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Encouraging the use of English as a tool
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2
September, 2011
C
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S
THE SPOT 4.
President’s and Editor’s Letter
7-8. Interview of the month
14. Do’s
and Don’ts about
education
18. Breath -taking pictures! 19. Cool movies you must see!
5. Director’s Message 6. NCATE status
9. Best Collective Essay 10-11. Special Article
15. Helpful Websites 16. Education News
17.The
green page!
12. Practice teachers’ anecdotes 13. Options for graduate school
20. Music only! 21. Books suggestions
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25. Quotes for thought
22. Fun
Page
22. Show
your writing skills 23-24. Short Story
26. Send a message! 27. Fun Page!
On the cover Photographer: - Unknown Name (UPRH student) Models: - Anibal Rivera - Bryan Rodríguez - Kanisha Rosario - Juan Domenech - Onix X. Castro - Maneli Nieves
29.
ESA’s Next activities
C
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T
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31. The ESA’s Story
28. Latest Activities
30. ESA offers!
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President‘s letter
Michael Sosa
People in Charge
Publisher:
The English Students‘ Association
Vice-president
Joseph Lance Román
President:
Michael Sosa
Consultants:
Anibal Muñoz
Nilsa Lugo Colón
Denise Rodríguez Carrasquillo
Editor:
Kanisha Rosario Ramos
Coeditors:
Angelique
Denise Rodríguez Carrasquillo
Printing:
Artes Gráficas-UPRH
Greetings everyone!
We feel the winds of change this semester. Every year, we have
freshmen starting in the UPRH as well as older students progressing to
start a new life. Every generation of individuals will continuously be
different from the previous one. Diversity wraps this planet and also this
nation. Thanks to how diverse we are, we possess different ways of
thinking, making us what we are today: where every person plays a
different role. Everyone is important in this path and the route that you
have chosen to walk is unique.
Let us look back at the past for a second, when we were five and we
were starting Kindergarten. Did you ever think at that time that you would
be where you are today, studying to become a professional in one of the
most prestigious universities in the Caribbean? You can bet that a hundred
percent (100%) of the people reading this didn‘t. Now that you recognize
this, start looking at the sky and consider it, for it is waiting for you! On no
occasion give up! Embrace the owl that lies within you! It doesn‘t matter
how many obstacles may lie in your way. Remember always to spread your
wings and reach your goal, even if you have to crawl. Always remember
that our hearts beat as one powerful soaring owl. We are the UPRH!
Best regards,
Michael
Editor‘s message
Kanisha Rosario Ramos
Hello Readers!
I am the new editor of the ESA‘s newsletter what is now a magazine. Most of the time
when someone talks about evolution we think of changes, transformations, development,
and growth. The ESA has all of these in mind. We don‘t want to be a simple spot in the
Letras Building. This is why the BOD members have decided to change the newsletter
structure and transform it using the concept of magazines. Magazines are known to be more professional and
more eye-catching and as a result we are no longer a simple spot, we are in charge of ―The Spot‖. I am
thrilled to start my task being the new editor of the ESA‘s magazine and to be part of the association‘s
mission of encouraging and promoting the use of English as a tool, all this with the help of the coeditor and
my friend Angelique. Along the way, I am making new friends, learning new things, and experiencing new
adventures. I hope you guys like it!
Sincerely,
Kanisha
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JOINING THE CONVERSATION
By: Dr. Nilsa Lugo Colón
It‘s amazing how after 29 years of teaching, my most
vivid memory was not inside the four walls of a
classroom, but as a sailing instructor on a beach in
Humacao. I used an on-land simulator to get
anyone from the age of nine to 99 to balance on a
windsurfer, steer into and off the wind, and to
execute a self-rescue in case anything went
wrong while on the water. On this particular
day, a 30-something year old man came with
his girlfriend and confessed that windsurfing
was his passion, that he had never had a
chance to learn because he had been ill for so
many years, but that now he was strong and
wanting to pursue all the things he had
missed in his teens.
―Not a problem,‖ I said, ―Let‘s get you sailing.‖ So for the next hour, Jeff
balanced and steered on the simulator, handling the mast and sail with an
agility seen only in natural athletes. ―Man, I love my job,‖ I kept thinking,
―Look at what this guy can do.‖ Ok, this was on land, on a simulator, but by
experience I knew that anyone who did well on land usually did well in the
water.
―I‘m ready, and itching to get in the water. This is going to be perfect,‖ he
cheerfully announced. He hopped from the simulator, stripped off his
sweatpants to show bright green surfer shorts, and proceeded to unscrew
his left leg. ―What the ____?!‖ I honestly could not believe what I was
seeing. He sat on the edge of the dock, took off a prosthesis life-like leg,
and replaced it with a metal bar with a wooden foot on the end. With the
biggest smile on his face, he jumped up and said, ―Bring it on; I will
never be more ready than this.‖
In a state of complete shock, I helped him put the windsurfer in the
water. He hauled up the sail, and was off…sailing as if this is what he
had been doing all his life. My first coherent thought was that I was the
most talented, gifted teacher in the world. A one-legged man,
windsurfing, having the time of his life-I made this happen! My second
coherent thought was more like an epiphany-He made this happen; he was
the most gifted student in the world!
This was the turning point in my career. I loved teaching, but had not even
thought of getting a university degree because I loved sailing even more. I
believed that by combining the two, I would be fulfilled. But at this singular
moment, as Jeff gracefully tacked back and forth across the bay, I was struck
numb with the thought that teaching was not about me, it was about those I
taught. I may have a talent for teaching, but the reward is in seeing my students
succeed and flourish.
From that remarkable day, while I was hosing down the boards and sails as the sun
was setting and the water was sparkling in the oncoming twilight, my future was
crystal clear. The next day I applied to UPRH. As the celebrated radio broadcaster Paul
Harvey used to say, ―…and now you know the rest of the story.‖
Message from the Department’s Director:
6
Dr. Nilsa Lugo Colón, TEU Coordinator
November 2, 2010. This is the day the Teacher Education Unit (TEU) received the letter that announced we had been
fully accredited, from 2010 to 2017, by the National Council for Accreditation of Teacher Education (NCATE).
