Internship Final Reflection

This week marks the end of my internship.  It has been tiring, trying, hard work, joyful, exciting and fun.  It has given me a glimpse of what teaching in my own classroom will be like.  I am so thankful for the mentorship of my mentor teacher and university coordinator.  Having them watch me teach and review and offer suggestions on lesson plans has been invaluable.  It’s a bit like bearing your soul each day and can be uncomfortable, but I know that I am and will be a better teacher because of it.  Little by little, piece  by piece, they have helped me focus on different aspects of my teaching and make them stronger.  Teaching really is an art and this internship has helped my understand that and craft my own style.  I realize that this is just the beginning of crafting my art, but I will try to remember the suggestions of my mentor teacher and university coordinator going forward.  I doubt that I will ever have the support of experienced teachers watching me teach daily and offering suggestions on a regular basis of my lesson plans.  I realize that master teachers often mentor young teachers, but I know that it will not be close to the level of mentorship that I have experienced during my internship.  I am grateful for such guidance and support.  My goal is to continue to learn and grow as a teacher and to continually work at mastering my craft.  Especially in my first few years of teaching I will strive to look back at the comments and suggestions I received during my internship, to keep them in mind and to improve upon them.

Internship Week 13

Curriculum and materials should only be modified under certain circumstances and only for those students who require the modification.  Modifications should be made generally only when there is an IEP or 504 plan developed for a certain student.  In kindergarten, few students have been targeted for such intensive support; however in my current placement there is one student who has an IEP.  Whenever possible, accommodations rather than modifications should considered in an effort for all students to engage with and grasp the objective.  Accommodations, instead of altering the objective of a lesson, alter the support and manner in which students are taught.

            It is true that students must be met at their current level of ability, but sometimes they also need to be pushed.  Small group instruction is ideal for those students who have or are at risk for falling below standard.  Large group instruction should be undertaken with the well-being of all students considered.  By including accommodations (support for all students to reach the objective) rather than modifications (changes to the objective itself for certain students) we instill in our students our belief that they can succeed even when success may be difficult to achieve.  Furthermore, we maintain high expectations for all students.

Internship Reflection Week 11

What does it mean to say that a student “is motivated” or “has no motivation” in your class? What evidence would lead you to make such judgments? How has this been influencing your teaching?

I believe that motivation is relative and has much to do with the teacher as it does with the student. I would characterize a student who “is motivated” is interested in learning the subject matter and mastering it. A student who “has no motivation” is probably bored. As an educator, it is my job to make learning both fun and relevant for my students. When students are engaged and challenged learning is fun and meaningful. Likewise, when students are able to see the applicability of their learning to their lives outside of school, they will be further interested and “motivated” to learn. A few times in my teaching I’ve heard the phrase “this is boring” from two students in my class. Rather than saying “Oh, they’re just not motivated” I think, “What could I do to make this more interesting and relevant?” Another aspect of teaching that affects student motivation is their relationship with the instructor. If my students know that I care about them and will do everything I can to help them succeed, they will be more likely to believe in their own abilities and will know how to ask for help (rather than giving up) if the material becomes too difficult. If I create lessons that are engaging, challenging and relevant, and express my interest and concern for the success of my students, I shouldn’t have any problems with students who “have no motivation” in my class.

Vocabulary Instruction for the ELL Student

REFLECTION

Stanovich states that “inadequate exposure to print prevents children from building important knowledge structures such as vocabulary, metalinguistic knowledge, and general world knowledge.  These knowledge sources are necessary for efficient reading comprehension at the more advanced levels” (Thompson & Nichols, 1999, pp 123).  Why does Stanovich make these assertions and how, exactly, does vocabulary affect comprehension?

