Positive Reinforcement

As a preschool teacher, I have to give the kids positive reinforcements from time to time. Positive reinforcements are in form of rewards which will motivate the learners to do well in whatever they do. Rewards must be given immediately or the learner will not think of it as such. Same thing goes to giving punishment for untoward behavior, it must be dealt with right away or the essence of punishing the learner will not be anymore felt so there will be no presence of remorse or regret. So as a teacher, you should be prepared with the rewards you'll be giving your pupils. Rewards though are not necessarily physical stuffs. Positive reinforcements may be in form of food treats, praise, patting the back or making them play their favorite game.

Anyway, I was online shopping again as part of my preparation for the incoming school year and God knows I want to buy all of these but I was short of funds. I bought a date stamper and four pieces of wooden stamps to aid in giving positive reinforcement to my pupils. However, I can't get enough and I want to buy these stuffs! I was actually wooing my friends to buy me these "for the sake of the poor Filipino children's" motivation to endure a good education and a good friend of mine promised to buy me rubber stamps at WH Smith this afternoon but the items will be shipped by July (hey I'm not complaining, that's only after a month of formal class sessions). By the way, these are my wishlist for the upcoming school year.

48 piece ink pads for rubber stamping and embossing.
The item can be found here.
I'd like to have this one because I am sure that the kids will have lots of fun making cards and other trinkets using these ink pads.









Shiny DIY Rubber Address Stamp
This item can be found here.
This is good for office purposes or in creating your name and stamp it out to the report cards, ID's, time card and even test papers wherein you'll need to sign your name above the word "Class Adviser". I have to say that the school where I'm working in is a little bit below the poverty line so we do not have enough support from the government. The budget given to our school isn't enough and it's a shame to say that we don't even have a computer in school so everything's done in handwritten form. Yes, it's still ice age for us.


Boxed Set of 38 Mini Rubber Stamps on Wood Craft
The item can be located here.
I know that you will agree with me when I say that it's nice to see remarks on the test papers but it is much nicer if the remarks are given in an artistic way. I know I have to have these!





I have seen a lot of rubber stamps while I was online window shopping but so far these three are the ones I need for they tickle my fancy. Gifts, donations and alms are welcome and I am not kidding. LOL. As I tell my friends, do this for the sake of my poor pupils. They're only 5 year olds and they deserve the best experience in school not to mention that this will be their first time to engage in school activities. If you wish to donate anything, books, flashcards, etc., leave a comment or email me.

Community Language Learning

Community Language Learning

Curran, Charles A. Counseling-Learning in Second Languages. Apple River, Illinois: Apple River Press, 1976.

This methodology is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors.

The language-counseling relationship begins with the client's linguistic confusion and conflict. The aim of the language counselor's skill is first to communicate an empathy for the client's threatened inadequate state and to aid him linguistically. Then slowly the teacher-counselor strives to enable him to arrive at his own increasingly independent language adequacy. This process is furthered by the language counselor's ability to establish a warm, understanding, and accepting relationship, thus becoming an "other-language self" for the client. The process involves five stages of adaptation:

STAGE 1

The client is completely dependent on the language counselor.

1. First, he expresses only to the counselor and in English what he wishes to say to the group. Each group member overhears this English exchange but no other members of the group are involved in the interaction.

2. The counselor then reflects these ideas back to the client in the foreign language in a warm, accepting tone, in simple language in phrases of five or six words.

3. The client turns to the group and presents his ideas in the foreign language. He has the counselor's aid if he mispronounces or hesitates on a word or phrase. This is the client's maximum security stage.

STAGE 2

1. Same as above.

2. The client turns and begins to speak the foreign language directly to the group.

3. The counselor aids only as the client hesitates or turns for help. These small independent steps are signs of positive confidence and hope.

STAGE 3

1. The client speaks directly to the group in the foreign language. This presumes that the group has now acquired the ability to understand his simple phrases.

2. Same as 3 above. This presumes the client's greater confidence, independence, and proportionate insight into the relationship of phrases, grammar, and ideas. Translation is given only when a group member desires it.

STAGE 4

1. The client is now speaking freely and complexly in the foreign language. Presumes group's understanding.

2. The counselor directly intervenes in grammatical error, mispronunciation, or where aid in complex expression is needed. The client is sufficiently secure to take correction.

