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1894
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Title: Classroom management
Body: Editor's Note: This was submitted in reply to a question about what student teachers should know and be able to do in the classroom. What I do for rules in the classroom is, in part, a result of some Assertive Discipline training I did during my first two years of teaching when classroom discipline was a problem for me... I have only 3 rules: 1. Come prepared to class every day. 2. Show respect for everyone in the room. 3. Do what the teacher asks the first time she asks you to do it. (NOTE: the 3rd one covers anything not covered by the first two, of course). Those of us who did AD training will recognized #3, of course. As for key ideas, I think the first two are key. Prepared: book, paper, pencil and attitude (we talk about this). I have an Attitude Poster that says "French First" meaning, do the French, and then handle other issues such as who's wearing what to the dance, etc... Respect: goes all ways -- student to student, student to teacher, teacher to student. No name-calling, especially. As for enforcing, I do all the standard things (changing seats, The Stare, phone calls home, talks in the hall privately, keeping a log of incidents in our gradebook program on the computer and accessible to administrators if and when I do have enough and send the kid down for a talk) with the addition of another AD tactic: time outs. I have a standing agreement with teachers in my hall: we all keep a chair open in the room, against a wall and facing away from the class (usually) and if a student walks in looking a bit sheepish and with his/her books, quietly seat him/her there and make sure s/he 1) doesn't sleep, 2) does the homework s/he was sent with, and 3) stays in my room for the rest of the period that day. Yes, sometimes students need a time out in another room (WITH a task to do)...it's somewhat embarrassing for them (my students know why they are there) and boring (often they don't know French at all) and it gets them away from their audience (buddies in class) and gives cool-down time for both student and teacher. And no involving administrators...and if the student is a regular pain, you can just have an assignment ready to go 'just in case' on a day when you don't feel like the extra stress/hassle. And it's another method you've tried when the administrator says, "So, what have you done to correct this behavior?" But, back to everyday things: I find that keeping them busy, and I mean busy (time limits, sponges, expectations, etc.) eliminates a lot of my need for a lot of disciplinary things. And I think that's the biggest thing I've learned, keep them busy. "Idle hands are the devil's playground" I think is the saying, or something like that. Blaz, D. Re: classroom management (was The Myth of "Teacher Training"). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Jul. 2004).
Source: FLTEACH
Inputdate: 2004-08-06 01:11:00
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Title: Classroom management
Body: Editor's Note: This was submitted in reply to a question about what student teachers should know and be able to do in the classroom. What I do for rules in the classroom is, in part, a result of some Assertive Discipline training I did during my first two years of teaching when classroom discipline was a problem for me... I have only 3 rules: 1. Come prepared to class every day. 2. Show respect for everyone in the room. 3. Do what the teacher asks the first time she asks you to do it. (NOTE: the 3rd one covers anything not covered by the first two, of course). Those of us who did AD training will recognized #3, of course. As for key ideas, I think the first two are key. Prepared: book, paper, pencil and attitude (we talk about this). I have an Attitude Poster that says "French First" meaning, do the French, and then handle other issues such as who's wearing what to the dance, etc... Respect: goes all ways -- student to student, student to teacher, teacher to student. No name-calling, especially. As for enforcing, I do all the standard things (changing seats, The Stare, phone calls home, talks in the hall privately, keeping a log of incidents in our gradebook program on the computer and accessible to administrators if and when I do have enough and send the kid down for a talk) with the addition of another AD tactic: time outs. I have a standing agreement with teachers in my hall: we all keep a chair open in the room, against a wall and facing away from the class (usually) and if a student walks in looking a bit sheepish and with his/her books, quietly seat him/her there and make sure s/he 1) doesn't sleep, 2) does the homework s/he was sent with, and 3) stays in my room for the rest of the period that day. Yes, sometimes students need a time out in another room (WITH a task to do)...it's somewhat embarrassing for them (my students know why they are there) and boring (often they don't know French at all) and it gets them away from their audience (buddies in class) and gives cool-down time for both student and teacher. And no involving administrators...and if the student is a regular pain, you can just have an assignment ready to go 'just in case' on a day when you don't feel like the extra stress/hassle. And it's another method you've tried when the administrator says, "So, what have you done to correct this behavior?" But, back to everyday things: I find that keeping them busy, and I mean busy (time limits, sponges, expectations, etc.) eliminates a lot of my need for a lot of disciplinary things. And I think that's the biggest thing I've learned, keep them busy. "Idle hands are the devil's playground" I think is the saying, or something like that. Blaz, D. Re: classroom management (was The Myth of "Teacher Training"). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Jul. 2004).
