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Lecture 2

Lecture 2 - Notes

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EDUC 3441U
Maria Labrakos

January 19, 2013  Combien de mots pouvez-vous creer en utilisant les lettres dans o l'apprentissage cooperatif  Vous avez 5 minutes sans internet et sans dictionnaire  Les presentations  La classe FLS o l'organisation/l'environnement  Etre consceient des besoins de vos eleves et votre style comme professor  Visuals and colour  Les regles don’t etre visible toujours  Le respect, la responsibility (be on time, homework, actions and words)  Respect self, others and the school  Every rule branches out to those two: respect and responsibility  Groups of kids - easy to group into pairs, 4's, etc.  Reduce time pressures and constraints and invite learners to feel the freedom to make mistakes  Encourage students to take risks  Create a positive climate - risk taking should be encouraged  Help students enjoy the language experience  Whether you have a classroom of your own or a cart  Colours make for a good environment  Construction paper between the panels of the window - makes a bulletin board o Le gros defi (pas de salle)  French teachers might have to teach in 4 or 5 different classes; this is a reality in some schools  Be prepared to carry your work with you everywhere  Que pourrait-on fair dans une situation comme cela?  Think pair share  SMARTBoard  Carry materials through a cart  Remain organized  Charts with magnets  Easy to carry around  Ask homeroom teacher for a corner  Request a cart  Have something you can carry around for it - schools SHOULD have a budget  Have a French corner in the classroom as well  Go back to the position that it is for student success  Always have backup lessons - games on the go  Just in case a supply teacher is there, or in case students that work quickly need something to do  Have reading material - short stories, magazines, comics in FRENCH  Ask for a section of the board for HOMEWORK  Put posters in the class  Always have little points or prizes with you, for classroom management o La communication  Parent-professor  Make a list of all communication  Your experience in placements  What works?  Difference between communication in elementary and secondary?  Class blog - just for parents to speak with teachers  Writing in the student's agenda  Telephoning parents to start a positive relationship with them right off the bat  Have face-to-face conferences with parents occasionally  More communication in elementary schools  Less in high schools  Teachers set the tone - email is a good idea, but don't do it often (for example, only e- mail at certain hours) o l'anxiete  Language anxiety  Speaking and being called upon (being put on the spot)  Listening (listeners may feel nervous if they do not understand what they hear in the second language, perhaps due to content or even speed)  Test-taking (if they're not used to the format of the test, if they do not see results)  Reading, writing, learning grammar, etc. (also add to language anxiety)  Make sure that students feel comfortable  Remind students about learning skills - cooperative, participation, effort, etc.  Use pictures and visuals to improve the communication level  Decrease anxiety so that students succeed - you have to WANT them to succeed
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