Ch. 2
2) (Level 5 - Synthesis) Develop a plan to deter
subtractive bilingualism in your classroom.
Ch. 3
Cognitive – Depending on student experience, grade level and
possible learning limitations, students may not have developed adequate skills
to monitor behavior and interactions with others. Cognitive development depends on a sense of self and an
ability to develop perceptions, beliefs and feelings of others and if these are
not fully developed, students cannot perceive that what they are doing is
wrong.
Language – Students may not accurately perceive and
interpret expectations of the classroom and experience culture shock when rules
in the classroom are different than what they know within their culture or
simply within their homes.
Students may be confused about acceptable behavior, though given that it
is the end of the year, this would seem like a poor excuse for their
behavior. Students with legitimate
language limitations will experience culture shock more intensely.
Social – High school students are able to process social
information accurately, paying attention to one another and interpreting
others’ reactions. They are able
to take into account and use these to their advantage in unproductive
ways. They know how students and
the instructor will act and react and can knowingly mistreat.
Emotional- Students experience a myriad of pressures during
high school. Peer relationships,
whether one-on-one or in larger social groups, are very influential on how a
student acts in any given situation.
The make-up of the class where unproductive behavior is occurring may be
made up of peers, close friends, enemies or individuals with which they are in
a romantic relationship. These
emotional connections cause students to act in ways in which they normally
would not. Peer pressure might
cause students to text and talk during presentations or show off to their
imaginary audience. They believe
themselves to be the center of attention.
Moral Development – Students may not have developed an
ability to feel empathy toward the peers whom they are disrespecting. They are unable to place themselves in
similar circumstances – having someone disrupt their presentation – in order to
recognize wrongdoing. They
certainly are not expressing feelings of sympathy, as they are becoming
increasingly disruptive and not responding to reprimand.
1. Self-talk is a process of talking to oneself to help navigate oneself through a task. An example of self-talk would be when working a subtraction problem. If you were doing two or three digit addition problems where you needed to borrow, you would talk yourself through the borrowing/carrying process and also would solve the subtraction in your head through self-talk by saying things such as: "Okay, now that I've borrowed, I need to subtract 8 from 11. 11 minus 8 is 3, now I have to go to the next column..." .
ReplyDelete2. It is important to incorporate students' culture and native languages into the classroom to further promote academic success. Teachers can deter subtractive bilingualism through teaching early reading skills in students' native languages, using visual aids to help with verbal explanations, using bilingual software in the classroom, asking parents, volunteers or other students to aid in providing instruction to bilingual students, speaking slowly and clearly when using English, encouraging same-language students to work together in their native language during group work, having students work together in pairs, having students write about/create a project telling the class about their countries and cultures and, lastly, by encouraging students to contribute to class discussions in English- be understanding of student who are reluctant to participate initially. All of these strategies are elements I will apply to my future classroom. These strategies would help me to provide bilingual students with a comfortable classroom atmosphere.