Allan,

 

This agreement is pretty complex, and it won't work as a lesson....it
does not culturally translate ....

 

Please I can not emphasize enough, be careful with the power a teacher
has for people of other cultures

 

 

Ms. Gary Bartolina, Program Manager
Adult Education Basics
NYS & CSEA  Partnership for Education & Training
Corporate Plaza East - Suite 502
240 Washington Avenue Extension
Albany, NY 12203
Phone: 518-473-4990
Fax: 518-473-9457
bartolinag at nyscseapartnership.org
<mailto:bartolinag at nyscseapartnership.org> 
www.nyscseapartnership.org <http://www.nyscseapartnership.org/> 
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-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of French, Allan
Sent: Friday, June 20, 2008 5:10 PM
To: The Adult English Language Learners Discussion List
Subject: RE: [EnglishLanguage 2689] Re: Effective Needs Assessment
Strategies

 

Terry:

 

That is why I believe Ted considers it a good English lesson.  They can
learn vocabulary as well as the idea and importance of signing such
agreements.  They learn that each person has responsibility for making
their class a success.  Finally, this would give them practice for the
real-life agreements they are faced-with from time to time and which are
much more complex.

 

Allan French

South Seattle CC

afrench at sccd.ctc.edu

 

	-----Original Message----- 
	From: englishlanguage-bounces at nifl.gov on behalf of Terry Said 
	Sent: Fri 6/20/2008 1:32 PM 
	To: The Adult English Language Learners Discussion List 
	Cc: 
	Subject: [EnglishLanguage 2689] Re: Effective Needs Assessment
Strategies

	Ted,
	
	Your students may be at a higher level than mine, but
	even my intermediate-level college ESL students would
	have a hard time reading your contract.
	
	Terry Pruett-Said
	
	--- Ted Klein <taklein at austin.rr.com> wrote:
	
	> I have my students sign an agreement when we start.
	> It gives them most of the responsibility for
	> acquiring English and to know that the teacher can
	> "lead them to water, but can't make them drink it."
	> This agreement is in itself a good English lesson!
	>
	> Ted
	> www.tedklein-ESL.com
	>
	>  Here it is:
	>
	>               ESL STUDENT-TEACHER RESPONSIBILITY
	> AGREEMENT
	>
	> 
	>
	> 
	>
	> TEACHER-As your English teacher, I agree to do the
	> best job that I can in the few hours that we are
	> together every week, to help you reach enough
	> English fluency to achieve your life goals. I will
	> work on your listening, speaking, reading and
	> writing skills. I will help you to increase your
	> vocabulary based on your real needs. I will do what
	> I can to increase your confidence in acquiring a new
	> language. I will be responsible for offering what
	> you need in useful information on the U.S. American
	> cultures. I will do my best to offer you
	> performance-oriented instruction plus information on
	> the English language as needed. I will speak to you
	> at normal speed and without exaggeration, so that
	> when you are in the bank, the mall, or places of
	> employment and business, you will understand and be
	> understood by others, outside of the classroom.
	>
	> 
	>
	> 
	>
	>
	
