It has been a busy start to the school year in my new role as a Resource and ELL teacher back in Canada.  I am enjoying my new role and learning a lot every day!

I wanted to share a really great site with you called ADDitudemag.com This site is for parents, educators and people with ADHD.  It has great articles that are short and to the point.  They have done a wonderful job of proving interesting topics, supportive and informative.  I have found the site especially useful for supporting my students with a combination of ADHD and a Learning Difference.

​As well it has been a great resource to share with parents!

What is the Criticism Trap, and how does a teacher get out of it? During a search online I found a simple definition of The Criticism Trap; “An increase in the frequency of a negative behavior that often follows the use of criticism, reinforcing the behavior it is intended to punish” (Lahey, 2002). Essentially what happens within The Criticism Trap is a cycle of negative reinforcement, that does not cause an unwanted behaviour to decrease, but in effect causes it to increase or escalate.  Corcos (2003) used the example of nagging to illustrate the trap.  Nagging, or only pointing out the behaviours that are unwanted, does not reduce or redirect behaviours but causes the behaviour to need stronger nagging to be changed.  The simple example of cleaning the dishes was used; at first the child was asked and then asked again until the task was complete, over time the asking turned into lengthier nagging sessions before the child completed the task.  The nagging was acting as a negative reinforcer.  To change this, and get out of the trap Corcos (2003) and others suggest not focusing on the unwanted behaviour and giving praise for wanted behaviours and investing energy on noticing and commenting on these behaviours.

On a daily basis in order to remove oneself from the trap and/or not become caught in the trap there is a classroom management strategy called “catch’m being good” which shifts the teachers focus from unwanted behaviours to wanted behaviours and offers praise for desired actions.  This strategy, like others that look at the positive actions of students, is part of staying out of the trap.  Consider how to say out of the trap and build a “… positive climate [for] the classroom” (Corcos, 2003, p.239).


Check Out These Helpful Sites!

Positive Feedback and Ratio of Interactions
Link:http://www.safeandcivilschools.com/research/references/positive-feedback-ratio-of-interactions.php

This site discusses positive feedback and although The Criticism Trap is only mentioned once, the site provided some information about staying out of the trap.

From the site: "Dr. Becker called this phenomenon the Criticism Trap because, although the teachers thought they were doing something effective (for example, reprimanding or issuing a consequence for an inappropriate behavior), the students who were starved for attention were getting out of their seats, at least in part, to get their teachers to look at them and talk to them. The students' need for attention was satisfied when their teachers told them to get back in their seats—which they typically did, at least initially. This, of course, tended to reinforce the nagging on the part of the teacher because the students usually sat down when asked to do so. But before long the students would realize, consciously or unconsciously, that they were not getting attention when they were doing what the teachers wanted, so they would get out of their seats again. The teachers would reprimand again, giving the desired attention, and the students were again reinforced for getting out of their seats. Although these studies were done at elementary level, the phenomenon can continue into secondary level" (Becker & Englemann, 1971). [pg. 157]”


Understanding Special Education
Link: http://understandingspecialeducation.blogspot.com/2010/10/cycle-of-criticism.html

In this blog post the author has presented, what is called The Cycle of Criticism from Unit 9 in the book Teaching: A Course in Psychology.  Although the book was published in 1971 the information provided is useful today and links with The Criticism Trap.  The author has put together a simple to read article with bulleted points, first about the trap and then how to get out of the trap, along with multiple examples.

From the site: 

• “Provide signals or reminders to praise more
  
• The misbehavior of one child signals you to praise another child behaving well
  
• Take your attention off the misbehavior
  
• Prompts the misbehaving child to what he should do
  
• Given tokens to prompt praise
  
• If you know you need to give tokens with the praise you may be more likely to give both
  
• Put up signs to remind yourself to praise”
  

 

Classroom Management: Avoiding the Criticism Trap
Link: http://www.aps.edu/human-resources/substitute-services/current-substitutes/july-2006-substitute-newsletter.htm

The article on this site has a short and simple description of The Criticism Trap and I have included it here because it was the most compact resource and found.  As well under the article a list of recommended books were listed.

From the site: “The cure for this malady is simple, yet it takes some conscience effort and practice to become second nature. To successfully avoid the criticism trap one must think before he or she speaks and convey positive messages as often as possible. In the classroom, reinforcing appropriate behavior, even if it is in other students, will be more effective in changing inappropriate behavior than criticizing a student who is acting out.”


References

Corcos, E. (2003). Teaching children and adolescents with behavioral difficulties: as educational approach.  Toronto: Tigress Publications.