One way to understand Stanovich’s comments is to examine “The Simple View” theory of reading comprehension.  This theory of reading describes reading comprehension as being composed of two components: decoding and linguistic comprehension.  Those who have good decoding skills, but lack linguistic comprehension are often called “parrot readers,” that is they decode words correctly but without understanding their meanings.  Without exposure to English literature and effective vocabulary instruction, many ELL students are at risk of becoming parrot readers.  Thompson and Nichols indicate that those with poor linguistic comprehension “just didn’t read as much as…good readers” (1999, pp 131).  They describe parrot readers as children who “did not get much exposure to print outside school, through reading of books or through being read to, then there would be less opportunity to learn new words and ideas, which are important for linguistic comprehension” (1999, pp 131).  Through further examination of The Simple View we come to understand that linguistic comprehension is not limited to reading, but listening as well.

In order to develop linguistic comprehension, students must be surrounded by a linguistically rich environment.  This includes both verbal and written language.  Rupley, Logan and Nichols state that “children’s vocabulary knowledge closely reflects their breadth of real-life and vicarious experiences.  Without some knowledge of concepts that written word represent, students cannot comprehend well” (1999, pp 336).  Through such exposure to linguistically rich interactions, students are exposed to a variety of new words in rich contexts.  These varied opportunities provide students with the opportunity to theorize the meanings of new words.  Once students have an idea of what a new word might mean, they are able to experiment with it in discussions with others.  Based on the reaction of others, the student will either confirm or reject his theory.  Having experience in such a linguistically rich environment is essential for the development of vocabulary and, thus, comprehension.

Reading is not simply decoding text; it is also making sense of the ideas that are presented by the author.   The reader must not only understand the meaning of each word in isolation, he must also be able to relate his understanding of the nuances and, perhaps, various meanings of the word in an effort to make meaning of the text at large.  It is only through exposure to literature, both visually (reading) and orally (listening), and language rich environments that students come to understand the emotions and nuances that each word invokes.  Through such knowledge of the nuances and emotions bound to certain words, good readers come to understand the interplay of thoughts and ideas between the authors and themselves on a deeper, less superficial level.  Through understanding of vocabulary, good readers can come to grasp the ideas, connections and concepts that authors impart upon them through their writing.  It is through understanding of such ideas and concepts that readers take an active role in their own reading and scholarship.  Without awareness of the nuances and emotions that words carry, the student will live his academic life on the surface.  He will be unable to summarize, evaluate, or synthesize concepts in his reading as Allington notes are part of thoughtful literacy (2006).  True learning occurs at these deeper levels and if a student has any chance of achieving true academic success, he must be able to engage in such discussion and thinking.  Thus, any form of reading comprehension lies in the development of vocabulary; not simply vocabulary on a superficial, concrete level, but rather understanding nuances and the effect of word choice.

APPLICATION

As described above, vocabulary development plays a critical role in the development of good readers.  As a teacher, it is my responsibility to guide my students in such development.  Although, still popular in education, it has been shown that using dictionaries to look up definitions of words and then using those words in sentences is ineffective and misguiding.  Considering this, how do I best serve my students in developing their vocabularies?  In light of the many different approaches and trends in vocabulary instruction, there has proven to be three important characteristics in any effective approach.  Firstly, the approach must be student-centered; that is, that vocabulary instruction must be authentic, engage student interest and must be seen as of value by students.  Secondly, effective vocabulary instruction must make connections between new and old knowledge and between different concepts.  Finally, students must be afforded multiple and varied opportunities to engage with new vocabulary.  Through the application of these three guiding principles, teachers can better aid students in their vocabulary development.

Effective Vocabulary Instruction is Authentic, Interesting and Valuable

As human beings, what piques our interest?  What makes us consider something as important?  The answer lies in understanding the applicability and relevance of such information to our lives.  Students are no different.  In their explanation of their usage of “Vocabulary Self-Collection Strategy,” Ruddell and Shearer quote Rosenblatt saying that “the teaching of reading and writing at any developmental level should have as its first concern the creation of environments and activities in which students are motivated and encouraged to draw on their own resources to make ‘live’ meanings” (2002, pp 354).  It is through such meaningful experiences, that students find new learning interesting.  It is then due to student interest that motivation and true learning occur.  In describing when her students were given the opportunity to bring in their own vocabulary words Ruddell states that they, “eagerly awaited each Monday for presentation and discussion of their new words” and how the class “pretty much abandoned the spelling book because the words students brought were so much more important than the lists created by unknown others” (2002, pp 353).  The fact that students were encouraged to bring in new words from a multitude of sources, including classes, television, conversation, personal reading, even graffiti made new learning much more applicable to their daily lived experiences.

