I would like to talk to you about using a notebook for classroom administration. This is a two-parter; we’ll start with character 1: Notebooks as…sanity savers. This is for somebody who is still reasonably brand-new to teaching and for situations when you start to feel like your class is certainly coming out of control, and you’re at your wits’ end and you really just don’t know what to do. You’ve got a lot of kids talking, you’ve tried lots of different things and you’re maybe about to cry, so this is a really good disaster flotation device for you.
A plain notebook. And this is an issue which I did many times my first few years of learning… and even later. When you start to feel that you’re at your boiling point, you can just get a simple diary, pick it up, open it to a blank sheet, sit down, and start to write. You can stop in the middle of your educating — hurriedly. You don’t need to make any notices or anything. Just sit down and start to write. Every meter I did this, my whole class would be silent within 60 seconds because they were really confused about what I was doing.
Sometimes they are able to talk to each other and try to figure out what I was writing, or they would say, “She’s writing down your name! ” or “She’s…” you know … writing a referral to the part, or whatever … I would just be writing. Sometimes — a lot of times — I would be writing my own concludes to try to diffuse them a little bit and get my rage out. Sometimes I would be just writing a little analysis of what was actually happening in the room. It would help me to sort of figure out where the problems were, and so The thing that would really get the students is that I would write for a while and I would occasionally look up, and not apply nasty examinations or anything, just sort of courteous … and it truly caught them off-guard and got them silence. And the appeal of this is that it got my blood pressure access down and it got them calmed down, and I was able to make a smart decision from that top forward instead of time greeting and blowing up.
So … There is a much more advanced path to the usage of this same programme for classroom managing and I will talk about that in part 2. But — when you are in an emergency situation and you don’t know what else to do to get through the rest of your class period, draw out a notebook and start writing. I’ll see you in part two because once you’ve stopped using it as situations of the emergency implement, you can actually use it in a more organized way.
Hi. I’m Jennifer Gonzalez for Cult of Pedagogy. Today I want to talk to you about the 5-Second Solution. This is a little, little tweak that you can make to your teaching, or your presentation…any time you work with a group of students or participants… tiny change that can make a really big difference in how well things go for you. The basic idea is this: When we are talking to a group and we’re trying to get everyone’s attention, a lot of times we don’t wait long enough to get full quiet and get everyone’s attention — maybe it’s our level of discomfort — we just start talking when there are still people who are not really focused on what we’re saying.
So — what I’m gonna show you today is how — what a difference it can make if you just wait about five seconds. This is not a precise amount, it’s about five seconds. So — I’m going to show you before and after. I’m going to say the same thing twice…okay? I’m gonna tell everybody to finish what they’re doing and then I’m gonna start to give them instructions. I’m gonna tell them to turn to page six in their packets and write down their answers to the first question. So, the first time — and I’m going to be playing sound effects of students. So, here we go. This is NOT using the 5-Second Solution. (sound of noisy classroom) Okay everyone… finish up what you’re doing… We’re going to move on to the next step. Now the next thing you need to do is turn to page six in your packets and I want you to write down your answer to the first question. Now you can hear that I talked right over the voices of the students who were still talking. They likely didn’t hear me — or some of them didn’t hear me.
Now here’s what’s gonna happen with those students: The two or three students who were still talking, they didn’t hear my instructions. Now, they are going to turn to somebody else and ask them or they’re gonna put their hand up and say, “What page did you say?” “What are we supposed to do?” And I’m gonna get mad at them, because they didn’t hear the instructions that I so clearly gave. If you just wait a few more seconds to make sure that you have everybody’s attention, then they all hear you.
So we’ll do this again, and I’m gonna wait this time. So, let’s bring on the noise again… (sound of noisy classroom) Okay everybody…finish up what you’re doing. We’re gonna move on to the next step. (noise fades to silence) Okay, the next thing you need to do is turn to page six in your packet, and write down your answer to the first question. I waited until I had complete silence. That is what the 5-Second Solution is. Just wait until you really do have everyone’s attention. I’ve seen teachers get really upset at students who aren’t paying attention or who didn’t hear an instruction… or whatever it was… and granted, a lot of those students should be quiet when you first say it but sometimes it just takes a while to get everybody’s attention.