Lahey, B. B. (2002). Essentials of psychology. Retrieved May 03, 2015 from
http://highered.mheducation.com/sites/007243404x/student_view0/chapter5/glossary.html

 

 

In April I wrote about a checklist and reflective questions for meeting the needs of ELLs in your mainstream and ELL classes.  In this post I would like to take the checklist and reflection questions a little farther and offer a package of activities with assessment ideas that you could use in a mainstream English Language Arts 7, 8 or 9 class.  I have used the British Columbia (BC), Canada, English Language Arts 9 Integrated Resource Package (IRP) as a guild for developing the activities however, they can be adjusted to suite the IRPs and needs of lower and higher grade. The IRP is divided into three categories and four subcategories.  The main three categories are, oral language (speaking and listening), reading and viewing, and writing and representing.  The four subcategories, which are part of each main category include; purpose, strategies, thinking and features.  In the package I have colour coded each main category and provided two to four subcategories for each activity, along with three Prescribed Learning Outcomes (PLOs) and three correlating achievement indicators for each activity.  After each activity I have provided a sample assessment and aim. I focused on the assessment for, as, or of learning model.  Assessment is not synonymous with grading and I have kept to the basic idea of using assessment for learning as a diagnostic tool, assessment as learning as a formative tool, and assessment of learning as a summative tool, which would be used for grading.

Each activity in this package has been designed to include ELLs and support differentiated instruction.  In general my philosophy is to include ELLs in regular instruction, just as I would native English speakers.  It is not necessary to make different lessons, activities or tasks for ELLs.  Using the checklist from my April post can help guild you in planning how to support your ELLs, for example with pre-reading vocabulary support, additional editing steps, collaborative rubric development or the use of visual representations.  I would like to share the words of David A. Sousa and Carol Ann Tomlinson from their book Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom (2011); "Effective differentiation does not call on teachers to be all things to every student at all times of the day.  Rather, it calls on teachers to be consistently mindful of three things: (1) how their content is structured for meaning and authenticity, (2) who their students are as individuals, and (3) which elements in their classrooms give them degrees of freedom in connecting content and learners" (p. 15).

I hope the package provides some ideas and inspiration for your planning.  Each activity has been purposely left open for your interpretation, so it can be adapted to meet the unique needs and interests of students in a variety of classes.  Planning for ELLs does not mean having to create entirely separate lessons, but it is about looking for different angles from which to build in supports, and allowing for each individual student to share their voice and be successful.


Reference
Sousa, D. A., Tomlinson, C. A. (2011). Differentiation and the brain: how neuroscience supports the learner-friendly classroom. Bloomington: Solution Tree Press.

Are you meeting the needs of ELLs in your class?  This can be a challenging question to answer. Language barriers can make it challenging to communicate with students and assess whether they understand class content and instruction.  In this post I have provided a 10 point checklist based off of the information on pages 17-21 of the BC Government document English Language Learners: A Guide for Classroom Teachers. The checklist includes a range of strategies and areas to be aware of in your planning for ELLs whether you are teaching only ELLs, or other subjects such as Math, Science, Social Studies, Language Arts, PE, Drama or any other subject.  Although this checklist does not account for all the variables of teaching ELLs, it is a place to start.  Reflecting on your planning and the checklist can also provide clues to where to start researching for strategies. Attached is the checklist are post-lesson reflective questions, feel free to print and use them in your planning.

*To view the British Columbia Ministry of Education’s English Language Learning: Policy, Guidelines and Resources click here.

Forget Assumptions
English Language Learners (ELLs) come from diverse backgrounds, countries, cultures, and experiences.  For example ELLs can be Canadian born students who have come from a non-English home, immigrants, refugees or those learning a new dialect of English (British Columbia, 2009).  Approaching ELL instruction with curiosity and openness to learn about the diversity in the classroom sets assumptions to the side and fosters an inquisitive and open learning environment that creates a sense of openness apposed to predetermined beliefs.

Aim to Understand
Similar to forgetting assumptions, aim to understand your ELLs.  Look for cultural differences to support in bridging the gaps in their understanding, which can smooth their learning and cultural transitions (British Columbia, 1999).  Also, look for similarities in culture to build on commonalities (British Columbia, 1999).  Learn about the ELLs heritage and celebrate their heritage (British Columbia, 1999).  For example; invite ELLs to be the experts about their cultures, celebrate holidays and festivals, embrace differences between cultures as a way to learn more about the world.

Create Positive Encounters
ELLs need to be supported in building their self-worth (British Columbia, 1999).  Just like other students in your school ELLs need to be supported in their personal growth in conjunction with their language development.  Look for ways to create positive encounters with ELLs and build relationships with them.  For example, ask them about themselves, point out what you like about their work through descriptive feedback and acknowledge them by name outside of the classroom.

