Field Trip Information

Fall, 1999

We will be leaving for Sheridan International School of Languages on Thursday, December 2^nd, at 11:15. We will meet at 11:00 at the bus loop. Please, make sure that you have all the following items:
 

•  If you are one of the drivers, make sure you have obtain the corresponding license from the motor pool office.
• Notebooks and all the necessary materials for your classroom observations.
• Enthusiasm and any other required element to have a successful and fun field trip.

Questions to answer by consulting with classroom teachers or observing class interactions

1) Student Background: How are students selected for the programs? How well do the students read in their dominant languages at this grade level?

2) Classroom Structure: Is an open or a traditional classroom? Is the structure adequate for bilingual teaching? Is there any team teaching design? If so, does it function within or across grade levels? How many students are in the class? How many Spanish-dominant students and how many English-dominant students are in the class? Is the teacher bilingual? Is there an aide? Is he or she bilingual? Are there materials for the students to use themselves?

3) Spanish/ Japanese/French Language Instruction for English-Dominant Students: Is the instruction received in groups or individually? Which subjects are taught in the target language to English-dominant students? How much time is spent on S/J/F instruction? Which subjects are taught in English and reinforced in Spanish? What basic S/J/F language materials are available in each subject? Are there enough basic materials? Is their quality acceptable? What supplementary materials are used? Are there enough supplementary materials? Is their quality acceptable?

4) English Language Instruction to Spanish/French/Japanese-Dominant Students (if applicable): Same questions as in section 3

5 English Reading and S/F/J/ reading: Same questions as in section 3 + Who teaches ESL and English reading to Spanish-dominant students? Is there a relationship between oral and reading lessons in all languages? When do students begin to receive reading instruction in English? How is the reading transition to English made? When does it begin?

6) Paraprofessionals: How much time per day does the aide spend in the classroom? What are the specific duties of the aide?

7) Parent Involvement: Are parents encouraged to visit the classroom freely? How involve are parents and in which ways?

8) Communications: Is the administration sensitive to classroom needs? What kind of relationship exists between bilingual-program personnel and other administrators and teachers in the school district?

In the classroom the following characteristics are observed:
* Development of receptive and productive language.

* Development of auditory and visual discrimination skills.

* Development of listening skills.

* Interrelation of language development and concept development.

* Creative, open-ended use of language.

* Identification of language dominance.

* Identification of specific reading concepts.

* Use of activities other than printed exercises to develop syntactically accurate language.

* Use of counseling techniques and behavior modification to manage deviant behavior.

* Students build self-discipline.

* Language lessons presented sequentially to avoid student frustration.

* Enough reinforcement exercises are provided.

* Students understand and follow the instructions without constant support from teachers.

* Materials are physically accessible; require substantial/ minimal preparation on the part of the teacher; could/could not be use by a paraprofessional.