The sequel to yesterday’s post involves the sudden deaths of five winged attackers. Slain at my hand on entering the apartment. As I squeezed through my open door, in a heartbeat, and closed quicker still, these terrors followed me in. The ones spotted are gone. At least one more remains.
Beware the lone gun. They blend in. They lurk in shadows. Mosquitoes aren’t like you and I. They’re equally not all bad. Sorry to say that.
Mother mosquito is doing a good deed. She’s genetically-programmed to hunt you and I down. We’re targets stuffed full of proteins and nutrients that give her a child-bearing body. Our amino acids are like the prenatal supplement human beings buy at a pharmacy. They’re good for eggs. Daddy mosquito is busy eating fruit and watching the football.
Whilst his mouth parts are shoved into juicy fruits, she’s probing you and I with her elongated snout. Her segmented body is often so light that we seldom notice the deed until the girl has left. Her wings rarely touch their target. She uses organs called halteres to gather intelligence before dipping in on her target. The original bouncing bomb over a dam. And they have separately formed compound eyes which may explain why swatting them can often prove difficult. Olfactory systems are fine tuned to smelling our perspiration or nonanal, also called nonanaldehyde, pelargonaldehyde or Aldehyde C-9. By the time you read them, chances are you were bitten.
For the girly mosquitoes, they start as eggs (thousands clutched together like a raft of doom), turn to larva then a pupa before becoming fully grown irritations of adults. Their male counterparts do the same steps but don’t directly irritate by biting people. From floating on water, they hatch into algae feeding juveniles before turning into proboscis hammering adults. Some live up to a week. Some species can live for several months. Splattered specimens don’t live as long. The adults breed and lay eggs in cupped leaves, ponds, lakes, disused waste containing water, cracks with water, and all shape and form of water containing objects or places. Just when you thought it was safe to pour out the water…
Mosquitoes are actually about 112 different genera. That makes up several thousand species. Not all feed on man (or woman, or child, or LGBTQ+). Other arthropods are on the menu. They’re on most corners of the Earth, provided a meal ticket is available, invited or not. It seems at times like every species is having a crack at me, and thankfully they’re not.
They’ve got bad reputation because of their irritating bites, and other small matters like malaria, yellow fever, Chikungunya, Dengue fever and so on. The list is longer than the average serial killer’s whoopsy points. They’re adapted to their watery breeding grounds and that’s where a vector can bring a long a nasty friend. The circle of life in inglorious action.
Transmission of disease kills. Pangolins and bats can take a deep breath, knowing they’ve possibly spread less harm to the COVER-19 world than an ill-timed Celine Dion world tour or mosquitoes. In fact, it’s said that of over half of the people that walked the Earth, mosquitoes carried the vector that helped caused their demise.* They’re the UPS of death. Much like, as the WHO are indicating, perhaps COVID-19 started life from a delivery system. Or perhaps mosquitoes are not responsible for that many deaths?**
Tonight’s ideal human menu: a starter of O type blood, with a side of human prone to abundant skin bacteria. For the main course, a heavy breathing type (to test that legendary mosquito detection skillset), alongside high body heat release. Dessert will comprise the blood of a pregnant woman. The ideal menu will then be inherited as a genetically-controlled component, meaning that mummy mosquitoes daughter will love your taste too!**** Our crepuscular (or otherwise) feeders don’t like to be disturbed in the day, however the ferocious Asian Tiger Mosquito hunts during daylight. And its spread from Southeast Asia to the globe has been rapid. Thanks to international travel and freight, it finds itself feeding overseas. Its distinct striped appearance is best noticed as you squish its central nervous system outwards.
Many cultures say mosquitoes evolved from the ashes of giants and their mortal remains being incinerated. Punegusse may well be the cause or that if a 79-million year old piece of Canadian amber containing Paleoculicis minutus*** would be a good evolutionary story. Whatever was stomping around when old P. minutus was buzzing about, I hope it was equally as bugged as I am by one lone wolf fly zipping around my apartment right now.
Did you know that before Walt Disney even dreamed of Mickey Mouse, Windsor McCay animated the mosquito in 1912? How a Mosquito Operates was state of the art for? its time. An animation about a man being tormented by mosquitoes. Almost a hundred and ten years have passed. Who can’t relate?
***G. O. Poinar; et al. (2000). “Paleoculicis minutus (Diptera: Culicidae) n. gen., n. sp., from Cretaceous Canadian amber with a summary of described fossil mosquitoes” (PDF). Acta Geologica Hispanica. 35: 119–128. Archived from the original (PDF) on 2013-10-29. Retrieved tonight.
“Hey, are you coming to Ürümqi with me?”, an Aussie called Oliver clamoured. By clamoured, I mean kind of yelled, bawled, wailed or yawped but not in a negative kind of way. You see, Oliver is one of those nice Australian folk who happen to be part human, part megaphone. I don’t think I have heard him whisper. Not once. It may be the only way to get heard over his 21 grade 5 students. I’m not sure. But, anyway, he definitely said it in a voice where people in the far of Dongguan could have heard, or perhaps even the people of Ürümqi heard a little.
We were sat eating ‘shāokǎo (燒烤)‘ and not because barbecue is an Australian’s go-to meal. We’re not reinforcing stereotypes here! It was Friday evening, after school. Laura’s fella was having his birthday and it felt like a good thing to do. A mixture of Chinese, Spanish, French, Moroccan and Venezuelan, American, Australian and British people outside a Xinjiang-family’s restaurant eating great lamb, livery bits and other wonderful breads on a Friday after a long hot week seemed like a good idea. The Wusu beer and Nángbĭng (新疆烤馕flat bread) went down a treat, following spicy peppers, mushrooms and okra. the chäyza (茄子, qiézi) was a little spicy but pealed away on my chopsticks delightfully. With Oliver’s words in my ears, I told him how I planned to go see my mate Waits up in Gansu province, but it would be a little rushed and not easy to get there and back again.
Having tried to order a rice dish polu (抓飯, zhuāfàn) containing raisins and carrots, I gnawed on meaty lamb skewers (新疆羊肉串) covered in red pepper flakes, cumin seeds and various peppers. The salty taste complimented the juicy flesh well.Oliver growled on, “Come see the Jiaohe ruins, mate.” The Jiāohé Gùchéng (交河故城) ruins have been on my radar for some time.The word mate has been echoing since the day I met Oliver in August, “Would you like an orange juice, mate?” He swiftly blended an orange or two with ice and has been ever-present at school in positive form.And now, after a recent December wander in Yunnan, he’s telling me Piotr and I are being called upon. He’s putting the band back together.
