As a child, globalization can have a huge impact on your life. Globalization can make teaching in the classroom difficult due to the fact you as the teacher don’t know your students past. Globalization has become a catchphrase to refer to both the process and consequence of shrinking distances between places on this plant (e.g., Friedman, 2005) (reference Zhao, 2010). As teachers, it’s our jobs to create an environment where students feel safety and where they feel comfortable at. No matter what’s the circumstances are. Many immigrant students move around due to work, meaning that the child must jump start a new life when they move to a new place. This can cause many challenges for a child especially one who don’t speak English. According to
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Students need a place “nest” where they can feel comfortable at. Students need to feel comfortable to open to you as the teacher and other students. My use of Dialogic intervention led to the evolution of an intervention approach that is interdisciplinary and threefold: cultural/academic/psychological (CAP) (Igoa, 1995 p 118). The child that feels balanced with these 3 aspects are the ones who are fully alive in school. A child may have problems with one aspect of the triangle; having pressure to leave that aspect out. The teacher focuses on the cultural aspect; due to the fact of keeping the academic clear, and focus the child on understanding its importance in school. Teachers need to encourage students to succeed to their highest potentials. For example, allow students to bring books home to create their own library. Another way students can succeed is by doing homework notebooks. Homework notebooks allowed a place for students to write down their daily assignment. Students should be able to bring in something that represent their religion (as part of their culture). Religious symbols and the importance of religion often came up their drawings and writings (Igoa, 1995 p.136). The SIOP Model can be used to promote students to succeed in acquiring English. The SIOP Model is content comprehensible for English language learners people. The model consists of: preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment (SIOP, 2016). A teacher can easily incorporate these components into everyday learning. For example, students will do some type of foldable to indicate that they understood the lesson delivered (Lesson Delivery). The model allows both, the teacher, and students to see some type progress in learning new lesson (it allow them to follow steps in learning something new). This model allows teachers to
Students need a place “nest” where they can feel comfortable at. Students need to feel comfortable to open to you as the teacher and other students. My use of Dialogic intervention led to the evolution of an intervention approach that is interdisciplinary and threefold: cultural/academic/psychological (CAP) (Igoa, 1995 p 118). The child that feels balanced with these 3 aspects are the ones who are fully alive in school. A child may have problems with one aspect of the triangle; having pressure to leave that aspect out. The teacher focuses on the cultural aspect; due to the fact of keeping the academic clear, and focus the child on understanding its importance in school. Teachers need to encourage students to succeed to their highest potentials. For example, allow students to bring books home to create their own library. Another way students can succeed is by doing homework notebooks. Homework notebooks allowed a place for students to write down their daily assignment. Students should be able to bring in something that represent their religion (as part of their culture). Religious symbols and the importance of religion often came up their drawings and writings (Igoa, 1995 p.136). The SIOP Model can be used to promote students to succeed in acquiring English. The SIOP Model is content comprehensible for English language learners people. The model consists of: preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment (SIOP, 2016). A teacher can easily incorporate these components into everyday learning. For example, students will do some type of foldable to indicate that they understood the lesson delivered (Lesson Delivery). The model allows both, the teacher, and students to see some type progress in learning new lesson (it allow them to follow steps in learning something new). This model allows teachers to