Were we surprised? No. Are we ecstatic? Absolutely.
This singular letter has forever changed the dynamic of both the English and the Education programs at UPRH. The
faculty, staff, and teacher candidates that make up the TEU have made the commitment to continuously improve their
respective programs by focusing on six essential standards:
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Standard 2: Assessment System and Unit Evaluation
Standard 3: Field Experiences and Clinical Practice
Standard 4: Diversity
Standard 5: Faculty Qualifications, Performance, and Development
Standard 6: Unit Governance and Resources
The Unit, as identified in its 2007 Conceptual Framework, designed a four-stage assessment model that includes
gathering data on specific courses or instruments at the entry, pre-clinical, clinical, and post graduate levels of its
programs. The TEU will be focused for the coming years on using assessment results to make data-driven decisions on
all aspects that lead toward continuous improvement. This will engage the TEU up to the next accreditation visit. To
help you understand the timeline, the following dates are key to our reaccreditation process.
1. 2011-2014: Continue assessment processes in order to make data-driven decisions
2. 2014: Submit reaccreditation report to TESOL and NAEYC
3. 2014-2016: Continue assessment processes; prepare draft of Institutional Report
4. 2016: Submit Institutional Report to NCATE
5. 2017: Host on-site NCATE visiting team
One of the areas that the Unit recognizes as a priority is immersing all of you, our teacher candidates, in the
reaccreditation process. We recognize that in order for you to achieve academic and professional success, you need to
be fully engaged in the decision-making process. You will be asked and encouraged to actively participate in
committees, special events, and all assessment activities.
Achieving accreditation was part of the TEU‘s short-term plan; maintaining accreditation is the long-term goal.
Is this a mere academic task to obtain one more certification? No. Is this our commitment to you, that as future teachers
you will become empowered by embracing diversity, creativity, leadership, and social transformation? Absolutely.
6
NCATE Update
Description of The Teaching Education Unit Logo
1.Star-like figure represents our teacher candidates who are the shining stars of the unit. All their efforts radiate out toward their students.
2.Gold color represents triumph and success in the areas of diversity, creativity, leadership, and social transformation.
3.Diversity, as the head of the figure, represents the inclusive nature of our program and the wealth of diversity of our teacher candidates and their students.
4.Social transformation, at the base of the figure, represents the pedestal the unit wants teacher candidates and their students to stand upon as a lasting foundation.
5.Curved line that links the 4 candidate dispositions represents the continuous nature of the teaching/learning cycle that permeates the lives of our teacher candidates and their students.
6.Blue color of curved line and lettering identifying the four dispositions represents the positive, dynamic nature of our unit‘s education programs comprised of a BA in English and BA in Education.
7.Pentagon shape represents UPRH in the form of a school house building, that in turn represents the schools our teacher candidates visit for field experience and clinical practice.
8.Burgundy color represents the university spirit of UPRH. 9.Blue color that radiates as a glow around the pentagon shape represents the
educational focus that surrounds our island community (light blue is the
universal color for education programs). Designed by: Dr. Nilsa Lugo Colón/2008
7
Interview of the Month
Farewell to
Dr. Carlos Báez Moctezuma
What inspired you to become a teacher?What inspired you to become a teacher?
What was your goal your first year as an What was your goal your first year as an
educator? How did it change throughout the educator? How did it change throughout the
years?years?
7
Are you satisfied with your achievements? Are you satisfied with your achievements?
What are your strengths and areas of What are your strengths and areas of
improvements?improvements?
Well, since I was a little kid I wanted to be a
teacher. I would teach my cousins and have them
around doing assignments and things. I have
always liked the profession.
It‘s a weird story because I started teaching at a
very early age. I started when I only had one
year of college due to my economic constraints
and the need for teachers out there in the public
school system. I wasn‘t even twenty yet and my
goal at that time was to learn how to teach
because I didn‘t even have any teaching
experience, I didn‘t have any formal preparation
to be a teacher. I had only taken basic courses at
the university so I knew very little about
methodology or about the curriculum. So, my
main goal was actually to learn about the system,
and what I had to teach. Actually, my goal has
always been to continue learning. I have always
been very inquisitive. I love to read and I would
say that I had taught myself a lot of things. If
there is a topic that I like I go out and look for
information about it; specially now at this level. I
would say that at any level that you‘re teaching
you always have to be updated in terms of the
content knowledge of what you are going to be
teaching, especially the methodology. Things,
like technology, change all the time. I have never
taken a formal course in computers, but I had to
learn about computers if I wanted to be a
successful teacher.
Yes, I am quite satisfied. As I said I started with no or
very little academic preparation, knowing very little
about the system, and knowing very little about
teaching per se. Throughout the years, I have gained
quite a lot of experience, I continued my formal
studies and even completed a doctoral degree, so in
my course preparation I am very satisfied. Also I
would say, in terms of what I have accomplished with
my students, that I have seen many of them succeed
and I am very, very rewarded.
Motivation would be one of my strengths; also I have
always been open-minded about things. I am a risk
taker and I have always liked to try new things. This is
what you need as a teacher, to be willing to try new
things and experiment even with your methodology. If
today I taught this material this way then let me try it
in another way and see how it comes out. I believe that
I would consider dedication one of my strengths also. I
have dedicated my life to education because I love
what I do.
I have improved in what I call a very big weakness on
my part from when I started teaching. At the begin-
ning, I was not very patient, but I learned to be patient
and I believe that I accomplished this goal. I have
grown a lot in gaining patient, especially with my stu-
dents and the people around me. Another weakness
that I would say that I had as a professional is with
organization. I‘m a little bit disorganized, but at least
here (pointing at the desk), within this lack of organi-
zation, I know where to find my things.
8
What do you think about the current teacher What do you think about the current teacher candidates?candidates?
I thought I could make a difference. I lived an experience
were I was appointed as a teacher not knowing what or how
I was supposed to teach. As a practice supervisor, I thought
I could help my students by sharing my experiences, so
you‘ll know what to do, how to do it, and know about the
resources that you have out there.
I believe that we have pretty good teacher candidates. Some
of them are very dedicated. Of course, nothing is perfect.