Elwood: “It’s 106 miles to Chicago, we got a full tank of gas, half a pack of cigarettes, it’s dark… and we’re wearing sunglasses.” Jake: “Hit it.” – The Blues Brothers starring John Belushi & Dan Ackroyd
Flights were booked hastily and probably without due diligence. Hand me the international baccalaureate risk-taker profile certificate please, Now, it’s time to book a swab test for the old COVID-19 proof that freedom of travel is okay. Then, there’s the weather. It could be a sandstorm, blizzard, snow, or sunny. Depends on the zone. And because China has one timezone, sun rises later and earlier than here in Dongguan. Next Sunday, sun rises around 07:46hrs over Ürümqi and sets at 20:39hrs. More than an hour later in difference than here in Dongguan! So, I am sat here with about a week to go making a loose itinerary. One that sadly won’t take in the songs of Dilraba Dilmurat. All this information research has happened inside a day. Pages 502-515 of the DK Eyewitness Travel China edition have been read. All this because of Oliver! Not Lionel Bart’s Oliver! Our very own colleague, Áleifr (the name meaning ancestor’s descendent) has set about a trip to a region of Uyghurs 维吾尔/Wéiwú’ěr) people one of China’s 55 officially recognized ethnic minorities. The region itself is a hotbed of multiculturalism and history.
On arriving, as I land in Ürümqi a day before Oliver, because I believe in maximum holiday time, the Xinjiang Silk Road Museum (新疆丝绸之路博物馆) next to the Grand Bazaar at No. 160 Shengli Road should be visited. Here I hope to find more information before Oliver lands on the Sunday, and hopefully catch Piotr up, who will already be there. The lay of the land and a good map may be helpful. My friend Ty, of Murray’s FC. has already said he will put us in contact with a driver and a guide from his home town area. Maybe I’ll look up sand therapy. Sadly, far east of there is Hāmì (哈密), famous for sweet melons of the same name, although the area and its fascinating ‘Devil City’ moniker intrigues. As does the ‘Ghost City‘ around Karamay and Wuerhe.
Nature needs to be seen and the receding faster than my hairline Urumqi No. 1 Glacier(乌鲁木齐1号冰川; wū lǔ mù qí 1 hào bīng chuān) seems to be a good start. Half of China’s 20,000 glaciers are all located in Xinjiang, and its proximity to the peak of Kyrgyzstan-Chinese Jengish Chokusu (托木尔峰) makes sense. That towering peak (7,439 m/24,406 ft) forms the roof of the poetically-named Mountains of Heaven (Tiān Shān 天山) mountain range heavily influences the geology and geography of the whole region. They’re part of the Himalayan orogenic belt so there’s certainly diverse terrain near to Ürümqi. Time spent in one of the world’s most remote and distal (to any seas) shall be a new experience.
At 6000-year old Turpan (tǔlǔfān/吐鲁番), there’s Huǒyàn (火州 place as hot as fire), the Flaming Mountain (火焰山 Huǒyànshān) to the north, an irrigation exploration at Kariz (meaning well) Well (吐魯番坎儿井乐园) and the Sugong Minaret(苏公塔) to the east. The Bezeklik Grottoes could be possible. Then there’s the Apandi people and their Grape Valley (葡萄沟), the Bezeklik Grottoes (Bózīkèlǐ Qiānfódòng 柏孜克里千佛洞), Gāochāng Ancient City (高昌古城), and the Astana cemetry (阿斯塔那古墓 Āsītǎnà Gǔmù). There’s certainly the oasis-village Turoq valley (吐峪沟 tǔyùgōu) 70km away. Travel around the region may be difficult but the lure of rail travel hold strong. Two railway lines pass through the region: 南疆铁路; Nánjiāng tiělù; and one from Lanzhou (兰新铁路第二双线). Seems Turpan will need a few days. And that’s before finding information on Biratar Bulak. I hear this region is often nicknamed as China’s Death Valley. Earth’s second-lowest depression is an incredible 155 metres (509 feet) below sea level! The world’s largest Naan stove sounds more at home in the U.S.A. but can be found at Darwaz. I’ll try and convince Oliver and Piotr to go.
The journey to the west will hopefully meet with less difficulty than the Monkey King met. In Journey to the West, by Ming dynasty writer, Wu Cheng’en, the protagonist met a wall of flames, which was likely at Xinjiang’s Flaming Mountain. Uighur (the people of the region) legend has it that a dragon lived in the Tianshan mountains (south of Ürümqi) but was slew by a hero who had grown annoyed at the dragon’s diets of children. That spawned the dragon blood to form a scarlet clot: eight valleys of the Flaming Mountain. One for each piece of the chopped dragon.
I told Waits that I’d go to Gansu in summer (because the UK is not a viable option) and from there I’d probably head to Xi’an to see the Terracotta Warriors. The armies of Qin Shi Huang really should be marketed to the basketball crowd here. I’d buy a basketball shirt with Terracotta Warriors Basketball Club on it. Maybe I should suggest to T.W.I.S. that Terracotta Warriors International Society would make a good history club. Or perhaps, in summer, I will enjoy the humidity and heat of Dongguan. Nothing is certain, but optimism and positivity being made by our souls. Scatter!
To quote Bugs Bunny and Daffy Duck, “That’s all folks!” That reminds me, I have still never watched Space Jam, and I heard there is a sequel this year!
A student stood up my class one day. She smiled as she asked a bold question. Her little voice was quivering but audible, “How many words can you write?” To my mind, I could not answer her. We began a class task, searching books, dictionaries (Cambridge and Oxford English), newspapers, everything and anything we could lay our hands on. The task followed each student and I from the classroom. It became an obsession. As time changed our research became simpler. Yet words expanded and multiplied. Eventually journals, magazines, compendiums and the internet came along, and how it grew and grew. We pooled our tasks together. The list for the student grew, even as she did not.
That first tough question was in the year 1948. I was a young teacher then. Just twenty five years of age. It’s now 2022. I’m still writing the list of words. I hope to be finished this decade. I fear our work will never be complete.
Well below are some comments passed on from Mr Ben. They may include quotes or the like.
Thank you kindly for your time. Take care!
LOVE this rubric. Good work. I agree that it will prove very valuable especially as a repeated tool or maybe a classroom environment resource (on the wall).
Hiraeth [hiːrai̯θ] is real. I absolutely empathize. Its one of the reason why reading the Hobbit this past year hit me so hard and moved me so deeply.