Source: FLTEACH
Inputdate: 2004-08-06 01:11:00
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1895
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Title: Fundamentals of Legal Interpreting
Body: Portland OR Community Education Non-Credit Classes In Your Neighborhood and Online Register as soon as possible by 503-731-6642 or online at: www.pcc.edu/communityed What will I Learn? Fundamentals of Legal Interpreting For individuals with no interpreting experience and for working interpreters with little or no formal training. Learn the building blocks of legal interpreting: analyzing, summarizing, and paraphrasing, listening comprehension and shadowing. When: Saturdays, October 2 through December 11 Time: 1 to 3 p.m. Location: Central Workforce Training Center 1626 SE Water Avenue, Portland OR Room 305 Instructor: Vanessa Pancic-Meier Cost: $159 CRN (Course #): 46992 Have you always been interested in the law? Have you always wondered how you could work within the system? Here's your chance! Take this non- credit class through Portland Community College to start your new career as a legal interpreter. What are the details? How do I register? For more information, call PCC's Sylvania Community Education office at 503-731-6642!
Source: Portland Community College
Inputdate: 2004-08-06 07:27:00
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Title: Fundamentals of Legal Interpreting
Body: Portland OR Community Education Non-Credit Classes In Your Neighborhood and Online Register as soon as possible by 503-731-6642 or online at: www.pcc.edu/communityed What will I Learn? Fundamentals of Legal Interpreting For individuals with no interpreting experience and for working interpreters with little or no formal training. Learn the building blocks of legal interpreting: analyzing, summarizing, and paraphrasing, listening comprehension and shadowing. When: Saturdays, October 2 through December 11 Time: 1 to 3 p.m. Location: Central Workforce Training Center 1626 SE Water Avenue, Portland OR Room 305 Instructor: Vanessa Pancic-Meier Cost: $159 CRN (Course #): 46992 Have you always been interested in the law? Have you always wondered how you could work within the system? Here's your chance! Take this non- credit class through Portland Community College to start your new career as a legal interpreter. What are the details? How do I register? For more information, call PCC's Sylvania Community Education office at 503-731-6642!
Source: Portland Community College
Inputdate: 2004-08-06 07:27:00
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1896
Content Type: 1
Title: Navajo Education Technology Consortium
Body: Full article availble at: http://www.ed.gov/news/newsletters/innovator/2004/0719.html TITLE: Navajo Education Technology Consortium Carries Native American Culture Overland via the Internet The tract of land that stretches across 14 million acres and covers three southwestern states is dappled with the homes of the 200,000 members of the Navajo Nation. Such distance impedes everyday communication, so the Navajos often use modern technology to reach other tribe members in faraway areas. The Navajo Education Technology Consortium (NETC) uses similar technologies to conduct distance learning to serve 23 K-12 reservation school districts and local education agencies in Arizona, New Mexico, and Utah. NETC seeks to assist Navajo students who have partially assimilated into U.S. culture, while reinforcing their traditional upbringing. To preserve, rather than replace, American Indian traditions, NETC integrates technology into education with the goal of improving the quality of learning for the tribe's youngest members.
Source: The Education Innovator
Inputdate: 2004-08-06 08:31:00
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Title: Navajo Education Technology Consortium
Body: Full article availble at: http://www.ed.gov/news/newsletters/innovator/2004/0719.html TITLE: Navajo Education Technology Consortium Carries Native American Culture Overland via the Internet The tract of land that stretches across 14 million acres and covers three southwestern states is dappled with the homes of the 200,000 members of the Navajo Nation. Such distance impedes everyday communication, so the Navajos often use modern technology to reach other tribe members in faraway areas. The Navajo Education Technology Consortium (NETC) uses similar technologies to conduct distance learning to serve 23 K-12 reservation school districts and local education agencies in Arizona, New Mexico, and Utah. NETC seeks to assist Navajo students who have partially assimilated into U.S. culture, while reinforcing their traditional upbringing. To preserve, rather than replace, American Indian traditions, NETC integrates technology into education with the goal of improving the quality of learning for the tribe's youngest members.
Source: The Education Innovator
Inputdate: 2004-08-06 08:31:00
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Contentid:
1897
Content Type: 1
Title: American Indians Expand College Hopes
Body: Full article available at: http://www.nytimes.com/2004/08/01/college/coll01indian.html (Free Registration required) NORTHFIELD, Minn. - Sometimes white people can seem really ignorant, says Alistaire MacRae, a 17-year-old Navajo high school student, noting the time he and his family vacationed at Yellowstone National Park and were soon surrounded by tourists snapping pictures of them, as though they were a herd of elk. Still, Mr. MacRae wants a college education and knows that some good universities are predominantly white, far from his homelands in the Arizona desert, and hard to get into. So his parents paid $50 for Alistaire to join 50 other American Indian students this summer, meeting with representatives of Harvard, Stanford and 19 other schools for a crash course on how to apply to elite colleges.