There are others who need to be more mature and a little bit
more responsible, in a sense. But, something you can never
miss or lose is the faith in your students. If I could not
believe that my teacher candidates had the capacity to
become good teachers, I would fail.
How do you think the teacher education program How do you think the teacher education program
should improve?should improve?
We have a very good program, the statistics prove it. We
have been coming out of teaching certification tests
successfully; we obtain very high and very good scores so
the students are learning in our program. However, there is
still margin for improvement. We need to have an ongoing
course revision. As I mentioned before, knowledge changes
and we, as professionals, teachers and professors here need
to continue revising our courses, keeping them up to date to
what‘s coming, the new information, and the new
knowledge. I believe that we also should include some sort
of mentoring program where senior students in our
programs will be mentors to the
newcomers; helping them out,
guiding them. I think that we
will be more successful if we
had that kind of program. This
idea of sharing has to be part of
our program because we have
to work as a team. We see that a
lot in practice teaching.
Sometimes they call each other
asking the others how they
would act in specific situations
or asking how to handle them.
8
What would be your advice for young people What would be your advice for young people who aspire to become teachers?who aspire to become teachers?
Why did you become a practice supervisor Why did you become a practice supervisor for our program?for our program?
What do you think is the future of our program, What do you think is the future of our program,
given the UPR‘s tendency towards downsizing?given the UPR‘s tendency towards downsizing?
That‘s a very good question. I wish I had a crystal ball
and see the future. I think the program might be in
danger of disappearing so something has to be done.
Something that has to be done or , at least, done more
aggressively is a promotion campaign. Our program has
to reach out to schools. You seniors can help with this.
We have to go out to schools to let them know that we
exist, that we have an English teacher preparation
program here. It‘s not only recruiting, but giving the
program some promotion, maybe in newspapers. There
are other universities that are exploiting television and
radios with commercials everywhere about the program
they have. Why can‘t we do that?
Another good question! They have to be open-minded;
they need to be creative because creativity dictates the
limit of what you can accomplish. You as future
teachers need to continue to be students. Ever since I
was a teacher, I continued studying, not only from books
but from my students. I would say that I learned more
from my students than from the university. You have to
be an eternal student,. You are responsible and you
really have to be effective. If I have to teach something
that I don‘t know, I‘ll go out there and learn it myself
so I can teach it to my students,. That forces me to learn.
Another thing is that we have to be real role models. We
have a lot of good teachers, but we also have the other
side of the coin where we have teachers that are a little
bit reluctant to change, who are reluctant to recognizing
the students‘ abilities. We need to internalize what is our
main goal as teachers. It is not only to teach English. We
have to deal with forming individuals. Also, you need to
love to teach in order to be there because things are not
easy and they are not going to get any easier. It is the
love for your profession, your integrity, the respect for
your students that is going to make you last at least
thirty years before your retirement.
9
Carlos A., Marieangely, Jeishanet, Suamitt M., Jeisha N., Valerie, Dianna M., Alejandra, Axsel J. Josué F., Alex O., Manuel, Johans, Juan E., Juan C., Josué, Kenneth, Suania M., José R., Julmary, Cristian M., Edwin F., Jyrian, Karina, Eby, Natalie, Juan C., Waleska N., Dayana, Sasha M.
9
echnology is developing so fast that it has created a different kind of society. It is responsible for the lack of communication between people. Technology has created a division between the younger and older generations. Older people are more resistant to the changes in technology. They are used to thinking in a specific way. This makes them prefer the conventional way of expressing thought. That is why it has changed the way mainly younger people think. Technology has a major influence on their daily activit ies. Videogames and internet browsing have become the sports of today. This is making us less physically active leading to more childhood health problems and other negative effects. However, it is the time young people spend on technology that has created serious problems that affect them. Technology is an addiction that has negative mental and physical effects. The different negative mental effects that can be caused by technology include the inability to think independently and the antisocial behavior that can turn into a way to escape from reality. Technology provides so much information that a person doesn’t need to think. All you have to do is go online and “google” the information. Technology is thinking for us. We don’t have to look through mountains of information to find the information we need.
The brain is not developing independently because we are not going through the process of ana lyz ing the in fo rmat ion ourselves. Another mental effect caused by technology is that it makes us anti-social. By spending so much time navigating the internet, we separate ourselves from the world. People spend so much time with technology that they forget how to interact with each other. The time we spend on the computer forces us to act like the computer and in the process we lose our humanity. The interaction with other humans keeps us in touch with our humanity. We learn how to be social. By not interacting with other people in a social environment, we do not acquire knowledge of what life is about. Therefore, we don’t learn how to handle ourselves in society so we use the internet to escape from the obligation. There are also negative physical effects caused by technology. The abuse of technology, in other words, spending too much time on the computer, can cause serious health problems like obesity, eating disorders, and insomnia. Technology has substituted for activities people used to do. This addiction to technology diminishes our physical activities causing our bodies to weaken. Muscles begin to atrophy even the ones in our eyes. Technology affects our eating cycles by becoming our number one priority. It’s changing
the way we view the need to nourish our bodies. Our concentration is so focused on the internet that we don’t give importance to what we are or what we have to eat. In these and many other ways,
technology has proven to have
negative physical and mental
effects. It has become a dangerous
addiction for our society. Like any
addiction, we need to stop
depending on it or at least
consider monitoring the time we
spend on the internet. It is time for
us to make a change in the way
we use technology. Our mental
and physical health is at stake. We
cannot eradicate the use of
technology because it has become
a part of our lives. However, we
need to be careful not to get
addicted.
Written by:
The Negative Mental And Physical Effects of
Technology
10
Responsive Teaching Through
Conversation Cheryl Dozier, Susan Garnett, Simeen Tabatabai
The other day, I couldn’t find Shayla. I
went in her room and there she was,
reading. She never reads in her spare
time. (Shayla’s dad)
When f i f th -grader Shayla
(pseudonym) read, she frequently shut
the book, put her head on the desk,
and asked, ―When are we going to be
done? Do I have to read more?‖
Shayla‘s reading was often
halting and labored, and she
rarely engaged in conversations
about her reading. Diane,
Shayla‘s literacy lab tutor and
an aspiring literacy specialist,
meticulously planned and
prepared lessons yet found it
difficult to engage Shayla.
