ADRIAN COLLEGE

La Clase de Espaol
How a Spanish Classroom is Taught
Derek Jackson 4/25/2011

This paper is to inform readers about my philosophy on teaching the Spanish language to my future students. It includes classroom procedures and management, instructional techniques, assessment, and their relation to the Michigan Department of Education Content Standards and Benchmarks.

I believe that educating the children of our future is one of the most challenging yet rewarding professions a person can have. It takes a special kind of individual to commit his or her life to the betterment of societys future. It makes perfect sense that it is no easy task scaffolding the young minds of children as it takes hard work and dedication. Therefore, I have made the choice to devote myself to enriching the lives of many individuals. The following includes what I hope to be the way I will manage my classroom, instruct my students, assess my students, and relate these practices to the states standards. Classroom management is a large component of education that ultimately influences the learning process. My classroom will be welcoming and friendly to show that learning is fun, yet expected. I want posters and information boards that will allow students to engage in learning on their own and promote independent thinking in the classroom. Even with all of these visually appealing tools, I will do my best to enforce a quiet, calm environment to provide an area of focus for the students. I will arrange the students desks in rows that face the board for the first few weeks of school. This gives students a structure that will allow them to get acclimated to rules, procedures, and gain a sense of belonging which is crucial to establish in the first few weeks of the school year. I would like the students to be included in rule making, as to incorporate their thoughts along with those of my own. Obvious ones to include would be raising hands to speak, go to the restroom, be excused, etc. At the high school level, it would be interesting to see if students include rules such as completing all assignments in a timely order with a positive attitude. Also, speaking in Spanish is a critical aspect of learning the foreign language. I would hope that students will discover that speaking it as often as possible will increase in comprehension and understanding. If the students do not develop guidelines similar to these, I would intervene and implement these guidelines to enhance language and educational enrichment. I will be careful, however, not to create more than five rules. Harry Wong pointed out that, people find it easier to remember things in groups of five (Wong). Instating more than

five rules creates the possibility of forgetting some over others and lack of responsibility on the student to behave in a manner that is acceptable. In addition to the rule making, I would allow students to incorporate ideas on discipline for problems that arise in the classroom. Sample disciplinary actions include a verbal warning, after class meeting, detention, notes sent home, and principal referral. These actions will be enforced in my classroom in a timely fashion and in a way to not disrupt the learning environment. Harry Wong places emphasis in his text about this portion of classroom management. Being a proactive teacher is the most effective way of teaching. It prevents problems from occurring (Wong). In accordance with this mentality, I will operate in a professional and timely manner as to not disrupt the learning environment. Taking away from the other students learning would not be appropriate or fair. Procedures in my Spanish classroom will engage students using and understanding the Spanish language. We will start every day with a warm-up exercise that requires students to recap processes learned in the days previous and work their brain into thinking in Spanish. This is a procedure that I observed in Teacher Observation with Sr. Ted Hanosh. Human memory is increased with the instruction and retention of vocabulary in the high school setting (Erbes). At times, the students worked together to create lists of vocabulary, conjugated charts of verbs, and other Spanish content. This enforces the idea of social development as students worked together to achieve a common goal (Eggen, 2010). Also, Lev Vygotsky believed that, social interaction is an integral part of learning (Powell). In doing so, social constructivism increases and students become higher level learners. Sr. Hanoshs students responded well to the exercise, and the transition to the course work of the day was smooth. An important factor that leads to understanding of a foreign language is how it is taught. My instruction principles will be that of up-to-date practices and methods to provide students with a better quality education. I will start the day with the warm-up as previously mentioned. Piagets work allows educators to note that learning is an active process where learners construct their own knowledge

(Eggen, 2010). As the students are actively engaging in the task I have prepared for the day and constructing knowledge on their own to complete the assignment, I will take attendance and address other professional business such as absent students and reminders about past or present events. Once I am finished with my professional duties as an educator, I will review the homework assigned the night before and ask for questions. This provides me a time to give positive feedback to students and increase their motivation to learn. Maslows Hierarchy of Needs states that children need to be nurtured in order to feel a sense of belonging, safety, self-esteem, and survival (Eggen, 2010). I will play into these needs and make my students feel even more comfortable. I feel that doing this so early on in the class period will allow for better participation from the students and encourage more participation throughout the rest of the class. At that time, I will hold a class discussion on the warm-up which will lead into teaching the days course topic(s). I will give a short lecture on the new material where students can take notes on previously learned and new material provided. Chapter nine in Educational Psychology: Windows on Classrooms states that students develop more complex cognitive processes through note taking. Guided notes and self-written notes will provide a resource for students outside of the classroom. In addition, students can and will develop better study habits and stronger organizational skills (Eggen, 2010). After the mini-lecture, I will hold a review of what was discussed in the form of a game or Q&A session. This is a way of using informative assessment to provide me with an idea on whether or not the students retained the information presented (Eggen, 2010). Finally, I would ask for questions and assign a homework practice assignment to allow students an opportunity to perfect the newly acquired skills. Assessment is one of the most integral processes of the teaching-learning process. It allows teachers and students an opportunity to see how they are preforming in the classroom. It also shows retention of material and acquisition of new skills. I will use both formative and summative assessment in my classroom. I feel that using both will provide various opportunities for me to see student growth and development in the Spanish classroom. I feel it to be absolutely necessary to use the criterionreferenced grading system in my classroom. This type of grading reflects the extent to which learning