Our students undergo a similar experience; imagine hitting your limit for foreign, non-homestyle etiquette or expectations or communication or food or cultural normalities… and you just sink into a state of longing or maybe homesickness; at the very least a sense of bitterness about things here not being the way you know/feel they are back home; this frequently happens multiple times a day in the life of an ELL in the international school. you and i may now have developed and matured enough skillsets for living and maintaining sustained life abroad to only feel this way occasionally and usually only when we confront certain nostalgic memory-inducing reminders. But for the ELL, young, immature, undeveloped, and almost always ill-equipped to deal well with the difficulties that you and I confronted on our first abroad experiences, or maybe in university when we had to get used to the big city or the lack of family, whatever the case may be. It is these difficulties that we strive to remove from their day-to-day academic life; after all, study in our own mother tongue can be strenuous to the max, let alone in another language. This sensitivity, and the toolset to deal with it effectively, makes us English-language-in-addition-to-mainstream-subject teachers.
“For many of us, we may be able to pre-read and digest a news article, magazine piece or a book blurb just from experience. Our pre-formed ideas and exposure to templates could settle our mind on a track to read with ease. The imagination and interpretation of a seasoned-mind will draw out bold titles, enhance key points, find text captions, and articulate the who, when, what, why and how etc.”
You’ve successfully articulated the objectives of the language-in-addition-to-subject teacher’s instructional planning when re consider granting out students access to written/visual texts. With a bit-o-revision you could change this quote into a succinct set of reading objectives that you should now be better equipped than ever to address explicitly as a teacher.
Polias, Nominalisation, meaning making in the written realm by Brian Dare, and How accessible are the texts we use by John Polias made for riveting reading. They kept me up into the wee hours and on my toes. Why? They made me question my teaching and my selection of textbooks. Hugely.” I’ll be sure to pass this on to the two writers of TESMC (now called TEMC) though i’ll be careful to leave out the ‘fellow hair challenged Brian Dare’ bit; in the meantime, remind me to pass on some other works sure to ‘rivet’ and further call into question instructional practices.
” Our job is much more proactive though. We’re targeting an end product.” Your use of ‘targeting’ here carries such a nuanced depth of meaning, it is hard to ignore or avoid commenting on; everything we do should be focused on how to grant access to the end product on behalf of our students.
I’ll also admit to opening the test your vocab link you shared….thanks for that time-murdering resource. Appreciate it.
“I never teach my pupils. I can only attempt to provide the conditions in which they can learn.” – Albert Einstein
This of all your quotes most closely aligns with my educator sensibilities. And it is upon this mentality that I think the TEMC course is based; assessment should not be a method of judging student efforts and progress, but of success of failure of our attempts to create the necessary conditions for learning to occur; teacher who take their responsibility seriously immediately embrace this, while those who’ve been slighted or taken advantage of by schools/districts/governing forces using assessment result as the rationale tend to knee-jerk push back against this, citing student lack of effort. I understand both responses intimately. We must be aware that in practice and in theory it is the student at the forefront of our motives and to forget, when necessary, and to embrace when available, the inclinations and perspectives of administrations be them top-down or adjunctory (there’s wordplay for you). Teachers must draw a line and say within themselves “if it is in the best interest of my students, I’ll do it without grumbling and even with determination. If I cannot see how it even benefits my students or that it in fact takes away from the learning environment, I reject it, all personal repercussions aside.” Thus you sleep well at night and must choose employers very selectively.
Jiǔ (九) is nine in Chinese. It sounds like jiǔ (久) which means long-lasting. Nine is considered a lucky number. So, with the ninth class of Mr Ben’s TESMC course, our journey into the English as a Second Language (ESL) course will hopefully last forever. Failing that, until retirement to the R.Y.P. (Retirement Years Programme) at the nearby care home that is under construction (by the Tungwah Group). With our nine bows we took aim at the challenge of teaching a foreign language in a foreign land.
In some ways the ninth module was like a Best of… TV show. It was a compilation of all that was before it, applied to our very own school situation and discussed in part, to remind us and drill home the finer details. The module title of Programming and whole-school models of support for ESL students summed up the content. That is what chapter titles do after all. It gave an increased awareness of the importance of collaboration throughout the school, with respect to ESL students’ and their delicate needs. It gave us a chance to reflect and evaluate the course before clarifying the next steps (after the course). It reassessed person programmes and combined them with understanding gained throughout the TESMC course.
“Anyone who does anything to help a child in his life is a hero to me.” – The Reverend Fred McFeely Rogers, Children’s television presenter, actor, puppeteer.
As we zipped through an overview of the course, Mr Ben outlined how far we had come on the TESMC journey. Whilst much wasn’t too new, much of it was refreshing and cohesive – something to take away and re-digest before using actively. It was the beginning of the end, of the start of something. The sun was on the rise with the sky brightening.
“The important thing is not so much that every child should be taught, as every child should be given the wish to learn.” The Right Honourable The Lord Avebury John Lubbock, author and X-Club founder.
Possession is nine tenths of the law, apparently. After nine great classes, we’re in control of more than we entered the classroom with. The teachers were the students. We went the whole nine yards to get where we were – and didn’t need the nine circles of Hell. With the conclusion of our class, I should have been on cloud 9. Instead, my head drifted to the question, “So, what now?”
Notes from the final class:
Programming and whole school models of support for ESL students.
What is our the school’s ESL policy? Can we describe our student group? How much time has been allocated to our students? What are the roles of our ESL students, classroom and specialists within our school? What are the anticipated learning outcome throughout an appropriate state of the ESL continuum? What themes, topics and topic objectives are covered by our International Baccalaureate programme? Is there a specific language goal and objective list? Are any grammatical structures focused upon? Will there be a final series of Money Heist (La casa de papel) in 2021/02? What’s our methodological approach? Have we got an appropriate assessment and reporting plan in place? Together with guidelines for programme evaluation and resources available, we looked deeper into how our school functions for the benefit of the ESL students within it.
The conditions of the International Baccalaureate methods satisfy the below key points:
1. The long-term programme
2. Units of work
3. Daily diary or work program
4. Assessment program.
The course finale gave me chance to think about my own planning and collaboration. I must look at the below more closely:
include / delete / modify / elaborate upon
I’d written ‘involving and working in partnership with families and the community’ and underlined it with two lines. My reasoning being that like the whole course, we must consider ways to set up a successful whole-school framework that is achievable over a manageable time-frame and is completely sustainable. As an early years teacher, I must adhere to four principles: every child is unique; positive relationships are essential; the classroom must have an enabling environment; we’re all here for learning and development. To that end, I wish to thank Mr Ben for enabling us throughout the TESMC class. There’s plenty to take away. Be that practical suggestions and language clubs, or birdwatching groups, or revision centres or cultural exploration… the world of teaching is diverse and open to sharing through collaboration.
