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5Ws about me as a Teaching Professional Pei Ou. Who am I? Pei Ou Mandarin Teacher from China Majors: Teaching Chinese as a second language & Secondary.

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Presentation on theme: "5Ws about me as a Teaching Professional Pei Ou. Who am I? Pei Ou Mandarin Teacher from China Majors: Teaching Chinese as a second language & Secondary."— Presentation transcript:

1 5Ws about me as a Teaching Professional Pei Ou

2 Who am I? Pei Ou Mandarin Teacher from China Majors: Teaching Chinese as a second language & Secondary Education (Mandarin) Optimistic, hard-working & caring

3 I want to be a teacher because… I’m good at planning, organizing and communicating. I love teaching others since I was eight. I like to learn and teach language so much. Language is so interesting for me. Using different methods to teach is what I like to do. My dad taught math and music for 38 years.

4 My philosophy of teaching Every student can improve with helps. (Humanistic Approach) Clear systems, procedures and expectations of classes will help students learn. (Managerial Approach) A teacher can try different teaching methods to find the proper ones. (Folkloric Approach) Believe students can change their bad behaviors and always help them change. (Behavioristic Approach) Rules are necessary for the classroom. (Authoritative Approach)

5 Classroom Rules Talk only when permitted. Answer questions actively (Hamaker, 1986). Do not cheat. Taking notes when it’s necessary (Beecher, 1988). Use polite speech and body language. Speak Chinese as much as possible (Swain, 1985). Hand in the homework on time (Foyle, 1985). Working hard in group work (Lou, 1996) Obeying the rules then you get a higher score in Performance! Performance score is 10% of your last score!

6 Theories & Principles The purpose of homework should be identified and articulated Establishing and communicating a homework policy are necessary (Foyle, 1985). Swain (1985) argues that learners also need opportunities to produce output besides input. Lou et al. (1996) finds that students of all ability levels benefit from ability grouping when compared with no grouping at all. Higher-level questions tend to produce deeper levels of learning (Hamaker, 1986). Notes should be considered a work in progress (Denner, 1986).

7 References Foyle, H. C. (1985). The effects of preparation and practice homework on student Achievement in tenth-grade American history (Doctoral dissertation, Kansas State University, 1984). Dissertation Abstracts International, 45, 2474A. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Input in second language acquisition, Lou,Y., Abrami, P.C., Spence, J. C., Paulsen, C., Chamber, B., & d’Apollonio, S. (1996). Within class grouping: A meta-analysis. Review of Educational Research, 66(4), Hamaker, C. (1986). The effects of adjunct questions on prose learning. Review of Educational Research, 56, Denner, P. R. (1986). Comparison of the effects of episodic organizers and traditional notetaking on story recall. Boise: Idaho State University. [ ERIC Document Repeoduction No. ED ]

8 Thank you! Pei Ou 11/27/2012


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