After four years of teaching with the Richmond School District's International Student Programs in Shenzhen, China I have moved back to Canada and will be starting a new position in the district this fall.

Over the past four years I have met and worked with some truly wonderful students, colleagues, and friends. Along with my position I have had the opportunity to travel throughout many Asian countries I otherwise would not have seen.  My time abroad has both been rewarding professionally and personally. Transporting my experiences from living and working within the Chinese community is something I look forward to integrating upon my return to Canada.

This fall I am very excited to be starting a new positions as a Special Education and ELL teacher at an elementary school in Richmond.  I have been working towards specializing my qualifications and I am looking forward to getting to work with my knew colleagues, take part in some very interesting programs to support students with specific learning needs, working one on one and in small groups with students at my new school.

Over the coming school year I will be sharing experiences from my new role and will continue to share resources and exciting new finds.

Have a wonderful rest of the summer!

Linsie

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

 

 

This question was posed to me recently: Children with social skill deficits are capable of establishing peer relationships but have difficulty maintaining those relationships. Why is this?

This is a very big question and just as individual as the students we teach.  There are many factors that contribute to lasting peer relationships, yet for exceptional students there can be added challenges because of social skills deficits.  In her handbook for teachers Nancy Hutchinson (2014) discusses peer relationships established between people who view themselves as equals, where a sense of belonging and connectedness is formed.  When considering peer relationships I thought of two factors that could impact peer relations; the first was due to a student’s social skill deficits and the second was a question of whether the difficulty in maintaining the relationship was just a natural process of growing and learning where one fits.  For example, researchers have discussed trust as it forms between lasting peer relationships and how trust can lead to sharing, exchanging, and welcoming opinions (Hutchinson, 2014).  I wonder though, what if peers cannot get to a level where trust can form a bond?  Does this mean relationships are having difficulty, or is it maybe just that two specific people are not likely to be friends?  In asking this, I am aware however, that this question is not just addressing friendship, but also general working peer relationships and the impact of social skill deficits on all peer relationships.  With this is in mind I looked for articles on the topic and found research that discussed peer relationships and students with exceptionalities in emotional, behaviour, LDs and ADHD areas.

One article in particular shared valuable insight on ADHD students.  The article discussed close friendships ADHD students can share with others and looked to understand these relationships in connection to common forms of peer rejection (Mikami, 2010).  The close relationships an ADHD child had acted as a way to balance off the rejection they experienced in other peer relationship groups.  I wondered; is the trust piece discussed by Hutchinson part of this?  If trust is formed in a relationship, where otherwise a child is experiencing rejection, will this lead them to form an even greater bond with their trusted friend?  Mikami (2010) suggestions that students form relationships based on their similarities and that students with ADHD may have less steady, or a lower quality of friendships, when compared to others.  She also said that ADHD youth are more likely to be friends with another ADHD peer, rather than someone without ADHD.  Although there is little research on the effects of some deficits on relationships Mikami (2010) points to three areas that could lead to a break down in relationships because of an ADHD youth’s deficits; they were reading the arousal/interest levels of others, planning and organization, working memory, and the ability to understand different perspectives (Mikami, 2010).  These deficits can lead to a breakdown in relationships that have been formed, and if a bond based on similarities has not been fully established, or as I believe trust formed, the relationship may not last. Finally, Mikami (2010) proposes that ADHD students may need added strategies to support them in forming fitting and positive friendships, and that even having one good friendship can go a long way in balancing out the challenges of maintaining other peer relationships.

Thinking back to the original question, I believe that students with social skills deficits are challenged to maintain peer relationships for varied reasons and require support in learning how to find peers that are their equals and where a trusting bond can be formed.  They need guidance and to be taught the social cues they may be missing, and until they have a trusted friend relationship to share their experiences with they need a person (parent or educator) who can be that for them. 


References
Hutchinson, N. L. (2014). Inclusion of exceptional learners in Canadian schools: a practical handbook for teachers. (4th ed.). Toronto: Pearson.

Mikami, A. Y.  (2010).  The Importance of Friendship for Youth with Attention-Deficit/Hyperactivity Disorder.  Clinical Child and Family Psychology Review, 13, 2, 181-198. doi: 10.1007/s10567-010-0067-y

*Mikami’s article can also be retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2921569/

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.

Article: Using standardized tests to make high-stake decisions on English-language learners: dilemmas and critical issues

Author: Maria del Rosario Basterra

Equityreview’s article Using Standardized Tests to Make High-Sake Decisions on English-Language Learners: Dilemmas and Critical Issues looks at American ELLs and their participation in the National Voluntary Test, which is a standardized exam in the United States. Although this article is specific to America, there are several good points made regarding standardized testing in general with regards to ELLs. The report has come from observations on the changing demographics in American schools and the fact that ELLs, or language minority students, have not been successful overall in the education system (Basterra, 1998-1999). The article was structured into four topics, which interwove together; critical issues concerning ELL assessment, problems that need to be addressed, the improper use of standardized achievement scores used to determine major decisions and proposed recommendations (Basterra, 1998-1999).

Basterra (1998-1999) states that if a student’s English level is not skilled enough then their test scores will not clearly demonstrate their abilities and understanding of the subject being tested. In a 1997 report the National Research Council, in America, indicated three major issues with standardized tests; first, there are norm biases due to the number of ELLs writing these tests being much smaller than non-ELLs; second, there is bias in the content presented, which is targeted at the main culture being represented in the test, and this neglects ELLs from diverse cultural backgrounds; third, generally the structure of tests can pose a challenge with regards to timing and vocabulary content (Basterra, 1998-1999).  A major question, which is not unique to this article, was Basterra’s (1998-1999) questioning of whether standardized exams should be used as the central focus when assessing an ELL student. As a recommendation Basterra (1998-1999) noted that instead of relying solely on standardized exams, that performance assessment should also be a part of the evaluation. Performance assessments need to also be carefully constructed to accurately demonstrate true learning, and it is still vital to note that even these tests can pose challenges and should not be relied on as a full assessment of the learner (Basterra, 1998-1999).  Basterra (1998-1999) commented that although standardized exams can have a benefit to teachers, student placement and parental and student awareness of needs that they can also be misused and over used for major decision making.  For example, to use standardized exams as a measure of high school graduation is a gross misuse of this style of exam (Basterra, 1998-1999).  Basterra (1998-1999) concluded by recommending performance be assessed using alternate forms of assessment that incorporate awareness of biases and allow ELLs a more equal advantage to their non-ELL pupils. It was acknowledged that it is a difficult task to make the adaptations and alterations to testing; however, Baterra (1998-1999) was firm on her stance that changes need to be made for the growth of equity and inclusion.

My Thoughts:

In my own opinion of standardized exams I believe they need to be used very carefully and judiciously. I agree very much with the arguments set forth my Basterra and believe there is a time and place for exams, and especially standardized exams.  There needs to be a balance between different forms of assessment to gain a whole picture of a student’s ability, progress and potential.  Standardized exams should not be used to determine major decisions, such as high school completion, university entrance or job placements.  Standardized exams I feel are better suited for decisions which do not affect permanent decisions; such as the placements in classrooms, where adjustments can be made once the student is able to demonstrate their full range of abilities.  Standardized exams should also be used sparingly and for very specific purposes.  They need to be created in a very careful way which reduces the potential of bias, and especially for ELLs, cultural bias.  For example, I conducted standardized tests in a foreign setting and an animal used in the exam was a beaver, many students were unfamiliar with this animal and because of this their response to the question could not be trusted as an accurate reading of their knowledge. Cultural bias is a very important factor to be aware of and not only for ELLs, but for different cultural groups within any given population.
 

Reference

Basterra, Maria del Rosario. (1998-1999). Using standardized tests to make high-stake decisions on
         English-language learners: dilemmas and critical issues. Equityreview. Retrieved from
         http://www.maec.org/Old/ereview1.html

In honour of pink shirt day on February 25th I wanted to post this video I saw over the summer about cyber bullying.  The video was created by Strutt Central on YouTube. TED-Ed has developed a student survey and discussion questions to go with the video and you can click here for the link.

What I really liked about this video was the message of hope for change and how it works to empower youth to say no to bullying and stop it at from spreading.  The video speaks for its self and I encourage you to share it with your students and talk about it with your own teens.  Support the youth in your life to  be the hope for change. 

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: FASD Teens in the Classroom: Basic Strategies

Author: Lisa Harpur

Lisa Harpur’s article on Fetal Alcohol Spectrum Disorder (FASD) teenagers, FASD Teens in the Classroom: Basic Strategies, contains substantial and valuable information.  Along with a very clear writing style and nice detail Harpur has provided several very good points, and I would recommend this article as one to bookmark and read when you have a teenager in your classroom or school with FASD.  Given the amount of content in the article I have chosen two points, which struck me as especially relevant for FASD teenagers and felt connected with one another.

First, FASD teenagers are described as complex and especially so because of the stage in life they are at; the teenage years where behaviour, development, independence versus dependence are tested and social dynamics play a large role, were all examples provided in the article (Harpur, 2001).  Given the added stressors of teenage life Harpur (2001) stated there is a greater potential for anxiety, depression, lowered-self esteem, being used by peers, issues managing emotions and alcohol and drug use concerns.  Harpur (2001) expressed that these added stressors were just as damaging to an FASD teenager as the initial concerns of academic growth.  The teenage years can act as a cover, hiding the stressors because of their stage of life and what would be typical teenage behaviours and life circumstances (Harpur, 2001). Yet these stressors in FASD teenagers can lead to added concerns and problems.  I found this awareness to be very important to note because it highlights the many concerns and cause and affect issues, which FASD teenagers experience above and beyond those concerns that non-FASD teenagers experience.

The second point, I wanted to include here, was an observation strategy.  Among the strategies listed in the article, Harpur (2001) noted the importance of communicating with the students and discussing their awareness, insights into themselves and their learning.  Given that verbal communication, which is clear and articulated can be a challenge for FASD learners, Harpur (2001) stressed the importance of teachers taking time to observe non-verbal clues such as, looking about the room, becoming angry or tossing papers around.  Through making observations the teacher can learn about the FASD student’s possible anxieties, desires, what agitates them and their needs (Harpur, 2001).  Through information gained in observation it can become easier to learn what motivates the student (Harpur, 2001).  I felt Harpur’s suggested strategy of observation was linked to recognizing the anxieties and stressors FASD teenagers can be experiencing because it calls on the teacher to make note of the student’s behaviours and given that teenagers, and especially FASD teenagers, may not be able to fully articulate their feelings or reasoning, keen observation can become a very valuable strategy in gaining much needed information.


References

Harpur, Lisa. (2001). FASD teens in the classroom: basic strategies. Guidance & Counseling, vol. 17, issue 1,
            24-29. Retrieved from http://search.ebscohost.com.proxy.queensu.ca/login.aspx?
            direct=true&db=a9h&AN=7272840&site=ehost-live

Eliciting Student’s Thoughts, Feelings and Opinions

I recently took a course on English as a Second Language instruction, which was focused on participatory teaching methods. In the course I reflected often on how I plan my lessons and have arranged the classroom so students are actively engaged in the learning process. In this post I have shared some of my thoughts and reflections behind my own instruction.

In the course I was asked to consider my language teaching philosophy and to do this I first reflected on what led me into the field of education.  My background is in secondary Social Studies (SS) instruction and I chose this career path because I wanted to contribute to the growth and development of students as critical thinkers who would contribute to society, both locally and globally.  As I developed my philosophy around education, I saw critical thinking as a major part of my role and have brought this belief with me into second language instruction.  Along with my role of developing my student’s four facets of language acquisition-listening, speaking, reading and writing- I also strongly believe it is my responsibility to provide opportunities for my students to express their thoughts, feelings and opinions.  Critical thinking and self-expression are the underlying objectives to my short and long term planning.  Due to this, it has not been a far jump for me to situate myself among the participatory language teaching movement. Patricia Richard-Amato (2010) said that participatory language teaching “reaches into the very core of the individual by concerning itself with that individual’s place in society and with society in general” (p.93).  I believe there are strong connections between the learner’s individual self and their external world, which both creates engagement in learning and deepens a student’s need to fully express themselves.  Alistair Pennycook expressed participatory language teaching as the “pedagogy of engagement” (Richard-Amato, 2010, p. 93).  Just as I have found that guiding students to express their thoughts, feelings and opinions can be empowering, participatory language teaching also empowers students to look beyond themselves and examine their roles within a social and cultural context.

