{"id":240716,"date":"2023-11-23T14:49:06","date_gmt":"2023-11-23T19:49:06","guid":{"rendered":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/creating-rapport-in-the-class-strategies-for-connecting-with-students-and-helping-them-include-english-in-their-quality-world"},"modified":"2023-11-23T14:49:06","modified_gmt":"2023-11-23T19:49:06","slug":"creating-rapport-in-the-class-strategies-for-connecting-with-students-and-helping-them-include-english-in-their-quality-world","status":"publish","type":"post","link":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/creating-rapport-in-the-class-strategies-for-connecting-with-students-and-helping-them-include-english-in-their-quality-world","title":{"rendered":"Creating Rapport in the Class: Strategies for Connecting with Students and Helping them Include English in their Quality World"},"content":{"rendered":"

Location, location, location. This is one of the maxim premises when establishing the most important element to take into account when deciding where to build or buy property. Many years ago, during one of our training weeks at the beginning of the year, we were blessed to have the author of \u201cThe Classroom of Choice\u201d, Jonathan Irwin, and he used the afore mentioned premise to replace it for the one we should always remember in our own setting: relationships, relationships, relationships. A teacher that is able to create rapport with her students from the very beginning, model safety, participation and high quality effort and work is bound to be included in a students\u00b4 Quality World. As language teachers we all wish for something similar: Our students stay in English during the class, listen, are engaged and hopefully include English in their Quality World pictures. This could seem quite challenging, as all our groups are a varied collection of basic needs, inclinations, different levels of autonomy and of English.<\/p>\n

In order to tackle the fundamentals of creating rapport from the very beginning, our 6 grade students have successfully participated in three different activities that have allowed to create a safe, positive learning environment conducive to conscious efforts to improve and high quality learning.\u00a0<\/p>\n

\u00a0<\/p>\n

The Joy of Silent Reading Time<\/b><\/p>\n

All 6 grade students have established a positive connection to reading as they have had the weekly opportunity to go to the library and explore the different collections and titles offered to their age group. Most classes begin with silent reading time, a moment for them to arrive, regroup themselves and enjoy a few minutes of their chosen book while there is soft music playing in the background. The teacher should also read during this time, with the commitment and enjoyment he or she wishes to see in the students. Alternative activities have derived from our silent reading moments: Students have created alternative book covers for their chosen reading material, and have also had the chance to share orally with different classmates after prompted suggested questions: What is your book about? Why did you choose this one in particular? Who is the main character? What is something you admire about them? How are you similar\/different to them? What do you think is going to happen next?<\/p>\n

According to Victoria D\u00edaz from 6C,\u00a0 \u201csilent reading is a way to start a class in silence, to work in peace and get ready\u201d.<\/p>\n

According to Matias, \u201c because you are reading a book in English your mind is already active in the language, so it makes it easier to speak in English as a habit. Also, the advantage is that you can learn new words or learn how to focus in a book without quitting, and achieving a goal\u201d.<\/p>\n

\u00a0<\/p>\n

English Reminder<\/b><\/p>\n

For the first two weeks, all 6 grade students engaged in a game where whoever was heard using Spanish during the class, either to the teacher or to a classmate, would ask the teacher for a marker and write down their name on a special allocated place in the board. The game was to not be on the board more than twice. Students understood and enjoyed the game from the beginning, as it promoted self-evaluation ( since nobody was allowed to point fingers about anyone and it was more of a self-realization of having used Spanish).\u00a0<\/p>\n

At first, almost half of the class had their name on the board at least once. But it became a personal challenge: \u201c I will have a full class without having to see my name on the board\u201d. Towards the second week of the game, there were hardly any names on the board, and to this day only 3 out of 65 students has been processed for using Spanish in the class. The odds are in our favor! According to a student form 6A, \u201d this game helps us to remember how important it is to stay in English. Using Spanish is a habit and we can change it\u201d.<\/p>\n

\u00a0<\/p>\n

Tapping into Real Life and Multiple Intelligences<\/b><\/p>\n

Everyday our students connect something we are doing in class with something from the real world. This week it was the events on 9\/11, which allowed our groups to have interesting conversations, using what we have been learning about the relationship between colors and emotions. Some students shared they had been to the 9\/11 Museum in New York, and shared the stories they had heard over there. Other students wished to learn more and we were able to see some pictures from the event and the Memorial site, analyzing the use of colors in the pictures and its significance. Some students wished to commemorate the day by Journaling or painting something in their notebook.<\/p>\n