STAGE 5

1. Same as stage 4.

2. The counselor intervenes not only to offer correction but to add idioms and more elegant constructions.

3. At this stage the client can become counselor to the group in stages 1, 2, and 3.

Total Physical Response

Total Physical Response

James J. Asher, Learning Another Language Through Actions. San Jose, California: AccuPrint, 1979.

James J. Asher defines the Total Physical Response (TPR) method as one that combines information and skills through the use of the kinesthetic sensory system. This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation. The basic tenets are:

Understanding the spoken language before developing the skills of speaking. Imperatives are the main structures to transfer or communicate information. The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the student feels comfortable and confident in understanding and producing the utterances.

TECHNIQUE

Step I The teacher says the commands as he himself performs the action.

Step 2 The teacher says the command as both the teacher and the students then perform the action.

Step 3 The teacher says the command but only students perform the action

Step 4 The teacher tells one student at a time to do commands

Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other students.

Step 6 The teacher and student allow for command expansion or produces new sentences.

The Audio Lingual Method

Introduction
	The audio-lingual method was widely used in the United States and other countriesin the 1950's and 1960's. It is still used in some programs today.

Approach
	Theory of language The structural view of language is the view behind the audio-lingual method. Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them.
	Theory of learning Behaviorism, including the following principles: language learning is habit-formation mistakes are bad and should be avoided, as they make bad habits language skills are learned more effectively if they are presented orally first, then in written form analogy is a better foundation for language learning than analysis the meanings of words can be learned only in a linguistic and cultural context

Design
	Objectives Here are some of the objectives of the audio-lingual method: accurate pronunciation and grammar ability to respond quickly and accurately in speech situations knowledge of sufficient vocabulary to use with grammar patterns.
	The syllabus Audiolingualism uses a structural syllabus
	Types of learning techniques and activities dialogues drills

Procedure
	Here is a typical procedure in an audio-lingual course
	Students hear a model dialogue Students repeat each line of the dialogue Certain key words or phrases may be changed in the dialogue Key structures from thedialogue serveas the basis for pattern drills of different kinds. The students practice substitutions in the pattern drills

by: sil.org

Teaching Strategy

 Every child is a unique and interesting individual.

I have only been teaching primary school for four months and I'm still hurdling on how to tap each child's unique characteristics.  I have succeeded with most of my pupils but there are still a few who I find hard to communicate with.  Even though some of my pupils only speak a certain dialect, I don't consider language difference as a hindrance to communicating with children.  I have had my share of ups and downs - mostly ups, thank goodness.  let me share some tips on how to handle primary school children and their parents / guardians.

1. Never be too friendly on your first day of class.  My professor in college taught me this.  A teacher should be cordial but she must put as strict face upon meeting her pupils and their parents for the first time.  That way, your clients will not be too chummy on you which may lead to disrespect in the future.
2. Know your client's background.  Of course, one cannot do this on the first day of class, not even on the first week!  But I suggest that a teacher should talk to her pupils often even when they're having a break.  Byt getting to know their family background, you will have an idea on your pupil's behavior.
3. Get mad but never lift a finger.  This has become the biggest challenge for me because I tend to scream when I'm frustrated.  When you're angry, act like one but do not overdo it.  When you're angry inside the classroom, you shouldn't be anymore when class ends.  Nothing should be taken personally and it is a must that as a teacher, you should explain to your pupils why you're angry.
4. Be tolerant. Don't be too idealistic because in reality, kids crawl under the table and most of the time on the table itself.  Let them play, let them scream. As long as there's no blood you shouldn't worry.  It would be fun if you join them in their play.
5. Show them who's the boss.  I often hear my pupils say "Ma'am I'm tired" or "Ma'am I don't know how to write that word" whenever I ask my pupils to copy what I have written on the board.  What I do is I tell them that they should take down notes if they still want to go home. It works all the time for me because it scares the hell out of them.  Who would want to spend the rest of the day inside the classroom?  And if by chance a pupil still wouldn't write, let him stay for 15 minutes longer and that should serve like a detention for him.
6. Always give praises. Children thrive in a climate of love, so give your pupil plenty of praise, warmth, and physical signs of affection. Children need pats, smiles, and approval. A teacher should never run out of ways on how to say "Very Good".  Give praise even for a teeny weenie accomplishment of your pupil. It boosts their self confidence.

That's all for now! Happy teaching!