ESL in Canada Recommendations for ESL students interested in University Admission or Immigration into Canada or North America
Study ESL using Official Government Curriculums.
For ages 12 to 18 study curriculums that parallel the Provincial Ministry of Education levels 1 to 4 to enable easy placement when transferring to a high school in North America.
For ages 18 to 30 study qualified academic preparation programs to enter college or university. Some colleges allow direct access upon completion of approved programs without having to write toefl.
For immigrants ages 21 to 100 study curriculums that parallel the Canadian Immigration Commission LINC program. This will help qualify applications for full points in the language category when applying for residency or jobs in Canada. This will enable applicants to understand the benchmark levels used by the CIC to evaluate
candidates and the ESL skills necessary to qualify for Canada. The IELTS test is used by the CIC to evaluate immigration candidates.
The ESL in Canada programs are for serious students who plan to study, live, work or do business with companies in North America. Please do not confuse them with the many inexpensive private school ESL programs for general interest or as a hobby.
Original Post: ESL in Canada Directory
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ESL in Canada Blog URL
http://eslincanada.blogspot.com/
Sunday, October 29, 2006
Archives April 2002 Have you heard about the next planned Survivor show?
Have you heard about the next planned Survivor show?
Three businessmen and three businesswomen will be dropped in an elementary school classroom for 6 weeks. Each business person will be provided with a copy of their school district's curriculum, and a class of 28 students.
Each class will have five learning-disabled children, three with A.D.D., one gifted child, and two who speak limited English. Three will be labelled as severe behaviour problems.
Each business person must complete lesson plans at least 3 days in advance, with annotations for curriculum objectives, and modify, organize, or create materials accordingly. They will be required to teach students, handle misconduct, implement technology, document attendance, write referrals, correct homework, make bulletin boards, compute grades, complete report cards, document benchmarks, communicate with parents, and arrange parent conferences.
They must also supervise recess and monitor the hallways. In addition, they will complete drills for fire, tornadoes, or shooting attacks. They must attend workshops, (100 hours), faculty meetings, union meetings, and curriculum development meetings.
They must also tutor those students who are behind, and strive to get their 2 non-English speaking children proficient.
If they are sick or having a bad day they must not let it show. Each day they must incorporate reading, writing, math, science, and social studies into the program. They must maintain discipline and provide an educationally stimulating environment at all times.
The business people will only have access to the golf course on the weekends, but on their new salary they will not be able to afford it anyway. There will be no access to vendors who want to take them out to lunch, and lunch will be limited to 30 minutes, 10 of which must be spent walking your students to lunch, getting them through the cafeteria lines and seating them at the correct table.
On days when they do not have recess duty, the business people will be permitted to use the staff restroom - as long as another survival candidate is supervising their class.
They will be provided with two 40-minute planning periods per week while their students are at specials. If the copier is operable, they may make copies of necessary materials at this time.
The business people must continually advance their education on their own time, and pay for this advanced training themselves. This can be accomplished by moonlighting at a second job or marrying someone with money. The winner will be allowed to return to his or her job.
Reposted from Archives
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ESL in Canada Blog URL
http://eslincanada.blogspot.com/
Blog Feed
http://eslincanada.blogspot.com/atom.xml
Three businessmen and three businesswomen will be dropped in an elementary school classroom for 6 weeks. Each business person will be provided with a copy of their school district's curriculum, and a class of 28 students.
Each class will have five learning-disabled children, three with A.D.D., one gifted child, and two who speak limited English. Three will be labelled as severe behaviour problems.
Each business person must complete lesson plans at least 3 days in advance, with annotations for curriculum objectives, and modify, organize, or create materials accordingly. They will be required to teach students, handle misconduct, implement technology, document attendance, write referrals, correct homework, make bulletin boards, compute grades, complete report cards, document benchmarks, communicate with parents, and arrange parent conferences.
They must also supervise recess and monitor the hallways. In addition, they will complete drills for fire, tornadoes, or shooting attacks. They must attend workshops, (100 hours), faculty meetings, union meetings, and curriculum development meetings.
They must also tutor those students who are behind, and strive to get their 2 non-English speaking children proficient.
If they are sick or having a bad day they must not let it show. Each day they must incorporate reading, writing, math, science, and social studies into the program. They must maintain discipline and provide an educationally stimulating environment at all times.
The business people will only have access to the golf course on the weekends, but on their new salary they will not be able to afford it anyway. There will be no access to vendors who want to take them out to lunch, and lunch will be limited to 30 minutes, 10 of which must be spent walking your students to lunch, getting them through the cafeteria lines and seating them at the correct table.
On days when they do not have recess duty, the business people will be permitted to use the staff restroom - as long as another survival candidate is supervising their class.
They will be provided with two 40-minute planning periods per week while their students are at specials. If the copier is operable, they may make copies of necessary materials at this time.
The business people must continually advance their education on their own time, and pay for this advanced training themselves. This can be accomplished by moonlighting at a second job or marrying someone with money. The winner will be allowed to return to his or her job.
Reposted from Archives
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ESL in Canada Blog URL
http://eslincanada.blogspot.com/
Blog Feed
http://eslincanada.blogspot.com/atom.xml
Wednesday, October 25, 2006
Who is responsible for the students' learning?
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
***********
ESL in Canada Blog URL
http://eslincanada.blogspot.com/
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
***********
ESL in Canada Blog URL
http://eslincanada.blogspot.com/
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