Part+III

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//Part III: Personal plan of action//

I believe that teaching is more than just transferring knowledge to students; they are not empty vessels waiting to be filled with information. As Paulo Freire states: "to teach is not to transfer knowledge but to create the possibilities for the production and the construction of knowledge" (p 30). I also know that I must maintain a critical eye on my own practice. I cannot ever stop learning, for the circle of teaching must include learning myself. For these students, and other immigrant students, I would construct lessons that would meet their needs and support them in their academic success.

My personal plan of action to support students will include:
 * As detailed in //Relationship-Driven Classroom Management//, I would establish a procedures, routines and expectations for my classroom. VItto emphasized that it is important for a teacher to "plan, establish, and teach procedures for such things as bringing materials to class, turning in homework . . . working independently and taking tests" (p 40). I believe with established routines and clear expectations I will provide a solid foundation from which learning can occur.
 * According the the CREDE Standards, one of the important elements is Developing Language and Literacy. For these immigrant students and any ELL students, developing competency in "the language and literacy of instruction across the curriculum" (Dalton, p 97) is the primary focus. As a teacher I can respect my student's language preferences, encourage and support them to talk in class, use familiar topics to scaffold their learning, and model academic language. For students that need extra accommodation I can provide activities that promote phonics, phonemic awareness and fluency. I can help students develop comprehension and understand the text.
 * As a teacher I will differentiate instruction for my students. For example, I will utilize Flexible Instructional Grouping. This is a critical management strategy in a differentiated classroom (Heacox, p 85). There are three types of groups: Flexible Groups, Ability Groups and Cooperative Groups. To best support the student's, I will incorporate a type of flexible grouping into each lesson as appropriate. Each type will compliment the lesson and respond to the unique learning needs of the students.
 * According to Heacox, the "primary purpose of grading is to give students (and their parents) feedback about their learning progress and the quality of their work" (p 119). When constructing lesson and rubrics, I will be clear and concise in my expectations, write the lesson in "kid's language" so that it is accessible for all learners, and set a high level expectation for their performance.
 * When creating lessons, I will keep in mind these immigrant students and other learners. I can incorporate many non-linguistic representations. According to Hill & Flynn, it is important to include realia in the lesson, conduct demonstrations, use videos and/or audio, and have the students do hands on activities (p. 37). By allowing students to not only hear direct instruction, they can see examples, touch activities, hear and watch videos. All of these elements reinforce the learning.

Resources Available for the students:

There are many after school programs that can support and encourage students.

. . . . any many more!

[|Pulai_Online Module_Current Events.pptx]

In a PowerPoint presented by Monica Jones and Sam Thomas, there are many Non-Profit organizations that exist to help kids. A few of the are:
 * Stand up for Kids
 * The Gathering Place
 * Mile High Youth Corps
 * United Nations Peace Education

and finally, in a PowerPoint presentation from Sarah Meyers, there are many online resources available to teachers to assist with Positive Behavior Support. Some of the resources the Sarah identified were:
 * Positive Behavioral Interventions & Supports (www.pbis.org)
 * Transforming Conflict

=Works Cited = Dalton, S. S. (2008). //Five Standards for Effective Teaching: How to Succeed with All Learners, Grades K-8.// San Francisco: John Wiley & Sons, Inc.

Freire, P. (1998). //Pedagogy of Freedom: Ethics, DEmocracy, and Civic Courage.// (P. Clarke, Trans.) Lanham: Rowman & Littlefield Publishers, Inc.

Heacox, E. D. (2002). //Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12.// Minneapolis: Free Spirit Publishing, Inc.

Hill, Jane D., Flynn, Kathleen M. (2006). //Classroom Instruction that works with English Language Learners//. Alexandria, VA: ASCD.

Vitto, J. M. (2003). //Relationship-Driven Classroom Management: Strategies That Promote Student Motivation.// Thousand Oaks: Corwin Press, Inc.