Im Just A Teacher So What Do I Know

Teachers and students working together should be present in all classrooms. This is a technique that is beneficial to all types of students, not just language limited students. Research has proven that learning occurs most effectively when experts and novices work together for a common product or goal, and are therefore motivated to assist one another (CREDE website). With that knowledge it is our job as teachers to ensure that this type of learning is occurring in our classrooms as much as possible. Dr. Tharp suggests that teachers must first start out assisting students on how to correctly work together in groups. By monitoring each group a teacher is able to rapidly identify the needs of his/her students. The final result is that teacher will be able to join in the groups that are formed.

There are a variety of strategies that help us to achieve this standard. Strategy #18 (pg 105) in the book 50 Strategies for Teaching English Language Learners is an excellent way to bring standard one alive in your classroom. Cooperative learning is a strategy that allows students to work together to accomplish a goal or group task. Cooperative groups are especially beneficial to ELL students and give them exposure to verbal interactions with other students. The books suggests a few team building activities to do before beginning groups in the classrooms. This will help students realize the importance of working together as a team and also help them get to know one another. One that is has been established the book suggests to then assign your groups and give each member a role. After assigning the task it is important to intervene to make sure everyone is participating. We all know that not all students will cooperate in their cooperative groups! The best way to prevent this from happening is to visit each group and intervene as needed.

One technique that I have used in my classroom is having "speaking" buddies. I give my students plenty of chances to talk to their classmates before/after learning new material. I may give them the objective for the lesson before it begins and then have them discuss with a partner what they predict we will be doing. I also have them talk with their classmates after a lesson has been taught to discuss what they learned and how it applies to their life. Students love this technique and I find that is cuts down on the amount of inappropriate talking in the classroom.