ESLS 5306
Dr. Anita de la Isla ~ Dallas Baptist University
https://www.smore.com/cgb6k
TEACH ME TO STAY IN THE BOUNDARIES OF MY JOB
Ecclesiastes 2:24-25 A person can do nothing better than to eat and drink and find satisfaction in their own toil. This too, I see, is from the hand of God, 25 for without him, who can eat or find enjoyment.
It amazes me how staff and teachers always have better ideas than administrators and principals do, and how students always have better ideas than teachers do. In fact, it seems that my superiors always made decisions that were unfair, thoughtless, and required too much unnecessary work. Does that sound familiar?
I must admit that I experienced these feelings as a child, as a student, as a secretary, as a teacher, as a principal, and as a school administrator. In fact, I cannot think of any of my jobs where I did not, at one time, experience these feelings of frustration and discontent. However, as I progressed up the "ladder" of leadership, I made a discovery. Decisions always seem much more simple, clear-cut, and obvious to those who do not have to make them than to those who carry the responsibility of leadership.
For instance, a student feels it is a simple thing to dismiss school. “If everyone is tired, then we should just dismiss for a day of rest.” Sounds simple, but leaders know that this is not reasonable. Feelings cannot be our measurement of attendance. Although this seems naive, the decision you are questioning from your authority may be as simple and clear-cut to your boss and not to you.
The basic principle is "know your place.” Know when you have the authority to make a decision, and know when a decision belongs to a higher authority. Do not cross the line. Know the boundaries of your responsibilities and decision-making privileges. Learn to obey directives quickly, quietly and gladly. When you cannot find peace with the decision, prayerfully prepare to make a private appeal to your leader. Offer an alternative solution as you express your concern. Be careful! If you are constantly questioning or appealing your authority's decisions, you will negate the validity of your appeals. In fact, your appeals will probably never be seriously considered. Save your appeals for the important issues. Obey without comment or conflict for the smaller issues. Choose your battles carefully.
Dear God, Teach me to be a good follower. Help me to understand that my boss may be basing decisions on a bigger picture than mine. Give me grace to understand and accept your principles of authority. Teach me satisfaction in my job.
Putting it All Together p. 81
- How to develop units of study that link language, reading, and writing
Help! My Kids Don't All Speak English- Chapters 8-10
Reading to Learn in the Content Areas- Chapter 6
- Use one of the strategies below to explore Chapter 6.
- You will have 45 minutes to complete your chart.
- Be prepared to share with the class using the Find Someone Who Strategy.
Next Week- Session 12
Session 12
November 9th: Focus on Writing
o Reading to Learn… Ch. 8
o Scaffolding Language… Ch. 4
* Application Activity Online
UNIT OF STUDY PRESENTATION: (200 total points)- Discuss deadline
Thematic units support the language and literacy development of ELL students by helping them to engage in deeper concept development on content area topics in addition to providing multiple exposures to key vocabulary.
You will create a unit of study that focuses on particular content area objectives as well as language objectives appropriate for English language learners under a certain theme. In your unit you will include the following:
- Intended grade and language proficiency levels for the lessons
- Specific content area objectives (TEKS) and language objectives (ELPS)
- Materials and resources needed
- Procedures and assessments involved in the different lessons
- At least 5 lessons should be included in your entire study which all relate to and support the learning of a particular overall theme or topic. Each lesson should follow the lesson plan format presented at the end of the syllabus.
- Be mindful of incorporating SIOP (Sheltered Instruction Observation Protocol) features into your lesson,www.siop.pearson.com, http://esol.leeschools.net/SIOP/pdf/SIOP%208.pdf. Some lesson and activity ideas are also available here, http://www.cal.org/siop/lesson-plans/index.html.
Chapters eight through ten of Help! My Kids Don't All Speak English may provide good examples of templates and formats to use, but you are not restricted to these, just as long as you include all of the components listed in the above paragraph, which are included in the lesson plan template.
You may incorporate website activities, vocabulary activities, and picture book lessons you created in previous assignments, but activities in addition to these will be expected to complete all five lessons in the unit of study. Be sure to include a variety of instructional materials, including hands-on, visual and multimedia teaching resources as appropriate.
Use the following objectives in your unit of study lesson plans:
- Language objective(s) – use the ELPS (English Language Proficiency Standards) found at the Texas Education Agency's (TEA's) website: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4.
- Content area objective(s) - TEKS can be found on TEA's website here: http://www.tea.state.tx.us/index2.aspx?id=6148(scroll down to see subject areas).
Be mindful of the features of effective literacy instruction, including:
o Explicit and systematic instruction
o Increased opportunities for practice and responding
o Corrective and appropriate feedback
o A variety of grouping formats
o Appropriate text
o Assessment information used to guide instruction
The grading criteria is available in the syllabus and on Blackboard.
Dr. Anita de la Isla
Email: anitaoftheisland@gmail.com
Website: www.dbu.edu
Phone: (469) 733-3086
Twitter: @shoegoddess97