Weinstein 9-11

Influencing Second Language Learning 2 pic 3

Chapter 9 discusses the importance of making learning meaningful for students in order for them to become truly investing in their own education. The chapter begins by challenging the notion that teachers can make learning fun. Teachers should strive to appeal to their students' needs and interests as often as possible. Furthermore, the teacher should engage the students in self-assessment and goal-setting. If the students set goals for themself, and the teacher offers meaningful, engaging activities, the students will more likely become intrinsically motivated. I agree with this theory. I witnessed the pure pride and joy that exudes from students who realize they were able to reach the goals they set for themselves. We must be careful not to excessively offer too many extrinsic rewards, because it interferes with students' intrinsic motivation. They begin to perform soley for a reward, and miss the value in the learning experience.

Chapter 10 focuses on planning for independent work. When assigning students to work independently, we must make sure the directions with give them is clear and concise. More inportantly, the work should be on the child's ability level. If we release a student to work independtly without specific directions, and with work that is way too challenging, then we will receive work that is inaccurate. We must also make sure the work is challenging enough for the high-performers in the class. We must make a point to check in with the students to make sure they are on-task and understanding the work. I have witnessed students who are assigned "one-size-fits all" work out of the textbook. The students who do not full understand the content lag behind and become extremely frustrated with the work. I have also seen classrooms where work is assigned (like specific problems) by ability. The teacher monitored her students work as they worked collaboratively, and assigned specific numbers in a chapter based on ability level.

Chapter 11 discusses the advantages and disadvantages of small-group work. Some of the advantages are discussions, high engagement, cooperative learning, high motivation, and achievement. SOme diadvantages include off task behavior, disagreements, and unequal participation. Fromm experience, it is important to explicitly teach expected small-group behaviors right from the beginning, in order to establish a desired climate of cooperative learning. STudents are inclined to bicker and point of each other's flaws. It is important that we set ground rules and correct those behaviors immediately. We should also extremely conscious when selecting groups, and even plan for the size of the groups needed to accomplish the activities.