Each week each student was responsible for bringing one new vocabulary word to class, putting it up for nomination for inclusion on the week’s list, and sharing with the class where he had heard it and what he thought it meant.  Each week, the teacher also nominated a word and shared her source and ideas of meaning, just as the students did.  Through discussion and practice, students interacted with the new words and went from scoring “Cs” on their weekly tests to scoring “As” and “Bs”.  Students were engaged and interested because they had ownership of the new words.  They were words that they had experience with (even if that experience was hearing it and not knowing what it meant).  Furthermore, students began to self-monitor.  Before practicing Vocabulary Self-Collection Strategy, students were unaware when they were exposed to a word that they didn’t know.  After a few weeks of the program, students were “noticing, choosing, using metacognition, valuing learning and transforming” (2002, pp 360).  The authors of the study indicate that this strategy is “an effective means both for increasing the depth and breadth of student vocabulary knowledge and for developing student’s abilities to be strategic, independent learners” (2002, pp 361).  ELL students are no different from their peers.  They will find interest and engagement when they are invited to make contributions to their own learning.  Although many teachers understand this concept, it is only through such a direct and clearly defined effort, such as Vocabulary Self-Collection Strategy, that student contribution will be an effective strategy to induce student interest and motivation.

Effective Vocabulary Instruction Makes Connections

Another important aspect of an effective approach to vocabulary instruction is making connections between new and “old” knowledge.  Information that is already part of student understanding acts as an anchor to newly learned information making it easier and more available to recall and use in the future. Rupley, Logan, and Nichols state that “by building connections between ‘old’ vocabulary words and new words found in their reading, students begin to understand relationships among words they encounter” (1999, pp 338).  They go on to indicate that “when instruction is based on building connections, students are not just asked to supply words that fit the example, but rather to describe how words fit in the stories and informational text that they read” (1999, pp 338).  This is a critical distinction.  When asked to examine why or how words are related instead of simply being asked to provide similar words, students engage in metacognition and learn to notice their patterns of thinking and otherwise unspoken connections that they make.  In association with the influence of experience as related to vocabulary mentioned above, Rupley, Logan, and Nichols indicate that “vocabulary instruction that is geared to the active process of learning and connects new information to previously learned experiences provides the means for students to make the connection between new words and their past experiences.  The key to successful vocabulary instruction builds upon students’ background knowledge and makes explicit the connections between new words and what they already know” (1999, pp. 346).  Thus, in keeping with Piaget’s theory of disequilibrium and equilibrium, when students have the opportunity to actively engage with new learning, they are better able to either assimilate the new learning into an existing schema or accommodate their schemas to take new learning into consideration.

One approach to making connections in students’ learning is to associate new vocabulary words with the study of morphemes.  Recognizing that many teachers may feel guilty spending time on morpheme instruction, Nilsen and Nilsen state that doing so “is teaching students the process of language development and is providing them with skills to draw the kinds of connections that will make their learning efficient” (2002, pp. 260). They make such a claim because they understand that “for the human mind to learn new words, it has to be able to make connections and to build on the knowledge it already has.”  Thus, by engaging in study of a single morpheme, such as “arm,” students have the opportunity to investigate the literal or metaphorical usage of the morpheme throughout the English language.  Furthermore, they will learn the base of the morpheme and understand how that morpheme relates to others while examining the various uses of it.  “The human mind is much better at learning new words when it is able to make connections.  We as teachers should not be surprised when students fail to remember strange-sounding words that they’ve met only in the stressful situation of getting ready for a test” (Nilsen, Nilsen, 2002, pp 260).  Through teaching morphemes, we equip and empower students to examine words closely when baffled by meaning.  With some knowledge about morphemes and their meanings, students are able to analyze and theorize about possible word meanings of new words they encounter either through their reading or in their lived experiences.

