teaching in hetrogenious class
Part 2
Abstract
Reading the literary texts required for module "F", I knew that teaching the stories as it is, would not be possible in the heterogeneous class as mine as it would never succeed. In this class not only, each one of the students is at the different level but also he has his unique learning problem. I had to find another solution and quickly. My name is Hagit, and I am an English teacher for 4 and 5 points Bagrut exam in a unique school. In this school, all students have ADHD. Each one has a peculiar problem. The specialty of the school is to make sure that all children will graduate with a complete Bagrut certificate. Therefore, I had to get a quick solution for my aforementioned problem. Searching in the literature I found several methods that apply for teaching mixed classes and more methods for teaching ADHD students. Yet I had one more question, my students were especially brilliant. They were remarkably smart and highly intelligent, and I was afraid that they would lose interest in literature and that the entire log would be destroyed. Suddenly I realized that all three short stories I have read have a common ground: they deal with the attitude of the native to the foreigner - immigrant. Since each one of us experienced immigration or met an immigrant during his lifetime (either the student or his parents or grandparents made aliyah, they hear the news, they have probably met at least one newcomer in their surroundings – taking into consideration that all of them live in the moshavim). By using this framework, I thought, I would be able to be loyal to the school 's approach in order to let each one of my students work independently in accordance with his difficulties. I would also be able to conduct conversations and brainstorms so they would be prepared for their oral exams. In addition, they will be able to deal with any issue
Abstract
Reading the literary texts required for module "F", I knew that teaching the stories as it is, would not be possible in the heterogeneous class as mine as it would never succeed. In this class not only, each one of the students is at the different level but also he has his unique learning problem. I had to find another solution and quickly. My name is Hagit, and I am an English teacher for 4 and 5 points Bagrut exam in a unique school. In this school, all students have ADHD. Each one has a peculiar problem. The specialty of the school is to make sure that all children will graduate with a complete Bagrut certificate. Therefore, I had to get a quick solution for my aforementioned problem. Searching in the literature I found several methods that apply for teaching mixed classes and more methods for teaching ADHD students. Yet I had one more question, my students were especially brilliant. They were remarkably smart and highly intelligent, and I was afraid that they would lose interest in literature and that the entire log would be destroyed. Suddenly I realized that all three short stories I have read have a common ground: they deal with the attitude of the native to the foreigner - immigrant. Since each one of us experienced immigration or met an immigrant during his lifetime (either the student or his parents or grandparents made aliyah, they hear the news, they have probably met at least one newcomer in their surroundings – taking into consideration that all of them live in the moshavim). By using this framework, I thought, I would be able to be loyal to the school 's approach in order to let each one of my students work independently in accordance with his difficulties. I would also be able to conduct conversations and brainstorms so they would be prepared for their oral exams. In addition, they will be able to deal with any issue
References: 1. The Learner-Centred Curriculum A Study in Second Language Teaching – David Newman, Cambridge University Press, Sep 30, 1988 2. Deborah J. Short, Integrating Language And Content Instruction:Strategies And Techniques NCBE Program Information Guide Series, Number 7, Fall 1991 2. Research Institute on Secondary Education Reform for Youth ..." Research Institute on Secondary Education Reform for Youth. . N.P., N.d. Web. 20 Aug. 2013 3. MLA: "Research Institute on Secondary Education Reform for Youth ..." Insert Name of Site in Italics. N.P., N.d. Web. 20 Aug. 2013 . 5. Newmann, Fred M. and Gary G.Wehlage. “Five Standards of Authentic Instruction.” Educational Leadership. Association for Supervision and Curriculum Development..