There are many different strategies to connect with students from the beginning. The most important thing is to model what we wish to see, listen as attentively and engaged as you would wish for them to listen, and make sure to highlight all achievements, big and small. If they know they matter to you, you will matter to them and this will allow immense academic and personal growth through the year. We don\u2019t always remember everything we learned at school when we were younger, but we certainly remember to this day who listened to us, who knew we loved to paint or that we were really into something. Relationships, relationships, relationships.\u00a0<\/p>\n

\u00a0<\/p>\n

\"\"<\/picture><\/figure>\n

\u00a0<\/p>\n

Kathleen Lois Torres Brown
Real World English 6th Grade<\/strong><\/p>\n

—————————————————————————————————————-<\/p>\n

Ubicaci\u00f3n, ubicaci\u00f3n, ubicaci\u00f3n. Este es uno de los m\u00e1ximos principios al establecer el elemento m\u00e1s importante a tener en cuenta al decidir d\u00f3nde construir o comprar una propiedad. Hace muchos a\u00f1os, durante una de nuestras semanas de capacitaci\u00f3n al comienzo del a\u00f1o, tuvimos la bendici\u00f3n de contar con el autor de “El Aula de Elecci\u00f3n”, Jonathan Irwin, y \u00e9l utiliz\u00f3 el principio mencionado anteriormente para reemplazarlo por aquel que siempre debemos recordar en nuestro propio entorno: relaciones, relaciones, relaciones. Un profesor que es capaz de crear una relaci\u00f3n con sus estudiantes desde el principio, modelar seguridad, participaci\u00f3n y esfuerzo de alta calidad est\u00e1 destinado a ser incluido en el Mundo de Calidad de los estudiantes. Como profesores de idiomas, todos deseamos algo similar: que nuestros estudiantes permanezcan en ingl\u00e9s durante la clase, escuchen, participen y, con suerte, incluyan el ingl\u00e9s en sus im\u00e1genes del Mundo de Calidad. Esto podr\u00eda parecer bastante desafiante, ya que todos nuestros grupos son una colecci\u00f3n variada de necesidades b\u00e1sicas, inclinaciones, diferentes niveles de autonom\u00eda y conocimiento del ingl\u00e9s.<\/em><\/p>\n

Para abordar los fundamentos de la creaci\u00f3n de relaciones desde el principio, nuestros estudiantes de sexto grado han participado con \u00e9xito en tres actividades diferentes que les han permitido crear un ambiente de aprendizaje seguro y positivo propicio para esfuerzos conscientes para mejorar y un aprendizaje de alta calidad.<\/em><\/p>\n

La Alegr\u00eda del Tiempo de Lectura en Silencio<\/b><\/em><\/p>\n

Todos los estudiantes de sexto grado han establecido una conexi\u00f3n positiva con la lectura, ya que han tenido la oportunidad semanal de ir a la biblioteca y explorar las diferentes colecciones y t\u00edtulos ofrecidos para su grupo de edad. La mayor\u00eda de las clases comienzan con un tiempo de lectura en silencio, un momento para que ellos lleguen, se reagrupen y disfruten de unos minutos de su libro elegido mientras suena m\u00fasica suave de fondo. El profesor tambi\u00e9n debe leer durante este tiempo, con el compromiso y la satisfacci\u00f3n que desea ver en los estudiantes. Se han derivado actividades alternativas de nuestros momentos de lectura en silencio: los estudiantes han creado portadas alternativas para su material de lectura elegido y tambi\u00e9n han tenido la oportunidad de compartir oralmente con diferentes compa\u00f1eros de clase despu\u00e9s de preguntas sugeridas: \u00bfDe qu\u00e9 trata tu libro? \u00bfPor qu\u00e9 elegiste este en particular? \u00bfQui\u00e9n es el personaje principal? \u00bfQu\u00e9 es algo que admiras de ellos? \u00bfC\u00f3mo te pareces\/diferencias de ellos? \u00bfQu\u00e9 crees que va a pasar a continuaci\u00f3n? Seg\u00fan Victoria D\u00edaz de 6C, “la lectura en silencio es una forma de comenzar una clase en silencio, de trabajar en paz y prepararse”.<\/em><\/p>\n

Seg\u00fan Mat\u00edas, “porque est\u00e1s leyendo un libro en ingl\u00e9s, tu mente ya est\u00e1 activa en el idioma, por lo que es m\u00e1s f\u00e1cil hablar en ingl\u00e9s como un h\u00e1bito. Adem\u00e1s, la ventaja es que puedes aprender nuevas palabras o aprender a concentrarte en un libro sin abandonarlo y lograr una meta”.<\/em><\/p>\n