Establishing connections between new and known words can also be done using concept wheels, semantic webs and concept of definition maps.  When using a concept map, the teacher introduces the topic and the new vocabulary word.  She then asks students what they think of when they think of the new vocabulary word.  Students offer suggestions and the teacher writes each on the board.  It is critical that the teacher asks each student why they thought of their suggested word while considering the new vocabulary word.  Once students have had the opportunity to offer suggestions and reasons, the teacher directs students to the definition of the word which she reads aloud to them.  Each student then makes his or her own concept wheel, including at least three words that will help the student remember the meaning of the new word, based on the definition that was read.  By the end of the activity, each student has created his own unique wheel that will help him to remember the new word (Rupley, Logan, & Nichols, 1999).

Another method to establish connections is through a semantic web.  A semantic web is similar in theory to a concept wheel, but it allows students to include all words that they can think of when considering a new word.  The semantic map also demonstrates how each word fits with the rest of the suggested words and with the new vocabulary word (Rupley, Logan, & Nichols, 1999).  Although use of a semantic map allows for “off-topic” suggestions, proper use of one can allow students to see the various connections between words and ideas.

In a concept of definition map, students work to describe and define new vocabulary words.  In addition to suggesting related words, students must also decide how to classify their suggested word.  They must decide if their suggested word fits in a category (what is it?), property (what is it like?), an illustration (examples), or a comparison (how are examples similar or different) (Rupley, Logan, & Nichols, 1999).  In this manner, students can see, not only how the different words and ideas are related to one another, but also how different ideas are organized.

In each of the three suggested methods described, students actively take part in the discussion and defining of new vocabulary words.  They play with them and interact with them.  They activate their previous learning and make connections between new and old knowledge.

Effective Vocabulary Instruction Offers Multiple and Varied Opportunities

Finally, an effective approach to vocabulary instruction lies in furnishing multiple and varied opportunities for students to practice new concepts and application of new words.  In addition to other strategies, such opportunities must always include wide reading, writing and discussion since as Rupley, Logan, and Nichols claim, “vocabulary is partially an outcome of comprehension skills, and reading comprehension is partially an outcome of vocabulary” ( 1999, pp. 336).  Students must be given the opportunity to read a wide variety of material both independently and guided by a teacher.  Just as in speaking, students must have the opportunity to try out new words in their writing.  Through reading, students are exposed to new vocabulary, and through writing, they cement understanding of new words into their working lexicon.  Finally, it is through guided discussion with an adult or peer that students can develop vocabulary.  Quoting Rosenblatt, Ruddell and Shearer, state that “dialogue between teacher and students and interchange among students can foster growth and cross-fertilization in both reading and writing processes.  Such discussion can help students develop insights concerning transactions with texts as well as metalinguistic understanding of skills and conventions in meaningful contexts” (2002, pp. 354).  Although we can expect some students to be able to glean understanding and vocabulary development through indirect methods, such as exposure to literature, others require the guidance of a teacher in making the same connections and understandings.

Another aspect to consider is that we all learn differently.  Some learn best through hearing or seeing.  Others learn best by doing.  Thus, by providing our students multiple and varied opportunities to practice new learning, we are better able to ensure that all students understand and are better able to retain new information.  Ruddell and Shearer later state that “students learn new words not by hearing them explained with other new words, but rather from ongoing and extended transactions with the words, their peers and their teacher” (2002, pp. 354).  Interactions with new words must engage students on a deeper level.  Student must be able to work with new words, play with them and integrate them into their lexicon.  Furthermore, because they will most likely not be exposed to new English vocabulary at home, “children from less English-language-sensitive home environments probably need to be given greater opportunity to develop the language of the boardroom as well as of the (shrinking) factory floor” (Manzo, Manzo, & Thomas, 2006, pp 614).  Clearly, although such opportunities must be afforded to all students, they are especially important to ELL students.