Source: NY Times
Inputdate: 2004-08-06 08:38:00
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Title: American Indians Expand College Hopes
Body: Full article available at: http://www.nytimes.com/2004/08/01/college/coll01indian.html (Free Registration required) NORTHFIELD, Minn. - Sometimes white people can seem really ignorant, says Alistaire MacRae, a 17-year-old Navajo high school student, noting the time he and his family vacationed at Yellowstone National Park and were soon surrounded by tourists snapping pictures of them, as though they were a herd of elk. Still, Mr. MacRae wants a college education and knows that some good universities are predominantly white, far from his homelands in the Arizona desert, and hard to get into. So his parents paid $50 for Alistaire to join 50 other American Indian students this summer, meeting with representatives of Harvard, Stanford and 19 other schools for a crash course on how to apply to elite colleges.
Source: NY Times
Inputdate: 2004-08-06 08:38:00
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Contentid:
1898
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Title: Article: Breaching Culture Barriers
Body: Article Title: Breaching Culture Barriers: Program Shows Teachers How to Reach Students with Limited English Ability Full article available at: http://newsobserver.com/news/story/1481843p-7630926c.html RALEIGH, NC -- Jose Leyva has the creative touch of an artist and a mind that's equally sharp. But the 13-year-olds' skills are hidden behind a language barrier that makes it hard for the Mexican immigrant to express himself in his North Raleigh classroom. Helping Wake County teachers get the most out of Jose and thousands of other students with limited English skills is the goal of a new two-year training program called Dialogo-Conexion, run by the Latin American Resource Center.
Source: The News Observer
Inputdate: 2004-08-06 08:43:00
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Title: Article: Breaching Culture Barriers
Body: Article Title: Breaching Culture Barriers: Program Shows Teachers How to Reach Students with Limited English Ability Full article available at: http://newsobserver.com/news/story/1481843p-7630926c.html RALEIGH, NC -- Jose Leyva has the creative touch of an artist and a mind that's equally sharp. But the 13-year-olds' skills are hidden behind a language barrier that makes it hard for the Mexican immigrant to express himself in his North Raleigh classroom. Helping Wake County teachers get the most out of Jose and thousands of other students with limited English skills is the goal of a new two-year training program called Dialogo-Conexion, run by the Latin American Resource Center.
Source: The News Observer
Inputdate: 2004-08-06 08:43:00
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1899
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Title: Article: Dance, art help preserve cultural heritage for youth
Body: Full article available at: http://www.southbendtribune.com/stories/2004/08/01/local.20040801-sbt- FULL-A1-Dance__art_help_pres.sto ELKHART, IN -- Six boys and a little girl dance to a recorded tune as only crotchety old men would dance. They crouch over and gently kick or swat each other with crooked canes. Their expressionless pink masks say stubborn. The big woven satchels and blankets over their shoulders say Mexico. And the adult leader with the microphone, Camelia Corona, says she doesn't want this heritage to melt away as it nearly did for her.
Source: South Bend Tribune
Inputdate: 2004-08-06 09:09:00
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Title: Article: Dance, art help preserve cultural heritage for youth
Body: Full article available at: http://www.southbendtribune.com/stories/2004/08/01/local.20040801-sbt- FULL-A1-Dance__art_help_pres.sto ELKHART, IN -- Six boys and a little girl dance to a recorded tune as only crotchety old men would dance. They crouch over and gently kick or swat each other with crooked canes. Their expressionless pink masks say stubborn. The big woven satchels and blankets over their shoulders say Mexico. And the adult leader with the microphone, Camelia Corona, says she doesn't want this heritage to melt away as it nearly did for her.
Source: South Bend Tribune
Inputdate: 2004-08-06 09:09:00
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1900
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Title: Article: Mayor honors language grads
Body: Full article available at: http://www.michigancityin.com/articles/2004/07/30/news/n3.txt Michigan City, IN - On Thursday, Mayor Chuck Oberlie honored a couple of his e-mail pals and a few of their friends as well. "Several of you have sent me e-mails," Oberlie said as he prepared to present certificates to eight people who have completed the first level of English as a Second Language (ESL). Actually, seven of them had completed level two.
Source: The News-Dispatch
Inputdate: 2004-08-06 09:14:00
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Title: Article: Mayor honors language grads
Body: Full article available at: http://www.michigancityin.com/articles/2004/07/30/news/n3.txt Michigan City, IN - On Thursday, Mayor Chuck Oberlie honored a couple of his e-mail pals and a few of their friends as well. "Several of you have sent me e-mails," Oberlie said as he prepared to present certificates to eight people who have completed the first level of English as a Second Language (ESL). Actually, seven of them had completed level two.
