Papers by Guillermo Rivera
Development Progress and Maintenance, 2020
Discussion of the work we will do and the schedule that we create. Answers to the following quest... more Discussion of the work we will do and the schedule that we create. Answers to the following questions are necessary:
What revisions must be made including adding tasks and changing the schedule?
Specify how we will keep the project within budget and on deadline.
Course Design Document, 2020
methodologies and goals used to identify how ESL/EFL/ELL teachers can function in this type of ar... more methodologies and goals used to identify how ESL/EFL/ELL teachers can function in this type of arena, how these teachers identify information sources and collect information to deliver wholesome content that also empower students to take the reins of their education in a proactive way. In addition, teachers will learn how to use the collected information during evaluation.
Course Development Proposal, 2020
The undertaking plan for the online course improvement is to build up a course that creates mindf... more The undertaking plan for the online course improvement is to build up a course that creates mindfulness, calls for reflection and empowers the ESL/EFL/ELL teachers and students to utilize their new information on developing an attitude to handle new encounters.
Assessment and Grading Criteria, 2020
By and large, the objective of reviewing is to assess singular students' learning and execution. ... more By and large, the objective of reviewing is to assess singular students' learning and execution. In spite of the fact that evaluations are some of the time treated as an intermediary for student’s learning, they are not constantly a solid measure. In addition, they may consolidate criteria, for example, participation, cooperation, and exertion that are not immediate proportions of learning.
Academy ESL/EFL/ELL Teacher empowerment in-service training. , 2020
In-service training, methodologies and goals used to identify how ESL/EFL/ELL teachers can functi... more In-service training, methodologies and goals used to identify how ESL/EFL/ELL teachers can function in this type of arena, how these teachers identify information sources and collect information to deliver wholesome content that also empower students to take the reins of their education in a proactive way. In addition, teachers will learn how to use the collected information during evaluation. Learning Outcomes/Competencies: The goal of this in-service training project is for ESL/EFL/ELL teachers to teach the English language to non-English speaker students by empowering them to take charge of their learning and for teachers to have the skills to evaluate the repercussions of empowerment in and out of the classroom and how it affects the academic success of both, ESL/EFL/ELL teachers and students. At the end of this course learners (ESL/EFL/ELL teachers) will: 1. Have the knowledge and skills to convey methodologies and goals. 2. Be able to convey empowerment to their students. 3. To evaluate the repercussions their teaching will have an effect in their student's learning. 4. To teach the English language to non-English speaker students by empowering them to take charge of their learning. Required Course Materials Pens, pencils, white board, computer, printer, paper, textbooks, projector, audio and video system. Academy ESL/EFL/ELL Teacher empowerment in-service training.
Assessment Methods and Practices Selection Report, 2019
As we continue preparing for the main assignment due in week 9, we are to build analysis, assessm... more As we continue preparing for the main assignment due in week 9, we are to build analysis, assessment methods, and assessment instruments to comply with the main goal of the program. In week 3 we analyzed the leadership skills booster program. (Colorin Colorado Staff (2012). In our analysis, we determined the main goal of the program as well as the objectives of each module.
Professional training and development goals specify what the student will learn in the coming mon... more Professional training and development goals specify what the student will learn in the coming months. While attending a photography class to learn photography is nice, the goal is to find new ways to develop the student’s skills while clearly linking his or her learning to the class’s needs.
Small-scale investigative projects within a teacher’s classroom are known as action research proj... more Small-scale investigative projects within a teacher’s classroom are known as action research projects. With the help of an observer, teachers can develop plans to introduce changes that will enhance learning by acting on the plan and observe the results in and out of the classroom.
The target population for this EFL teacher empowerment in and out of the classroom practicum project are EFL teachers teaching abroad and are new, intermediate, and seasoned teachers. The reason of the investigation is to also find out what these teachers face in order to be empowered so they can also empower their students regardless of age, to become better persons and better citizens in their country.
The reason of this action investigation project is to evaluate and research the outcomes of the E... more The reason of this action investigation project is to evaluate and research the outcomes of the EFL teacher empowerment in and out of the classroom and how it affects both, EFL teachers' and students' academic success. The term action research (AR) describes a process that aids in the identification of dilemmas within the classroom, it also aid in identifying, collecting, and interpreting the collected data. Action research, in this context, is used to identify and recommend empowering teachers in the EFL arena. EFL Teacher empowerment in the classroom has a distinct place in the TESOL arena since it affects both native and non-native ELLs. This research includes the following components; the issues it involves, why is it important to research the topic of EFL teacher empowerment in the classroom, why is it important to study the effects of EFL teacher empowerment in the classroom and its effects on the student population and how it affects and help us as EFL teachers.