So when you’re presenting to a group, just wait a few extra seconds until you’re sure you really have everyone’s attention, then talk, and you’ll see it makes a huge difference. Thanks.
So — what I’m gonna demonstrate you today is how — what a difference it was able conclude if you just wait about five seconds. This is not a accurate amount, it’s about five seconds. So — I’m going to show you before and after. I’m going to say the same thing twice…okay? I’m gonna tell everybody to finish what they’re doing and then I’m gonna start to give them instructions. I’m gonna tell them to turn to page six in their containers and write down their answers to the first question. So, the first time — and I’m going to be playing sound effects of students.
So, here “theres going”. This is NOT abusing the 5-Second Answer.( sound of noisy classroom) Okay everyone … coming to an end what you’re doing … We’re going to move on to the next step. Now the next thing “youre going to” do is turning now to page six in your packets and I demand you to write your answer to the first question. Now you are able to “ve learned that” I talked right over the voices of the students who were still talking. They likely didn’t hear me — or some of them didn’t hear me. Now here’s what’s gonna happen with those students: The two or three students who were still talking, they didn’t hear my directions. Now, they are going to turn to somebody else and ask them or they’re gonna settled their hand up and say, “What page did you say? ” “What are we supposed to do now do? ” And I’m gonna get mad at them, because they didn’t hear the instructions that I so clearly gave.
If you just wait a few more seconds to make sure that you have everybody’s notice, then they all hear you. So we’ll do this again, and I’m gonna wait this time. So, let’s bring out the racket again …( announce of boisterous classroom) Okay everybody…finish up what you’re doing. We’re gonna move on to the next step.( noise disappearances to silence) Okay, the next thing “youre going to” do is turning now to page six in your container, and write off your answer to the first question. I waited until I had ended silence. That is what the 5-Second Answer is. Just wait until “youve been” do have everyone’s courtesy. I’ve seen schoolteachers get really upset at students who aren’t paying attention or who didn’t hear an instruction…
or whatever it was … and awarded, a good deal of those students should be quiet when you two are said today but sometimes it just takes a while to get everybody’s courtesy. So when you’re presenting to a group, just wait a few extra seconds until you’re sure you really have everyone’s tending, then talk, and you’ll see it makes a huge difference. Thanks . .
Description
الكل يدرك التحديات التي تواجه تعليم اللغة العربية لذلك يجب علينا التغلب عليها من خلال مواكبة لغة العصر ومعرفة كيفية التعامل مع طلابنا الذين
يطلق عليهم مستخدمين أصليين للتكنولوجيا … في السطور التالية تجدون النقاط التي من أجلها أعددت هذه الدورة التعليمية التي تعالج مشكلة استخدام التكنولوجيا في صفوف اللغة العربية
لماذا يجب استخدام التكنولوجيا في الفصول الدراسية؟ و كيف يمكننا أن نفعل ذلك؟
ما هي الطرق الحديثة لاستخدام التكنولوجيا في صفوف اللغة العربية؟ فالكل يعرف مشاكل طرق التعليم التقليدية
في هذه الدورة تجدون تطبيقات عملية لاستخدام التكنولوجيا في التعليم
كيف نتعامل مع طلابنا الذين يطلق عليهم مستخدمين أصليين للتكنولوجيا؟
كيف يمكننا أن نحبّب الطلاب في الصف وكيف يمكننا أن نتابعهم خارج الصف؟
يجب علينا إدراك أهمية التكنولوجيا في مجال التعليم
الإجابة عن هذه الأسئلة تجدونها في هذا الكورس الذي يلقي الضوء على أهمية استخدام التكنولوجيا والأسباب التي تجعلنا نستخدمها في الصفوف وحتى خارجها من أجل متابعة الطلاب … والتركز في هذا الكورس سوف يكون على أداة تكنولوجية تعليمية اسمها سوكراتيف حيث يتعلم الدارس جميع الخطوات التي تؤهله أن يسخدم هذه الأداة بشكل فعّال يؤتي ثماره في أسرع وقت
كذلك في نهاية الدورة هذه هناك استعراض لأداة أخرى اسمها كاهوت وأخرى اسمها فويس ثريد
وسيتم إضافة أدوات أخرى في المستقبل
How to Use Technology in the Classroom? Top Tech Tools for K-16 Teachers & Students 2018 Classroom Technology Guide with tips and tricks
The ever-increasing number of tools and free multimedia software can be confusing and even daunting for teachers. Choosing an appropriate technology-based tool to use in the classroom should not be random. Every tool that the teacher uses should serve a specific, clear goal. For example, this course shows you the development and effectiveness of using a technology-based tool called Socrative in and out of the classroom. The course will walk you through all the steps of how to deal with Socrative from A to Z. Then, there is a bonus by the end of the course. Two more full videos about another educational tool called Kahoot are available and downloadable. Many sources are available to support the course and enhance your understanding to the content of the course.
