EEX 4601

The activity descriptions provided in this summary of ESOL infused activities or assignments is intended to provide you with information about what pieces of evidence you may include in your TESOL-in-Progress notebook. It thus concentrates on the ESOL component of the activity or assignment, and may not reflect all portions of each class assignment or activity. Carefully read through the entire assignment description in your syllabus to ensure that you fulfill all assignment requirements for this course.

EEX4601_1.0

ESOL Performance Standard(s) and Indicator(s)2.2
Activity Objective1) Select appropriate behavioral interventions and evaluate effectiveness based on the analysis of observed individual or group behaviors.Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students who are culturally and linguistically diverse; 2) Identify social/behavioral patterns from systematic observations; 3)Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students who are culturally and linguistically diverse; 4) Demonstrate the ability to collect, record, and analyze data and use the analysis to make changes in instructional or classroom management strategies; and, 5) Demonstrate knowledge of specialized teaching techniques (e.g., cognitive behavior modification, self-management, etc.)
Activity DescriptionCandidates will visit a classroom other than the internship site to observe and report on the current practices for classroom management. Candidates will complete a classroom observation to determine current practices in classroom management and recommendations to support the various learning styles and cultural backgrounds of students who are culturally and linguistically diverse as well as at varying levels of English proficiency.
ESOL-specific Reading(s)Curran, M. (2003). Linguistic diversity and classroom management. Theory Into Practice, 42(4), 334-340.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX4601_2.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity Objective1) Examine the variations in beliefs, traditions, and values across cultures and the effects on behavior; 2) Demonstrate the ability to consult and communicate effectively with students and parents using verbal and non-verbal communication techniques taking into account basic interpersonal communicative skills (BICS) and cognitive academic language proficiency skills (CALPS) as they apply to students who are culturally and linguistically diverse; and, 3) Examine the variations in beliefs, traditions, and values across cultures and the effects on behavior.
Activity DescriptionA class project which contains information about diverse cultures and their impact on behavior, communication, and family expectations. Recommendations regarding culturally sensitive behavior management, accommodations for varying levels of English proficiency, and classroom instruction will be included.
ESOL-specific Reading(s)Behavior Management; From Theoretical Implications to Practical Applications, 2nd Ed., Maag, J.W. (2004); One Child by Torey L. Hudson (1980), Avon Books Curran, M. (2003). Linguistic diversity and classroom management. Theory Into Practice, 42(4), 334-340.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX4601_3.0

ESOL Performance Standard(s) and Indicator(s)4.2
Activity Objective1) Examine the variations in beliefs, traditions, and values across cultures and the effects on behavior; and, 2) Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students who are culturally and linguistically diverse..
Activity DescriptionObservation Teacher Interview: Visit a classroom other than the internship site to observe and report on the current practices for classroom management. Complete a classroom observation to determine current practices in classroom management and effective teacher behaviors that accommodate and support the various learning styles and cultural backgrounds of students who are culturally and linguistically diverse.
ESOL-specific Reading(s)Behavior Management; From Theoretical Implications to Practical Applications, 2nd Ed., Maag, J.W. (2004); One Child by Torey L. Hudson (1980), Avon Books. Curran, M. (2003). Linguistic diversity and classroom management. Theory Into Practice, 42(4), 334-340.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO