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Portfolio Outlines

IntroductionMy CV

Personal ReflectionsField Work Reflections

Lesson PlansStrategy SheetsAction Research

Materials From MentorMaterials From Host University

Cross cultural ActivitiesConclusion

Introduction

A professional portfolio is a vast stock of information and records that helps an individual to be ready for challenge. What Rebacca Fox said about a professional portfolio is very mentionable here.

According to fox, a Professional Development Portfolio is “ a performance-based document consisting of a collection of carefully selected materials, examples, and reflections, assembled over time, that provides an evidence-based record of a teacher, or teacher candidate’s, knowledge base, skills, professional growth, teaching practice, and leadership skills.”

It provides some concrete evidence of a teacher’s knowledge and teaching practice. It is an evolving document, serving the purpose of both formative and summative creation, reflection and evaluation. The reflective presentations here make a bridge between the past and present and also present and future that allow him/her on going documentation continuing career growth. It’s so powerful a documentation that helps the individual to learn about him/herself, his/her strengths and weaknesses and make the individual ready for future challenges.

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Curriculum Vitae

1. Name :Debabrata Saha

2. Father’s Name :Sreedam Chandra Saha

3. Mother’s Name :Rekha Rani Saha

4. Date of Birth :05 March, 1973

5. Present Address :123, Old Hospital Road Moulvibazar, Bangladesh.

6. Permanent Address :Vill- Jagannath Para P.O & P.S – Ramgarh, Postal Code-4440 District- Khagrachari, Bangladesh.

7. Cell Phone :01554323687

8. E-Mail :[email protected]

9. Marital Status :Married10.Nationality :Bangladeshi11. Educational Qualification : Name of Degree Board/ University Year of PassingM.A ( English ) Rajshahi University 2005B.A (Hons. in English ) Rajshahi University 2004H.S.C Comilla Board 1990S.S.C Comilla Board 1988Bachelor of Education Open University 2006

12. Language Skill :Bangla and English

13. Work Experience :Working in a Govt. Secondary High School as an English teacher for about 7 years.

Personal Reflections

Reflection on the visit of Swanson Middle SchoolIt’s a great experience for me to visit a school here. I am really amazed to see the arrangements in the school. My mentor teacher is Colleen Dykema. She is an excellent lady. On the very first day she introduced me with the principal of the school and other colleagues as well. All of them are very helpful. Colleen always hears my experience in Bangladesh very patiently and shares her experience. She also suggests as far as she can for the betterment of my school. What fascinated me most is the equipped classroom. I am surprised to see all the materials like book, paper, gum, pencil sharpener, computer, projector, pen, colored pencil, wall paper etc. are available in the classroom. We never get such facilities in our classrooms. Classroom size is very small. Teachers are very Patient. Another important thing to be noticed here is freedom. Freedom of students as well as freedom of teachers. In the classroom the students do everything without hiding their natural attitude. They play, sing, walk and learn. The responsibilities of the teachers are really praiseworthy. They are always in time with all of their materials. Seeing their devotion I am really fascinated.

In fine, I can say, what I am taking in my heart to bring across the ocean are as fallows-----1.Devotion for profession

2.Sense of responsibility

3.Sense of time

4.Patience

5.Freedom of thinking

And a kind of nothingness that can produce everything.

Debabrata saha

Bangladesh

Self-Improvement PlanStep 1Primary - Achievement( 11 o'clock position)Backup - Self-actualizing (12 o'clock position)

Step 2The style I have chosen to work on is - Conventional( 4 o'clock position)My score for the Conventional style means I tend to believe that:We should not be overconfident as well as should not take risks all the time without thinking it's consequences.

Step 3Significant Person -- Swami BebakanandaIdeas/ Behaviors I might have learned :If the circumstance requirs don't be hasitated to be conventional because it may help one to remove conventionalism. He himself was conventional in his dress because it requirs for a saint in that particular region but he always spreads the ideas of modernism.

Step 4 PersonallyPositive Consequences Self-Defeating Consequences * People take me easily *Wraping of traditionalism *They try to here me *Waiting for chance *They might think of my saying and it may bring a chance to open the whole. ProfessionsllyPositive Consiquences Self-Defeating Consequences *Easy to stablish relationship with the students *Disguising manner *Make a way to go to the desired goal *Mystrious appearenceStep 5If I change this behaviorSome positive differences : *May be a man of straitforward *Self confident *Easy to setup goalSome negative differences : *Difficult to spread the massage

*Non technical *Difficult to stablish relationship

Debabrata SahaBangladesh

MyPast – Present – Future

I am a teacher. Now it’s time to discover myself as a teacher. Still I am young and not have a long career in this profession. I have been working for about 7 years.

It’s time to look back

Now I am going to look back to my past. I joined the teaching profession in 2001. Since then I am very sincere and always try to make my classes interesting to the students. Our classrooms are very challenging. I find 60-70 faces looking towards me getting the massage I convey for them. I tried my best and was satisfied thinking that I am successful. It’s because they like me, my talking, my class.

I judge myself

The time here in the U.S.A is different, very different six weeks in my life.I am discovering myself everyday. Really successful I am! Now it’s a question to me. I discover how many things I was to give to my students. I feel ashamed for thinking myself successful with these little things I gave them. Now coming

here I discover that there is another world, the world of teaching and I am not more than a child here. I have chance to meet the experienced teachers and amazed to see how active, industrious, innovative, strategic, helpful, sympathetic, patient they are! I am listening, learning just like a baby learning it’s language from it’s parents, family members and society. It’s a real discovery.

Waiting for light

I got the materials to make a candle and learnt the process to make it. I will bring them across the ocean and invite all the people around me to help me to make the candle. Now it’s time to light the candle. We need the light, the new light and I will make everybody aware of this. I will ask them to break the chain, bring the change and enlighten the school with this new light.

I like to see my students walking through a dark passage taking the light of candle in hand reach to the goal.

Field Work Reflections

Reflection on the visit of Swanson Middle SchoolIt’s a great experience for me to visit a school here. I am really amazed to see the arrangements in the school. My mentor teacher is Colleen Dykema. She is an excellent lady. On the very first day she introduced me with the principal of the school and other colleagues as well. All of them are very helpful. Colleen always hears my experience in Bangladesh very patiently and shares her experience. She also suggests as far as she can for the betterment of my school. What fascinated me most is the equipped classroom. I am surprised to see all the materials like book, paper, gum, pencil sharpener, computer, projector, pen, colored pencil, wall paper etc. are available in the classroom. We never get such facilities in our classrooms. Classroom size is very small. Teachers are very Patient. Another important thing to be noticed here is freedom. Freedom of students as well as freedom of teachers. In the classroom the students do everything without hiding their natural attitude. They play, sing, walk and learn. The responsibilities of the teachers are really praiseworthy. They are always in time with all of their materials. Seeing their devotion I am really fascinated.

In fine, I can say, what I am taking in my heart to bring across the ocean are as fallows-----1.Devotion for profession

2.Sense of responsibility

3.Sense of time

4.Patience

5.Freedom of thinking

And a kind of nothingness that can produce everything.

Debabrata saha

Bangladesh

Swanson Middle SchoolArlington, Virginia

Welcome to Swanson Middle School!

Whether this is your first year or your last year here at Swanson, You are a part of a long tradition of academic excellence and high standards. Here you will have the opportunity to succeed. Each of you has a contribution to make and you can experience great opportunities at the same time.

Students: Commit yourself to succeed in all endeavors academically and socially. Participate in extracurricular activities and discover that learning and fun go together. Take pride in yourself and treateveryone with respect.Parents: Remain involved in all aspects of your child’s education. Visit our school often, join the ParentTeacher Association, communicate frequently with the school, and volunteer to assist with various activities.Stay involved.We are committed as a staff to provide a safe environment where all students will have the opportunity tobecome thoughtful, productive, and contributing members of society. We are here to help in any way possible.Success is a team effort and the team consists of students, parents, teachers, and staff.Best wishes for success and happiness during your years at Swanson.Chrystal M. Forrester Linda Kelleher Bridget LoftPrincipal Assistant Principal Assistant Principal

Elliot Johnson Debbie GermosenDirector of Counseling Services Student Activities Coordinator

SWANSON MIDDLE SCHOOL’S HISTORY

Claude A. Swanson, for whom our school was named, was born in 1862 in Swansonville, Virginia. Hegraduated from Randolph-Macon College and the University of Virginia Law School. He was a member of both the House of Representatives and the Senate, served as Governor of Virginia and also served as the Secretary of the Navy for six years.The school was built in 1939 on land bought from the Torreyson family. On January 2, 1940, Swansonopened as a junior high school. Miss Lena M. Wolfe was the first principal of Swanson Jr. High School, serving in this capacity from 1940-1967. Mr. C. Thomas Weber (1967-1973) and Mr. Joseph W. Moorhead (1973-1976) succeeded her.

Because of a decrease in the school population throughout the county, Arlington decided to restructurethe secondary school program. In 1978, Swanson became an intermediate school. Mr. Dennis Hill (1976-1982) was the principal during this transitional period, followed by Mr. Arthur J. Claiborne (1982- 1984). In the fall of1990 with Mr. Lawrenc e E. Grove (1984-1992), as principal,

Swanson became a middle school (6th, 7th, 8th grade). This change was made after the completion of extensive research on the middle school concept and because of Arlington’s willingness to address the educational needs of its young adolescents. Mrs. Marion D. Spraggins (1992-2000) and Mr. Gregg Robertson (2000-2003) succeeded him. In the 2003-2004 school year Mrs. Chrystal M. Forrester was appointed principal of Swanson Middle School.Swanson Middle School continues to grow with the Arlington community. A $6.5 million dollarrenovation and construction project was completed in the fall 2004 which increased classroom space and labfacilities.STATEMENT OF PURPOSESwanson Middle School will ensure a child-centered approach to continuous learning, social

development, emotional growth, and physical well being of young adolescents between ten to fourteen years of age. Our middle school, with the active support of teachers, staff, parents, community, and students willprovide Swanson Middle School, grades 6-8, will provide early adolescents with an environment in which tolearn and grow during the transitional years between elementary and high school. The intellectual, social,emotional, and physical growth of middle school children will be the focus of curriculum and staff development.Interdisciplinary teacher teaming, flexible block scheduling, a teacher advisor program, exploratoryoptions, and an extensive after-school activity program will be integral parts of our middle school. Througheffective and comprehensive academic learning in a caring environment, students will have the opportunity to become thoughtful, productive, and contributing members of society.

Field Work Reflection – 2(Swanson Middle school, Arlington)

The angles and the Flowers

How nice it is to find the angles and the flowers working together in the same garden.

The Angles

The two most important characteristics I found in the teachers here are – Devotion DedicationThat bring a kind of beauty in the faces of the people working here. I found a kind of honesty in them. I can use another word “ integrity” that is more than honesty. They will be alive in my memory for the rest of my life.

The Flowers

The students of this school themselves are a nice source of cross-cultural experience. Besides the native students, a lot of students are here from

different countries of different continents like Asia, Africa, Latin America. They are working together sharing their culture and values.

Most of them are attentive, take part actively in different sessions of the class. They work together in pairs, groups forgetting their personal identity. Gradually they are developing a soul of universalism.Debabrata SahaBangladesh

Lesson Plans

Sample Lesson Plan - 1Debabrata Saha Grade - ix Bangladesh Unite – 14 Lesson – 1

The National Memorial (It’s a long lesson. So the lesson is planed for two classes. Day-1and Day-2)

Objectives : By the end of the lesson the students will be able to ---Read the text and answer the questions ( linguistic )Have a clear idea about its natural beauty ( naturalist )Draw a picture of the Memorial ( spatial )Measure the dimension ( mathematical )Sing a song related to it’s significance ( musical )Complete a dialogue ( interpersonal )Make the structure of the monument in a drill ( bodily kinesthetic)

Materials - Picture and modal of the monument, textStrategies - Pair work & Group workFocus :

Skills Functions Grammar/ structure

Vocabulary

Reading, writing, listening, speaking.

Describing a monument Drawing the monumentMaking the monument

Present simple selected

Presentation : Day – 1 ( 40 mins )

A. ( 10 mins ) : Using teaching materials , ask ss to look at the picture/ modal of the monument . Then ask the ss to ask and answer in pairs what they know about it.

Collect answers from the pair. Then there will be a brief discussion .

B . ( 5 mins ) : Vocabulary ( key vocabs will be discussed before going to the text ) Dimension Immeasurable Martyr Relic Liberation Valiant LoftinessC . (10 mins ) : Ask ss to read the text on the National Memorial and ask them To complete the table Area Height Width Towers

D . (10 mins ) Make groups Ask the ss to draw the picture of the monument . Ask them , which song is sung before the memorial and when . ( everybody knows it because it’s our National Anthem ) Ask them to sing the 1st four lines of the song.

E . (5 mins ) Evaluation / Assignment Fed back and Home Work( some questions ) 1.How is the natural setting of the memorial? 2.What is its significance ? 3. What is the total area and hight ? 4. Why is the museum here?

Thank You All

Continuation of lesson plan - 1 (Day - 2)

Sample Lesson Plan - 2Debabrata Saha Grade - ix Bangladesh Unite – 14 Lesson – 1

The National Memorial (It’s a long lesson. So the lesson is planned for two classes. Day-1and Day-2) Objectives : By the end of the lesson the students will be able to ---

Read the text and answer the questions ( linguistic ) Have a clear idea about its natural beauty ( naturalist ) Draw a picture of the Memorial ( spatial ) Measure the dimension ( mathematical ) Sing a song related to it’s significance ( musical ) Complete a dialogue ( interpersonal ) Make the structure of the monument in a drill ( bodily kinesthetic)

Materials - Picture and modal of the monument, textStrategies - Pair work & Group workFocus : Skills

Functions

Grammar/ structure

Vocabulary

Reading, writing, listening, speaking.

Describing a monument Drawing the monumentMaking the monument

Present simple selected

The National Memorial

Presentation : Day - 2 ( 40 mins ) Checking Homework : 10 mins The teacher will ask 4 students to present their answers by turn Then another 4 to present their answers After that, there will be a comparative study The students will express their opinions and Rewrite the answers Dialogue Making : 10 mins ( The teacher will divide the class into 4 or 5 groups. The groups will have 5 mins time to discuss among themselves and preparing for presentation . After the discussion one pair from each group will present the dialogue. The group members will select the pair for presentation . The teacher will declare earlier that there is a reward for the best performing group. Situation - Ask students to imagine that he has taken his foreign friend to visit the National Memorial and there will be a conversation between them. The conversation will be based on one of their earlier activities. Its a guided dialogue practice ) Area Height Width Towers 126 acres 150 feet 130 feet 7The conversation would be like this -John : This is fantastic! But what do the 7 towers stand for?Karim : Well, they represent the 7 war heroes.John : Right, what is the height of this memorial ?Karim: It's 150 feet high.John : What about the width ?Karim: Well, it's 130 feet wide.John : Oh, there's a vast area .Isn't it?Karim: Yes, total area is 126 acres. ** A beautiful modal of the National Memorial -- for the winning group

Drill : 15 mins ( out door activities ) The students will go to the school field and the teacher will help them to make the structure of the memorial by there physical appearance. Final Discussion : 5 mins The teacher will summarize the lessons of Day -1 and Day - 2He will conduct a closing discussion and make the students prepared for the next lesson that will be another monument " The Statue Of Liberty " ******************************************

LESSON PLAN - 3Debabrata Saha Grade - ixBangladesh Time – 40 mins Unit – 3 Lesson – 3

A School in Town

Objectives: By the end of the lesson learners will be able to – * Read a letter and take notes (linguistic ) *Talk about the picture (spatial ) *Fill in the spider gram in groups ( interpersonal )

http://en.wikipedia.org/wiki/Image:Rajshahi_Collegiate_School.JPG

*Take part in debate ( intrapersonal ) *Tell about the natural view of their own school (naturalist ) *Say something about quantity and measurement (mathematical)

Focus : Skill Function G.structure VocabularyReadingWritingSpeaking

DescribingComparing Present simple

Ample, Lounge,Gatherings,Hesitation

Presentation :

A. (5 mins ) – Material Presentation

Ask SS to look at the picture. Ask to guess what the picture says. There will be a short discussion on the SS opinion about the picture .

B. ( 10 mins ) - Silent Reading

Ask SS to read the text about a school in the town.After reading , handouts will be given to them and ask SS to fill the following table.

Area Starts(time) Breaks up No. of SS No. of teachers No. of classes

C. (10 mins ) Debating

The teacher will introduce the idea :We see a lot of co-curricular activities in Rafiq’s school . Do you have any such activities ? The answer will be “Yes” and SS will tell about some activities like debating club, literary club, sports club etc. So,Who are the members of debating club ?The teacher will make two groups of 4 members leading one of debating club. The topic – Our School Is Better Then Rafiq’s School

LESSON PLAN FORMAT- 4

Debabrata Saha Grade - xBangladesh Time - 40 mins

Unit – 7 Lesson – 9

Merry Christmas

Objectives : By the end of the lesson the students will be able to

Complete a spider gram in groups (interpersonal)Inferred information about Christmas from a letter (intrapersonal)Make sentences with information got from picture ( spatial )Compare Christmas with a major festival of the country ( linguistic )Sing Christmas song (musical )

Focus Skills Functions Grammar/

structure Vocabulary

Reading Writing

Talking about future events

Present continuous

Rain deer, sleigh, Santa Claus

Materials:

http://en.wikipedia.org/wiki/Image:Juletr%C3%A6et.jpg

http://en.wikipedia.org/wiki/Image:MiniSanta.jpg

Picture of Christmas Tree Picture of Santa Claus Spider gram Text Handout

Presentation :

A. ( 3mins ): T will make some groups and ask SS to look at the spider gram. Tell them to complete it with names of different festivals discussing into the groups. Political

Puja

Christmas

21st February

Pahela Baishak

B. ( 5mins ) : Declaration

T will show the picture of Christmas Tree and then Santa Claus and ask them what’s the picture about. SS will say “ about Christmas”

Religious

Eid

26th March

Festivals

Cultural

16th December

Then the T will declare the lesson. Today we will read about “ Merry Christmas”

C. (10 mins )Ask SS to read the letter carefully and answer some questions written on the blackboard. Examples What will they do before going to the church ?

Who will bring gifts for them ? Who is cooking turkey ? Why is everybody busy ?

D. ( 5 mins )The teacher will ask the SS if they know the typical Christmas song. Three / four Christian SS raise their hands . Let’s sing the song.

E. ( 7 mins )Ask SS to write down who is buying what for whom on this Christmas.Make a list -----

F . ( 10 mins ) Ask SS to think and make a list of gifts they are intended to buy to present on next Eid festival. When and how they are going to the village with the gifts for their relatives.

F. Assignment ( home work )Write about different religious festivals of our country.

Thank you all

LESSON PLAN FORMAT- 5Debabrata Saha Grade - ixBangladesh Time - 40 mins

Unit 16 Lesson - 5

Stopping by Woods, on a Snowy EveningBy Robert Frost

Ask SS to look at the pictureObjectives: By the end of the lesson SS will be able to---

Enjoy the musical rhymes of the poem ( musical )Find out the figurative language ( linguistic )Tell about the picture ( Spatial )Share the ideas of a winter ( interpersonal )Say about the different features of nature ( Naturalist )

Focus : Skills Functions Figurative

Language Vocabulary

Speaking, Reading Writing

Appreciating the form and meaning of the poem.

Simile, Metaphor Personification

Queer, Harness bell Downy flake

Presentation :

A. ( 5 mins ) :Ask SS to look at the picture and give their opinion about the season.

B. ( 10 mins ): Discussion on figurative language.C. ( 10 mins ): T will recite the poem first and then the SS.D. ( 5 mins ) : Ask SS about the things that attracts them most.

Tell them to think about the sound and light on a snowy evening.

E. ( 10 mins ): (group work ) Give them a sheet to fill up ----

Read the poem again and find out the following figures of speech Simile Metaphor Personification

Little discussion about the figurative language and its beauty.

F. Assignment :

Write the characteristics of winter in our country.

Thank you all

Strategy Sheets

Portfolio Strategy Sheet - 1

Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy:

Learning Station

2. When is this method or strategy useful?

This strategy is useful when the class size is large.

3. Why or how is this method or strategy useful?

This strategy is useful because it is possible to divide a large class in to different stations

and make all the students engaged in activities.

4. What are the steps involved in using this strategy or method?

The whole class will be divide into different stations. The stations can be named as

station 1,2,3,4 --------

Different activities will be set in different stations. Set time for working in each station.

The station members will change their station after a certain period of time. In this way

all the groups will meet all the stations one after another and participate in different

activities set for different stations. Thus whole lesson will be completed within a short

time engaging everybody.

5. When would this method or strategy be useful in your setting?

This strategy would be useful in our setting when the class size is large (70-80 students),

time is short (40 minutes) and mix leveled students work together in the same class.

6. What would you like other teachers in your school to know about this method or

strategy?

I would like to introduce this method to them and ask for their consideration.



1. Name of method or strategy:

Role Play

2. When is this method or strategy useful?

This strategy is very useful when the teacher wants his/ her students to be involved

into more creative works.

3. Why or how is this method or strategy useful?

This strategy is useful mostly for two reasons.

Firstly, it will remove their monotony and they will feel more interested

to be involved to their work.

Secondly, the students will feel more interest to be involved into creative

activities.

4. What are the steps involved in using this strategy or method?

Suppose, the students are asked to read a short story in the classroom or at home.

After reading, there will be a general discussion . Then the teacher will give them

handouts to write specifying the characters and their activities.

After that, the teacher will invite the SS to play the role. Automatically it

would be a play to be staged in the classroom. In this way the SS will get a

vivid idea about the story and the activities of the characters.

At the same time they will learn :

How to act

How to deliver the dialogue

How to transform a fiction into play

How to write a play

So, it’s more a creative work than a general classroom activities.

5. When would this method or strategy be useful in your setting?

In our setting this strategy will be very useful because the benches of our classroom

can not be removed. So group work is not possible all the time. In this case, we can

use this strategy very easily without changing the setting of the classroom as well as

the SS will be more attentive , feel more interest and

will learn more easily.

6. What would you like other teachers in your school to know about this method or

strategy?

I would like other teachers of my school involve their SS into more creative works

using strategy like this.

Portfolio Strategy Sheet -3


1.Name of method or strategy:

Panel Discussion

2.When is this method or strategy useful?

This strategy is useful specially in a large class when the teacher wants all of his/her

SS to be involved in brain storming activities.

3.Why or how is this method or strategy useful?

It is useful because

o The teacher can involve all the SS to work

o SS will feel more interest working in groups

o It is also helpful for the weak and shy students.

4.What are the steps involved in using this strategy or method?

First, the class will be divided into different groups. Each group will be considered

as a panel. Next, the teacher will give different topics to different

panels to be discussed find out reasons/solution set by the teacher. The panel

members have some other responsibilities. As for example, one will be time

keeper, one - record keeper, one – presenter -----

Each panel will have certain periods of time to discuss among themselves.

The time keeper must be conscious about the time because there will be

some marks for completing the work within the time limit.

Then it’s time for presentation

The presenter of each panel will present their results one by one within the

fixed time.

Then it’s time for presentation

The presenter of each panel will present their results one by one within the

fixed time.

Finally, one panel will win a prize for their best performance in presenting

as well as maintaining time.

5.When would this method or strategy be useful in your setting?

In our setting , it will be useful because our classes are large and time

is very short (40-45 mins). In this way the teacher can make all the SS busy

and perform his lesson within this short period of time.

6.What would you like other teachers in your school to know about this method or

strategy?

I would like my teachers to follow this strategy because class size and time

won’t be a factor to perform it.

Portfolio Strategy Sheet -4



Quiz-game


This method is useful for the later portion of the school day.


This strategy will remove the monotony of the students and make

everybody involved into the activities.


The whole class will be divided into different groups. There will be a name for each

group. All the members of the group have a number like 1,2,3,4 ---

As for example :

Groups Group’s

Name

Group

MembersQuiz-

1

Quiz-

2

Quiz-

3

Quiz-

4

Quiz-

5

Quiz-

6

Quiz-

7

Quiz-

8

Quiz-

9

Quiz-

10

Total

score

1. Padma 1,2,3,4,5

2. Meghna 1,2,3,4,5

3. Jamuna 1,2,3,4,5

4. Surma 1,2,3,4,5

There will be a score keeper from the SS.

Start the game :

The teacher will give a quiz related to their lesson and one or two mins time to

discuss among the groups . The teacher will pronounce a number -1 or 2 or3 or4

or 5 . We get all these numbers in the groups. Suppose the teacher call the

number 4. So number 4 of which group stand up first and give the correct

answer will have the marks for the group. In this way, 10 or 15 quizzes will be

set before them. Finally, the score keeper will announce the total number of

the groups and the highest scoring group will be the winner in this lesson game.


In our setting, this method will be very useful because at the latter portion of

the day the SS become very tired and traditional presentation becomes very

monotonous facing a lot of lectures and writings


strategy?

I would like my teachers will enjoy this strategy and make the students

cheerful implementing this method into the classroom.




Feedback ball


This strategy will be very special when it is the last class of the day.


It will bring a relief for the SS as well as a reflection of the day.


As material, this strategy requires only a ball. It will be a fun for the SS as well. The

teacher will set some standard questions and write them on the board. As for

example:

a. How many classes did you have today?

b. Which one was more interesting to you?

c. Why was it more interesting?

What the SS will have to do is that:

When the ball will come to his/her hand he/she will give a brief reflection of

whole day’s activities following the questions set by the teacher.

After finishing the day’s story, he/she will throw the ball to anyone else and leave

the place. Then the second one will also do the same thing. In this way

the ball will revolves and the SS give their feed back of the day.


In our setting, it will be a nice strategy to follow because it will be a fun for them

before leaving the school as well as it will help the SS to develop their speaking skill.


strategy?

I would like other teachers of my school to follow this strategy which will bring

freshness in the mind of the SS. I don’t like to see my SS look tired physically and

mentally when the leave school.

Action Research Proposal

Debabrata SahaBangladesh

Action Research Proposal

Introduction(The real picture of my school where I intend to conduct my research )

I am working in an urban school named Ali Amzad Govt. Girls' High School. It is an old school as well situated in 1832. There is no co-education in this school. As it's a girls' school,

boys are not allowed to study here. We have about 800 students and 28 teachers. Four teachers are mainly responsible for conducting English Language classes.

Most of the class rooms are not spacious. Even if all the students come to the class, we cannot accommodate them properly. It becomes a tradition that almost about 20-25% students remain absent everyday. There is no individual chair and desk for every student in the class room. 6-7 students have to sit together very uncomfortably on a low bench keeping there books on the high bench before them. The benches are not removable. So it's really a problem to conduct group works in the classroom. The class rooms are not well equipped. The materials we used mostly are text books, chalk, duster, blackboard etc. The classes are mostly lecture based.

The students are basically eager to learn but the problem is that most of them are unable to communicate in English. So often they are found indifferent in the class room. Finally, they depend on memorizing to pass the exam. In our exam system we test only two skills Reading and Writing. So the students always emphasis writing the answer by memorizing. Listening and speaking seem less important to them as they don't need these two for their exam.

Most of the students come from the middle class families and the rest are very poor. Al most 80% students don't find any support from their families as the are illiterate. School is the only place for them to learn and get other supports. But the schools are not ready to give all kinds of support they need except class room teaching. The parents are not conscious at all. Most of them have no direct relationship with the school authority. If the school authority or the teachers know some parents, it won't be more than 10-15%. The common scenario is that parents once took their children to admit into grade 6 class and then it automatically runs to the 10th grade. It is also mentionable that within these five years of time, they never come to school to know the condition of their children. Sometimes school invites the parents to attend the discussion meetings or the specific parents to discuss the reason of failure of their children . It is also very unfortunate to say that the parents don't come or if some attend the meeting , it is not more than 5-10%. This is the common scenario of our working place in most cases.

Action Research QuestionDebabrata Saha

Q. How can I teach vocabulary more effectively to my EFL students of grade 9&10 at Ali Amzad Govt. Girls’ High School?

What strategy should I take?How can I make the class more interesting?

Materials From Mentor

Digest December 1999EDO-FL-99-11

Materials From Host University

See other CAL Digests on English as a second language.

Promoting Language Proficiency and Academic Achievement Through Cooperation

Margarita Espino Calderón, Center for Research on the Education of Students Placed at Risk, The Johns Hopkins University

Cooperative learning is an instructional strategy that provides the social structure for learners to work cooperatively in groups. Although it was developed for use with native English speakers, cooperative learning has been found to be effective for promoting the academic achievement, language acquisition, and social development of English language learners (Calderón & Slavin, 1999; Ovando & Collier, 1998).

This digest discusses a project conducted in the Ysleta Independent School District in El Paso, Texas, that sought to integrate effective practices in literacy education, an empirically based cooperative learning model, and a classroom management model to help teachers develop the English and Spanish language proficiency of their students. The cooperative learning model selected was Cooperative Integrated Reading and Composition (CIRC) (Stevens, Madden, Slavin,

http://www.cal.org/resources/digest/subject.html#english

& Farnish, 1987). CIRC consists of instructional practices that develop social, academic, and communication skills. It was selected for the following reasons: (1) It integrates oral language development, reading, and writing through all phases of instruction; (2) it enables bilingual teachers to manage their English, primary language, and transitional literacy activities effectively; (3) it develops critical thinking and social skills; (4) it develops self-esteem and self-confidence; (5) it uses children's literature in two languages and a variety of text genres, including student publications and reading texts; (6) it helps students appreciate and become proficient in their primary language while developing proficiency in English; and (7) it provides an English teaching and learning environment in which the subject matter is not watered down, and higher order discourse and thinking are the norm (Calderón, Hertz-Lazarowitz, & Slavin, 1998). This digest describes the features of the bilingual version of the CIRC model, now called BCIRC, and highlights initial findings from the Ysleta Independent School District.

At the time of the study, 74% of the students in the Ysleta Independent School District were nonnative English speakers; 70% were Hispanic and 24% were limited English speaking. Students were provided with intensive instruction in their native language from kindergarten through Grade 2. Reading and writing in English were given more emphasis in Grade 3, with continued instruction in Spanish. By Grade 4, students were reading and writing in both English and Spanish. However, the transitional phase continued through Grade 4. To study how students make the transition from their first language to English, Grade 2, 3, and 4 classes were selected for the project.

Twelve bilingual experimental BCIRC classes and 12 bilingual control classes were involved. Control and experimental teachers spent 60 to 90 minutes daily on reading and language arts instruction. During this time block, experimental teachers used only BCIRC and heterogeneous grouping. Control teachers grouped students by ability and used more traditional reading instruction approaches such as round robin, oral reading, simple cooperative activities, and workbook practice. They conducted English as a second language (ESL) instruction as a separate 30-minute block using a packaged curriculum. Control teachers alternated instruction in English and Spanish daily. Experimental teachers integrated second language acquisition principles and methods into BCIRC. They taught 2 weeks of Spanish literature followed by 2 weeks of English literature throughout the year. BCIRC students used Spanish for first language reading and English for ESL and transitional reading.

Features and Strategies of Bilingual CIRCPhase I: Activities Before Reading

Building background, the vocabulary of cooperation, and team building. Interactive structures: Whole class or teams of four with teacher.

This feature is based on the premise that the more familiar readers are with the content and language of a reading selection, the easier it is for them to understand it. To build familiarity with content, it is necessary not only to fill information gaps but also to minimize cultural and vocabulary gaps. For example, without proper background knowledge, a Hispanic child may have difficulty understanding a story about a trip to New York City.

Team building is often incorporated into background-building activities. Before reading a story about a hummingbird, for example, students work in teams to develop posters on birds. This activity generates discussion around the topic of birds and builds a cognitive and factual knowledge base around the upcoming reading selection. At the same time, learning becomes a cooperative, highly interactive venture. This creates a positive learning environment in which students value each others' contributions and work in teams. It also builds unity and appreciation, contextualizes the selection, and identifies content and language that may be new to the students. The secure and supportive environment also motivates students to take risks.

All of the selections in a teaching unit are related to the same theme. The vocabulary and concepts developed for one selection become background knowledge for the next selection. This thematic approach also facilitates the learning of key concepts and vocabulary. Themes allow students to associate words with a topic and make connections between words.

Making predictions Interactive structures:Whole class or teams of four with teacher.

The teacher shows the reading selection to the students, who then work in groups of four to formulate their predictions about it. One child acts as a recorder in each group, and with the help of the other group members, writes a prediction. If consensus is not reached on one prediction, several predictions may be generated by the group. Later in the process, students are asked to read a story up to a certain point,

then stop and make predictions before reading the rest of the story. Asking students to make predictions entices them to read the story more carefully and to use context clues more effectively as they work through the process of confirming or rejecting their predictions. Students appear to remember events in the story better when the events discussed contribute to their prediction making.

Previewing a selection and building content vocabulary Interactive structure:Whole class with teacher

Previewing is particularly important when students are reading in a second language. In the preview, the teacher leads the students sequentially through a selection, establishing elements of the plot and characters. Vocabulary development familiarizes students with the words, idioms, and grammatical constructions of the selection before they read it. This includes posting and reviewing ESL definitions of new vocabulary. The new words are also written in sentences and posted for the students to see throughout the week.

Phase II: Activities During Reading

Shared reading Interactive structures:Whole class or small groups with teacher

During shared reading, the teacher reads a story aloud as students follow the text in a big book or in their own copies. As the teacher reads aloud, students hear the flow, rhyme, and rhythm of the language and make connections between the written and oral forms. This step includes modeling, paraphrasing, restating, gesturing, acting out, and questioning, as well as strategies for decoding and comprehension, such as think alouds, self-correction, and rereading. Later, students mimic and practice, in small groups, the pronunciation of the words and the rhythm and structure of the text.

Partner reading Interactive structures:Dyads and groups of four

Students sit in pairs and take turns reading stories aloud. At first, partners read alternating sentences. Weeks later, they are ready to

alternate between paragraphs or pages. Often, partners track the text for one another using their index finger. Through partner reading, ESL students learn to assist each other with the pronunciation and decoding of words. As students work through the text, a helping bond develops between them. Reading aloud becomes an enjoyable and interactive experience that helps students develop fluency and confidence in their ability to read. An important consideration in partner reading is the pairing of students. In this project, teachers were asked to rank students as high, medium, or low in reading ability in both English and Spanish. Partners were then grouped as follows: high with medium and medium with low. These four later become a heterogeneous team.

Another important aspect of partner reading is modeling. Teachers first role-play partner reading with several students. Next, students role-play reading in pairs, while the teacher provides guidance and feedback on the helping strategies. The emphasis is on developing strategies for helping one's partner read fluently.

Treasure hunt: Story comprehension Interactive structures:Dyads, groups of four, individuals

During this step, students first discuss with their reading partners responses to a list of questions about the story listed on several sheets referred to as a treasure hunt. Next, students come together in teams of four in a Numbered Heads Together activity. In this activity, students number off from 1 to 4, the teacher asks a question, then each team consults to ensure everyone knows the answer. Next, the teacher picks a number, and the students with that number answer the question for their team. The partner reading activity described above ensures oral fluency for all students, and the Numbered Heads Together activity ensures comprehension of the story elements by all students. After the oral processing of information, students write their own answers to the questions on the treasure hunt sheets.

Story mapping Interactive structure:Teams of four

Using a story map, the students work in small groups to map out the names or attributes of the characters, the setting, the main events, and the ending of a selection. Story mapping engages students in a

variety of mental processes as they discuss and organize the story. It helps students better understand and remember the events in the story and learn to use story maps for other reading and for writing.

Story retell Interactive structures:Dyads or teams of four, storyteller to whole class

After the story mapping activity, students sit with a partner and take turns retelling the story without looking at the text or the maps. Before students do this activity on their own, teachers role-play with several students, paying special attention to probing and cuing strategies so the retelling is as accurate and complete as possible. Next, pairs of students role-play, retelling the story while the teacher provides guidance and feedback on the interaction. The teacher then moves around the room and helps students practice with their partners. Afterwards, partners discuss what they liked about the story.

Story-related writing Interactive structures:Dyads, teams of four, individuals

Working with a partner or in small groups, students discuss, edit, and publish books that adapt the selection just read or retell the story with a different ending. They help each other develop story lines and characters, sequence events, plan the mechanics of putting the book together, give each other feedback, and build on each other's ideas.

Words out loud and spelling Interactive structures:Dyads, individuals.