So, what now?
Essential TESMC readingtitles:
“ESL Students: some factors influencing their school experiences and learning outcomes.”
“ESL Students: changing and re-shaping identities (identities under construction).”
“What ESL students may bring to the learning context.”
“From speaking to writing in the content classroom”
“Using small group work”
“Talk about literacy in the content areas”
“Supporting ESL students with written and visual texts across the curriculum”
“Multiliteracies in literate futures”
“Reading for meaning across the text”
“Perspectives on vocabulary”
“Nominalisation: meaning making in the written realm”
“How accessible are the texts we use?”
“Making assessment supportive”
“Reviewing ESL provision within a culturally inclusive curriculum”
*…Walsh, Gündoğan, Sheron, Creaney, Wright-Phillips, Benarbia, Fowler, Barton, Geovanni, Pizarro, Nasri… and all those other wonderful Manchester City numbers 8s.
These are the voyages of the starship TESMC. Its nine-module mission: to explore strange new words. To seek out almost new teaching methods and relatively new vocabulary. The bold crew of the giant starship explores the excitement of strange uncharted dictogloss things, and exotic uninhabited refined writing.Imagine it – thousands of noun groups at our fingertips…To boldly go where few teachers have gone before!
“Navigation was always a difficult art, Though with only one ship and one bell: And he feared he must really decline, for his part, Undertaking another as well.” – The Hunting Of The Snark, a poem by Lewis Carroll
During TESMC classes we have focused on language in learning across the curriculum. Here’s a recap (to build on the 7th instalment), at the Using English for Academic Purposes website, of nominal groups, structures and examples with exercises. There’s two links here and there for dictogloss activities. Look at this website called The Up-Goer Five Text Editor. It expects you to type a complex idea only using words from a list of 1000 common use words. That’s that, done!
[Now, an important announcement] Lemma: a word family, e.g. running, run, ran; blue, bluer, bluest, blueish, blues, etc. [Announcement ends]
Another vocabulary test website was pointed my way. Cheers ears! You know who you are. VocabularySize.com is a tool to create customized and test vocabulary tests for students. It was created by the University of Wellington, in New Zealand. Their School of Linguistics and Applied Language Studies worked with School of Engineering and Computer Science. Language acquisition takes time, patience and exposure. Those students in an international school such as Tungwah Wenzel International School, surrounded by numerous international teachers, are most likely to increase their vocabulary than students in Inner Mongolia without a foreign teacher or access to YouTube. To them English will be as Scottish as a suntan.
Judgement value calls shouldn’t be drawn from memory. Responsive attitudes towards data collection over time carries more merit and significance. By showing a daily goal, we set a part of a bigger picture. The bigger picture should come from steps and aims. Those goals need organising. Rubrics are familiar territory that often get overlooked. I know, from my experience, that I have often favoured an in-head calculation over pencil, pen or paper. That’s not fair. Formative and summative assessments need clarity, not just for the teacher or the parent. The student should have the goalposts set early on. They must know what the task entails and how to achieve maximum marks.
“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.” – Robert E. Stake, Professor Emeritus of Education, University of Illinois
Having a summative assessment that resembles activities earlier on is key too. If you use formative pieces that have multiple choice questions and then for the finale you switch to an all-singing, all-dancing 2000-word essay, then that’s totally not playing cricket with your students. English as a Second Language (ESL) students need modelled methods that allow them to switch between multiple forms. To do it without preparation is unfair. Failure or success depends on students and their experience. To think outside of the box without the necessary scaffolding is not easy. One activity that I found useful was to assign half the class the activity of being the teacher. The other half had to follow the instructions given by the teacher. Afterwards peer review of the followers revealed that some students gave clear instructions. Others did not. Some students improvised where instruction was lacking. Many students competed to give the better and clearer instructions. Positive peer pressure gives chance for evaluation and reflection. Using a checklist or rubric over the top of that student’s activity gives a more meaningful insight to the activity and assessment. The teacher can play the role of referee or judge. The peers become the jury. Hopefully no executioner needs assigning. That being said we’ve all had that one student who never does homework… [It’s gallows humour, relax]
“What we learn with pleasure we never forget.” – Alfred Mercier
Student age gives us an idea of where to set our expectations. Within an age group, each student’s experience and exposure to English needs to be factored in. Then there’s nationality, multilingualism, academic performance in their native language(s), and so on… or what they ate for breakfast. Classrooms are living breathing jelly-like places that seldom remain constant. One gargantuan factor to take into consideration is that of student behaviour. Special needs and cares need to be taken into account. Not every student has the level of focus that we desire. To give confidence, informal formative assessments and their analysis will benefit the teacher and student. In the long run, reforming practices to unlock their true productive potential using a variety of interactive assessments will become a most valuable teaching tool.
“I never teach my pupils. I can only attempt to provide the conditions in which they can learn.” – Albert Einstein
Formative assessments can guide a teacher to how a student is or is not progressing. It can allow the teacher to amend their methods or tailor an individual student’s needs much more fluidly. John Polias, of Lexis Education, describes it as:
assessment of learning;
assessment for learning;
assessment as learning.
I read that in the style of Pep Guardiola as an intense football manager. He, like many great football managers, uses coaching of football in the game, after game analysis and during the game. The game is the test. The game is also a time to test new formations and tactics. The game is something to reflect on and to understand new learnings. This can also be said within our classroom. This should also be applied to our students. Assessment as learning is a real chance give appropriate and frequent feedback – in order to modify learning activities. It’s proactive and not reactive. Assessment of learning, the summative part, is reactive. It’s done, it’s dusted. Game over, almost. Assessment for learning also allows us scope to work away from the traditional unit test and external testing of old. Here in assessment for learning and assessment as learning we allow magic to happen. Students can express themselves. There’s self-assessment, self-monitoring and peer-assessment time. Students can create or make their own checklists or rubrics. With that, they can be employed for the purpose of learning. They allow students incentive, a drive, a spur on to get to a much more useful end. Therefore, Making Assessment Supportive focuses on how we can devote adequate time to making a type of assessment that makes sense for our students – and being able to use it at varied points of instruction. At points along the teaching cycle allows us to make assessment more fruitful. Lorna Earl’s Assessment as Learning: Using Classroom Assessment to Maximise Student Learning further strengthens this material showing a host of judgements about placement, promotion, credentials, etc to fit with other students. It shows information for teacher instructional decisions to meet external standards and expectations. It shows self-monitoring, self-correction and adjustment to reach personal and external goals.
