Latest News September , 2011

I ssue 6

We are about to end another year with many challenges and demands in

our profession. To assist in this change, our goal is to create a

community of learners that will benefit not only our professional growth

but also the teaching of English in Puerto Rico. We, the board members

of the Southern Chapter, thank you for being a member of the

Organization. If you are not a member, join us and encourage others to

be part of PRTESOL. We look forward to seeing you at the upcoming

PRTESOL events the remainder of this year and next year.

PRTESOL-Southern Chapter Newsletter

PRTESOL 38th Annual Convention

Integrating Ethics, Values, and Life

Skills in the Teaching of English

Date: November 18 - 19, 2011

Place: Puerto Rico Convention Center

and Sheraton Hotel, San Juan

Information at

www.puertoricotesol.org

A Simple Teaching Strategy to Improve Comprehension and Spark Student Interest

By: Adam Waxler

As a history teacher, my students must deal with lots of opinions. As I tell my students, "There are not always right

and wrong answers in social studies...what is important is how you back up or support your answer."

By having students make an argument and support their argument, they are not only addressing higher order thinking

skills, but it is also a great way to spark student interest in a topic. As teachers know, sparking student interest in a

topic is extremely important but can also be a great challenge.

Fortunately, it is sometimes the simplest teaching strategies that can provide students with the most success. A great

and simple teaching strategy to help students support their opinions with facts is known as the Two Column Opinion-

Proof Chart. This simple teaching strategy will address higher order-thinking skills as well as spark student interest in

a topic. Not only can that, but the Two Column Opinion-Proof chart can be a great tool to improve reading

comprehension as well.

A two column chart can be easily set up by having students fold a piece of paper in half vertically (hot-dog

style).Then, have students label the left column "Opinion" and the right column "Proof".

Continued on next page…

Message from the 2011

Southern Chapter President Professor Edward Torres

Teaching Tidbits

The teacher can then assign an opinion or have the students choose an opinion for themselves and write it

down in the left column. Students must then support their opinion on the right column using whatever resource

or resources the teacher chooses such as textbook reading, Internet, video, or newspaper.

Not only does this teaching strategy help improve comprehension and spark student interest, but students can

then use their Opinion-Proof charts to write persuasive essays, newspaper editorials, letters, or even set up

classroom debates.

Retrieved from http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=3492#ixzz1EjjGsYA5

After the plenary workshop, the first session I attended was “Creative Writing with High School Students”.

The presenter was Mrs. Meida Enid Pacheco. Mrs. Pacheco is a current twelfth grade English teacher in Dr. Pila

High School in Ponce. In this session, a variety of motivational techniques and ideas for creative writing with high

school students was presented. Writing is not an easy task, and it is considered a challenge. In fact, as mentioned by

Mrs. Pacheco, writing can be a fun and valuable skill for high school students. As teachers, it is important to

eliminate the fear for writing, recognizing the vast writing opportunities that can be presented. Writing creatively

helps to formulate sentences, practice grammar, and organize writing skills. Some motivational techniques

presented by Mrs. Pacheco were to encourage students to write about whatever they are thinking or feeling, and I

particularly agree with her because through writing there are endless possibilities for one to express themselves.

Another motivational technique presented was to edit our students' work as they progress and be supportive in their

attempts at writing. Writing is not an easy task, especially for second language learners . However, by helping

students organize their writing skills and their grammar, we are enabling them to become greater writers. Mrs.

Pacheco shared with us the projects done by her students and many ideas for creative writing. Some of the ideas

were musical journals, promotional writing, character profiles, comic books, poetry portfolios, and alternative

endings. I actually enjoyed this session because it provided me a lot of ideas that I did not think about when it

comes to writing. All of the ideas presented by Mrs. Pacheco are in fact useful because they ignite interest in the

students, and it is not the tedious routine of just writing a plain essay that many students dread so much. In the

future, I would definitely use the ideas presented because students will be able to express their originality and

creativity through writing.

Continued on next page…

Southern Conference

October 2, 2010

“That Fourth Language Art: Writing at Other Levels”

By Katherine Rivera Ortiz

In the afternoon, I attended the session “Creative Writing-The Making of Art Objects Using Language” by

Dr. Mercedes Torres. In this session, Dr. Mercedes Torres began by defining exactly what creative writing is.

Creative writing is considered an art form that works through the five senses. Creative writing is an expression of

many things such as imagination, sensory experiences, meaning, emotions, energy, tension, and many other

components . There are many advantages when integrating creative writing activities in the classroom. Some

creative writing activities are bio poems and name acrostics which are personal. Also descriptive paragraphs can be

done on a specific image and narrative paragraphs on experiences lived. There are endless activities that can be

used in the classroom, but as a teacher the most important aspect of the whole creative writing process is to become

part of the writing process and to expose ourselves to our students. I beyond doubt agree with this because we are

our student’s models, and we must model with our own experiences and transfer that into writing. I have learned a

lot in this session and an important recommendation that I will not forget is to always become part of the writing

process and to expose myself to my students because after all, I am the model they are going to follow when it

comes to writing. Writing is, in fact, an art that as educators we should inspire our students to enjoy it.

