Forum - Language acquisition
As a future teacher, how could you identify a child with learning difficulties and what teaching methods for the acquisition of a second language would you apply in the classroom to progress without interfering with the learning process of other children?
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ResponderEliminarToday's children spend most of their time in the classroom, where they are exposed to multiple social-emotional, personal, physical and academic challenges. Our job as teachers is to observe the most frequent signs that indicate the presence of a learning problem; for example, if the child has difficulty understanding and following instructions or perhaps if he or she has difficulty mastering some basic skills such as reading and writing. Once we have identified the difficulties, we must be aware that our role in the classroom has a direct influence not only on the student's learning but also on his or her emotional state, as well as on his or her evolution and positive development. Consequently, we must have basic knowledge on how to act when faced with a student who has learning problems, we must take courses, have a constant self-education, read and research on the subject and go to the guidance service in search of some advice to help the student.
ResponderEliminarOn the other hand, the teaching methods that we would apply in the classroom for the acquisition of a second language are those where integration is favored, that is to say, to promote activities and tasks where the child with difficulties can stand out positively in front of his other classmates, showing his different abilities or skills. It is also necessary to include play and recreational strategies that allow the improvement of learning processes while playing and sharing. For this reason, a playful route is proposed where play, reflective dynamics and recreation are strategies that favor an increase in the academic performance levels of students with difficulties. In addition, it is important to emphasize that for meaningful learning to take place, motivation must be taken into account, since it drives and helps to maintain the student's interest and participation in each of the academic activities. Another fundamental activity is to work based on creativity, since it helps to develop imagination and initiative; therefore, it is important to highlight that creativity contains many qualities that, sometimes, as teachers we are unaware of: The progress of intelligence, awakening curiosity, developing fluency and inventing or innovating. It is worth noting that if all these qualities are worked on in the classroom, individuals with efficient communication skills can be formed.
Group E
Nurys Esther Carbonell Martinez
Aleydis Paola Natera Barraza
Carolina Andrea Reyes Hernandez
Luis Rafael Vargas Avila
Comment. Group A.
EliminarElith Llinas
Daniela Sarabia
Stephany Pacheco
Jesús Diaz
This is an excellent answer where we can read what strategies can be implemented when there is a child with some learning difficulty in our classroom.
We feel that your answer was very complete but we wanted to add something more and make a comment about this part, "to promote activities and tasks where the child with difficulties can stand out positively in front of his other classmates" It is necessary that the child who has some difficulty feels included and can show his abilities but also it is important to remember that if we are going to implement different strategies because a child has a disability, We must do this in such a way that neither the child nor the rest of the students feel discriminated against or alienated because the idea is to make the process of acquiring the second language happen in the best possible way without making any of our students feel bad.
We loved the part where they talk about including playful strategies and different games as this motivates students and makes everyone feel comfortable, all these strategies mentioned as reflexive dynamics and recreation are very important for a good process to be carried out in the acquisition of the second language.
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EliminarEste comentario ha sido eliminado por el autor.
EliminarProper identification of learning difficulties in students can be crucial to their success. The first step to achieve this is through detailed observation of the child's behaviour and the way he or she assimilates the knowledge being taught. Once these difficulties are detected, the teacher will proceed to carry out an investigation to identify what factors influence or affect the learning process and then, with the help of parents and/or carers, find out about the child's and family's previous history, which is important to complement any formal assessment data. For example, parents should be asked if the child had difficulties or delays in learning to speak in the native language; about the child's educational history, such as opportunities to learn to read and write in the native language, the regularity of school attendance, as well as any medical condition, such as physical or cognitive disability, which may affect language development and the student's performance in the classroom in order to proceed to implement tools and/or pedagogical strategies according to the level of difficulty that the student has. Now, as future teachers, we must put these strategies into practice to help students to make the learning process for the acquisition of a second language meaningful, whether they have learning difficulties or not. Teachers are trained with different strategies, approaches and techniques such as, for example, multisensory instruction as it is a form of teaching that involves more than one sense at a time, putting into practice the senses for a good understanding of the message given by the teacher, in this way we can facilitate learning for all students, as well as the inclusion of these children, it is important to note that all students deserve the same attention and educational quality and as teachers we must promote security and confidence in these children to socialise with other classmates thus creating harmonious and respectful spaces.
ResponderEliminarGroup D:
Alberto Ascencio
Maria Paula Lopez
Maria de los Angeles Vasquez
Daniela Rodriguez
It is important to know that each child has a different rhythm and learning style. But if you have trouble communicating verbally or writing letters and numbers with age in mind, you may be having learning difficulties. Some of the signs by which a child can be identified as having learning difficulties include:
ResponderEliminar-Present difficulties when doing motor activities such as writing, trimming, reading, among others.
-It is difficult for the child to follow basic instructions because they are complex.
-Present problems when performing school activities such as reading, calculus and writing, this may be the most common sign.
-To confuse the notions of time, not to distinguish between the concepts of today, yesterday or tomorrow.
-Coordination is difficult because learning difficulties can also affect the body’s performance when walking or coordinating hands.
Before applying any method of teaching in these cases it is of the utmost importance that as a teacher has the necessary knowledge to apply inclusion and to know how to act. More research is needed on learning difficulties and even to seek help from experts on the subject.
In these cases, when it comes to acquiring a second language, it is of great help to implement playful spaces, where children learn and feel comfortable through games and challenges. This is in order that the child or children with difficulties develop social and emotional skills, that they see that they can do the same actions as their peers and that for some they will need more time but that with help and effort they will be able to do them. Focusing on the child’s strengths without interfering with the learning process of other children. Also, use resources such as children’s stories, fables, drawing books and implementing support groups, as some people find it easier to learn or understand with explanations or methods that can be given by people of the same age or level of learning.