“You are the bows from which your children as living arrows are sent forth.” – Kahlil Gibran
So, with all that, I ask you, teacher or not, what does the assessment pyramid look like? Identify how your school, current or old, had their pyramid. Where would you place the below? Top, middle or bottom?
assessment of learning;
assessment for learning;
assessment as learning.
Let’s each analyse samples of assessment tasks being used in our schools. Are they devised to be assessment of, for, or as learning? How can we incorporate a more overlapped approaches to assessments within teaching? What’s the understanding from students within our classes about the kinds of assessments that we do?
“The beautiful thing about learning is that no one can take it away from you.” – B.B. King, musician
“Ben told the class that nouns are sexy. I couldn’t agree more.” – Mr Lee, 2020/21 cohort, TESMC, TWIS
Noun groups are everywhere. ESL (English as a Second Language) learners may find ordering tough, whereas a professor at Hogwarts School of Witchcraft and Wizardry, may find that their description of the fictional Scottish public and private boarding school of magic for students aged eleven to eighteen child’s play. The British magical community’s Ministry of Magic may not be an ideal place to start an exploration of noun groups, that most specific to English topic, but we can begin here with a dabble into the magical realm of TESMC class with Mr Ben. It’s our seventh class, hence the title.
“Many a man has a treasure in his hoard that he knows not the worth of. (Sellic Spell)” – Beowulf, J.R.R. Tolkien
Perspectives on Vocabulary by John Polias, Nominalisation, meaning making in the written realm by Brian Dare, and How accessible are the texts we use by John Polias made for riveting reading. They kept me up into the wee hours and on my toes. Why? They made me question my teaching and my selection of textbooks. Hugely. I’ve always been a fan of a DK Board game called Very Silly Sentences. This game helps to expand the vocabulary and manipulates verbs, adjectives and nouns. The idea of manipulating the nominal group needs base knowledge. That is to know the density of meaning slapped together inside a written text by giving numbers to nominalization per clause. Heavy stuff. Really heavy packed stuff. As a teacher we want to see the evolution of a student’s writing. It must go from: ‘It is a cat.’ We’re aiming to add weight to the sentence. Students, like adults, should be spouting Shakespearian cat descriptive pieces.
“foul night-waking cat” – The Rape of Lucrece, Sir William Shakespeare
If we sit our student’s first grade work alongside the same student’s work as they enter their early teenage years, you will see progress. The same can be done if we take week two work, week ten and week 17 work. Analysis is easy because it is reactive. Our job is much more proactive though. We’re targeting an end product. The factory assembly line of our classes must be targeted to show our desired outcomes of language learning. The crux of the matter is vocabulary extension: It’s a pretty cat. John Polias makes some strong cases for playing detective and taking visuals aside for as good old interrogation.
Fellow hair-challenged Brian Dare points out the pros and cons of refined writing. The high end of the mode continuum gets a fair treatment. He points out that suddenly students are less likely to be thinking on their toes. Students should be encouraged to both rewrite spoken text and speak in different ways about written text. It has to be bidirectional and the transpositions should become the tools of meaning-making in language. Going back and forwards, inverting, flipping it a bit, and relocating words here and there will provide the necessitous scaffolding. Do you remember the joys of messing with words and creating something clean and trim? The mode continuum gives our students something to blend and bend as a way to develop knowledge about language.
Explain these terms to a student without using the terms: common noun, proper noun, abstract noun, concrete noun, countable noun, uncountable noun, compound noun, collective noun, singular noun and plural noun. Respective examples could include window, Manchester, love, house, bike and bikes, rice, textbook, crowd, monkey, and babies. Easy enough, right? Now explain the function and use of a noun group. A noun group is a group of words relating to, or building on, a noun. There may be a pointer (a, an, this, that, these, those, my, your, his, her, its, our, dad’s, Mr Ben’s), one or more adverbs and adjectives. Before and after the main noun. The pre-modifier and the post-modifier offer ample opportunity for exploration. Referring back and forwards, within a sentence is a highly useful skill and tool for an up-and-coming writer. Adding weight and detail to the noun expands the information about the noun itself. It offers a clearer mental image. With these skills, our students can tell us much more about a cat. It’s a pretty fluffy cat with a wonderful temperament. The students are now armed with magic wands to cast spells on their noun structures. Effective writers need detail. Expanding the nominal group should be a weapon of choice.
Note: Nominal means as planned, or as named, or as written (in the mission plan). It does not mean normal.
Synonyms and antonyms are keys and tools to create colourful and abstract language. They’re also ideal for adding dimension to concrete dialogue and reports. One of my earliest English class memories was at Clayton Brook Primary School in Manchester. I, under ten years of age, and my peers were tasked with finding as many synonym words for the words good and bad. Many students talked about it. Some sought books. The tall loner in the corner dived like goalkeeper Peter Schmeichel and grabbed something useful. The dictionary fell into my lap. I was hooked. My personal vocabulary grew from word hunts, games, and reading. Mr Jones, class 5AJ, at Chapel Street Primary School, where I later attended, had me constantly finding words, or even searching for made up words, which made me look up similar words. These strange games certainly gave me reasons to live amongst the pages of discovery.
Here on vocabulary played a part. Even to this day, I enjoy expressions, terminologies, and styles of writing because the words within are shouting at me like conversations and whisperings that I must hear. According to TestYourVocab.com, most adult native test-takers range from 20,000-35,000. The average 8-year-old native speaker already knows about 10,000 words. Foreign test-takers tend to hit 2,500-9,000 words – and even by living overseas that only tends to hit 10,000 words. As I slotted my answers into tick-boxes and scored an estimated 32,700 words for my vocabulary size, I realized how few of the 300,000 entries into the Oxford English Dictionary that I probably know. In reality knowing one word from the 20,000 printed pages of the Oxford English Dictionary isn’t all that bad (and in truth, just 35,000 are useful). Are the website’s findings accurate? Well, entering your data is based on honesty and over two million surveys doesn’t accurately reflect a global population of umpteen billion people. Also, who uses the internet?! Their website’s methodology, the nitty-gritty argues that their accuracy is around ±10%, so in my instance, I could be closer to 35,970 or 29,430 words. Either way, it’s a curious little tool of play. I’m not showing off. Not at all. It gives me a good reflection on how many words I have yet to experience or learn. The bad news, however, is that their findings say middle age is where vocabulary retention tends to end. The best reading I found on their website related to reading habits. They found that reading habits directly increases vocabulary growth. It may sound like, as my Dad would put it, “stating the bleeding obvious” but it goes a long way to reinforcing the habit of reading at an early age. This website is part of an independent American-Brazilian research project. The decade-old findings of China show that the average vocabulary size here for English as a Second Language users was 6,636 words. Now, considering the education boom in China, that could be higher now. The website is an indication but not a science. It made me think about how many base words we need to learn a language. But, then how often do we use the words and do we lose the words? Who do we talk with that make us use new words? Are some words specific to some scenarios? Oh, the endless questions! Where on Earth is Anglesey?