The reason of this action investigation project is to evaluate and research the outcomes of the E... more The reason of this action investigation project is to evaluate and research the outcomes of the EFL teacher empowerment in and out of the classroom and how it affects both, EFL teachers’ and students’ academic success. The term action research (AR) describes a process that aids in the identification of dilemmas within the classroom, it also aid in identifying, collecting, and interpreting the collected data. Action research, in this context, is used to identify and recommend empowering teachers in the EFL arena. EFL Teacher empowerment in the classroom has a distinct place in the TESOL arena since it affects both native and non-native ELLs. This research includes the following components; the issues it involves, why is it important to research the topic of EFL teacher empowerment in the classroom, why is it important to study the effects of EFL teacher empowerment in the classroom and its effects on the student population and how it affects and help us as EFL teachers.
To promote the development of alphabet knowledge effectively, an individual teacher must ensure b... more To promote the development of alphabet knowledge effectively, an individual teacher must ensure both, effective classroom environment and segmentation of the class into small groups (4-5 children), because this type of instruction will yield better results than one-on-one instruction.
Principles of Linguistics brings with it a good amount of challenges and knowledge. I have chosen... more Principles of Linguistics brings with it a good amount of challenges and knowledge. I have chosen to talk, research and study about Localization and lateralization and how people learn languages from Textbooks and other sources.
Principles of Linguistics brings knowledge about human capacity to learn languages and is full of questions about linguistics and expectations of new knowledge coming our way.
Pajama/Pyjamas, Stolen goods/Loot, Says/Sais, Sailboat/Dinghy, Wilderness/Jungle, Shampoo/to wash something, They are/they’re, We are/we’re, It is or it has/It’s, who is or who has/who’s, To travel by foot/to trek, Criminal/thug.
This week our discussion forum aims at teachers’ understanding the concepts in phonetics and phonology that will yield a benefit in teaching English L2 learners. The first suggestion we have is to post at least three concepts in phonetics and phonology that will be beneficial in teaching English learners.
The Common Core is a challenge and an opportunity for us, as English language professionals, to c... more The Common Core is a challenge and an opportunity for us, as English language professionals, to continue to bring the learning needs of ELs to the center of the conversation about student achievement. We are well positioned to broaden the conversations about what developing skills in all language domains looks like with all teachers working on all four modalities to support content attainment. The Common Core requires students to engage with their peers over challenges that depend on critical thought and develop the ability to synthesize materials presented through diverse media. Learning challenges will have to be designed in order to facilitate a high level of interaction. And all teachers will have to weave together language and content objectives.
Creating useful adaptations and supplements is a skill that depends both: (1) on planning ahead; ... more Creating useful adaptations and supplements is a skill that depends both: (1) on planning ahead; and (2) on knowledge of options for making those changes. (Celse-Murcia, Britton, Snow, & Bohlke, 2014. Pg 387). Learning styles of both, teachers and students need to be considered when selecting supplement materials for any given textbook. Experienced teachers take into consideration the four ways or elements mentioned by the textbook; changing the instructions, changing the groupings of the students, being selective in chapter selection for a given class, and sequencing the chapters to fit the need of the students and teachers alike.
Since I am not yet a teacher but have worked as one for an L2 classroom in Cusco, Peru teaching p... more Since I am not yet a teacher but have worked as one for an L2 classroom in Cusco, Peru teaching preschoolers through 2 nd. graders, I know what it takes to keep them focus and occupied in the subject matter. I have developed a couple of strategies to keep them interested. Since children need relationships with caring adults who engage in many one-on-one, face-to-face interactions with them to support their oral language development and lay the foundation for later literacy learning. I have had 10 students per class which I had done twice a week for 6 months. All the students are L1-L2 beginner level. Do to the fact that my students are beginner level preschoolers through 2 nd. grade their attention span is minimal and their English proficiency is also minimal so the class lasts about 1 ½ hours.