objectives are met, and they deemphasize competition (Eggen, 2010). I dont believe that competition should take root in any classroom, as it can induce test-anxiety and create low motivation levels. Furthermore, I will implement a point-based system, to provide opportunities for students to obtain points on various assignments. Chapter fourteen in Educational Psychology: Windows on Classrooms states that point-based grading gives students a better chance in receiving a higher mark in opposition to percentage based grading. It will weigh the assessments differently, thus creating this advantage for students (Eggen, 2010). Content that will be assessed will include Spanish comprehension of oral, auditory, and visual components. Student capability of using proper grammar in conversation will also be assessed. I will use both formative and summative assessment methods when assessing my students. Both methods can increase student motivation and allow myself to make instructional decisions. Alternative assessments will play a role in my classroom through the use of technology, oral exercises, group work, and other culminating projects. These appeal to a higher level Blooms thinking order and will provide an additional way for my students to succeed in my Spanish classroom. In-class assignments, homework, quizzes, tests, projects, and oral presentations will all be graded. In-class assignments and homework will be based on a completion grade and participation grade. It will not be worth a lot in the final grading scheme, but can help students who are on the bubble. Students that complete assignments, especially at the high school level, should be rewarded with this incentive. Quizzes and oral presentations will weigh more than that of homework, but not as much as tests and projects. I feel that tests and projects should weigh the most because they should be a reflection of what was learned in the entire unit or chapter. Therefore, students should have a firm grasp on the material and excel in the completion of the assessment. At the end of the grading period, I will convert each of these category points to percentages and average the percentages to a final grade. I feel that this type of grading will be advantageous to both me and my students.

These methods of assessing my students will promote learning in many ways. While providing feedback after an assessment has been made, I can give positive comments to my students that will increase motivation to learn. Also, questioning students, a form of formative assessment, gives me the opportunity to see how students are retaining the information and gives students a way to develop correct responses and generate ideas on their own. This also provides students with a chance to develop inquiry into the material. It has been my experience that while learning a foreign language, it was helpful to see where I was developmentally in the classroom, and it often sparked curiosity to gain more knowledge in certain areas where I was struggling. In accordance with the Michigan Department of Education, the content standard and benchmark that I would focus most on in my classroom is the communications portion of the foreign language component (Michigan Department of Education). Being able to communicate in a language other than the native tongue is the ultimate goal of a foreign language classroom. From the interpersonal perspective, I would place emphasis on being able to express personal thoughts, feelings, and self-characteristics. This would be beneficial in any conversational setting. Understanding written and spoken language is the focus of the interpretive factor of the communications standard. Reading, writing, and speaking are crucial to learning and perfecting the language. Finally, presenting information, concepts, and ideas about the culture, history, or language fulfills the presentational component of the Foreign Language benchmarks. I believe that teaching should be fun for both the students and the teacher. If the teacher is bored with the material being taught, how are the students supposed to get enthusiastic about it? Therefore, I think that incorporating exercises that are activity based and educational provide for a better learning environment. As a teacher, I want my students to look forward to the days lesson. I want them to grasp concepts and explore the Spanish language with interest and wonder. Ultimately, I want them to be better than me. No one wants his or her students to be just like him or her. If that were the case, how would our students develop into their own identities? They would be mini clones of ourselves which is counterproductive for the betterment of the future.