Words from the story are compiled into word banks to be learned and mastered. Through an array of interactive activities, students learn to read fluently, spell, and use the words in their word banks correctly in meaningful sentences.

Phase III: Activities After Reading

Word meaning practice Interactive structures:Individuals, teams of four, dyads

In discussions with the teacher, students write meaningful sentences that include key words from the reading selection that give the writer and reader a clear picture of what the words mean. Students write sentences in teams first, then individually. Partners check each other's sentences.

Partner checking. Interactive structures:Dyads; teams of four

After students complete the activities above, their partners initial the student assignment form. Students are given daily expectations about the number of activities to be completed, but they can go at their own rate and complete the activities earlier than planned, creating additional time for independent reading.

Sentence writing. Interactive structures:Dyads, teams of four, individuals

Writing meaningful sentences often requires a great deal of discussion between students and the teacher as they explore various possibilities for generating good sentences. Student dyads learn how to integrate word definitions with their own ideas and how to evaluate and refine their sentences using criteria for meaningful sentences. Usually, teachers spend several months modeling this phase through whole-class presentations. Students then practice writing meaningful sentences in teams, then with partners, then individually.

Test Interactive structure:Individuals

Students are given a comprehension test on the story, asked to write meaningful sentences for each vocabulary word, and asked to read the word list aloud to the teacher. Students are not permitted to help one another on these tests.

Direct instruction in reading comprehension Interactive structures:Whole class; small groups

Throughout the lesson cycle, the teacher provides direct instruction in reading comprehension skills such as identifying main ideas, drawing conclusions, cause and effect, and comparing and contrasting. The story line and events in the selection determine the point at which these comprehension skills are taught in context.

Writing workshops Interactive structures:Whole class, small groups, dyads, individuals

The teacher provides step-by-step explanations and ideas for completing a writing assignment. Students work closely with the teacher and in teams through writing, rewriting, revising, and editing activities until they are comfortable enough to use the writing process on their own.

Family literacy Interactive structures:Individual with parents, family, or friend

During independent reading activities, students are asked to read a book of their choice every evening for at least 20 minutes. Parents are encouraged to discuss the readings with their children and to initial forms indicating that the students have read for the required time. Parents are shown how to conduct these literacy events at home. Students earn points for their team if they submit a complete form each week. Independent reading and book reports replace all other homework in reading and language arts.

FindingsQualitative and quantitative data from this study suggest that CIRC is an effective classroom management tool for bilingual and ESL content instruction. The strategy of spending 2 weeks studying a piece of literature and doing related writing in the native language followed by 2 weeks studying the literature and doing related writing in English provided a solid base for developing proficiency in two languages.

Quantitative data showed that BCIRC students outperformed control students on the Texas Assessment of Academic Skills test. In writing, the English language learners in the 12 experimental CIRC classes outperformed regular English students in the control classes. Nine of the 12 BCIRC teachers had students who placed first, second, or third in the school's writing contests. Analysis of student products from BCIRC and control classes showed that the quantity and quality of writing samples from the students in BCIRC classes were superior. For example, students wrote longer and more comprehensive narratives with much more detail and accuracy of events.

Analysis of videotapes revealed that students in BCIRC classes had better peer helping strategies and cooperation skills than did those in control classes. Students were also much more comfortable speaking in their groups and in front of the class.

Perhaps one of the most important outcomes of the project was the creation of a better learning environment for the students learning English. The development of interactive skills also fostered the development of social skills and helping skills. Students learned to value each other and to concentrate on positive relationships. Throughout the year, as new students came into the classes, they were immediately integrated into the teams. Guided interaction around meaningful and interesting tasks and interesting reading selections helped even the most reluctant learners become actively engaged in learning.

The exposure to different abilities in Spanish and English helped students value their own bilingual abilities and see their achievements as positive. According to teachers' reports, student self-esteem had never been higher. Being accepted, appreciated, supported, and praised by their peers seemed to have a profound impact on students' self esteem.

ConclusionFor students learning English, BCIRC offers language experiences that integrate speaking, listening, reading, and writing. The activities are meaningful, relevant, and interesting, and tap into students' linguistic and cultural backgrounds. The extensive interaction involved in BCIRC activities helps students develop fluency in and comfort with English and Spanish. The teaching strategies used allow students to tackle increasingly complex material, build their vocabulary, and gain confidence and independence in reading. Students also learn that they

are active participants in helping others learn, and that their ideas are valued and encouraged.

ReferencesCalderón, M., Hertz-Lazarowitz, R., & Slavin, R.E. (1998). Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading.

Elementary School Journal, 99,153-165.

Calderón, M., & Slavin, R.E. (Eds.). (1999, Spring). Building community through cooperative learning. Theory into Practice, 38.

Ovando, C.J., & Collier, V.P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. New York: McGraw Hill.

Stevens, R.J., Madden, N.A., Slavin, R.E., & Farnish, A.M. (1987). Cooperative integrated reading and composition. Baltimore: The Johns Hopkins University, Center for Research on Elementary and Middle Schools.

This digest is drawn from an article that appeared in Texas Researcher (Volume 2, Winter 1991), a journal of the Texas Center for Educational Research.

This digest was prepared with funding from the U.S. Dept. of Education, Office of Educational Research and Improvement, National Library of Education, under contract no. ED-99-CO-0008. The opinions expressed do not necessarily reflect the positions or policies of ED, OERI, or NLE.

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