Conversations with Shayla felt
like interrogations. The more
questions Diane asked to gauge
Shayla‘s understanding, the
more Shayla retreated. When
this pattern lasted for a few
sessions, Diane shared her concerns
with her colleagues. During these
conversations, Diane realized she
needed to draw from Shayla‘s
strengths rather than focus solely on
her lesson plan. That is, she had to
understand and build on what Shayla
knew and could do before she could
teach her. Through observations and
conversations with Shayla and her
dad, Diane started to gain insight
about Shayla as a learner. When
Shayla and her dad shared that Shayla
enjoyed humorous books, Diane chose
Junie B. Jones and Some Sneeky
Peeky Spying by Barbara Park to read
together. After finishing the book,
Shayla confided, ―That‘s the first
book I ever read.‖
Learning From Learners:
A Focus on Strengths Like Diane, we—Cheryl, Susan, and
Simee (authors)—have worked with
learners who puzzle us. We also
engage in ongoing conversations with
colleagues to reflect on and rethink
responsive teaching. Our conversations
with one another started in the literacy
lab (as described in Dozier, Johnston,
& Rogers, 2006) and have continued,
even though we all teach in different
instructional contexts. Cheryl is the
teacher educator at the literacy lab
where Diane studied to become a
literacy specialist, Susan is a literacy
coach, and Simeen teaches fifth grade.
Whenever we meet, we continue to
grapple with the complexities of
teaching and learning. Keeping in
mind Shayla‘s interest in humorous
books, Diane chose Diary of a Wimpy
Kid by Jeff Kinney as the next book to
share with Shayla. Diane was
delighted when Shayla declared not
only how much she enjoyed it, but
also that she wanted to read it on her
own and share it with her family. Two
days later , however, Shayla
announced, ―I don‘t like it! I‘m done
with it. I don‘t like these books
anymore!‖ Diane and Shayla‘s dad
were confused at Shayla‘s sudden
resistance. During a conversation
among the three of them, Diane
discovered that Shayla abandoned the
book when she encountered two pages
she didn‘t understand. Diane then
gently asked Shayla to show her
where the confusion started. Through
their conversation, Diane realized that
Shayla could not read the book
independently. Together, they read
through the confusing parts and
brainstormed strategies Shayla could
use when she read on her own. They
decided Shayla would mark the parts
where she had questions or was
confused, as well as the parts she
found particularly humorous.
Shayla‘s dad thought this
would be helpful, too. When
Diane and Shayla next met,
Shayla shared her notes with
Diane and they worked
through the confusing parts.
Moreover, they enjoyed
talking about the book. This
shift from teacher focus to
learner focus was powerful in Diane‘s responsive teaching.
This new focus required
flexibility and confidence.
Although Shayla encountered
immediate success when she
worked with Diane, her success with
independent reading did not come
quickly. As a result, Diane was
unprepared for Shayla‘s refusal to
continue reading Diary of a Wimpy
Kid independently. Instead of
becoming frustrated, Diane responded
by engaging Shayla in further
conversations to discover the reasons
behind her refusal. Realizing Shayla
wasn‘t ready to read the book on her
own, Diane helped Shayla develop
strategies to use independently.
Shayla finished Diary of a Wimpy Kid
and later asked to read the rest of the
books in the series. She began to take
risks and to use strategies on her own,
even when she encountered
difficulties. As Shayla‘s confidence
grew, she talked about the books she
read with her family and her
fifth-grade classmates.
Shayla‘s dad noted, ―The other day, I
couldn‘t find Shayla. I went in her
room there she was, reading. She never
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reads in her spare time. I don‘t know what it is about that
book [from the Wimpy Kid series], but she likes it.‖
Shayla began to see herself as a reader, declaring, ―I‘ve
got this under control. [Reading] is a thing I do now.‖
When Diane focused on Shayla‘s strengths and used that
information to engage Shayla in conversations, their
interactions changed dramatically. Diane focused more on
Shayla as a learner rather than herself as a teacher, and
Shayla persevered instead of giving up when she
encountered difficulties during her reading.
Responsive Teaching Diane and Shayla‘s experiences remind us of the
importance of focusing on strengths to develop
relationships with learners and their families. These are
aspects of responsive teaching the three of us continue to
explore with one another.
To teach responsively in the literacy lab, Cheryl asks
teachers to become keen observers of how learners
construct knowledge and then use that information to
build on learners‘ strengths. As students read, teachers
notice and name the literate behaviors and strategies they
experiment with and those they use successfully
(Johnston, 2004). Teachers then use this information to
help learners build self-extending systems (Clay, 2001)
whereby they use a range of strategies flexibly and
competently in new situations. One way to follow
learners‘ leads is by selecting accessible, engaging, and
interesting books so students can successfully read and
discuss texts. This focus on strengths, a defining feature of
the literacy lab, transfers to other instructional contexts.
Students in Simeen‘s classroom know she has high
expectations for both their individual and collective
success. By seeing her students from a lens of strengths
and possibilities, Simeen helps them to set personal goals
for and take owner ship of their own learning. Although
Simeen gives students independence and choice, she
scaffolds their learning as needed. For Simeen, careful
decision making based on each student‘s needs requires
flexibility and being responsive to learners in the moment.
As a literacy coach, Susan takes the same stance when she
enters conversations with teachers. She focuses first on
what is going well. In this way, Susan is mindful of
teachers as learners and encourages them to bring this
focus on strengths to their classrooms.
Developing and Sustaining Relationships For all of us, relationship building is central to our
teaching. We build relationships through conversations.
Cheryl does this the first night of literacy lab by
encouraging teachers to share and discuss artifacts from
their learning and teaching lives. From the start, the
teachers come to learn and care about one another.