Talk
Talk with your ELLs. Support them to build their communication skills (British Columbia, 1999).  Let them practice with you where they can make errors without fear of isolation.  Build communication into your relationship and allow students to feel safe to share their thoughts, feelings and opinions with you and within the classroom.  Learn from communication with your students and be flexible and ready to adapt when you learn more about them, their interests, needs and goals. 

Structure
In Meyers’ (2010) article she says, not all teachers are ESL teachers and therefor are neither ESL trained nor specialists. One of the major elements that I have found to effective ELL instruction is the inclusion of structure.  Although structure is not specific to ELLs, and could be considered a “good” teaching practice, it is a major piece in maintaining classroom management and a supportive learning environment for ELLs.  Structure can take many forms such as; class schedules written on the board, scaffolded lessons or explaining organisation systems.  For example, many ELLs come from a different educational structure and using binders versus workbooks can be a new concept.  Structure also mirrors the rote style of learning common in China; placing Chinese ELLs in a more familiar setting as they integrate.


References

British Columbia Ministry of Education Special Programs Branch. (1999). English as a second language
           leaners: a guide for ESL specialists. Retrieved from https://www.bced.gov.bc.ca/ell//policy/special.pdf

British Columbia Ministry of Education. (2009). English as a second language policy and guidelines. Retrieved
           from https://www.bced.gov.bc.ca/ell//policy/guidelines.pdf

Meyers, M. (2010). Myths and delusion: English language instruction in Canadian schools.  Canadian
           Education Association, 46, 2, 31-34. Retrieved from http://www.cea-ace.ca/sites/default/files/EdCan-
           2006-v46-n2-Meyers.pdf

Article: Using “I Will” Cards and Social Coaches to Improve Social Behaviors in Students with Asperger Syndrome

Author: Amanda Boutot

Summary: Boutot’s article discusses a strategy called “I will” cards to support the learning and practicing of ideal social behaviours for Asperger Syndrome (AS) students and their use of self-talk and social coaches.  The article starts by presenting four strategies, which have been supportive to AS students; social stories, social scripts, power card strategy and cognitive behaviour modification (CBM).  Boutot presents that because AS students have strong vocabulary and memory skills with creative and sincere traits the “I will” cards support students’ weaknesses, for example, repetitive behaviour or impulsivity, while engaging their strengths (2009).  The aim of the cards is to have AS students begin to prompt themselves to change behaviour without others telling or guiding them.  “I will” cards are closely connected to the CBM strategy and incorporate elements of all four original strategies outlined at the beginning of the article.  Similar to CBM “I will” cards use a strategy known as self-talk to act as “mantras” (Boutot, 2009, p. 278) to guild students feelings and behaviours.  The cards show a situation, which has been written from the AS student’s perspective; for example, “When I have something to say in class, I will raise my hand” (Boutot, 2009, p. 278).  The cards are both a reminder for students and act as visual prompts during a situation that might be challenging or upsetting (Boutot, 2009).  Boutot continues by outlining five planning steps for developing “I will” cards, which include; identifying the areas of behaviour needed to be worked on, creating self-talk and “I will” statements, making cards with scripts, teaching the student to use the cards and finally creating time each day for students to work with a social coach to review the cards (2009).  The social coach’s role is further outlined with an example dialogue for review.  Social coaches are one or two trusted adults the student can work with twice daily to review cards and their use.  Boutot states that all those working with the student need to be aware of the “I will” cards and support the student to use them through the day.  For example, a classroom teacher can ask a student to review their cards instead of telling them to raise their hand (Boutot, 2009).  The article concludes with added considerations for use, including the conjoined use of a behaviour contract along with the cards, and ensuring that parents and guardians of the AS student are part of the decision to use “I will” cards and their process.

Implications for classroom teaching: As a classroom teacher I can see “I will” cards being very supportive to AS students, other students in the class and the teacher’s ability to support the AS student make behaviour choices which are supportive to their growth.  Knowing the student has a system and is working to self manage their behaviour is very supportive to the classroom teacher, because the cards act as a tool for the student to use to make choices and they are also a tool the teacher can use to support the student in making those choices.  For instance, Boutot gave an example of a teacher directing the student to look at their cards to know to put their hand up, this is a direct and simply way to address a behaviour.  I believe “I will” cards provide AS students with self-regulation strategies and in turn that supports their classroom teacher and their own learning greatly.


Reference

Boutot, E. Amanda. (2009). Using “I Will” cards and social coaches to improve social behaviors in students
      with Asperger Syndrome. Intervention in School and Clinic, 44:276, 276-281. 
      DIO: 10.1177/1053451208330899.

