Kids do not take responsibility for their learning.
At a national Social Psychologists Conference a group of researchers presented a study they'd done on learning mathematics in four different countries. It had been inspired by the results that U.S. students scored much worse than students in other countries.
The students in the other countries were studying, because THEY wanted to. American students reported studying because it was expected of them and to please their parents. American students used externally motivating reasons not internal.
Some of the established student trends of low grades, vandalism and disrespect is partially due to the fact that parents give students too many things. Parents do not teach students the experience of wanting something, saving up for it and the pleasure of finally getting it. Life for some students is so easy that they just coast through it, absorbing as little as possible, throwing away possessions, friendships and opportunities because they think there'll always be another one waiting around the corner.
Bored teens are setting fires to cars, fighting and doing drugs. I think kids who have to work to get what they have will value it more because of the planning and effort it took them to get it. This teaches respect for other people's possessions and achievements.
Who is responsible for the students' learning?
The true answer lies with whomever has the power to exert the most control over the variables associated with learning. This depends on the age of the student. The 13-18 year olds have increasing control over whether or not they learn and teachers have decreasing control.
It has always been my education goal to empower students by teaching them to take advantage of the controls they have over learning. Students must realise that this control exists and they need to create independence. This independence is real because of variables over which teachers have little or no control with adolescents.
I hold students accountable for their learning. Students have to do the work, to the best of their ability at that time, location and pace of my instruction.
I hold myself accountable for providing the means by which this learning occurs by teaching how to learn, by providing accessible instruction, by providing appropriate feedback and fair performance measurements.
Learning is obviously a partnership, but it is not in the student's interest to over-emphasize dependence on a teacher to learn. Witness the high school honour students who go fail miserably as college Freshmen because they cannot learn independently.
Contributed by a hard working teacher
Edited for blog posting
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ESL in Canada Blog URL
http://eslincanada.blogspot.com/
Wednesday, October 25, 2006
Tuesday, October 24, 2006
Archives December 2001 Just for Controversy
** Just for Controversy **
"Teaching ESL in North America"
Being a new ESL teacher is difficult. Career ESL teaching in North America is not easy and not available overnight with most professional organisations.
Most ESL schools are marketing organisations. They like to sell their school as the best (in everything) to the international students. The schools like to present themselves as established, well organised, professional, with highly qualified & experienced teachers, proven curriculums, lots of resources and a history of happy students.
If you want to teach ESL in the competitive private school industry then you have to realise that as an ESL teacher you are part of a packaged commodity. For most ESL teachers to get a job in North America you have to have a combination of personal qualities, education and teaching experience.
The ESL schools that try to cover 10 levels, 45 electives, activities; and self-directed programs are usually stretched because of budget restrictions. Many schools are on low-margin, high-volume programs and cannot afford to make hiring mistakes. The ESL schools are risk adverse and concentrate on revenue retention.
To be a successful career ESL teacher you can look at the stages most teachers go through. The start can be wonderful or ugly. It depends on your preparation.
Many successful career ESL teachers tutored while they finished their university and teacher education programs. As a tutor you can really learn how to help a student. You can see their struggles and provide the solutions.
The next step is the classroom. The leap from one student to 25 is major and requires all the theory and methodology necessary to operate as a classroom professional. You have to do this in person. Get the practicum supervision and corrections necessary to teach ESL professionally.
Experience can be gained in North America as a community volunteer, operating your own classes, coop classes, teacher observation, or travelling internationally where experience is not required.
After two years of mistakes and corrections, continuing education, workshops, professional exchanges, brainstorming, team teaching, collaboration, students calling you wonderful, others not so happy - then the higher paying professional organisations consider you job - ready.
Comments, questions or complaints should be Emailed to info@eslincanada.com
Original Post: December 2001 : eslincanada
***********
ESL in Canada Blog URL
http://eslincanada.blogspot.com/
"Teaching ESL in North America"
Being a new ESL teacher is difficult. Career ESL teaching in North America is not easy and not available overnight with most professional organisations.
Most ESL schools are marketing organisations. They like to sell their school as the best (in everything) to the international students. The schools like to present themselves as established, well organised, professional, with highly qualified & experienced teachers, proven curriculums, lots of resources and a history of happy students.
If you want to teach ESL in the competitive private school industry then you have to realise that as an ESL teacher you are part of a packaged commodity. For most ESL teachers to get a job in North America you have to have a combination of personal qualities, education and teaching experience.
The ESL schools that try to cover 10 levels, 45 electives, activities; and self-directed programs are usually stretched because of budget restrictions. Many schools are on low-margin, high-volume programs and cannot afford to make hiring mistakes. The ESL schools are risk adverse and concentrate on revenue retention.
To be a successful career ESL teacher you can look at the stages most teachers go through. The start can be wonderful or ugly. It depends on your preparation.
Many successful career ESL teachers tutored while they finished their university and teacher education programs. As a tutor you can really learn how to help a student. You can see their struggles and provide the solutions.
The next step is the classroom. The leap from one student to 25 is major and requires all the theory and methodology necessary to operate as a classroom professional. You have to do this in person. Get the practicum supervision and corrections necessary to teach ESL professionally.