One interesting alternative method of vocabulary instruction is “Motor Imaging.”  In motor imaging, words are connected to a gesture or sign.  Manzo, Manzo, and Thomas, indicate the powerful effects that such an approach has on long term memory.  “It appears to be a form of dual coding,” storing the information in multiple intelligences (2006, pp 616).  Strategies such as motor imaging “tap into something other than typical verbal aptitude and works equally well across age, grade, and measured ability levels” (2006 pp. 616).  Not only will using such varied techniques encourage retention of new learning, but will also ensure that all students have appropriate access to new learning, even those students who are less verbally inclined or who have more limited access to other English language knowledge.

Vocabulary development is a critical aspect of reading comprehension, but especially for the ELL student who is generally unexposed to an English rich environment, either oral or written.  Making vocabulary instruction applicable, interesting and valuable to the student is an essential first step.  It is also necessary that vocabulary instruction makes connections between new and old learning while offering multiple and varied opportunities.  Through such instruction, students will become more familiar with strategies with which to approach new words and, in turn, will achieve greater reading comprehension.  Although important for all English teachers to consider and implement, such strategies and knowledge is indispensible for the ELL teacher.

Works Cited

Allington, Richard L. (2006).  What Really Matters for Struggling Readers (2^nd Ed.). New York: Allyn Bacon Longman.

Manzo, Anthony V., Manzo, Ula C., & Thomas, Mathew M. (2006). Rationale for Systematic Vocabulary Development:  Antidote for State Mandates.  Journal of Adolescent and Adult Literacy, 49, 7, 610-619.

Nilsen, Alleen P., & Nilsen, Don L.F. (2002). Lessons in the Teaching of Vocabulary from September 11 and Harry Potter.  Journal of Adolescent and Adult Literacy, 46, 3, 254-260.

Ruddell, Martha, R., & Shearer, Brenda A. (2002). “Extraordinary”, “tremendous,” “exhilarating,” “magnificent”: Middle school at-risk students become avid word learners with the Vocabulary Self-Collection Strategy (VSS).  Journal of Adolescent and Adult Literacy, 45, 5, 352-363.

Rupley, William H., Logan, John W., & Nichols, William D. (1999). Vocabulary instruction in a balanced reading program.  The Reading Teacher, 52, 4, 336-346.

Thompson, G. Brian & Nicholson, Tom (Eds.)(1999).  Learning to Read:  Beyond phonics and whole language. New York:  Teachers College Press: and Newark DE:  International Reading Association.

Internship Reflection Week 10

I have been fortunate to never have had to experience being “the new student” in school, but many are not so lucky.  As a teacher it is my job to welcome any new students and help them adjust to the school.  I image that new students may feel overwhelmed having little familiarity with the physical layout of the school in addition to the culture of the school.  Furthermore, the student is thrown into a situation where the other students all know each other and have created friendships.  As a teacher there are a few ways that I can help any new student in my class.  The first is to try to set up a meeting with the new student and his family.  In this way I can meet the student in a less intimidating environment, get to know him, tell him a bit about our class and give him a tour of the school.  When the new student does attend class, I will have a responsible and helpful student help him throughout the day (or week) during instruction, lunch and recess.  Another consideration that I must make whenever there is a new student is to not assume that he automatically knows all of the school or class rules or expectations.  Rather than giving him the same consequence as other students for the same misbehavior (depending upon the severity of the misbehavior) the first time, I will make sure to counsel with the student (as with all students) and to inform him of the school and classroom expectations.  In my own experience as an educator, whenever there is a new student, I try to take him under my wing and give him a tour of the school and check in with him at various points throughout his first day and week.  I can only image what it is like to be the new student in school and, hence, try to help make the adjustment as easy as possible.