Creating useful adaptations and supplements is a skill that depends both: (1) on planning ahead; ... more Creating useful adaptations and supplements is a skill that depends both: (1) on planning ahead; and (2) on knowledge of options for making those changes. (Celse-Murcia, Britton, Snow, & Bohlke, 2014. Pg 387). Learning styles of both, teachers and students need to be considered when selecting supplement materials for any given textbook. Experienced teachers take into consideration the four ways or elements mentioned by the textbook; changing the instructions, changing the groupings of the students, being selective in chapter selection for a given class, and sequencing the chapters to fit the need of the students and teachers alike.
as students and teachers in the TESOL program, it is to our advantage to obtain such a test, we a... more as students and teachers in the TESOL program, it is to our advantage to obtain such a test, we also need to ensure the test is bias-free and so is the content, and of course we need to know how the test is scored and how to interpret those scores. The TOEFL iBT® test is given in English and administered via the Internet(EST TOELF, 2016). There are four sections (listening, reading, speaking, and writing) which take a total of about four and a half hours to complete, including check-in. Combining All Four Skills: Listening, Reading, Speaking, and Writing. The TOEFL PBT measures listening, structure (grammar), reading and writing and takes approximately 3½ hours. It is given using paper and pencil 6 times a year at test centers where TOEFL iBT is not available (EST TOEFL, 2016).
Understanding the different types of testing, the kinds of results they provide, and how they com... more Understanding the different types of testing, the kinds of results they provide, and how they complement one another will help parents use this information in the best way to help their children learn. Teachers can access the status of a child in the learning process for his or her grade level. Gathering data pertinent to the student’s major concentration is necessary to test in a particular area where the student is less than average.
Identifying TESOL web resources for professional development is not an easy task. Besides the se... more Identifying TESOL web resources for professional development is not an easy task. Besides the search and research, professionalism must also be maintained. L2 language acquisition is not easy to attain and professional development is a must for all L1-L2 language teachers and TESOL Professionals. Mainstream teachers and L2 language professionals may benefit from developing a strong and powerful support system. Without any collaboration and self-development, these teachers (both mainstream and L2 professionals) might feel frustrated or isolated because of the challenges each face with culturally, ethnic, and language diverse learners. Therefore, one of the professional development goals is to create a true partnership in which the regular L1 teachers and the L2 teachers work with culturally, ethnic, and language diverse learners to foster a sense of ownership of learning and self-efficacy.
A report on class observation is not an easy task, especially an ESL/EFL/ELD class. As a student... more A report on class observation is not an easy task, especially an ESL/EFL/ELD class. As a student of a Master of Education with concentration in TESOL is also a challenge since the class that I am observing is far away from the United States of America, down in Cusco, Peru, South America. The class I selected is a first grade elementary with a proficiency level of basic to intermediate L2.
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Papers by Guillermo Rivera
What revisions must be made including adding tasks and changing the schedule?
Specify how we will keep the project within budget and on deadline.
The target population for this EFL teacher empowerment in and out of the classroom practicum project are EFL teachers teaching abroad and are new, intermediate, and seasoned teachers. The reason of the investigation is to also find out what these teachers face in order to be empowered so they can also empower their students regardless of age, to become better persons and better citizens in their country.
Principles of Linguistics brings knowledge about human capacity to learn languages and is full of questions about linguistics and expectations of new knowledge coming our way.
Pajama/Pyjamas, Stolen goods/Loot, Says/Sais, Sailboat/Dinghy, Wilderness/Jungle, Shampoo/to wash something, They are/they’re, We are/we’re, It is or it has/It’s, who is or who has/who’s, To travel by foot/to trek, Criminal/thug.
This week our discussion forum aims at teachers’ understanding the concepts in phonetics and phonology that will yield a benefit in teaching English L2 learners. The first suggestion we have is to post at least three concepts in phonetics and phonology that will be beneficial in teaching English learners.
What revisions must be made including adding tasks and changing the schedule?
Specify how we will keep the project within budget and on deadline.
The target population for this EFL teacher empowerment in and out of the classroom practicum project are EFL teachers teaching abroad and are new, intermediate, and seasoned teachers. The reason of the investigation is to also find out what these teachers face in order to be empowered so they can also empower their students regardless of age, to become better persons and better citizens in their country.
Principles of Linguistics brings knowledge about human capacity to learn languages and is full of questions about linguistics and expectations of new knowledge coming our way.
Pajama/Pyjamas, Stolen goods/Loot, Says/Sais, Sailboat/Dinghy, Wilderness/Jungle, Shampoo/to wash something, They are/they’re, We are/we’re, It is or it has/It’s, who is or who has/who’s, To travel by foot/to trek, Criminal/thug.
This week our discussion forum aims at teachers’ understanding the concepts in phonetics and phonology that will yield a benefit in teaching English L2 learners. The first suggestion we have is to post at least three concepts in phonetics and phonology that will be beneficial in teaching English learners.