Unit Plan: Once Upon a Time: Demonstrating Social Responsibility Through Storytelling

Lesson Subject: English, ESL and other Language Arts

Grade Level: Middle School (Gr. 6-9)

As a follow up to my post about Aida Walqui’s article Scaffolding Instruction for English Language Learners: A Conceptual Framework I have provided a sample unit plan where I have focused on including scaffolded instruction and considered both Lev Vygotsky’s Sociocultural Theory and Zone of Proximal Development.  In this unit plan I am asking students to create their own stories and work at a high English level, however I have provided structure to support them reach this level.  I have considered learners and placed the expectations of the final culminating assignment within a zone of proximal development where the task requires students to reach beyond their current level towards what they are capable of achieving.  The lesson has been created with a lot of structure and a lot of space for flexibility. In class working time has been planned for, to provide the teacher and peer tutors (if available) time to actively support the learning process.  The unit has been designed with explicit and scaffold instruction.  Students’ learning will take place through the active use of the English language in a creative and natural way.

Article Title: Scaffolding Instruction for English Language Learners: A Conceptual Framework
Author: Aida Walqui
Journal: The International Journal of Bilingual Education and Bilingualism, Vol. 9, No.2, 2006
Web Link: http://www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding-Walqui.pdf

Aida Walqui’s article Scaffolding Instruction for English Language Learners: A Conceptual Framework, was written primarily for secondary ELLs, however can be adapted to elementary teaching.  Walqui’s thesis states that ELLs can both learn content and succeed with high-level academic work when the teacher knows how to support them (p. 159).  The article focuses on the use of scaffolding and how to build students’ confidence to be successful with high level and challenging work.  Scaffolding provides built in supports as students progress through the work (p. 177).  The article’s key points include; encouraging the use of many scaffolds, telling students the reasoning for scaffolds, identifying that ELLs may need more tasks than native English speakers to achieve learning and although, it may take longer to scaffold and less content is being taught, the results show students have a better foundation and depth to their learning (p.178).  Walqui says that teachers need to know what they teach and use many scaffolds, as well as, have teacher training for teaching ELL (p. 177-178).  Included in the research is a look at Sociocultural Theory (SCT) originated by Lev Vygotsky.  SCT states that learning needs to come before the development of the learning, and in turn challenge learners to be working ahead of their level (p. 161).  As part of SCT, Vygotsky’s concept of the zone of proximal development (ZPD) is discussed where effective learning takes place between where the level the learner is at and what their ability for development is (p. 162).  Vygotsky’s research is used as a way to support scaffolding and the rigorous structuring that goes into planning, and is used to present that students can complete challenging work when structures are in place that keep the learning a ahead of their level, yet within the ZPD.  The article details scaffolding and includes types of scaffolding to use with ELLs and examples.  Scaffolding steps included in the article are; modeling, bridging, contextualizing, scheme building, re-presenting text and developing metacognition.

In my own classroom practice I have used scaffolding quiet successfully and agreed with the research in Walqui’s article.  I liked how useful the information was and how it was written in a way that supports those, who already scaffold, to enhance their practice.  Three points specifically provided me with a clearer understanding of scaffolding and ideas on further developing my classroom practice.  First the concept of using scaffolding as ‘confidence’ building, was something I naturally understood scaffolding to do, but did not consciously think about in my planning.  By consciously thinking about confidence building in my scaffolding planning I think my lessons will become more tightly planned and provide an even clearer focus and keep my students a step ahead of their level.  Secondly, to become transparent in my reasoning for using scaffolding with my students, to explain to them the process and why I am having them do what I am doing.  I found at the end of last year when I introduced my peer tutors it was a very supportive to have them explain my reasoning for lessons and activities.  I can see how providing my rational/objective to my students could help them as they work through assignments.  Often times when I have been the learner, I would have liked to know the reasoning behind a task. Walqui’s writing has affected how I view my students, and to respect their potential desires to know the reason behind my planning.  Finally, Walqui’s article has confirmed for me a concept I have believed, yet not had research to back my opinion.  I have always felt it is better to take the time and really learn a concept through structured-scaffold-learning so that students build a solid foundation and have a greater depth to their learning, apposed to focusing heavily on content for the sake of content.  Content knowledge can be picked up, but structured learning and having a solid foundation is the key to success and what they take with them for their whole lives as they encounter many different forms of content.

Have you ever wonder how to correctly pronounce a foreign name or had your students tell you that you said something wrong? I have!

Teaching ESL, and especially in China, I have often come across names, locations and non-translated words I have no idea how to say aloud.  Recently while making podcast recordings for my class I came across a handy site called howjsay.com.

Just read the short directions on the homepage and you are set to go.  When I first used the site I typed in the name of an ancient Chinese explorer and found the site useful for being able to hear how the name should sound.  Fingers crossed my students think I said it correctly!