“One forgets words as one forgets names. One’s vocabulary needs constant fertilising or it will die.”- Arthur Evelyn St. John Waugh, writer (28 October 1903 – 10 April 1966)
Textbooks need selection. Most of us read reviews and even more of us get handed a reading list and stack of books tall enough to paralyse a student’s passion for reading. Trying not to overwhelm a young kids with a stack of books is a good start. As John Polias points out we need to support the students. If I throw the Welsh town of Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch at you and say read it. With that name of the Welsh village just over the Menai Bridge, you can unlock the language of Welsh, possibly. Possibly not. That’s where teachers must support every textbook handed to a student. A book without support may scare away passion for reading.
“Our song escapes, on little silver discs; Our love is plastic, we’ll break it to bits” – Reflektor – Arcade Fire
Too long, didn’t read? Well, that’s half the problem. If reading isn’t for you, how can reading be for someone else? And if reading isn’t a habit, how can writing be a skill? I haven’t read any of J.K. Rowling’s Harry Potter books. Am I a sinner? Maybe. It just never grasped my attention. So, now, I believe that I must read it. I won’t read it alone though. I’ll make it my personal mission to read it with each and every student of my grade four class. Maybe they have read it in Chinese. Maybe in English. But, how did they enjoy it? I’m sure we can enjoy the magical journey as one. If you don’t have one of the Harry Potter books to hand and you want to dig on into the wider world of English, check out the below sites:
The Economist (Johnson blog: named after Samuel Johnson, who made dictionaries. This blog is all about the use and misuse of language, with its ripple effects)
FreeRice.com teaches and tests vocabulary whilst donating 5 grains of rice to the U.N. World Food Programme.
Language Log. Simply put, Mark Liberman, at the University of Pennsylvania, is a linguist with love of words. His Language Log website is a ticker-tape of blogs, posts and news all relating to language. Expect popular culture, controversy and history.
Dictogloss: a language learning technique. Used to teach grammatical structures. The teacher prepares text examples that need to be studied. The teacher reads it. The students just listen. No pens allowed. Next the students lift up their pens. Notes must be taken. By forming small groups, students can work together to reconstruct the text example using their knowledge, notes and teamwork. Afterwards reflection comes as students compare their various versions. With respect to my Grade 4 class, they tried this task twice and each time, they sailed the rough seas. Grade 4 are very capable sailors when the going gets tough. For extra experience, add a Powerpoint presentation whereby the words (and phrases) that you feel need noting pop up as you read it. It can reinforce student ability. After students become familiar with the dictogloss methods, take away the option of teamwork. First try paired working and then ask the students to work solo. This can also promote confidence.
“Fate goes ever as fate must.” – Beowulf, Seamus Heaney
As students move through schooling they will encounter different registers with full expectation to engage them accordingly. The use of nominal groups to enhance and even make complex text can be explained and shown to be more than useful. The dictogloss is there to be used as a tool, but not for exactitude. How many things change through new interpretation and retelling? Language and writing, like speaking can all be about exploration. As teachers we are captains of ships and we must wake our hypnopompic students with a sparge of word play. Our fuliginous fluffy funambulist of a feline with a wonderful temperament must exercise its vibrissae to avoid any pother as it balances on the tenebrous tightrope of life. With that, I end my braggadocio writing.
“Fate will unwind as it must!” – Beowulf, Burton Raffel
Writers use language resources as a key to organize texts, very much as I am doing now, albeit very amateurish in style, so that you, like the students as readers have a sense of what shall follow. When reading, a reader must orientate to a subject. For most who have experience reading in their native tongue, experience plays an advantage in determining the subject. For English as a Second Language (ESL) students, that experience may be lacking. For many of us, we may be able to pre-read and digest a news article, magazine piece or a book blurb just from experience. Our pre-formed ideas and exposure to templates could settle our mind on a track to read with ease. The imagination and interpretation of a seasoned-mind will draw out bold titles, enhance key points, find text captions, and articulate the who, when, what, why and how etc.
Achieving a proper semantic level via syntax isn’t a bad starting point. How many of us can clearly and quickly distinguish a cohesive conjunction from a rhetorical conjunction? How do we view phrases rather than look at individual words? Do we see the Lego castle or the loose blocks? Do those phrases serve as roles in conjunctions? Students face multiple texts, in differing formats, in varied lengths across countless textbooks, journals, magazines, booklets, instruction books, and so on. Students must use a range of complex resources and processes to make sense of the materials.
foreground/ˈfɔːɡraʊnd/ verbgerund or present participle: foregrounding
make (something) the most prominent or important feature.
Knowing that a strap-line sits over or under a title, elaborating briefly on a subject is useful. The headline or title will grab the attention of a reader. There may be a byline with a writer and their expertise. So, before, even reading a sentence or paragraph, the reader could be parachuted into the story beyond, just by a few simple well-positioned words. From the introduction, a piece of writing will be elaborated on. There will be interpretation within the text and then quotes. Just to make things interesting, some publications make their ordering flexible, bullet-pointed, short and sharp, whereas others pad the hell out of the article. Rather like the teaching cycle, a reader must learn that things can be flexible. This learning cycle is subject to change, like all else in life. Orders change.
Some aspects can be skipped if students demonstrate they can satisfy the earlier stage of the cycle. It is advisable to set a clear context, to create a model, deconstruct it all, make a joint construction and then set independent construction.
Teachers must be sensitive when we go through books or texts. We read for meaning across the text. We read for context. The use of five different skills to comprehend the meaning will be decisive in thorough interpretation of text.
Pronouns refer back (and sometimes forwards) to content within the text.
Vocabulary is part of grammatical English. Grammar teaching requires cohesive conjunctions. Words like when, while, although, in other words, in the case of this, and so on are often new to students. Creating a list or glossary to assist will be useful.
Foregrounding at the whole text level.
By unravelling these pieces, peace in reading should follow. The purpose, schematic structures and language choice are all connected. Foregrounding is essential when it comes to almost all forms of texts. If a student is expected to look at and understand an article, then giving them the bigger picture and idea about reading the whole article is a must. Students from ESL backgrounds may be unfamiliar with conjunction forms and how linking words are used to tie together unknown vocabularies into their related sentences. Conjunctions should be provided to students, whether by heading, indexing or other means. Examples must be given for each and every one whether provided steadily or as a block. Familiarity takes time, and with gentle nurturing a student can be supported in focusing on reading text to know exactly which keywords of an introduction paragraph to look for. How do those words lead into the following paragraph and so on…
Conjunctions and connectives are cohesive devices that work to improve the flow of the writing.
Conjunctions operate within sentences and connectives relate to meaning between sentences.
Different types of conjunctions are used to express different types of relationships between ideas.
It has started. We are too close to the door to close it now. The wind is too strong now to wind the sail. Anthony Horowitz gave empowerment to five. Enid Blyton made the number famous. Swordsman Miyamoto Musashi wrote a book about five rings. The Olympic games use five rings representing inhabited continents. Five-a-side football isn’t a bad game. In rugby a try gets you five points. “Give me five”, praises someone as you high five. Quintessence is essential to water, earth, fire and air. The five-second rule used to be applicable but then COVID-19 came along. UK pop band 5ive are best forgotten, just like the notes taken from the fifth TESMC module.
Words like dynamic and dynasty be so mellifluous. Pleasing to the ears. They make me all aquiver when tied to descriptive texts, like the bombinating of a bumblebee briskly buzzing by. Sometimes the words themselves are so ineffable that no words do them justice. These moments can appear ethereal like the petrichor (the sometimes pleasant fragrance of earth that follows rain). Try laying supine, facing the sky, closing your eyes and listening to the things around you. What sounds pleased? Which make a horrendous hum? Yesterday was the memorial day of the Nanjing massacre in China and at some stage a sonorous sound shrieked out from a siren. On the quieter side, there has been bird song and on opening my eyes, spheres danced in my vision, the phosphenes from the rubbing of my eyes.
Hiraeth [hiːrai̯θ] is here. A longing for home. The home of yesterday has changed. The world has changed. I cannot go back as easily as before. It’s a Welsh word. Pure beauty in meaning, a pining for nostalgia. A desire for home and an epoch gone by. I find myself as a somnambulist. I miss second-hand bookshops too. The kind of bookshop which is so full that it had to refuse more refuse. That vellichor. The fragrance and strangeness of so many gathered histories. The insurance has long been invalid for the invalid books.
A teacher must know words. Words are friends. Words need sharing. Words need to be entrusted and explained. How can we intimate this to our most intimate student friends? Students from ESL (English as a Second Language) backgrounds need new words. New words can help develop a love for language. Without these tiptoe steps into a world thesaurus and dictionary, what will a student learn? Are we sometimes guilty of assuming students can’t pick up new words? What are the ramifications of low expectations? Surely, if a student has been set low standards or an activity without a challenge then they will wither and fade like an autumn flower as winter arrives. Speaking of word play, congratulations to my mate Gerry on his third marathon finish. If he was a drummer, he could paint a bass fish on the head of the bass drum. Wordplay.
Ongoing and meaningful preparations are a must. You can’t make Christmas cards easily without card, colouring pencils or pens, and materials to stick onto the card. You may have the words to write ‘We Wish You A Merry Christmas’ but they’re null and void without a place to affix them. Now, you have prepared well, and now it is time for explicit and timely support – by teachers and their assistants. These key tools of learning are essential to educating ESL students. Think omnipresence. Even at a later stage a teacher should be guiding through support and reassurance, or corrective guidance, when and where appropriate. Give an ESL student supportive confidence and they’ll fly. No more wilting flowers.
Practice alone won’t hone writing as a skill. It needs companionship. Reading, a variety of examples, experimentation and bravery aren’t bad starting points. Encouragement and explicit guidance by all teachers will go far. Repetition may help an ESL student with handwriting or to spell a few words but it won’t do much more without a careful eye and a hand on the shoulder. Teachers are the Jedi masters of the classroom. They must be open-minded, flexible and experimental in teaching strategies to encourage students to adopt the same mindset. Practice is important, however, to get better a structured and reflective approach, of a clear nature is of greater benefit. What a teacher wants from a class should be discussed and explained clearly. The teacher has the task of progressively conveying their expectations in ways that don’t confuse or blur the outcome. Every opportunity for a student to write should be a chance to seek clarification and guidance. Perhaps like now, it is Christmas and the task is to write Christmas cards. Careful wording helps build a basic familiarity. If not worded correctly your Christmas card workshop class could easily become a paper aeroplane and origami showroom. In my classroom, anything is possible. Perhaps, they’d create a Picasso-style masterpiece then rip it up. Upon seeing the tears in their painting I would shed a tear or two.
Writing processes must be clear, with the genre of the task apparent from the off. The specificities of the genre will make the register of the writing task transparent and relevant. Joint construction, modelling, then independent construction each have different demands on both the student and the teacher. Here the right language choices can be made. They offer the chance to have a running dialogue between the teacher and the student. The activity of writing is integral to learning in many educational contexts. It is not simply to show what has been learned. Far from it! One piece of text could be construed by one reader as a different thing to another reader. The writer interacts with their audience via the text. Various semiotic systems make this possible. They could be multimodal, interactive and often they have meanings or interpretations that change over time or from culture to culture or from prior knowledge or even contextual factors. Society and culture changes. Technology changes. Word meanings evolve or fade away. Who knows what literacy skills we’ll need for the next century?!
Pariseetomol sounds like paracetamol. Whilst one is headache-reducing, the former could be headache inducing. Part of the text is below. Is it a hybrid of Dr Seuss or Roald Dahl, or JRR Tolkien or Lewis Caroll? Perhaps Shakespeare has made a comeback tour like all good big-haired 80s artists do (1580s, obviously). Anyway for more on the below, look at it first and then I’ll share something just after the below text:
“Pariseetomol ossildates the senses, demanding to be looged, hoshed, plessed, misted and spolt. From plooking along the Seine to scarbarsters on merse-sized canvases to the pick-an-ism dupers in cafes parlandering on the mis of garlic or the perster kolecks of Jerry Lewis, Pariseetomol is the embiffers of all things French. Morzel simplurously at its brousal boulevards, pressim monuments, highstopper works of art and larly lippers. Savour its gourmet stoop of premble, jasmerse, dorsims and marebits. Feel the rosset in your doppel as you glerglack through Bastille, or a wergle of frompt and plossule atop the Eiffel Toppletipper.” – Is this gibberish? See below.
Google and other search engines can ruin a mystery, as can Ben Greuter, ace TESMC instructor. Without giving anything away, here’s a link to explain the above Lonely Planet piece. In the classroom we were asked to answer some questions. Again, see below.