ما هي الطرق الحديثة لاستخدام التكنولوجيا في صفوف اللغات بشكل عام واللغة العربية بشكل خاص؟
كيف نتعامل مع طلابنا الذين يطلق عليهم مستخدمين أصليين للتكنولوجيا؟
كيف يمكننا أن نحبّب الطلاب في الصف وكيف يمكننا أن نتابعهم خارج الصف؟
الإجابة عن هذه الأسئلة تجدونها في هذا الكورس الذي يلقي الضوء على أهمية استخدام التكنولوجيا والأسباب التي تجعلنا نستخدمها في الصفوف وحتى خارجها من أجل متابعة الطلاب … والتركز في هذا الكورس سوف يكون على أداة تكنولوجية تعليمية اسمها سوكراتيف حيث يتعلم الدارس جميع الخطوات التي تؤهله أن يسخدم هذه الأداة بشكل فعّال يؤتي ثماره في أسرع وقت
كذلك في نهاية الدورة هذه هناك استعراض لأداة أخرى اسمها كاهوت وأخرى اسمها فويس ثريد
وسيتم إضافة أدوات أخرى في المستقبل
محمد الأنصاري هو أستاذ اللغة العربية بجامعة أريزونا بالولايات المتحدة الأمريكية
ممتحن معتمد بأمريكا لاختبار الكفاءة اللغوية وفق معايير أكتفل.
درّس اللغة العربية للناطقين بغيرها لطلاب من جمع أنحاء العالم منها عل سبيل المثال ما يلي: (أمريكا وكندا والمكسيك وانجلترا وألمانيا وإسبانيا وإيطاليا والصين واليابان والنمسا والسويد وبلجيكا وفرنسا وفنلندا وسويسرا وكوريا الجنوبية وروسيا وكازخستان وماليزيا … إلخ).
درّس بالمركز السكندري للغات وبجامعة الإسكندرية والبرنامج الصيفي التابع لكلية كونكورديا وكان محاضرا بجامعة إنديانا وحاليا أستاذ بجامعة أريزونا.
له الكثير من الاسهامات بورش عمل ودورات عن كيفية استخدام التكنولوجيا بأمريكا والشرق الأوسط وعن كيفية دمج الثقافة في صفوف اللغة العربية.
شارك نخبة من كبار أساتذة اللغة بالولايات المتحدة في كتابة كتاب “تجارب تعليم اللغة العربية بأمريكا الشمالية”. تجدون نسخة مجانيّة لهذا الكتاب بهذه الدروة.
نشر أكثر من كتاب عن استخدام التكنولوجيا في الصف وعن إدارة الصف وتقييمه باللغة الإنكليزية (الكتب متوفرة على أمازون).
خبرته في مجال اللغة العربية للناطقين بغيرها أكثر ١٢ سنة. وفي مجال اللغة الإنكليزية أكثر من ١٨ سنة.
