring in virtual post-its into a classroom and they are free!

POST-IT APPS

Enjoy the links and have fun with your students using post-itsJ

Denise, Marnie, and Cheryl

ELL TEACHER PROS

Please follow us on TWITTER @ell_teacherpros (3500 followers), on PINTEREST as dmcyberteacher (4,550 followers), and on FACEBOOK as ELL Teacher Pros (135 followers).

Hello Spring! Now to Re-energize Students By Stimulating Creativity in Just 5 Minutes a Day:)

Oh beautiful March!  Spring will soon be in the airJ. With that happy thought in mind, this newsletter is dedicated to igniting student interest on issues outside of the traditional curriculum.

Edutopia’s article on making curiosity a integral part of the classroom setting is well worth a read.  Imagine a student’s face walking into a classroom and seeing this.

Of course, we know that there is no up and down in space, but most students will have the reaction that the map is “upside down.”  Questions would quickly surface as to WHY the map of the world was never given as this and WHO benefited from it. 

(upside down map of the world)

In a science class, why not have a picture of fully bloomed flowers in February-two months early due to climate change or shots of Boston under several feet of snow?  Pull shots from National Geographic or the internet to have students review and

question.  (Climate change and impact on polar bears)

In a history or social studies class, why not a photo such as this one.  What messages can they pull from these images?  Is discrimination still a problem in schools today? 

(Racism in America’s schools today) (Dropout rates by race today)

(Racism 1)

(Racism 2)

The list of items to bring in is probably endless.  You know your students as well as what items would peak their interest.  Such activities would not take a class period.  It might only take a few minutes and would intellectually energize them for the lessons that followJ

Denise

Marnie

Cheryl

ELL TEACHER PROS

Teaching Successes With ELLs

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Fabulous Use Of Student Cell Phones in ANY Classroom:)

Well, after a fabulous vacation, we are back in the classroom fully energized and ready to continue to build an enthusiasm for learning within our students:)

Students love technology so what better place than that to start off the new year!  After all, the BYOD movement (Bring Your Own Device) is radically transforming the classroom to one where almost every student can access the internet through a wide variety of tools.  With this as the focus of this newsletter, we will explore a site that is building quite a strong following among educators and it is FREE!  That site is INFUSED LEARNING.

We will start off with a quick introduction through a video.   Immediate feedback to the teacher is crucial so that strugglers can be quickly identified and supported.  This site also allows different ways for students to demonstrate mastery.  Students may draw responses for example.  For English learners especially this choice opens up a chance to demonstrate grasp of a concept without being hampered by a language that they may not yet be very familiar with.  For classes not involving language development, being able to draw would allow these students to transfer knowledge from their home language to the teacher with ease (think math for example).  After all, a picture is worth 1,000 words they say.  For older students who are literate in their home languages, they may use a translation tool on the site.  For such students, this site permits them to earn the grades they deserve-grades based on actual content knowledge and not on full understanding of English. 

Here are some simple guidelines to get started:

1. Teachers need to set up a class.  Teachers can manually input all the names or use some tips from this site on using a Microsoft Excel template. 

2.  Types of assessments are varied.  We have the traditional such as True/False and Multiple Choice as well as short answer, sort and order, drawing, numeric, and likert scales.  Let us look at how to create a quiz for students first. 

3.  Interactive tools video lays out the process for using all of the interactives in any class setting.

4.  Quick assessments can now be easily interwoven throughout any lesson so teachers can keep a finger on the pulse with a snap.

I intend to kick the new year off with this since I believe that cell phones can serve a higher purpose.  After all, students will bring them so I might as well put them to good use:)

Happy New Year!

Denise, Marnie, and Cheryl

ELL TEACHER PROS

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Bringing Order to Group Projects:)

We are looking at ways to keep this meme below from happening again.  One of the biggest issues for both teachers and learners is the potential for a lack of balance in participation within a group.  Moreover, group work can be noisy and confusing for some teachers and learners, and yet has developed the deserved reputation for being research-based practice.  We want all learners engaged during group work; the ideas that follow are based on our personal experience and training. 

As far as the learners who are uncomfortable and unwilling to participate we always allow for that option, but those learners are held to the same standards and expectations as the groups and have the same target and content dates.  Since the participants receive both an individual grade and a group grade, those who insist on doing all the work on their own are also held accountable to the rubric given at the beginning of the project, and receive two grades – albeit the same ones.

We have learned some easy and practical ways to keep learners actively engaged during group work.  These are presented in random order; they are of equal use.

·      Keeping ways to call on learners in a random form can be done with one of many randomizers, but we prefer the use of popsicle sticks.  These are inexpensive, require no tech, are readily available and can be stored in any sort of container you prefer.  Each learner’s name is on one stick and they can be completely random each time, or you can go through a class and then refill the holder with the previous names.

·      Almost all learners now have cell phones and will do their best to use them in class, so why not have a use for them that fits within your lessons.  We advocate the use of Google Drive, which can be accessed through their phones.  The groups can send drafts of their work to their team members and teacher, with each learner having a unique color during composing and editing.  It allows the teacher a quick and easy way to know who is doing what, and who isn’t doing anything.  The learners “choose” to share their documents with each other as part of the drive functions.  This helps to hold all accountable.

·      The teacher creates the groups and there is no changing from the assigned group.  It is essential that the teacher maintain control over this part of the process.

·      All work is time limited – work in class, due dates for stages of the project  and final due date.

·      Present a syllabus with clear dates at the beginning of the project, along with the rubric(s) through which the grades will be generated.  The syllabus and rubrics need to be reviewed at the beginning of the process so that all are aware of the requirements and the time frame within which they function.

·      There can be rubrics for self-assessment, peer assessment and teacher assessment.  Our preference is for all three sources of assessment being counted.

·      All prep work is done by the teacher outside of class be it at home or in the classroom in non-class time.  Asking learners to spend time in class cutting and pasting is a waste and inappropriate.

·      The time table includes regular monitoring and interaction with steps due at specific times, if only for the teacher to check if they are done.  For example:  topics and a list of potential resources/references, research notes/index cards, outline, rough draft, non-written parts of the project, final draft, revisions.  Each step has its own due date and may be graded or checked off, depending on your preference.

·      Groups are limited to four participants.  Three tends to lead to conflict and more than four tends to be unwieldy.  Of course, given the size of your class and how many choose to not participate, will have an effect on this.  Never form a group with all “A” level learners.  Make groups as balanced as possible.

·      Whenever possible have an example of a well-done finished product and a non-example – a poor, non-passing one.  You may be able to get some of these from the internet if this is first time you’ve assigned this content.

We know that the time for end-of-semester assignments is coming up and hope this review of what has worked for use gives you ideas to make yours run more smoothly.

We just found out that our presentation for the annual CABE conference in the Spring of 2015 in San Diego, “Reduce Student Paperwork Load With 5 Free Awesome Tech Tools”, has been accepted and we hope to see you there. 

Marnie Schwartz (marnie@ellteacherpros.com)

Denise Stewart (denise@ellteacherpros.com)

Cheryl Sawyer (cheryl@ellteacherpros.com)

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