We Want Teachers, Jobs & Respect!

We Want Teachers, Jobs & Respect!
We Want Teachers, Jobs & Respect!
We Want Teachers, Jobs & Respect!
We Want Teachers, Jobs & Respect!
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“We Want Teachers, Jobs & Respect!” ” was written by Norma Landa Flores, M.A. Speech Communication & Mainstream American English Dialect, for @teacherspayteachers.com It is in keeping with the author/teacher’s belief that Language Arts Class Rooms should be inclusive of ethnically diverse student’s educational, cultural, political, & socially significant realities.

Many students live in homes where their neighbors and parents discuss the problems ethnically diverse people are having as a result of civil wars, displaced migrant's situations, economically disadvantaged immigrants and victims of illegal business such as drug trafficking and human enslavement, in the past and in the present.

These students feel hopeless as the problems grow to the point of exacerbation! Teachers need to help their students try to cope with these issues by learning how to use their Oral Communication Skills to analyze the situation and arrive at a solution together. This lesson, “We Want Teachers, Jobs & Respect!” is designed to let students vent their frustrations in a constructive manner.

The 10 page Oral Communication lesson consists of: Page 2 the Essay entitled, “We Want Teachers, Jobs & Respect!” At the bottom of Page 2 there are also instructions on how to pronounce the vowels [ æ ] families & [ ɑ ] problems.

Page 3 is the Multiple Choice Questions for Discussion section. These 3 questions also allow students to express their beliefs, values & attitudes as they discuss their answers with each other.The three questions are based on information found in the essay and offer students the opportunity to discuss their answers and why they think their answer is valid & how they relate to the situation.

Page 4 is the Functional Pronunciation Assessment page containing six sentences that stress the two vowels for pronunciation practice featured in the essay. Students meet in dyads and pronounce the sentences to each other then assess each other’s pronunciation/articulation proficiency on a scale of Excellent to Dangerous pronunciation/ oral communication skills.

Page 5 is the Assessment of Communication Competence and English Speaking Skills, ACCESS, which rates the speaker’s use of eye contact, audibility, pronunciation, articulation of word endings, syllable emphasis and communication of message function and intention.

Page 6 is the Context & Standards-Based Criteria for Assessing the Functional Pronunciation/Articulation of [ æ ] & [ ɑ ] sounds. Pages 7-10 are the Appendix with suggestions for the teacher/facilitator to easily facilitate their student’s oral communication learning experience. Good for grades 6-12 & Adult or Vocational Bicultural/Multicultural ESL Students.

Finally, this lesson was developed to encourage students to get involved in problem-solving discussions and follow through by making their voices heard in places where they will be likely to have a feasible effect. The main emphasis of this whole lesson is that a human being’s mind and life is a terrible thing to waste and that student’s mind’s matter!
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We Want Teachers, Jobs & Respect!
We Want Teachers, Jobs & Respect!
We Want Teachers, Jobs & Respect!
We Want Teachers, Jobs & Respect!