Simeen creates a safe learning community where
students share their interests through conversations and
projects. Early in the year, for example, students create
and share self-portraits with classmates. This sharing
builds trust. Susan builds relationships by encouraging
teachers to engage in conversations with her and with one
another. These conversations serve as a foundation to
engender trust. From this, teachers can imagine
possibilities for learning and for learners. We also build
bridges with families as we seek to discover ways we can
honor their understanding of their children. In each of our
contexts, we engage families in a photography project
where they photograph and write about their in- and
out-of-school lives (Spielman, 2001). The insights
families share extend our understanding of learners and
strengthen our relationships with them. We also develop
relationships with families through e-mail and telephone
conversations, as well as through family journals. We
have come to see how valuable family insights are in
building relationships with our learners. We recognize the
need for intentional, purposeful, and thoughtful
conversations. Conversations are the heart of our
responsive teaching. By talking with colleagues, students,
and their families, teachers can build relationships, work
through complexities in teaching and learning, and
celebrate successes.
References Clay, M.M. (2001). Change over time in children’s literacy
achievement.
Portsmouth, NH: Heinemann.
Dozier, C., Johnston, P., & Rogers, R. (2006). Critical literacy/
Critical teaching: Tools for preparing responsive teachers.
New York: Teachers College Press.
Johnston, P.H. (2004). Choice words: How our language af-
fects children’s learning. Portland, ME: Stenhouse.
Spielman, J. (2001). The family photography project: ―We will
just read what the pictures tell us.‖ The Reading Teacher, 54
(8), 762–770.
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Hey there, everyone!
My practice center is the Rufino Elementary School. I am teaching the 6th grade. So far, my experience has been amazing. The students are great! I have seen my share of love sick boys, sassy girls, quiet keepers, eager helpers, and many more. Every day I'm falling even more in love with them than the day before. Sadly, I've noticed that their knowledge of the English language is not even close to the level they should be in the present stage of their academic life. On the other hand, they are eager, excited, and willing to learn. I am going to give these kids my all, in order to help them reach their full potential; not only as students but also as human beings. After all, isn't this why we all wanted or want to become teachers? Remember, we are the ones who can make a difference, so let's go out there and give it our best attempt! Kristina Robles Plumey
My experience during practice teaching, at the 5th grade of the Luz A. Cruz de Santana School in Humacao, has been wonderful. I have to thank the professors of the English Department because they guide us to be highly qualified teachers! During this process, I could see a deeper view of teaching. Now I know that teaching is not only preparing lesson plans or preparing the best classes of all the world. Teaching is more than that. Teaching is caring about your students’ needs, likes, or dislikes and what things you have to improve, monitoring yourself and trying to give the extra mile every day in order to reach a satisfactory learning process. My advice for those who practice next semester is that the key is to motivate yourself, your students, and care about their needs in order to be a successful educator every day. “We cannot hold a torch to light another's path without brightening our own.” (Ben Sweetland ) Krystal Pagán Santiago
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Teaching English in Puerto Rico has been a difficult task since the beginning. I have always thought that going with the right state of mind to face your students would be enough to break through that metaphorical wall called the language barrier. To my surprise, it wasn’t enough. Last month, when I faced my practice group for the first time I was ecstatic. This was going to be my time; the first time I was going to do what I loved. After a few days in the Ramón Quiñones Pacheco School in Fajardo, I noticed the lack of language skills in my students. They weren’t fluent readers and they didn’t understand basic vocabulary in the language. Teachers were going crazy trying to plan lessons according to the standards. Furthermore, they had to lower the level in which they teach the students in order for them to understand the material being taught. All I could think was, What did their previous teachers teach them? After discussing my observations with my cooperating teacher and some of the teachers from the school (4th-6th grades), I realized this situation was bigger than I expected. It was not only in the English class, but in other subjects, too. Fourth graders came to the new school year without being able to read or write correctly. Some 5th graders had serious issues understanding the language in addition to the reading and writing. That was the moment when I put everything into perspective. What are we teachers doing in our classrooms? Are we going for a paycheck or to offer our future society a genuine education? The No Child Left Behind Act establishes that we teachers need to be highly qualified, so who is making sure that’s happening? The way the Department of Education in Puerto Rico is managing the situation is through the results obtained in “Pruebas Puertorriqueñas”. This I believe to be unfair because teachers like my Cooperating Teacher had to lower her group level from a 5th grade level to almost a 2nd grade level in order for her students to learn. Nowadays, teachers are preparing students during the semester to face those standardized tests and be able to pass them. The teachers have put all their effort into getting those students back to grade level expectation and they are making great improvement. It is with hard work and dedication that they are working alongside the students to prepare them. A key factor that might help them in this endeavor is parent participation. The lack of parents’ participation in their children’s educational development adds to the weight teachers carry on their shoulders. We as teachers need to promote that participation from the parents. We need to get the parents involved in what the students learn because we are carrying all the weight when I believe it should be a shared responsibility. We are the agents of change and we need to play our part in this task. Let’s do it correctly! Let the fire of education burn within. Live for teaching. Don’t just teach for a living.
Joseph Lance Román
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―The MA English
language and Culture
offers two specializations, one focused on
literary studies and the other on English in
usage. We aim to offer our students the
opportunity to study and research in some of
the most cutting-edge areas in the fields of
English Literature and English Language.
Thanks to our focus on quality rather than
quantity, our students are recognized by
prospective employers as being of a
consistently high standard with
qualifications that are second to none.
1. University of Iowa in the USA
―The tremendous breadth
of academic programs at
U W - M ad i s o n o f f e r s
students a wide selection of supporting
course work and interdisciplinary
opportunities. 157 majors offer master's
degrees and 110 majors offer doctorate
degrees. More than 30,000 doctorates have
been awarded by UW-Madison! ‖
2. University of Amsterdam in Europe
3. The Chinese University of Hong Kong in
China
―The Graduate School offers taught and
research postgraduate programs leading to
master's and doctoral degrees. Over the years,
more than 40,000 graduates have been
conferred with higher degrees and
diplomas of CUHK, constituting a
substantial alumni body with
members playing leading roles in
d i f f e r en t s e c t o r s i n t h e
community.‖
3. University of Puerto Rico in Río Piedras
―The Master's program is committed to
broadening our students' education through a
wide variety of critical approaches and courses
ranging from early British and American to
African, Caribbean and diaspora literature and
culture, as well as linguistics, writing,
translation, conversational English
and speech communication.‖ .
13
After the bachelors’ degree, many graduates stress out thinking about
their next step. The options are endless so “The Spot” is dedicating this
entire page to offering you a list of options that may help you decide!
14
Do Don’t
Don’t Do
Do Don’t
Integrate segments of movies in your lesson plans or complete movies as homework
for a class discussion.
Use an entire movie for one or more
classes.
Oppress students with routine and a
bunch of rules.
Integrate fun ways to motivate students to
participate in the class.
Do’s and Don'ts
Focus more on grammar than
meaning.
Use grammar integrating the four language arts:
listening, speaking, reading, and
writing. 14
EDUCATION
15
www2.scholastic.com
Here you can find useful and important tools for education not only as a teacher but also as a student. Express your appreciation for the important world of literacy!
This is an informational page dedicated to Teachers of English to Speakers of Other Languages.
From schools’ funding to lesson plans, all with a goal in mind and that is to impact positively the environment and raising students’ awareness on the importance of nature.
http://www.tesol.org/s_tesol/index.asp
http://www.greenschoolproject.com
―E|E works to convince people that the effort to improve American education should focus on motivating students and teachers, by creating radically different ways for young people to learn and for teachers to work.‖
http://www.educationevolving.org/
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Changing the future EDUCATION NEWS Magazine from the English Students Association New York Times’ article September 2011
BANNING Facebook at school? Ha!
By JENNIFER CONLIN
Published: September 2, 2011
When Thom McKay realized that his son had figured out how to get on the social networking site even though his New Jersey middle school had blocked it, he asked the boy in astonishment how he had done it. ―Pretty easy, Dad,‖ his son retorted. ―Don‘t be an idiot. We know more about computers than the teachers do.‖
More than 90 percent of children ages 12 to 17 use the Internet and nearly three-quarters of them are on social networking Web sites, according to a study by the Pew Research Center. So one can only imagine the digital battle teachers face when competing against the likes of Facebook for their students‘ attention. It is a struggle that has led most schools in kindergarten through grade 12 to ban the social networking site. But while it is easy for schools to block Facebook on their computer networks (through methods not unlike parental controls at home), students say it‘s just as easy to get around the ban.
A few moments in front of a computer screen with a 14-year-old showed me just how easy. His quick Google search revealed at least 50 Web sites telling students the various ways they can trick the school‘s system with proxy servers.
One such site even lists some of the ―thousands and thousands‖ of proxy
15
servers that can outsmart the school‘s techies, with such not-so-smart sounding names as unblock.biz and proxypimp.com. ―Banning Facebook is pointless,‖ said Emilie MacDonald, a high s c h o o l s o p h o m o r e i n Massachusetts. ―Banning it only puts a challenge in kids‘ minds.‖
She added: ―It‘s the kids‘ fault if they are distracted and earn horrible grades.‖ One eighth grader, who preferred not to be named, said he coached a school administrator on avoiding the ban last year. ―She hated not being able to get on Facebook at work and asked for my help one day in the office,‖ the boy explained, more than a little sympathetic to her plight. ―What could I do?‖ But schools persist. ―We know there is no education in social networking,‖ said Ken Sanders, the principal of a middle school in Michigan that has one of
the firmest bans: students can work only on computers provided by the school, and cellphones are banned, too, since smartphones can‘t be blocked on schools‘ systems. ―Kids should be in school to learn, so we have a system that blocks all personal access,‖ he said. Some educators, however, are starting to believe that a ban is not the answer. ―Rather than blocking social media in school, we feel it is important to help our students to learn to use s o c i a l m e d i a s a f e l y a n d productively for both personal and academic reasons,‖ said Phil Kassen, director of the Little Red School House and Elisabeth Irwin High School in Manhattan. Often that is easier said than done. In fact, said Haley McCalpin, a junior at a Connecticut high school, ―Some kids stay after school to do homework, just because they know they can‘t get on Facebook so they won‘t be distracted.‖
STUDENTS FIND WAYS TO THWART FACEBOOK BANS
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http://www.nytimes.com/2011/09/04/fashion/students-find-ways-to-thwart-facebook-bans.html?_r=1&ref=education
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17
When shopping,
look
for… Stainless steel
bottles.
That is only if you
want to protect the
environment, avoid
consuming
Polycarbonates, and
save a lot of money
on water bottles.
Integration as an Ecological Teaching Tool The reductionism inherent in our
education systems must be countered with teaching strategies that imitate life
Integration of the themes of
Global warming and climate change
Nature bonding
Ecological principles
Environmental solutions, and Sustainable development demonstrates to students that life and learning are connected and holistic, like "the real world" outside the four square walls of school.
As their teacher, you can help your students to do their own integrating by
Making time for integrative reflection, (As explained by J. Glock, S. Wertz and M. Meyer in Discovering the Naturalist Intelligence: Science in the Schoolyard, "asking students to reflect on their experiences is one way to determine whether learning has taken place.")
Interspersing your teaching with integrating questions, such as "How can what you’ve learned today best serve the Earth and the future?"
Setting expectations that students will make and express connections between their different learning or courses (for example, open-ended test questions or Venn diagram assignments.)
Using stories and poetry when introducing something new, so students have something they're already familiar with to connect their new learning to.
http://www.greenhearted.org/integration.html
http://www.junteambiental.com/
Junte Ambiental presents:
―Witness the magical process of planting, from the miracle
of seed germination to properly transplanting a tree, during
this educational workshop by one of the interpreters at the
Conservation Trust Native Tree Nurseries. You will learn
about the process of selecting the species of tree that better
suits an area, as well as how to plant and maintain the trees.
Then you will put the knowledge acquired into practice by
participating in a planting activity at the Río Piedras
Botanical Garden, where you will help reforest the area
with native trees.‖
Date: Saturday, October 15, 2011
Time: 8:00AM-12:00PM
Place: Rio Piedras Botanical Garden
City: San Juan
Cause: Reforestation, Conservation
‘‘Planting at the North Botanical Garden:
Activity for Volunteers”
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“Luna mirando la luna” By Angelique
18
Pictures can talk!
The Piza Tower By María
Times of Storm By Kristell
Cabo Rojo By Tailisse
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MOVIERAMA
From Ishiguro’s exceedingly popular novel, comes this fantastic drama film about a love triangle among lifelong friends who, after spending their lives together in an English school, had to confront harmful feelings of jealousy and love, along with an awful truth about their fate.
Now playing
Don't Be Afraid of the Dark MONEYBALL
Dream House Midnight in Paris
Coming soon
Fireflies in the Garden Footloose
Puss in Boots
Real Steel
Now On DVD Jane Eyre
Soul Surfer
Source Code
X-Men First Class
The Lincoln Lawyer
ESA’s Favorite Movies Blood Diamond– Luis
Stardust– Anibal
Inception—Jorge
Into the Wild – Angelique
The Departed– Michael
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20
20
TH
E
BOX
Album With their number one hit, Pumped up Kicks, Foster the People
has become a household name among hipsters and the general
population of music lovers as well. The first time I heard their single Pumped up
Kicks, I just couldn‘t wait to get my hands on their album; however, their album was
an entirely different ordeal. I could only describe my experience with Torches in
terms of my experience with sushi: you have to taste it more than once to like it and
eventually love it. Torches could be described as an indie pop album, but bear in mind
that when there is indie in the mix, you will get a handful, if not two, of multiple music
genres and musical fusions of every nature. Listen to it (but not just once) and I
guarantee that it‘ll become part of your daily routine.
Death Cab for Cutie is one of the best alternative-rock bands
you will ever come across. One of their best perks is that they
actually stay true to what they believe is authentic music; with Codes and Keys they
did not disappoint. Members of the band have been quoted as saying that the album
will be ―a much less guitar-centric album than we‘ve ever made before‖. Don‘t be
fooled by this comment. If you are a DCFC fan, you will love the album and if you
are simply a music fanatic, you are bound to appreciate their musical genius.
Nothing But the Beat is Guetta‘s 5th studio album. It was
released as a double album; Disc 1 includes collaborations
with such artists as Usher, Jessie J., Sia Furler and Will.I.Am and Disc 2 is
instrumental. With its first single ―Where Them Girls At‖—featuring Nicki Minaj and
Flo Rida—already being a hit, it is bound to have something for everyone. It‘s a classic
road trip, sleepover, party, trying to get pumped up for school album.
After all these years, Tony Bennett‘s voice still feels like a warm
fire during a cold wintry Christmas evening. Duets II, is the highly anticipated
sequel to Duets: An American Classic that was released back in 2006. Like its
predecessor, the album has amazing duets that are bound to go down in history
as some of the best ever recorded. This time around, it will be able to reach the
younger audience with a flawless rendition of The Lady is a Tramp recorded
with pop icon Lady Gaga. Duets II has also been sought out in the last couple of
months because it contains the last studio recording of Amy Winehouse. Not just
because of her passing away is their interpretation of Body and Soul amazing,
but because both are exquisite artists that gave their all in the recording process.
The album also has the participation of incomparable artists such as Aretha
Franklin, Willie Nelson, Josh Groban and Andrea Bocelli. With this album,
Bennett has become the oldest living artist to debut at #1. There is no way that
you will not fall in love with this album.
Angelique’s music suggestions
MUSIC
Foster the People
Death Cab for Cutie
Nothing But the Beat
Duets II
21
? A friendship takes form through an exchange of letters
between two curious teenage girls. However, the truth of
their lives starts to reveal between lines uncovering
awful and painful secrets.
Stolen Honey
by Nancy Means Wright
Thirteen Reasons Why
by Jay Asher
Messenger
by Lois Lowry
A Wish After Midnight
by Zetta Elliott
Don‘t
know
what to
read
next?
Try these!
Letters From the Inside By John Marsden
21
READERS’ ZONE
22
Desire
Your eyes, bright as the sun
Guide me as the north star
Straight to your heart
Desire burns me all up inside
As I see you, only in my mind.
By Urayoán Carrasquillo
Many Times
Many times in the past,
I sought your company
And ended up with a bitter taste
of disappointment on my lips.
Winter came pushing away for good
the warmth of summer.
As the trees in this season, my soul’s fate.
By Wilnelia Montañez
The Rules of Living Song
Breathing, walking, talking, sleeping, fighting, repeating,
every single day people telling, keep on walking, believing
that one day we’re gonna’ be famous, important, rich, and above all living
proudly without fear of people telling your what to do and thinking,
how to control your way of life, your way of moving forward, dreaming
at the end we just want to be free, you must stop before we kill your perfect way of living.
By Luis J. Contreras Hernández
22
Under the Shadow of the Sun
All I want to do is cry
Forget about everything that is wrong inside.
Hide the sun with my hand,
and let its shadow hide my life.
My heart crumbles deep inside
And bleeds his sorrows
One…
By
One…
Come, save me from my death
‘cuz slowly this pain is killing me,
Save me! Hold my hand!
By Joseph Lance Román
If You Were a Butterfly
If you were a butterfly,
I would extend your days to infinity,
Transform myself into the air,
And become the wind that makes your wings fly freely.
I would become the most beautiful flower
Or turn your favorite blossom color,
Or I would try to look like you
And so attract your sight to me,
Like your beauty does with me.
If you are threatened by other kinds,
I will become their predator
So that you do not have fear or feel frightened.
And in case you get tired of flying
I would create such a garden of flowers
To appear to be as glorious as you are to me.
By José Acosta Rosado
23
O nce upon a time there was a little girl
named Amber who did not have friends because
her parents moved a lot from state to state.
Their new home was on the island of Puerto Rico,
near a beach. Amber was very happy because
she thought that the beach was the best place
to make new friends, not to mention that she
loved to swim. So the first day, after unpacking
her clothes, she went to meet her future
friends. Unfortunately, the beach was
completely empty. Amber could not understand
why because it was very beautiful and peaceful.
She started to walk, grabbing some sea shells,
all very pretty and rare. Along the way, Amber
saw something shiny. She quickly ran to see what
it was and, suddenly, she found herself on the
floor after tripping with a coconut. Lying on the
floor, Amber noticed that the shiny object was
just below her chin. She started to remove the
sand but it was buried. Amber tried to dig it up
with her hands until she saw that the shiny thing
was actual ly,
a..little bottle.
The bottle
contained a paper
inside, so she got
anxious to open it,
but somehow the
bottle was still
stuck on the floor. Frustrated, Amber kept
digging and saw that the bottle was attached to
something soft and fluffy, polyester probably.
