Sunday, February 22, 2015

30 人一班的工作站例子

工作站:多元的设计,让学生每个人都有机会参与学习。小组的设计,所以学生不会被遗忘。小组的设计,老师可以针对小组的需要加强辅导。自己动手,自己管理,学生的荣誉心强。
当然执行工作站之前有大前提,那就是课堂常规已经奠定。老师一说话,学生就知道要做什么,一放手就知道规矩方圆在哪里。另外就是,每个工作站都应该有清楚的学习目标,而且老师示范,学生示范,然后才成为一个站供其他学生练习。(I do, we do (需要时可以重复), you do.) 一旦熟练的工作站,可以把内容汰换应付不同学科目标,程序不变。
做个简单的例子:(请自行依照年级增减人数,工作站以及各站难易度。)
·    一班有30个人,把这班分成五个组,一组里有68人是还可以执行的数目。当然6个人会好过8个人,可是如果时间不够让五个组尝试,也是可以改变。
·    上清楚标示这五组的名字和组别名称或号码。
·    说明这个星期(或今天)五个工作站的学习和地点。反复几次,问学生“这个工作站要做什么?要学习什么?要怎么做?做时要注意什么?做完要做什么?”
·    一:听有声书。二:访问班上小朋友。三:数学游戏。四:数学练习。五:老师的桌子。
·    每一个站10分钟。可以把五个站名写出来,用吸铁石吸在五个组的旁边。10分钟一到,整个换。比如有红,橙,黄,绿,蓝五组。第一轮开始时,红组有1,代表有声书。橙有2号,代表去走动访问记录。黄有3号,代表去玩游戏。绿有4号,代表去写数学练习。蓝有5号,代表去和老师做小组辅导。下一轮,红-2,橙-3,黄-4,绿-5,蓝-1。再到下一轮,红-3,橙-4,黄-5,绿-1,蓝-2。依此类推。
·    工作站内容可以全部是数学,也可以混杂其他学科,可以加入对话,写作,美术。时间可能10分钟到20分钟。可能一天做完,也可能一个星期或更长做完。完全看学习的需要。


English in Chinese classroom?

What I feel about students using English in my classroom?

I was asked a question. This teacher has a concern and she wanted to know how do I feel about it. Apparently, she has learned an immersion classroom teacher has been sending students to time out when the students speak English in Chinese class.

She said it doesn’t feel right but she didn’t know what to say or think.
My answer might not be right but I have my reasons to not to agree with this kind of consequences.

Reason one, these students are living in US, of course they need to speak English and speaking English shouldn’t be punished. One might argue, but they are in Chinese Immersion classroom and they should be speaking Chinese only.  I agree and I also ask my students to do the same but I don’t punish them when they speak English. Politely, I explain again and again in Chinese that they should speak Chinese only in Chinese class and speak English in English class. If classroom procedures have been established and a trusting relationship has formed, students will show respect.

What if some students still speak in English? Reason two, these children don’t have enough vocabularies in their heads. We can’t expect everything to be done in Chinese and Chinese only. We can try to cut down the usage of English by providing language that can help them to learn new vocabularies.  Encourage them to say as much as they can then provide the words that are missing in the sentences. Teach them to say “how do I say this in Chinese?” A student tried to say "pirate" but he knew he should not use English so he acted it out by squinting one eye, turning one finger to a hook, and saying "Arrr". I provided "海盗”, then asked him to draw picture below my writing then adding this to our Halloween word list. Another student was excited about dressing up as a cowboy so he said "陈老师,我明天是cowboy."(Ms Chen, I will be a cowboy tomorrow.) The other students didn't like the fact that he used English, they told him "请你说中文。"(Please speak Chinese.) Another girl said "如果你不知道中文,你可以做。"(If you don't know how to say it in Chinese, you can act it out.) 

Reason three, we are teaching children to be bilingual. The goal is for them to be able to use both languages freely. Why cast a shadow over one of the languages? Reason with them; tell them there is a place and time to do certain thing. As an adult, I caught myself being self-conscious when speaking English to other people when I first started teaching Chinese Immersion. I was nervous about it because teachers were reminded over and over again not to speak English in front of the children.  Then I thought teachers are supposed to be role models. If teachers only speak one language, on what ground do teachers have the right to ask children to be bilingual?
Time out means misbehaving and children know that. I hate to see them put an equal sign between speaking first language and misbehaving.


I just feel that as an immersion teacher, we are teaching students to be bilingual. We are not teaching them to feel bad about using their first language. I believe the students will show respect when teachers ask nicely.  I believe if everyone reminds each other “please speak Chinese”, children response to that.