Experience can be gained in North America as a community volunteer, operating your own classes, coop classes, teacher observation, or travelling internationally where experience is not required.
After two years of mistakes and corrections, continuing education, workshops, professional exchanges, brainstorming, team teaching, collaboration, students calling you wonderful, others not so happy - then the higher paying professional organisations consider you job - ready.
Comments, questions or complaints should be Emailed to info@eslincanada.com
Original Post: December 2001 : eslincanada
***********
ESL in Canada Blog URL
http://eslincanada.blogspot.com/
Archives December 2001 Stay in School
Hello Everyone - Seasons Greetings and Happy New Year
This is the time we reflect on the past and announce new programs. We started some interesting programs in 2001, conducted some studies to learn more and have made additional plans for the year 2002.
We have three articles for the newsletter:
Statistics say Stay in School
Homestay Tutor
ESL teacher in North America.
* * * * * * * * * * * * * * * *
Statistics say Stay in School
We are quoting statistics from the HRDC site for Occupations: College
and Other Vocational Instructors (4131)
-English as a second language teacher
-instructor - language school
-language instructor, language school
-teacher, English as a second language
-tutor, modern languages - language school
The statistics show:
78,000 people were employed in 1998, an increase of 30.6% from 1988 employment gains of 16.6% from 1988 to 1993 and 12.0% from 1993 to 1998. In comparison, employment in all occupations grew 12.3% over the same ten years, and 8.2% over the last five years.
Other statistics indicate 26% work part-time, compared to an average of 19% for all occupations 10% are self-employed, compared to an average of 17% for all occupations. Currently, chances of finding work in these occupations are rated "Fair", since employment opportunities and earnings are both at average levels. Technological change is making itself felt in the classroom through the increased use of computers and the use of more sophisticated multi-media for presentations and testing.
Teachers should consider taking an English Master's University (1 or 2 years) Program of Study. The program is offered at universities in every province except PEI. Some universities offer a co-op program, combining work and study. The program is offered in both official languages in Quebec and Ontario. Prerequisites: An honours undergraduate degree in English or a related discipline.
Earnings:
After two years in the labour force, they were the highest paid of all master's graduates in the humanities. They earned 29% more than similar graduates at the bachelor's level. Currently, chances of these graduates finding work in occupations in which they usually look for work are "Fair", since recent unemployment rates and earnings in the intended occupations were about the same as the economy-wide averages. Over the next five years, this outlook is not expected to change, although the number of job openings available to newcomers is expected to slightly exceed the number of new job seekers.
These graduates are expected to have more success when searching for jobs as community college teachers, writers, journalists and professionals in public relations and communications. Employment opportunities are expected to be more plentiful in the education, business services and provincial government sectors of the economy.
The conclusion is to finish your BA and plan to complete an MA so that you are qualified for the best jobs.
Original Post: December 2001 ESL in Canada Directory
***********
ESL in Canada Blog URL
http://eslincanada.blogspot.com/
This is the time we reflect on the past and announce new programs. We started some interesting programs in 2001, conducted some studies to learn more and have made additional plans for the year 2002.
We have three articles for the newsletter:
Statistics say Stay in School
Homestay Tutor
ESL teacher in North America.
* * * * * * * * * * * * * * * *
Statistics say Stay in School
We are quoting statistics from the HRDC site for Occupations: College
and Other Vocational Instructors (4131)
-English as a second language teacher
-instructor - language school
-language instructor, language school
-teacher, English as a second language
-tutor, modern languages - language school
The statistics show:
78,000 people were employed in 1998, an increase of 30.6% from 1988 employment gains of 16.6% from 1988 to 1993 and 12.0% from 1993 to 1998. In comparison, employment in all occupations grew 12.3% over the same ten years, and 8.2% over the last five years.
Other statistics indicate 26% work part-time, compared to an average of 19% for all occupations 10% are self-employed, compared to an average of 17% for all occupations. Currently, chances of finding work in these occupations are rated "Fair", since employment opportunities and earnings are both at average levels. Technological change is making itself felt in the classroom through the increased use of computers and the use of more sophisticated multi-media for presentations and testing.
Teachers should consider taking an English Master's University (1 or 2 years) Program of Study. The program is offered at universities in every province except PEI. Some universities offer a co-op program, combining work and study. The program is offered in both official languages in Quebec and Ontario. Prerequisites: An honours undergraduate degree in English or a related discipline.
Earnings:
After two years in the labour force, they were the highest paid of all master's graduates in the humanities. They earned 29% more than similar graduates at the bachelor's level. Currently, chances of these graduates finding work in occupations in which they usually look for work are "Fair", since recent unemployment rates and earnings in the intended occupations were about the same as the economy-wide averages. Over the next five years, this outlook is not expected to change, although the number of job openings available to newcomers is expected to slightly exceed the number of new job seekers.
These graduates are expected to have more success when searching for jobs as community college teachers, writers, journalists and professionals in public relations and communications. Employment opportunities are expected to be more plentiful in the education, business services and provincial government sectors of the economy.
The conclusion is to finish your BA and plan to complete an MA so that you are qualified for the best jobs.
Original Post: December 2001 ESL in Canada Directory
***********
ESL in Canada Blog URL
http://eslincanada.blogspot.com/
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