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Personal

Teaching Model
Marian Bradshaw
ESL 525


Education should derive its materials from present experience and should
enable the learner to cope with the problems of the present and future. John
Dewey

Educational philosophy:
As a teacher it is my job to facilitate the learning process by creating a warm,
welcoming environment, ensuring structure and routine in my class, organizing
knowledge, information, activities, and students and, finally, making sure I meet
the needs of each of my pupils.

Environment - Low affective filter (Krashen); affirming identity
(Cummins); Rules and norms (Dewey)

Safe



peaceful
Comfortable


appealing
Warm



inviting
decorated with student work decorated with academic posters
ethnic/cultural dcor


Physical: My classroom environment is warm, appealing, stimulating,
filled with academic teaching posters (e.g. synonyms, writing tips, reading tips,
etc or posters relevant to what is being studied in class) and students work. The
comfort of my students is considered as there are pillows and/or beanbags
around that they can use while doing their work or read. If possible, there may
be a couch for this purpose as well. There are a variety and range of books
(elementary to high school level) on the bookshelves so students always have
something to read. I try to fill my bookshelves with books students themselves
have recommended. I try to keep the temperate to a degree that is comfortable
to all students. The desks are usually arranged in a U shape or in groups of four.


Emotional: I want my students to feel safe in my classroom. They need to
speak to and treat their peers and me with respect. I make sure all students are
heard and try to call on each of them during the class period. Additionally, I try to
meet the needs of each of my students and modify activities or assignments to
meet their needs, i.e. if they are not capable of doing something, I exempt them
from that requirement or change it to something they can do.

Social Interactions; Zone of Proximal Development Vygotsky; BICS -
Cummins

Interactive



social

Engaged




talking aloud


Conversing in L1, as necessary
varied groupings

Ordered freedom


communicative


Much of the learning that goes on in my classroom is through students
interacting with each other in a variety of groupings, from pairs and trios, to

most often quads. Students cooperate and help each other learn the material for
what a child can do in cooperation today, he/she can do alone tomorrow (Zone
of Proximal Development). Its rare to find a student working alone. Students
normally work alone when composing writing, otherwise they should be
working with one or more peers. As Vygotsky pointed out, all learning is social
and humans construct meaning through their social interactions.

Vygotskys Theories of Learning
1. Everything we learn takes place in a social context.
2. Learning takes place through our interactions and communication
with others.
3. Talking aloud = thinking -> internalized problem solving
4. Language
a. Promotes thinking
b. Develops reasoning
c. Supports reading and writing (cultural activities)
d. Helps kids be strategic
e. Helps kids gain control over their own thinking and behavior
5. Individual development takes place in the context of activities
modeled by a teacher or more skilled person
6. Teacher assist by:
a. Modeling
b. Asking questions/coaching
c. Creating groups
d. Providing materials

Activities hands-on activities (Dewey); social learning (Vygotsky); BICS
and CALP (Cummins); Input Hypothesis (Krashen)

Variety

carefully chosen

Hands-on
quality

Adjustable
practical

Social

interpersonal

According to John Dewey, all learning should be experiential. While I cannot
make this statement true all the time, I try to make all my activities as fun and as
engaging for the students. Usually during a class there are three to five different
planned activities so the students are constantly engaged and not bored. Some
activities might take 5-10 minutes; others 50-60 minutes. But, on average, most
activities take 20-30 minutes. However, an activity, such as acting out a play may
take days to complete. This ensures that students have enough time to talk
things out, get to know the activity, get to actually do it, and practice, if
necessary. Activities are also carefully chosen to complement or build upon each
other and are not randomly chosen. Each activity is chosen with a specific
purpose in mind. I, as the teacher act as a guide, monitoring students growth,
setting up the activities that are meant to benefit the attainment of the L2.
Students are also allowed to move around in and out of the classroom to
maximize their learning needs.

References

Cummins, J. et al (2005, September). Affirming Identity in Multilingual Classrooms.
Educational Leadership. Retrieved July 26, 2013 from
http://edfs200ell.pbworks.com/w/file/fetch/54560862/Cummins,%20Embracing%20E
Ls.pdf

Darling-Hammond, L. et al (2000). Learning from Others: Learning in a Social
Context. The Learning Classroom. Retrieved July 14, 2013 from
http://www.learner.org/courses/learningclassroom/support/07_learn_context.pdf
Darling-Hammond, L. et al (2000). How People Learn: Introduction to Learning
Theory. The Learning Classroom. Retrieved July 26, 2013 from
http://www.learner.org/courses/learningclassroom/support/01_intro.pdf

McKenzie-Brown, P. (2006). The Krashen Revolution. Language Matters: Studies
in energy, history, language. Retrieved July 28 2013 from
http://languageinstinct.blogspot.com.es/2006/08/krashen-revolution.html

Wink, J. (2013). Bilingual Basics. Retrieved July 26, 2013 from www.
Joanwink.com/research/bilingulalbasics.pdf
Wisdom, A. (2011, Nov. 30). John Dewey Experience and Education: a brief
summary. Retrieved July 28, 2013 from http://www.youtube.com/watch?v=zwIclG93Mo