Extremely curious, she kept digging
through the wet sand and uncovered a lovely
teddy bear. The teddy bear was honey colored
and had a blue tiny
shirt. It looked like an
ordinary teddy bear
but Amber could feel
that something in it
was special.
Amber...wondered..why
someone…would
abandon him like this
and….thought….that
maybe the bottle could
e x p l a i n . . . i t . . . . S h e
desperately, tried to
open the bottle but failed, so she took the little
bear home eager to show him to her parents,
but they were very busy unpacking, so she went
to sleep. Amber was still sad because she
couldn’t make any friends.
The next day, Amber woke up and the
teddy bear was the first thing she saw. She
quickly went to her parents to talk about the
teddy bear and showed it to them. Her mother
only glanced at the bear showing a revolted face
and said to Amber that she should throw that
disgusting thing out. Disappointed, Amber went
to her dad and asked him why the beach was so
empty. Amber’s dad said that people just
preferred other beaches, and that it wasn’t so
empty on weekends.
Continues...
By Kanisha Rosario Ramos
23
24
The girl let go of Amber’s hand because of a
strong wave but, fast enough, Amber extended the
arm with the bear and the girl grabbed him. But, it
was still more difficult. Amber’s hand was placed
on the bear’s little bottle and conveniently the
bottle started to open, losing support. The bottle
opened, releasing the message. Amber grabbed the
little paper at the same time that the girl grabbed
Amber’s shoulders. Amber managed to reach the
seaside and became aware that the bear was not
with her. She was very downhearted. The girl was
safe, and all her friends went to see if she was
okay. The girl said “thank you” to Amber and all of
her friends were eager to meet the hero. Everyone
surrounded Amber asking her questions. She
noticed that she was starting to make new friends.
Amber felt happy with her new friends, but sad
about losing the precious bear. She remembered
that she did rescue the little paper so she
searched to see what it said. Amber opened the
paper and read –“I will always be your friend”. She
smiled knowing that he was going to his next
adventure.
The End.
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Sad because it was still Tuesday, Amber found
refuge in her new toy, the teddy bear. All day
and night she played with the little bear; he
became her favorite toy, and yet she had not
been able to open the tiny bottle. Amber
created magnificent stories with the precious
bear; somehow her imagination grew and flew
like never before, it was the best time of her
life. Saturday, Amber planned to stay in her
house playing with the bear, but her father
reminded her that it was already weekend and
that maybe she could meet someone at the
beach. Amber went to the beach, with the
thought of finding a different place to play
with the bear, but she saw a group of kids
playing at the seaside so she went to talk to
some girls. They started to look at the bear as
if it was ugly and disgusting, as her mother
did, and then completely ignored her. Confused
and sad that no one could see the teddy bear
the way she did, Amber realized that she did
have a new friend who needed her as much as
she needed him because no one could see how
special that teddy bear was.
While trying to open the bottle, Amber
started to hear someone yelling. It was more
like a cry for help. When she looked up she saw
a girl drowning because the currents were
taking her. No one seemed to notice so Amber
ran to the water and started swimming
towards the girl. The girl was desperate;
Amber grabbed her with one hand, but the
waves took the girl more and more away from
her.
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26
Greetings
to the ESA
people! Kristell- Education
Y O
U R
26
Greetings students!
If you want to rock
the house just call
the Band C.LA.G at
787 478 9512
Bryan-Education
I’m going to marry Leyci
Caraballo because I love her!!!
José Santiago-unknown
Wow, teaching is
more work than
you can imagine!!
Giovanni–
graduate student
Lizmarie
I love you!!
Michael– Education
Forget about text
messages or facebook
comments. Send your
notes to anyone you
want through “The
Spot”. It can be
greetings, love
confessions, and more!
Thinking about
conducting an MMA/
Self Defense seminar. Let
me know if you’re
interested!
Email: [email protected]
Joel López-Education
When people try to kick you off your
track, stay there and they'll know that
your heart is bigger than everything else. Ley –Practice teacher
I want to say to Laura... That I miss her so much and that this semester without her has been
difficult but her willingness to always finish things has helped me become who I am today. Joseph– Practice Teacher
27
Word search puzzle
Did You Know?
-September 25th was
the National Comic Book Day!
-October was the 8th month in
the early Roman calendar
"Rhythm" is the "Rhythm" is the
longest English longest English
word without a word without a
vowel.vowel.
27
GUESS WHO?
Remove my first two letters and replace
them with an 'o,' then read me backward,
you have a type of car. I performed ex-
periments that involved sounding a bell.
Who am I?
I'm an American writer. Before I became
famous I was a school teacher. Some of
my novels are 'The Regulators' and
'Rosie'. Who am I?
http://www.holidayinsights.com
http://www.omg-facts.com
http://www.puzz.com
www.ebaumsworld.com
learnenglishkids.britishcouncil.org
28
28
Meeting with Prof. Aníbal Muñoz Homework time at the ESA
General Assembly
Back to School Bulletin Board
Friendship at the ESA
Ass
essm
ent
Wo
rksh
op
General Assembly
29
October 2011
Sun Mon Tue Wed Thu Fri Sat
1 .
2 3 BOD MEETING
4 5 6 7 8.
9 10 11 WORKSHOP
12 13 14 15.
16. 17. 18. 19. BOD MEETING
20. 21. 22.
23 24. 25 26. 27 “GOTHIC TALES”
28. 29.
30. 31.
ESA CALENDAR
29
This is for you to track the next ESA’s activities!
Check out what we’ve planned so far (subject to change), and remember to add the new activities.
30
ESA-Mart satisfying your last minute cravings.
Save yourself a walk and support the association
buying some sweet snacks, cool refreshments, useful
school supplies, or printing out your numerous
assignments in the Letras‘ Building at the ESA‗s
office.
Snacks
From 10¢ to $1.00
Copies 10¢
School supplies
from 25¢ to $2.00
Beverages
From 50¢ to 85¢
30
31
The English Students’ Association
32
Contact us!
787.850.9337
ESA UPRH
[email protected] Website: www.uprh.edu/esa
When you finish with the magazine please recycle it.
CALL BOX 860, 908th RD 00792 Humacao, Puerto Rico