The closing activities put a great end to the convention with a raffle, where I was lucky to obtain a

workbook on the writing process that I have already used as reference. I was also the lucky winner in another raffle

in which the prize was a digital camera. I enjoyed every part of the Conference, and it was all well organized. The

sessions I attended were both really informative, and I have considered many activities and ideas that I would love

to accomplish with my students. I am really excited to see what the next Southern Puerto Rico TESOL has to offer.

We appreciate any contributions or

suggestions you may have. Please send them

to: sraarce@yahoo.com

This portion was taken from a special paper written and

contributed by Katherine Rivera Ortiz, a former English

practicum student from PUCPR, Ponce.

Back Row: Joann Estada, Elementary Education Representative; Miriam Deida, Member at Large; Ana M. Claudio,

Treasurer; Lygia Martinez, Membership Secretary; Dorcas Rodriguez, Student Representative; Ana Mercado, Secretary;

Mercedes Torres, Higher Education Representative; Jo-Ann Febles, Member at Large; Jennifer Alicea, Immediate Past

President. Front Row: Miguel Marcano, Private School Representative; Frances Arce, Newsletter Editor; Betzaida Ortiz,

Secondary Education Representative; and Edward Torres, President Missing: Carmen Celeste Morales, Vice President

PR TESOL 2011

Southern Board

Promoting Oral Communication in the Classroom

by: Dr. Jennifer Alicea Castillo

This contribution was presented by Dr. Alicea at the Southern PRTESOL Spring Institute on April 9, 2011.

Six Types of Oral Communication Activities:

One-on-One Speaking (Student-Student or Student-Teacher) Can range from moments punctuating a lecture, where students are asked to discuss or

explain some question or problem with the person next to them, to formal student

conferences with their instructor.

Small-Group or Team-Based Oral Work Smaller-scale settings for discussion, deliberation, and problem solving.

Appropriate for both large lectures and smaller classes and allows levels of

participation not possible in larger groups.

Full-Class Discussions (Teacher- or Student-Led) Typically less agonistic, argument-based, and competitive than debate and deliberation

but still dialogic in character.

This has the quality of creating an atmosphere of collective, out-loud thinking about

some question, idea, problem, text, event, or artifact.

Like deliberation and debate, a good way to encourage active learning.

In-Class Debates and Deliberations A structured consideration of some issue from two or more points of view.

Debates typically involve participants who argue one side throughout, while

deliberation allows for movement by individuals within the process.

Both feature reason-giving argument.

Can be applied to issues of many kinds, from disputed scientific facts to theories,

policy questions, the meaning of a text, or the quality of an artistic production.

Can range from two participants to a lecture hall.

Speeches and Presentations Classically, the stand-up, podium speech delivered by an individual from an outline or

script.

It also includes group presentations or impromptu speaking.

A strong element of monologue, but dialogue can be built in with question and answer

or discussion with the audience afterward.

Oral Examinations Can take place in the instructor’s office, in small groups, or before a whole class.

Difficult with very large groups, but an excellent way to determine the depth and range

of student knowledge and to stimulate high levels of preparation.

Activity: My Masterpiece!

1. Read stories

2. Study story elements

3. Look at workarts

4. 4. Create own story according to painting

observation.

5. 5. Use story map as guide.

Southern Spring Institute

April 9, 2011

Why Districts, Schools, and Classrooms Should Practice Service Learning

Source: RMC Research Corporation, January 2003. Updated June 2007

Service learning should be practiced in schools because it yields so many simultaneous benefits. It is what

many educators consider a "value-added" approach because it helps multiple participants from schools and

communities and has multiple benefits for each. This fact sheet highlights some key reasons why districts,

schools and classrooms should practice service learning.

Service learning leads to student engagement and incorporates research on effective instruction

Research shows that students who participate in high quality service learning experiences typically become

more engaged in learning as shown by increased attendance and motivation to learn. This is because

service learning incorporates much of what is known about effective instruction. Service learning is an

interesting and meaningful activity that is relevant to students' lives and involves cognitive, social, and

affective components of learning. It provides an opportunity for every student to be successful, and it helps

students learn how to transfer the knowledge and skills they acquire into real life settings.

Service learning can help students to improve academically

Research shows that when service learning is designed in particular ways, students show gains on

measures of academic achievement, including standardized tests. The academic benefits of service learning

come when teachers explicitly tie service activities to standards and learning objectives. It can be done by

designing instruction that maximizes learning. For example, service learning that involves tutoring

typically results in learning for both of the individuals who participate, and many studies show that the

tutor actually learns as much if not more than the person being tutored. Service learning that includes

environmental activities often yields student gains in the content areas of math (e.g., measurement and

problem solving) and science (e.g. prediction and knowledge of botany) if these knowledge and skill areas

are explicitly woven into the experience. The academic gains come because students have greater

opportunity to explore, engage in dialogue for understanding, and become more engrossed in the tasks.