The question then becomes, how to go from the philosophical notions that drive an approach, such as participatory language instruction, towards planning and creating meaningful and targeted activities that not only profess to empower, engage and challenge, but actually follows through on this objective.  To explore this question I believe it is important to examine the basis of critical pedagogy.  Participatory language teaching is rooted in critical pedagogy, which Paulo Freire developed with the understanding that students arrive in the classroom with a wealth of knowledge that will support them to become active members in their own learning and empowerment (Richard-Amato, 2010).  I believe this is an important factor to consider when developing a learning setting as students are viewed as contributors to their education, who are capable, and identifies the teacher’s role as one of a provider of opportunities, which allows for students to grow. In my experience, in order to encourage critical thinking and self-expression I have needed to embrace many of the ideas of critical pedagogy, and specifically the concept Freire presents of students arriving whole and capable, and the teachers’ role as facilitator.

From the start of my career I saw my role shifting from ‘teacher’, as the knowledge body, to ‘facilitator’, an architect guiding the learning process.  In order to successfully guide my students to express their thoughts, feelings and opinions I have focused on, and continue to work to learn the depths, of three practices and concepts within education theory, and more specifically language teaching theory.  These factors, which have become the core of my planning come from constructivism and Lev Vygotsky’s Sociocultural Theory and his concept of the zone of proximal development (ZPD), second the use of Jerome Bruner’s scaffolding techniques and third the affective domain’s central notion of student motivation.

Vygotsky’s ZPD presents that effective learning takes place between where the level the learner is at and what their ability for development can reach (Walqui, 2006).  Vygotsky further states that learning needs to come before the development of the learning, and in turn challenge learners to be working ahead of their level (Walqui, 2006).  In my own practice I aim to achieve this through providing students with higher level content and vocabulary than their current level range and guiding their learning through the use of Bruner’s scaffolding techniques.  I feel the ZPD and scaffolding are highly linked in their collective support of one another.  Aida Walqui’s (2006) states that English Language Learners (ELLs) can both learn content and succeed with high-level academic work when the teacher knows how to support them.  This support as Walqui states, and I agree, comes from building in strategic scaffolding to support students through the learning and expression process.  Bruner describes scaffolds as “a process of ‘setting up’ the situation to make the child’s entry easy and successful and then gradually pulling back and handing the role to the child as he becomes skilled enough to manage it” (as cited in Walqui, 2006, p. 163).  I feel the concepts within participatory language teaching, along with scaffolding, builds student’s independence and as a result this builds confidence.  The third factory I consider in my planning, and which I also feel is linked to the practice of scaffolding, is student motivation.  Within the affective domain Richard-Amato (2010) presents motivation as a four part concept; first the relationship between teacher and students and the classroom setting, second engaging the learner’s interests and overall encouragement for success, third keeping the content and learning related to the learners and fourth providing feedback that is useful.  Motivation can mean something different to each learner and as Richard-Amato presents there are different motivational factors and as an educator, who views their role as a facilitator of learning, motivation is a key component to creating value and interest for my students.  In order for my students to elicit and draw out their own thoughts, feelings and opinions I feel I must strive to create lessons, which are challenging, structured and reflect the different motivation factors of each individual learner.  It is an ongoing process and just as I challenge my students to reflect on their own learning I too ask myself to do the same.
 

References

Richard-Amato, Patricia A. (2010). Making it happen from interactive to participatory language teaching:
       evolving theory and practice. White Plains: Pearson Education.


Walqui, Aida. (2006). Scaffolding instruction for English language learners: a conceptual framework. The
       International Journal of Bilingual Education and Bilingualism, vol. 9, No.2, 159-180. Retrieved from
       http://www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding-Walqui.pdf