SIGNED------------------------------------------------------------------
--------------
	>
	>                                 Teacher
	>
	> 
	>
	> STUDENT-As your student, I agree to take
	> responsibility for actually learning English. I
	> realize that very little of this will occur if I
	> stop acquiring English after class. This means that
	> I will look at my lifestyle and do what I can to
	> become truly bilingual. I realize that it takes
	> thousands of hours to really become competent in a
	> new language to the point that I can get the
	> education, training, and job that I want, in order
	> to achieve my life's goals in a new country. I also
	> know that acquiring a new language never stops.
	>
	> 
	>
	> I am not studying English just for fun. I am now
	> living in a country whose founders, even those who
	> spoke other languages, decided that English would be
	> the most practical medium of communication.  I know
	> that the best opportunities are available to persons
	> who speak, read and write English, regardless of
	> what their native languages are. I will still love
	> and continue using my native language at home, if I
	> choose.
	>
	> 
	>
	> If I work in a place where others speak my native
	> language, I will look for a job where I have to use
	> English, even if it is not easy at first. If all of
	> my friends speak my native language, I will try to
	> find new friends, with common interests, who don't
	> speak my language. I will read English whenever
	> possible, for pleasure or information. If  I'm not a
	> reader, I will change my priorities and read more. I
	> will become a better student, by taking the day's
	> work home and reviewing it, over and over if
	> necessary, until I have complete understanding of
	> what I learned in class and can apply it.  If I
	> still don't understand or can't do it, I will ask my
	> teacher to help me. I will never feel bad about
	> asking questions, in or out of class. I will expose
	> myself to English in all possible ways, on the
	> radio, television, movies, newspapers, books and
	> most of all social interaction with competent
	> English speakers.
	>
	> 
	>
	> I know that my teacher can teach, but he cannot
	> learn for me. That is my job.
	>
	> 
	>
	> 
	>
	>
	
SIGNED------------------------------------------------------------------
---
	>
	>                                   Student
	>
	>    
	>
	>
	>   ----- Original Message -----
	>   From: Donna Moss
	>   To: 'The Adult English Language Learners
	> Discussion List'
	>   Sent: Thursday, June 19, 2008 2:25 PM
	>   Subject: [EnglishLanguage 2679] Re: Effective
	> Needs Assessment Strategies
	>
	>
	>   I also like to have a whole group discussion and
	> class needs assessment before working on individual
	> goals.
	>
	>   One challenge of goal setting is helping students
	> articulate a goal that is realistic and achievable
	> in a given amount of time so that students can see
	> progress and feel a sense of accomplishment. The
	> goal, "I want to learn English" is great, but it's
	> really broad.
	>
	>    A goal statement can help students narrow their
	> goal and focus. A statement such as, I need to
	> improve my _____ (language skill) so I can ______
	> (do something) has worked for me. So, a student who
	> is looking for a job, might say, "I need to improve
	> my speaking and listening so I can ask and answer
	> questions when I have a job interview." Another
	> student who is a parent might say, "I need to
	> improve my speaking and listening so I can ask my
	> child's teacher questions in English."
	>
	>   At TESOL this year, I went to a workshop on
	> Strategies for Learner Goal Setting. One of the
	> strategies the facilitator suggested is having
	> students form "goal support groups." These groups
	> can be formed based on similarities in life roles or
	> type of work or goals. She schedules regular
	> meetings for 15 to 30 minutes and students talk to
	> each other about their goals and progress toward
	> their goals.
	>
	>   What are some ways to help students develop a plan
	> to meet their goals?
	>
	>   Donna Moss
	>   Program Specialist
	>   Arlington Education and Employment Program
	>   Arlington, VA
	>
	>
	>
	>
	>   >>> "Betsy Wong" <betsywong at comcast.net> 6/19/2008
	> 9:24 AM >>>
	>
	>   One of the strategies that has proven helpful in
	> assessing learners' language needs has been a
	> full-group discussion/brainstorming session, with
	> each one of these questions discussed at a time:
	>
	>   
	>
	>   Where do you speak English?
	>
	>   Where do you hear English?
	>
	>   Where do you read English?
	>
	>   Where do you write English?
	>
	>   
	>
	>   Although this is simplistic, it really gets
	> learners thinking about the situations in which they
	> need to use English (and I usually follow up the
	> question with, Are there any other times when you
	> want to speak/hear/read/write English more easily?)
	>
	>   
	>
	>   At the lower levels, it's helpful to use visuals
	> as well (e.g., a picture of a hospital or a
	> children's school - "Do you need to speak English
	> here?")
	>
	>   
	>
	>   I like to note answers on the board (this also
	> lends itself to a "mind-mapping" diagram) and copy
	> them for myself. I refer to it throughout the class
	> term.
	>
	>   
	>
	=== message truncated ===>
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