Mandy Egle presented Tutoring the Mainstreamed Beginner to Intermediate ELL Student. Here I learned that contrary to what many may guess, 8-12 year-old students English Language Learners gain normative percentile scores more quickly than children 5-7 years in age. They can reach grade level in English faster than younger or older students who are learning language that is secondary to their primary language. Educators also need to realize that “playground English” and loss of accent can mask a continuing need for assistance in learning English. It can often take 10 years after beginning to learn English for a student to reach grade level averages. Egle also supported findings that parents who spoke their native language to their child at home helped and did not hinder the child’s ability to learn English. It helps the child because it provides psychological support and knowledge of linguistic structure that can be transferred to his or her study of English in the school.
In Working with Individuals with Non-apparent Disabilities, Nancie Payne thoroughly presented many named differences in learning or ability that can make typical learning environments challenging for a portion of student populations. In one activity, members of small groups decided upon a song to sing. Payne then had all groups in the classroom turn and they sung their songs at the same time. The aim was to know as many of the other songs as were sung. It was only possible to hear one’s own song plus possibly the one next to you or perhaps that another group or more was singing the same song as your own. The popular, albeit incredibly loud, activity simulated having Attention Deficit Disorder and dealing with constant distraction or having a hearing disability in a classroom.
In Boys and Literacy – Supporting Struggling Boys in Reading and Writing, led by Jerry Miller, I made thought connections to Miller’s presentation. While it is reported that girls have now caught up in math averages to boys, there are current large differences in the language scores of boys in this country. I realized that while girls often read non-curricular materials of their choosing outside of school, boys could benefit from reading in the same vein. So if they were to begin to read more – even less literary material – they would have the skills to handle more academically traditional material in school. Miller spoke about choice being important to boys in reading as well as the benefits of types of subjects they like to read and teaching the skills of successful readers.
Natalie Ellington’s Dealing with Conflict Constructively workshop was one of the last I attended. An essential take-home message here was that while using cognition to solve incompatibilities between parties is necessary, the use of emotional or personal attacks needs to be kept at a minimum in resolving conflict.
Overall, my experience with workshops at SERVES was in finding them informative and timely. Asked about this training, at my site, I told the teacher that I attended about four a day and that we were served cake at most meals. Sounded good – he’d take it – is about what he responded.
No comments:
Post a Comment