1. What does Pariseetomol do to the senses?
2. How is one advised to morzel?
3. When are you likely to feel the rosset in your doppel?
4. Why might you have felt a wergle of frompt and plossule atop the Eiffel Toppletipper?
5. What is the writer’s view of Pariseetomol?
Now, where and how do you begin to answer that. The bandage was wound around the wound. That’s where I’d begin. Much of what we read in English is about context and prior knowledge. Many authors can skip the obvious in a series of novels, but pick up the latest Jack Reachernovel and you may need a few back-publications to fully follow the brutal ex-military officer created by Lee Child. His mind was used to produce produce. He polished his character with the odd Polish trip. I’m sure one novel has the main character deciding to desert his dessert in the desert. And, Jack Reacher definitely took aim at a dove which dove into the bushes, which he could lead others to do if he would get the lead out.
On returning from lunch I seethere is no time like the present. Someone thought it was time to present the Christmas present. I do not object to this secret object. Now, who sent it? I shall subject the mysterious subject to a series of tests. I have a package with neat folds, level taping and handwriting that appears feminine. The colour scheme is light and cheery. After, “Hey John” there is “~” which is quite common to signify affection or warmth. The contents will remain secret until Friday when I open it at the staff gathering. I guess from the feel that it is a pin badge, a keyring or earrings. I shall pontificate in my best Sherlock Holmes fashion without sweat. Maybe i could watch a documentary about an Australian marsupial, let’s say the wombat. It eats roots, shoots, and leaves. I’ll get my coat…
Superman IV: The Quest for Peace was a British-American superhero fantasy released in 1987. Lead actor Christopher Reeve penned it alongside Lawrence Konner and Mark Rosenthal. It was bobbins. Proper crap. It was perhaps the reason the Superman franchise fell silent for 19 years. That and the unfortunate paralysis of handsome Christopher Reeve. The fifth movie followed Supergirl but slotted into the storyline arc after Superman III. The first four movies are good. Superman II: The Richard Donner Cut, remains one of my favourite pieces of cinema. Superman: the Movie has been regular viewing since I was a kid.
“We were also hampered by budget constraints and cutbacks in all departments. Cannon Films had nearly thirty projects in the works at the time, and Superman IV received no special consideration. For example, Konner and Rosenthal wrote a scene in which Superman lands on 42nd Street and walks down the double yellow lines to the United Nations, where he gives a speech. If that had been a scene in Superman I, we would actually have shot it on 42nd Street Richard Donner would have choreographed hundreds of pedestrians and vehicles and cut to people gawking out of office windows at the sight of Superman walking down the street like the Pied Piper. Instead, we had to shoot at an industrial park in England in the rain with about a hundred extras, not a car in sight, and a dozen pigeons thrown in for atmosphere. Even if the story had been brilliant, I don’t think that we could ever have lived up to the audience’s expectations with this approach.” – Christopher Reeve, Still Me
The final appearance of Christopher Reeve was ill-received by fans. Movie critics washed their hands of it. Plot holes gaped as large as life and special effects looked very much out of place. That’s exactly how my fourth instalment of TESMC will be. Read on to be convinced that I am right to state this early on. I make no apology. It is, what it is.
Literacy and learning must be multi-dimensional. A topic can be talked about, in terms of content and theme. Talk serves as a bridge to writing. Talking about those written and supporting texts will only support the learning further. Our primary school years are crucial to allow us to develop literacy skills across the curriculum. A range and repertoire of skills can be born here. The key role of spoken language can furnish a student’s developmental progress. This is the path to critical literacy skills. New topics, new subjects, new teachers, new methods and the all round goodness of new experiences facilitate, under guidance, can bring meaning to it all. Talk is a tool for thinking and communicating. We’re helping students to make sense of the bigger (possibly daunting or exciting) world around them. In one blink of an eye we are seen as a facilitator, or in another flutter of the eyelids, we become the tour guide. Likewise we are an expert or a caregiver. We’re the U.N. Peacekeeper. We’re the negotiator. We’re a nurse. We’re an advisor. Then we’re a play figure. We shape our role in the classroom to the need of each or all students. Our interaction is important. We must be flexible and varied in our approach.
The four stages of the teaching learning cycle (negotiating the field; deconstruction; joint construction; independent construction) are part of our arsenal to allow us to bridge the gap between oral and written language. We work tirelessly to integrate spoken and written language. We add clarity to muddy waters, interweaving the teaching learning cycle to give students a balanced understanding of concepts. We engage. We inform. We educate. We give opportunity. We task students to predict. We task students to evaluate. We check their prior knowledge. The students own their lessons. This becomes their own learning. It should shape their methods. Metalanguage builds up over time. These shared understandings about language and text allow students to look back on Superman IV: The Quest for Peace and agree it was crap.
I can interact with classmates confidently. [I’m not afraid to try.]
I can interact with my teachers confidently. [I’m Superman or Supergirl.]
I can try to volunteer relevant information about the topic in class. [I can raise my hands.]
I can express my personal opinion regarding a topic, when asked. [I have a view.]
I can give feedback about the ongoing topic. [I can talk about something, over a few days.]
I can talk and give relevant inputs in a group discussion. [I like teamwork.]
I can try to use meaningful vocabulary / terminology for answering questions. [I can find big words that are useful.]
I can listen with sustained concentration and retell things. [You say it. I say it again.]
I can listen to and follow teacher’s instructions/explanations attentively. [I know what you said I should do.]
I can understand the different kinds of questions asked by the teacher. [I am clever.]
I can respond appropriately to my peers and adults. [I am respectful.]
I can listen and respond to audio tapes appropriately. [I understand more than music.]
Useful rubric? From the fourth module of TESMC, I believe the above rubric to be of great value to my student’s self-assessment. I shall edit it further until it is of more use.
Multiple activities can be effective in the process of learning. Students can use interests as a scope of discussion. They can use discussion as a scope of their interests. They can find common ground and talk openly. There will always be moments of excitement and times when familiar objects or foods generate a real buzz. One or two sentences by students beats no input and it is important to allow students a voice. Some may tend to hide. A teacher’s job is to encourage. Encourage. Stand tall. Perform. That’s the key to effectiveness. Tasks, however, must be relayed clearly, always based on the English as a Second Language (ESL) learner’s needs.
I’m going to go away and find a downloadable copy of the Superman IV: The Quest for Peacescript. Perhaps my grade four students can rewrite the script, and use a cast of garden peas. It can’t be any worse. Mark Pillow, A.K.A. Nuclear Man came from Leeds, Yorkshire (U.K.). Best forgotten.