Source: The News-Dispatch
Inputdate: 2004-08-06 09:14:00
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1901
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Title: Study: Wisconsin 5-County Latino Needs Assessment
Body: Full article available at: http://www.citizenol.com/articles/2004/07/27/news/news01.txt On Wednesday, the University of Wisconsin Whitewater, in partnership with the UW Extension office, will present the Dodge County summary of the Wisconsin Five-County Latino Needs Assessment project. The presented research will encompass the problems that Latinos are faced with in Dane, Jefferson, Rock and Walworth Counties with specifics for Dodge County, as well as what area businesses and organizations are doing to better serve this population and what still needs improvement. Full research report available at: http://facstaff.uww.edu/poormanp/projects2000-01.htm Click on "WISCONSIN 5-COUNTY LATINO NEEDS ASSESSMENT PROJECT" to download the report.
Source: University of Wisconsin
Inputdate: 2004-08-06 09:20:00
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Title: Study: Wisconsin 5-County Latino Needs Assessment
Body: Full article available at: http://www.citizenol.com/articles/2004/07/27/news/news01.txt On Wednesday, the University of Wisconsin Whitewater, in partnership with the UW Extension office, will present the Dodge County summary of the Wisconsin Five-County Latino Needs Assessment project. The presented research will encompass the problems that Latinos are faced with in Dane, Jefferson, Rock and Walworth Counties with specifics for Dodge County, as well as what area businesses and organizations are doing to better serve this population and what still needs improvement. Full research report available at: http://facstaff.uww.edu/poormanp/projects2000-01.htm Click on "WISCONSIN 5-COUNTY LATINO NEEDS ASSESSMENT PROJECT" to download the report.
Source: University of Wisconsin
Inputdate: 2004-08-06 09:20:00
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1902
Content Type: 1
Title: Celebrate the Year of Languages in 2005
Body: Under the guidance and stewardship of the American Council on the Teaching of Foreign Languages (ACTFL), 2005 will be celebrated as The Year of Languages in the United States. These celebrations will take place in a variety of settings, including elementary and secondary schools and postsecondary institutions as well as at events at the local, state and national levels across America. For more information and resources, including a calendar of events and participant kits, visit: http://www.yearoflanguages.org/yol.cfm
Source: OELA Newsline, Aug. 3 edition
Inputdate: 2004-08-06 09:23:00
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Title: Celebrate the Year of Languages in 2005
Body: Under the guidance and stewardship of the American Council on the Teaching of Foreign Languages (ACTFL), 2005 will be celebrated as The Year of Languages in the United States. These celebrations will take place in a variety of settings, including elementary and secondary schools and postsecondary institutions as well as at events at the local, state and national levels across America. For more information and resources, including a calendar of events and participant kits, visit: http://www.yearoflanguages.org/yol.cfm
Source: OELA Newsline, Aug. 3 edition
Inputdate: 2004-08-06 09:23:00
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1903
Content Type: 1
Title: Book: English Learners: Reaching the Highest Level of English Literacy
Body: From: http://marketplace.reading.org/products/tnt_products.cfm?Subsystem= ORD&primary_id=455&product_class=IRABOOK&action=Long English Learners: Reaching the Highest Level of English Literacy takes a critical look at the literacy development of English learners through the eyes of original theorists and current practitioners. These authors examine the essential components of English language development and recommend specific practices for successful implementation. The collection proposes new ways of looking at practice in the context of what is presently done for English learners, emphasizes the need to reexamine current instructional practices, and suggests what can be done to change them. The book also examines reading and English literacy instruction for English learners in a political and educational context in which simultaneous achievement of both English language acquisition and English language arts is required. Finally, the book suggests the importance of students' cultural roots and celebrates the variety of voices that English learners represent. Table of Contents and Sample Chapter are available at the site listed above.
Source: Gilbert G Garcia, Ed.
Inputdate: 2004-08-06 09:28:00
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Title: Book: English Learners: Reaching the Highest Level of English Literacy
Body: From: http://marketplace.reading.org/products/tnt_products.cfm?Subsystem= ORD&primary_id=455&product_class=IRABOOK&action=Long English Learners: Reaching the Highest Level of English Literacy takes a critical look at the literacy development of English learners through the eyes of original theorists and current practitioners. These authors examine the essential components of English language development and recommend specific practices for successful implementation. The collection proposes new ways of looking at practice in the context of what is presently done for English learners, emphasizes the need to reexamine current instructional practices, and suggests what can be done to change them. The book also examines reading and English literacy instruction for English learners in a political and educational context in which simultaneous achievement of both English language acquisition and English language arts is required. Finally, the book suggests the importance of students' cultural roots and celebrates the variety of voices that English learners represent. Table of Contents and Sample Chapter are available at the site listed above.
Source: Gilbert G Garcia, Ed.
Inputdate: 2004-08-06 09:28:00
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