Recordatorio en Ingl\u00e9s<\/b><\/em><\/p>\n

Durante las dos primeras semanas, todos los estudiantes de sexto grado participaron en un juego en el que cualquiera que se escuchara usando espa\u00f1ol durante la clase, ya sea al profesor o a un compa\u00f1ero de clase, deb\u00eda pedirle al profesor un marcador y escribir su nombre en un lugar especial asignado en el pizarr\u00f3n. El objetivo del juego era no estar en el pizarr\u00f3n m\u00e1s de dos veces. Los estudiantes entendieron y disfrutaron el juego desde el principio, ya que promov\u00eda la autoevaluaci\u00f3n (ya que a nadie se le permit\u00eda se\u00f1alar a nadie y era m\u00e1s una realizaci\u00f3n personal de haber usado el espa\u00f1ol). Al principio, casi la mitad de la clase ten\u00eda su nombre en el pizarr\u00f3n al menos una vez. Pero se convirti\u00f3 en un desaf\u00edo personal: “Tendr\u00e9 una clase completa sin tener que ver mi nombre en el pizarr\u00f3n”. Hacia la segunda semana del juego, apenas hab\u00eda nombres en el pizarr\u00f3n, y hasta el d\u00eda de hoy, solo 3 de 65 estudiantes han sido se\u00f1alados por usar espa\u00f1ol en la clase. \u00a1Las probabilidades est\u00e1n a nuestro favor! Seg\u00fan un estudiante de 6A, “este juego nos ayuda a recordar lo importante que es mantenernos en ingl\u00e9s. Usar espa\u00f1ol es un h\u00e1bito y podemos cambiarlo”.<\/em><\/p>\n

Conectando con la Vida Real y las M\u00faltiples Inteligencias<\/b><\/em><\/p>\n

Cada d\u00eda, nuestros estudiantes relacionan algo que estamos haciendo en clase con algo del mundo real. Esta semana fueron los eventos del 11 de septiembre, lo que permiti\u00f3 a nuestros grupos tener conversaciones interesantes, utilizando lo que hemos estado aprendiendo sobre la relaci\u00f3n entre colores y emociones. Algunos estudiantes compartieron que hab\u00edan estado en el Museo del 11 de septiembre en Nueva York y compartieron las historias que hab\u00edan escuchado all\u00ed. Otros estudiantes deseaban aprender m\u00e1s y pudimos ver algunas fotos del evento y del sitio conmemorativo, analizando el uso de colores en las im\u00e1genes y su significado. Algunos estudiantes deseaban conmemorar el d\u00eda escribiendo en sus diarios o pintando algo en sus cuadernos.<\/em><\/p>\n

Hay muchas estrategias diferentes para conectarse con los estudiantes desde el principio. Lo m\u00e1s importante es modelar lo que deseamos ver, escuchar tan atentamente y comprometidamente como desear\u00edamos que ellos escuchen y asegurarnos de destacar todos los logros, grandes y peque\u00f1os. Si saben que son importantes para ti, t\u00fa ser\u00e1s importante para ellos y esto permitir\u00e1 un inmenso crecimiento acad\u00e9mico y personal a lo largo del a\u00f1o. No siempre recordamos todo lo que aprendimos en la escuela cuando \u00e9ramos m\u00e1s j\u00f3venes, pero ciertamente recordamos hasta el d\u00eda de hoy qui\u00e9n nos escuch\u00f3, qui\u00e9n sab\u00eda que nos encantaba pintar o que est\u00e1bamos realmente interesados en algo. Relaciones, relaciones, relaciones.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Location, location, location. This is one of the maxim premises when establishing the most important element to take into account when deciding where to build or buy property. Many years ago, during one of our training weeks at the beginning of the year, we were blessed to have the author of \u201cThe Classroom of Choice\u201d, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":""},"categories":[60],"tags":[61],"_links":{"self":[{"href":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/wp-json\/wp\/v2\/posts\/240716"}],"collection":[{"href":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/wp-json\/wp\/v2\/comments?post=240716"}],"version-history":[{"count":0,"href":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/wp-json\/wp\/v2\/posts\/240716\/revisions"}],"wp:attachment":[{"href":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/wp-json\/wp\/v2\/media?parent=240716"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/wp-json\/wp\/v2\/categories?post=240716"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/rochesterapps.com\/rochestereduco\/lions-honor\/wp-json\/wp\/v2\/tags?post=240716"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}