Throughout this course, I have discovered what I believe to be the purpose of an education. It is for applying oneself for great things. Its leaping over the boundaries that were once set for individuals long ago. In addition, learning occurs all the time. Each and every day, we are exposed to something that is unfamiliar to us. For the most part, we take a sort of curiosity to it and try to delve into its deeper meaning. We crave to know more and more about things in which we have no familiarity. An ocean of information that we have yet to discover is out there, and society mandates that we make it our goal to gather as much of that information as we can. Setting goals in the classroom can provide a commonality among students and teachers alike. For my students, I created a goal for them to want to continue studying Spanish. The United States is going to go nowhere if we dont broaden our ability to communicate with other nations. I want my students to develop an appreciation for the language and culture of Spain and Latin American countries. For myself, I set a goal of teaching them everything I know. That way, when time comes for me to teach them something else, I have to do more learning on my part to better instruct them. I love learning new and exciting information, especially about the Spanish language and culture. I would love to be forced by my students to have to learn more secrets of the Spanish language to better educate my students. Throughout this course, I have learned many helpful tools that I hope to utilize in my future as an educator. Assessments in general changed my way of thinking. I never thought about the differences between assessments of student learning verses assessments for student learning. This has changed the way I thought about assessments. At first, I thought they were just a way to score the students. In reality, they are used to better the quality of education the students receive and enhance the quality of the teachers lesson plans. Also, discovering how the brain functions and develops due to Piaget and Vygotsky impacted my views of teaching. I now have a better understanding of why teachers do some of the things that they do; its to better the understanding for all students.

In conclusion, I believe that teaching is a prestigious career that I will be fortunate to have as my profession. I look forward to being in a classroom of my own and enriching the lives of many students through the learning of the Spanish language. As an educator, impacting the life of just one child for the better is the greatest accomplishment anyone can receive. Im not in it for the money; some may say, What money? Im going to be a teacher because I care about the wellbeing of our future. I care, and that means more to most students that anyone can ever know.

Works Cited Eggen, P., and Kauchak, D. (2010). Educational psychology: Windows on classrooms with teacher prep access code pkg. (8th ed.).Upper Saddle, NJ: Merrill/Prentice-Hall. Erbes, S., et. al., Understanding how cognitive psychology can inform and improve Spanish vocabulary acquisition in high school classrooms. Journal of instructional psychology v. 37 no. 2 (June 2010) p. 120-132 Retrieved on April 5, 2011, from http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a67b1790ea18a9326a22627 ef39ed8ea2ca03dcae0e6ef065b372e891298ea702afb83832&fmt=H Erbes, S., et. al., Understanding How Cognitive Psychology Can Inform and Improve Spanish Vocabulary Acquisition in High School Classrooms. Journal of Instructional Psychology v. 37 no. 2 (June 2010) p. 120-32 Michigan Department of Education. Academic Content Standards (K-12). On-line: http://michigan.gov/mde Powell, K.C., & Kalina, C.J.. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education (Chula Vista, Calif.). v. 130 no 2 (Winter 2009) p. 241-250 Retrieved April 5, 2011, from http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a67b1790ea18a9326a22627 ef783bafbac35f42fef71695c30e0f3ca81ce8e46efd3175b7&fmt=H Powell, K. C., et. al., Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education (Chula Vista, Calif.) v. 130 no. 2 (Winter 2009) p. 241-50 Wong, H.K. & Wong, R.T. (2005). How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publication, Inc.

Annotated Bibliography Erbes, S., et. al., Understanding how cognitive psychology can inform and improve Spanish vocabulary acquisition in high school classrooms. Journal of instructional psychology v. 37 no. 2 (June 2010) p. 120-132 Retrieved on April 5, 2011, from http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a67b1790ea18a9326a22627 ef39ed8ea2ca03dcae0e6ef065b372e891298ea702afb83832&fmt=H Erbes, S., et. al., Understanding How Cognitive Psychology Can Inform and Improve Spanish Vocabulary Acquisition in High School Classrooms. Journal of Instructional Psychology v. 37 no. 2 (June 2010) p. 120-32 This journal entry on cognitive psychology in high school classroom settings helped with my paper in an interesting way. I really didnt see how to incorporate it into my philosophy as it was a case study on memory retention of vocabulary. However, it did affirm some of my ideas on how to teach Spanish vocabulary. I would recommend this article to someone who was looking for a case study that would assist them in a presentation of memory at the high school level.

Powell, K.C., & Kalina, C.J.. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education (Chula Vista, Calif.). v. 130 no 2 (Winter 2009) p. 241-250 Retrieved April 5, 2011, from http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a67b1790ea18a9326a22627 ef783bafbac35f42fef71695c30e0f3ca81ce8e46efd3175b7&fmt=H Powell, K. C., et. al., Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education (Chula Vista, Calif.) v. 130 no. 2 (Winter 2009) p. 241-50 I found this article using the same search as the previously stated journal entry. This article focused more on Piaget and Vygotsky. I feel that this article would be difficult to read for someone who has little to no information on the works of Piaget and Vygotsky. I also believe that this article helped me incorporate more ideas on cognitive and social constructivism in my classroom and how it affects the classroom environment. I would recommend this article to anyone who is in education and is looking for ways to increase classroom motivation and cognition.