Action Plan for Social Inclusion, Understanding and Mutual Respect for Korean and Chinese Students

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Action Plan for Social Inclusion, Understanding and Mutual Respect for Korean and Chinese Students by Mind Map: Action Plan for Social Inclusion, Understanding and Mutual Respect for Korean and Chinese Students

1. Outside the classroom

1.1. Who?

1.1.1. Myself

1.1.2. My Two Teacher Assistants (Zuby and Faye)

1.2. What?

1.2.1. Having lunch with the students to get to know them and practice their English speaking skills.

1.3. Where?

1.3.1. In the cafeteria, or

1.3.2. On the picnic tables, or

1.3.3. In the classroom

1.4. When?

1.4.1. During lunch time (45 minutes)

1.4.2. On a day commonly agreed between all

1.4.3. Once a week for the first two months, then once every two weeks for two months, once every three weeks after that.

1.5. Why?

1.5.1. 1. I believe that if I know my students better I can adapt my teaching to help them more specifically.

1.5.2. 2. If the students know that the teachers care for them, they will not be afraid to come for help (academic or other).

1.5.3. 3. By sharing with a different ethnic group I hope they will make connections outside of the classroom.

1.6. How?

1.6.1. On the determined day at the determined location we will sit down and eat. It will be a time of fellowship. I would even like to ask everyone to bring a dish to share from their own cultures (French for me, Pakistani for my two assistants, and Chinese and Korean for the students). So we get to taste, share and discuss about food, traditions and it would open everybody’s mind and taste buds to a new adventure.

1.7. Assessment

1.7.1. I will assess their improvement in the usage of new vocabulary, fluency of language, oral participation initiated by themselves, social interaction with other peers to make sure the plan is having the desired effect or if I need to change my strategy.

2. In the classroom

2.1. Who?

2.1.1. Myself

2.1.2. My Two Teacher Assistants (Zuby and Faye)

2.2. What?

2.2.1. Making mixed groups for class work and participation

2.3. Where?

2.3.1. In the Classroom

2.4. When?

2.4.1. Every class period

2.5. How?

2.5.1. I will make groups according to the strengths and weaknesses of each student. These groups will change as their strengths change.

2.6. Why?

2.6.1. 1. It will give students a chance to spend time with other ethnic groups from their own class.

2.6.2. 2. Build on their strengths and improve on their weaknesses with help from their peers.

2.6.3. 3. To create bonds within class that will carry outside of the classroom.

2.7. Assessment

2.7.1. I will have to make sure that the pairing of students does not prevent my Korean and Chinese students to participate and share their ideas. I will have to make sure that they are actively sharing and other students do not overwhelm them. We will have to monitor this by walking around the groups as the activities take place.