Title Photo: " La policía dispara sobre el público frente a la junta nacionalista."
The photo presents to the nationalistic group prepared to realize his parade for the independence. This group was going to realize the parade in Ponce since it had the permission of the governor to realize it. Then the governor refuses this permission and as the nationalists claimed his right to realize the parade.
This way Masacre de Ponce was that it happened on March 21, 1937. All these orders were given by the governor Blanton Winship. I liked the photo since it represents a historical event of our Puerto Rican history and since really they were the facts of March 21, 1937. In this photo since I cannot believe as the police kill so many people simultaneously.
lunes, 30 de abril de 2007
jueves, 22 de marzo de 2007
Situation 2 and 30
Assignment II
2- ) She then asks the SS to keep their textbooks closed and directs them to the chalkboard, where she has already written the following:
How often do you_________________________?
How often does he/ she______________________?
How often do they__________________________?
Always = all of the time
Usually = generally; most of the time.
Often = frequently; much of the time.
Sometimes =at times; every now and then.
Seldom = not often; rarely.
Never = not ever; none of the time.
Questions:
2- ) Why did T ask for closed textbook? Isn’t the written word reinforcing? Of what advantage was the chalkboard material? Why did she write it on the board before class (instead of on the spot)?
The teacher asked students to close the books so they can analize the questions and answers to the point she wants to reach. The written words are being reinforce, because to learn a second language you must think in that language, speak and write. Because writing is one of language art. Help the students find the answers to the problems stated trough the questions. The teacher wrote the subject before the students arrive so it can be used as a method to introduce the topic or to see what the students know about it.
Principle # 2 Meaningful Learning:
In this situation is used principle #2 “Meaningful Learning”. The first characteristic is that the activities whose purpose is not clear, the teacher will wrote some questions in the board. Those questions don’t have a clear sense, we don’t know if it’s a reading, a story or a situation. The only thing precise is that they are guide questions to arrive to a concept that the teacher wants the students to arrive. Later in this principle it is shown that memory is used a lot. In this situation stated the memory is used because the student should memorize the premises so when he has to remember some of the information to know if it’s related or not roith the topic and with the student’s knowledge.
30- ) As the bell sounds, this activity is cut a bit short. T reminds Ss that for homework, as usual, they are to write up the Workbook exercises for Unit 8, Lesson I. Ss scurry about to gather books and leave the classroom; one or two linger to ask the T some questions.
What do you do if an activity is cut short by the end of a period? What is the value of homework for a class like this?
As a teacher, I will give the instruction s about the way the work should be done. Students are responsible of finishing it at home, as home work. We should also see if the activity has a high grade of difficulty or not. If it does have a high grade of difficulty the teacher should se that the student must finish it at the classroom, the next day, or if it’s easy to o it can de finished at home. The type of material are going to be used is important, too. If they are easy to get out of school, they can do it at home. If the materials are of the school it has to be done at school it has to be done at school, because the materials are school property.
It is more valuable in case you have to show if the student has the concept of the topic gives in class clear. If the student can not do the activity o have it wrong it demonstrate where is the student failing.
Principle # 5 Strategic Investment:
To successfully master a second language will be due to the learner’s personal investment of time, effort, and attention. In the form of an individualized battery of strategies for comprehending and producing the language.
Here we use principle # 5 Strategic Investment: Successful mastery of the second language will be due to a large extend to a learner’s own personal “Investment ” of time, effort, and attention to the second language, in the form of an individualized hending and producing the language.
While introducing more time for practice of exercises, phonetics, can develop a new way of learning a second language. Homework, individual or group work helps improve our second language. In this case the teacher can see the difficult of the group or a single student and can help them improve those areas in need of strength.
2- ) She then asks the SS to keep their textbooks closed and directs them to the chalkboard, where she has already written the following:
How often do you_________________________?
How often does he/ she______________________?
How often do they__________________________?
Always = all of the time
Usually = generally; most of the time.
Often = frequently; much of the time.
Sometimes =at times; every now and then.
Seldom = not often; rarely.
Never = not ever; none of the time.
Questions:
2- ) Why did T ask for closed textbook? Isn’t the written word reinforcing? Of what advantage was the chalkboard material? Why did she write it on the board before class (instead of on the spot)?
The teacher asked students to close the books so they can analize the questions and answers to the point she wants to reach. The written words are being reinforce, because to learn a second language you must think in that language, speak and write. Because writing is one of language art. Help the students find the answers to the problems stated trough the questions. The teacher wrote the subject before the students arrive so it can be used as a method to introduce the topic or to see what the students know about it.
Principle # 2 Meaningful Learning:
In this situation is used principle #2 “Meaningful Learning”. The first characteristic is that the activities whose purpose is not clear, the teacher will wrote some questions in the board. Those questions don’t have a clear sense, we don’t know if it’s a reading, a story or a situation. The only thing precise is that they are guide questions to arrive to a concept that the teacher wants the students to arrive. Later in this principle it is shown that memory is used a lot. In this situation stated the memory is used because the student should memorize the premises so when he has to remember some of the information to know if it’s related or not roith the topic and with the student’s knowledge.
30- ) As the bell sounds, this activity is cut a bit short. T reminds Ss that for homework, as usual, they are to write up the Workbook exercises for Unit 8, Lesson I. Ss scurry about to gather books and leave the classroom; one or two linger to ask the T some questions.
What do you do if an activity is cut short by the end of a period? What is the value of homework for a class like this?
As a teacher, I will give the instruction s about the way the work should be done. Students are responsible of finishing it at home, as home work. We should also see if the activity has a high grade of difficulty or not. If it does have a high grade of difficulty the teacher should se that the student must finish it at the classroom, the next day, or if it’s easy to o it can de finished at home. The type of material are going to be used is important, too. If they are easy to get out of school, they can do it at home. If the materials are of the school it has to be done at school it has to be done at school, because the materials are school property.
It is more valuable in case you have to show if the student has the concept of the topic gives in class clear. If the student can not do the activity o have it wrong it demonstrate where is the student failing.
Principle # 5 Strategic Investment:
To successfully master a second language will be due to the learner’s personal investment of time, effort, and attention. In the form of an individualized battery of strategies for comprehending and producing the language.
Here we use principle # 5 Strategic Investment: Successful mastery of the second language will be due to a large extend to a learner’s own personal “Investment ” of time, effort, and attention to the second language, in the form of an individualized hending and producing the language.
While introducing more time for practice of exercises, phonetics, can develop a new way of learning a second language. Homework, individual or group work helps improve our second language. In this case the teacher can see the difficult of the group or a single student and can help them improve those areas in need of strength.
domingo, 18 de febrero de 2007
Karla Patricia Method
The first farce characteristics that I chose are the Audiolongual method and the Direct Approach and Community Language Laeraning. In the first method the material to be studied is presented in dialogue form and a bit of the mother tongue was gives the student an excellent apportundy to learn , since the student can practice , associate and seek in which areas he/she can do better. It can also create fluency in acquairiny a second language.
The second method is the Direct Method in this method emphasizes pronuciation and grammar. This is the main object in aquireing a second language . The correct pronuciation and grammar helps in the acquisition of this second languages approprietly.
The Third Methos is the Community Language Learning here the teacher coorrects corector and guides the student at all time and it help. The student in the second languages aquestion.
The second method is the Direct Method in this method emphasizes pronuciation and grammar. This is the main object in aquireing a second language . The correct pronuciation and grammar helps in the acquisition of this second languages approprietly.
The Third Methos is the Community Language Learning here the teacher coorrects corector and guides the student at all time and it help. The student in the second languages aquestion.
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