درّس اللغة الانكليزية في بداياته بكلية ميامي وليسه الحريّة لمدة ثلاثة أعوام.
درّس الترجمة وعلم اللسانيات وعلم الصوتيات بقسم اللغة الانكليزية لغير المتخصصين – كلية التربية – جامعة لإسكندرية. عمل أستاذا ببرنامج سي إل إس التابع للمجلس الأمريكي تحت إشراف الخارجية الأمريكية.
درّس اللغة العربية المعاصرة بالمركز الفرنسي التابع للسفارة الفرنسية بالقاهرة.
درّس اللغة العربية والإعلام والعاميّة المصريّة بالمركز السكندري للغات لمدة ١٠ سنوات متتالية.
درّس علوم اللسانيات والترجمة بمعهد الروّاد لمدة عشر سنوات.
تم اختياره من ضمن أحسن ثلاثة أساتذة لعام ٢٠١٨ بجامعة أريزونا من خلال استفتاء طلابي على مستوى الجامعة.
Mohamed A. Ansary is currently a lecturer of Arabic at the University of Arizona and an ACTFL-Certified OPI tester.
He has been participating in programs for teaching Arabic in Egypt and abroad since 2007. In 2009 and 2010, Ansary worked at the Critical Language Scholarship Program (CLS), a program sponsored by the U.S. Department of State.
In 2008 and 2009 he worked for Concordia Language Villages with high school students, where he collaborates annually with its workshops and webinars for k-12 teachers of Arabic in the USA. From 2012-2014, he was an adjunct lecturer in the Summer SWSEEL Program in Indiana University.
He also worked as an instructor for the one-year study abroad programs in Egypt for the following universities: Utah University, Montana University, London University, Leeds University, Salford University and Westminster University. He worked as a visiting lecturer of translation and English linguistics at the University of Alexandria, Faculty of Education, English Department in 2010.
His area of interest in the k-16 workshops is: application of 21st century skills to the Arabic language classroom, assessment of functional abilities of Arabic language learners, using technology into the classroom, teaching culture as a fifth skill and how to integrate it into the classroom.
His research interests include social media, instructional technology in the AFL classroom to increase the students’ collaboration, digital literacy and intercultural competence.
He is a co-author of Presenting & Evaluating the Teaching of Arabic in North America, Publisher: International Center of King Abdullah Ibn Abdel-Aziz, KSA, 2015.
He is a globally connected educator. He is a passionate lifelong learner and educator. He is a global citizen. He always digs deep to enlighten his students, colleagues and himself. He synthesizes technology tools and integrate global content into his classroom instruction. He believes that culture is the fifth skill.
Mohamed Ansary was chosen by the Five Star Faculty Award committee at the University of Arizona to be among the top three instructors of 2018.
For more videos and resources visit my official website of Arabic as a Foreign Language: http://www.mohamedansary.com/ الموقع الرسمي – المدونة الرسمية للغة العربية للناطقين بغيرها: www.mohamedansary.com
تعليم لغة الضاد للجيل الجديد رغبة تساور كل عائلة عربية مهاجرة، فرغم انتقال هذه العائلات للعيش في الولايات المتحدة بحثا عن حياة افضل الا انها تبقى راغبة في التواصل المستمر مع الثقافة العربية، لذا تراهم يشجعون ابناءهم على دراسة اللغة العربية وعلى التعرف على هذه الثقافة. من هنا يأتي دور مؤسسة الف في مدينة اتلانتا التي أخذت على عاتقها مهمة نشر اللغة العربية بين أطفال المهاجرين وخدمة ابناء الجالية العربية
لينا سماوي – معلمة لغة عربية لغير الناطقين بها تتحدث خلال برنامج دنيا يا دنيا عن تعليم اللغة العربية لغير الناطقين بها الكترونيا وعن ايجابيات وسلبيات التعليم الالكتروني وعن سبب اختيارها هذه الطريقة في التعليم.
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