Group F
Andrés González
María Romo
Mishel Villa
Abigail Salgado
It seems to us that it is a very complete answer. Since your argument highlights the key and important points when identifying learning problems in children, highlighting the appropriate mechanisms to address these problems, taking into account inclusion is a great strategy because not all children have the same pace of learning. On the other hand, we found very accurate the activities that you as a group consider necessary to strengthen each difficulty. In addition, we agree with you that the ludic spaces that include games and challenges are satisfactory when it comes to promoting the child's development, strengthening their social and emotional skills.
EliminarGroup D:
Alberto Ascencio
Maria Paula Lopez
Maria de los Angeles Vasquez
Daniela Rodriguez
Este comentario ha sido eliminado por el autor.
ResponderEliminarFirst of all, to determine if a student has difficulties acquiring a second language, we must do an analysis in comparison with the group to know if they all have a level of the chair or the course they are taking. Also, we can determine the shortcomings when evaluating them, since the evaluation itself is for that, to know if the students have achieved the objectiv in the curricular plan. Now, when we detect this type of failure, the idea is not to fail the student, rather to devise a study plan according to her learning needs, without neglecting the work at the group level. This can mean a bit more collaborative work on the part of the teacher. However, there are tools for this type of situation, such as project-based learning, collaborative learning, among others. Which seek to promote an educational environment in relation to students and teachers that is directed towards the acquisition of a second language. In addition, it should be noted that continuous feedback can strengthen the knowledge that students have in case they forget it quickly or they do not put it into practice and we as teachers are in a position to make this come true.
ResponderEliminarGroup A
Elith Llinas
Daniela Sarabia
Stephany Pacheco
Jesús Diaz
EliminarGroup F
María García
Andrés González
Abbigail Salgado
Mishel Villa
Comment :
We believe that your answer is very accurate, the idea of conducting a group analysis to identify gaps or shortcomings in learning is very important for decision making in the classroom, when these shortcomings have already been identified, we agree with the idea of not condemning the student and exclude him from his natural learning process, on the contrary and as expressed in your idea, use the right strategies and make available the tools to help him to bring learning according to the group without neglecting it. At the same time we think that feedback plays an important role in this process of identification of shortcomings, since from this we can draw more accurate conclusions, for example, if a student forgets a topic or did not understand it and the teacher provides the necessary feedback to supplement their learning and yet the student continues to forget topics or does not assimilate them in full, we can identify a pattern in this student that clearly needs to be implemented new teaching methods.
This is an excellent answer and we totally agree with you. As future teachers, we must provide our students with all the tools to enable them to develop all their abilities to the full. Also, if we come up with students with learning difficulties, the least we can do as teachers is to help these children throughout their training process so they don’t feel excluded. We can also use different strategies to help children learn faster. These are four common teaching strategies. 1. Waiting time“Waiting time” (or “time to think”) is a pause of three to seven seconds after the teacher has said or asked something. Instead of naming the first student to raise his hand, the teacher will stop and wait.2. Multisensory educationMultisensory teaching is a type of instruction that involves more than one sense at a time. A teacher might help children learn information with support from touch, movement, sight, and hearing.3. Setting an exampleMost children don’t learn by just telling them what to do. Teachers use a strategy called “I do, we do, you do” to teach a skill. The teacher will show how to do something (“I do”), how to solve a math problem. Then, he will invite the children to make a problem with him (“we do”). Then the children will try to solve a math problem on their own (“you do”).4. Individual and small group teachingOne strategy teachers use is to change the size of the group they teach. Some lessons are taught to the whole class. Others are best taught in small groups of students or to a single student. Learning in a small group or one-on-one can be very beneficial for children who think and learn differently. Group B ( Luisa Lago, Yolanda Reyes, Antonio Orozco, Sara Albor)
EliminarEste comentario ha sido eliminado por el autor.
ResponderEliminarMany children have trouble reading, writing, or performing other learning-related tasks. This does not mean that they have learning problems, but in many occasions we find that not all children have the same learning pace and that is when these situations arise. A child with learning difficulties usually presents different related signs and they do not disappear or improve with time, these signs vary from one person to another. The most common signs that these people present include: Problems with reading and/or writing, problems with math, poor memory, attention problems, problems following directions, problems telling time, problems staying organized, among others. When trying to find solutions for children with learning disabilities, we must keep in mind that we are looking for ways to help them feel more comfortable in their learning environment. Our job as teachers is not to "cure" the learning problem, but to provide the child with the social and emotional tools they need to overcome the different challenges they face in the long or medium term. Facing and overcoming a challenge such as a learning problem can help the child become stronger and more resilient.
ResponderEliminarGroup B
Antonio Orozco
Sara Albor
Luisa Lago
Yolanda Reyes
We agree that not all children have the same learning pace, since many times students present problems in mastering some basic skills such as reading and writing. So, it is here where the teacher's job is to observe the most frequent signs that indicate the presence of a learning problem in order to, subsequently, be able to look for playful and recreational strategies that allow improving the learning processes by playing and sharing. Therefore, a playful route is proposed where play, reflective dynamics and recreation are strategies that favor the increase of academic performance levels. Taking into account that these strategies have to be implemented, both for students who present or not some kind of learning difficulty, so that they do not feel excluded, but on the contrary have the opportunity to integrate to show their skills in front of their classmates. On the other hand, it is important to know that helping students with learning difficulties is a slow process, where the teacher must be patient and provide support and motivation at all times in order to obtain positive results.
EliminarGroup E
Nurys Esther Carbonell Martinez
Aleydis Paola Natera Barraza
Carolina Andrea Reyes Hernandez
Luis Rafael Vargas Avila