Daily Reflection May 19

At the end of the day today, I gave the students their “decodable” book which they then practiced collectively and then independently.  Generally they read their books to each other and receive a smiley face from each peer they read to, while I also have students read individually to me.  Most of the students were productively reading to each other, but others were not.  They were chatting and playing around the room.  When the students went out to recess, I spoke with my mentor teacher.  I told her that I needed to find a better way to engage the students and make them accountable for doing their work (I did keep some students in from recess as a consequence).  She suggested that I mix things up a bit and find another way to engage them.  She also mentioned that management only gets more intense towards the end of the year.  I’ve noticed that they do get more restless at the end of the day and have tried to have less intense lessons during this time.  As we get closer and closer to the end of the school year, I’ll have to consider more how to best engage students and manage the class.

Daily Reflection May 18

When planning for today’s math lesson, I contemplated a few different ideas.  I originally decided to give each pair of students a handful of different colored plastic bears and have them graph how many bears of each color they had.  Because there were six different colors of bears, I then decided that I would use this activity later in the unit, providing them with more scaffolding, having them create a graph with fewer variables.  Because of various circumstances, I ended up going back to my original idea, asking the students how I could go about creating my graph and then modeling it.  They ended up doing extremely well.  Even though I was hesitant to offer an activity with so many variables, all students were able to succeed for a few reasons.  First, I had the students help me devise a way to graph the colors of my bears.  Secondly, I modeled the activity clearly and concisely, making sure to stay within the limits of their attention spans.  Thirdly, having the students work in pairs, each student had some extra support and was able to successfully complete the task.  When I plan lessons, I need to make sure to make them challenging enough to push my students, but at the same time offer scaffolding and have adjustments in mind if the task proves too difficult.  In this case, I could have taken some of the colors away, if needed, leaving students with only about 3 colors of bears to graph.

Daily Reflection May 17

Today I introduced graphing to my students, as I’ve mentioned before, teaching the same lesson to two different groups of students was eye-opening.  The group that tends to need more management and that is generally “lower” than the other grasped the concept much more quickly and easily than the other.  I spread a large mat with a blank graph out on the floor and had the students sit around it.  I told them that I wanted to figure out what the most popular color of the class was and asked them how I could go about finding out.  The first group didn’t quite understand what I wanted to do and so I ended up having to phrase my question a few different ways.  In the end, I still told them how I was going to keep track of the information I got.  The second group which I expected to have a still harder time grasping the concept, when asked how we could keep track of the information, right away said that we could use symbolic marks to help us.  In the end both groups fulfilled the objective which was to understand the purpose of graphs, but it showed me that I should take nothing for granted; those students who are strong in one area may not be strong in all areas.

Daily Reflection May 16

Today I had an experience that I wish I hadn’t had but will serve me in the future.  As I was walking my class to specialists I saw a kindergartener running full speed down the hall.  I moved over a bit into his line of trajectory and put my hand out in a gesture for him to slow down.  He didn’t and ran full speed into my arm that ended up catching him partly on the neck.  He immediately began crying and I got down to make eye contact with him and asked if he was okay.  He cried, “No!  You hurt me!”  I apologized to the student and told him that we would go find his teacher and take him to see the nurse which we did.  He ended up being fine, but the incident really startled me.  I asked my university supervisor what I should do and she told me that I should document it.  Later, we spoke about the incident again and the university supervisor suggested that I keep a file for each of my students.  She also recommended that I keep a file for myself containing any interactions with parents or the principal.  Having had this experience will make me better prepared for the future.  Not only will I now keep files for documentation on all of my students and myself, I will also take a moment to think before I make any knee-jerk reactions.  Taking this moment will help me best consider how I should respond to any given situation and keep everyone safe.

Daily Reflection May 12, 2011

As the fabric science unit has been completed, I’ve begun teaching math again.  Today the students used marshmallow bunnies to create “number story sentences.”  The first group, while given time to try each number story sentence themselves, completed the activity collaboratively.  The second group, on the other hand, while also given time to try each number story sentence individually, eventually were able to create their own number story sentences independently.  Furthermore, the second group was completed the activity more quickly than the first group.  This experience emphasized to me the need for differentiated instruction based on the level of ability of the students.  This is always a consideration when planning lessons, but the experience today showed me the collectivity of the concept as well.  When teaching different groups the same lesson, one must also consider how to present the same content to each group based upon the characteristics of each group.