Service learning helps students improve higher order thinking skills

In addition to acquisition of core knowledge and skills, some researchers found that many service learning

tasks help students to improve higher order thinking skills such as analysis, problem solving, decision-

making, cognitive complexity, and inferential comprehension because they are exposed to relevant tasks

that require them to use these types of skills. This benefit can be realized if teachers play an active role in

facilitating dialogue and understanding of more complex tasks. For example, if students are providing

service to the homeless, they are more likely to improve higher order skills if teachers facilitate a

discussion of the roots of homelessness and its economic costs and benefits. If students are working with

seniors, designing instruction that promotes dialogue about history and seniors' experiences with war and

peace, for example, helps students learn about the relations between personality and

social/economic/political forces.

Continued on next page...

Service learning fosters the development of important personal and social skills for young people

Studies show that service learning has strong effects on several areas related to character, reduction of risk

behaviors, and promoting an ethic of service. Service learning, for example, has been shown to promote

responsibility, trustworthiness, and caring for others - all of which are positive character traits. Character

development occurs because students are often given responsibility for outcomes in service learning

settings and are more likely to engage in interdependent tasks and joint productive activity. They learn not

to let each other down or to disappoint those being served. They also often develop bonds with adults other

than parents and teachers, providing them with another source of guidance that they occasionally use for

advice.

Many studies show that young people who engage in service learning are less likely to engage in risky

behaviors such as smoking, unprotected sexual relationships, and drug use. One researcher who conducted

an examination of all of the programs associated with reduction of teenage pregnancy found that

participation in service learning was associated with fewer teenage pregnancies than any other practice at

the high school level. While it is not clear why this is the case, researchers speculate that service learning

both provides something to do especially during after school hours, and gives students exposure to

alternative career pathways to pursue. Young people who participate in service learning are also more

likely to acquire an ethic of service and to continue volunteer work as they get older.

Service learning helps young people develop stronger ties to their schools, communities, and society

Most service learning activities help bond students to school because they become more motivated to

learn. Service learning can also establish a sense of civic responsibility to the school, community, and

society. For example, students who help neighbors participate in the census learn why it is important that

every citizen be counted. Students who help with voter registration learn about how democracy works.

Students' civic engagement and responsibility is more likely to occur when teachers provide instruction

that helps students see the explicit link between their activities and governance or other social or political

institutions.

Young people who engage in service learning often come to believe that they can make a difference in

their schools, communities, and society. They participate in service activities that often have an observable

outcome, and they experience personal efficacy. For many young people, service learning provides one of

the few venues where they can participate and be successful on a regular basis. This experience can be

empowering in a very positive way, showing that prosocial contributions are the best pathway to success.

Service learning promotes exploration of various career pathways

Through their service learning experiences, many students come into contact with adults in careers that

would otherwise remain hidden to them. For example, students may meet social workers, architects, and a

variety of service workers, scientists, park rangers, government workers, and others who work in

community agencies during their service experience. This is the first time many young people are exposed

to individuals in these types of careers. This exposure, in turn, can translate into higher or more varied

career or job aspirations.

Continued on next page...

Service learning is associated with positive school environments

Service learning is currently practiced in about a third of all public K-12 schools in the United States.

Studies of schools in which service learning is practiced school wide show that service learning at many

sites has served to reinvigorate teachers, stimulate dialogue on teaching and learning, and develop more

caring school climates. Many teachers who practice service learning are often passionate in their support of

its practice. These teachers feel that service learning has changed the way they teach and made learning

more fun and productive. An additional benefit of service learning, documented often in the research, is

the reduction of discipline referrals and negative behavioral incidents in schools and classrooms when

students are engaged in service learning.

Research shows that while initially teachers felt that service learning was more work for them, over time

they believed that the extra work declined significantly and that the benefits outweighed the costs.

Particularly as teachers gave increasing responsibility for planning, action, reflection, and assessment to

the students, they found that students began to take more ownership, learn more, and become more

responsible. When teachers had help from a service learning coordinator or from the students themselves,

the teachers felt that service learning was no more time consuming for them than any other instructional

activity and that the learning outcomes were better.

Service learning is associated with more community support for schools

Communities derive many benefits from service learning. The service activities in which the students

engage often are designed to address a specific community problem or meet a particular need, and often

serve to build the capacity of the community organization. Community members who interact with the

young people frequently say that they change their perceptions of youth, seeing them as assets and

resources that contribute to the community in positive ways. There are also a number of cases where

service learning was directly associated with more support for the school in the form of increased number

of school volunteers and passage of tax levies in support of schools.

Most of the benefits of service learning described here do not come about without explicit attention to

service learning design and implementation. In particular, the quality of the reflection activities and their

connection with explicit learning goals tied to standards, the skills of the teachers in facilitating

understanding, and the degree to which students are given choices in planning, implementing, and

assessing their learning are most highly associated with beneficial outcomes.

Vistit our Southern PRTESOL Website at southern.prtesol.angelfire.com