1. STEP 1: Create a Safe and Cooperative Learning Environment
1.1. Who: Teacher creates for students, and students continue to build for each other. What: Create a space where it is okay to make mistakes; a space where group work, and partner work is encouraged When: Every English class with me. Where: in every English class with me; in small groups and partners with students Why: This safe place allows students to express themselves freely How: Teacher demonstrates that it is a safe learning environment by introducing themself in the beginning of the semester, and have students perform team-building activities to get to know each other better.
1.1.1. EXAMPLE: A good team-building game I play is the Favorites Chain. This can be played with any size class. First the teacher says a favorite or like they have, and if a student likes the same they come up and share a favorite of theirs, and someone else will share that favorite. The class will make a chain and will have to eventually connect back to the Teacher, and everyone sees that everyone else has something similar in common.
1.1.1.1. This is the most important step for creating an inclusive classroom for all cultural groups. Many times, a multicultural student will feel uncomfortable to ask a question, and this step helps to promote that level of familiarity and comfort among students in all classes.
2. STEP 2: Establish Expectation and Boundaries for English Learning Time
2.1. Who: All students in my class, all cultural groups. What: Make class rules for every student to remember to follow. When: Every English class with me. Where: In every English class with me. Why: Students should know what is acceptable behavior to display in class toward the teacher and their peers. It is good to establish these rules in the beginning so there is no confusion as to what is expected of them. How: Lead by example in the classroom.
2.1.1. EXAMPLE: I have three simple rules my students follow: !1. Respect everyone, 2. Speak English every day, 3. Always try. These rules I explain further and have them do an exercise to make rules of their own. They know the standard that they should always try at least a little in my class, and to never be afraid to ask questions.
2.1.1.1. With these rules, I try to create equal opportunity amongst all students of all cultural backgrounds. Culturally, Korean students enjoy having rules to guide them and give them boundaries, but Multicultural students vary in their preference for rules, though I only have three, and they are all necessary in any classroom setting.
3. STEP 3: Establish Reward System for Behavior and Participation
3.1. Who: Teacher establishes and implements, all students participate. What: A system to reward positive behavior and participation in class. When: During ever English class with me. Where:In every English class with me. Why: A reward system focuses on the positive behaviors and actions of students, so they will get rewarded and others will follow by example; also reward systems can punish unacceptable behavior in class. How:The teacher establishes and implements, and prepares rewards, daily and overall, for students with the best behavior The teacher can use candy, points, online apps; to keep track of progress.. NOTE: I use this on top of grades in classes.
3.1.1. EXAMPLE: I am currently using Harry Potter houses to reward points to all students in my middle school. I sorted students with a random sorting app I found online,, and I identify the students and their houses by name tags. I use a tally app on my iPad to keep track of point and students can track the points of their houses daily when they see me. (They have to ask, which encourages them to speak English.)
3.1.1.1. This reward system has proven successful so far this year. All students have been encouraged to participate, and feel good when they are able to succeed. Culturally, students here enjoy working in teams, and try to help each other as much as possible.
4. STEP 4: Create Inviting Lessons for Students to Learn and Practice English
4.1. Who: Teacher creates, students learn/participate What: Active lessons using powerpoints, games, hands-on activities, role-playing, and the textbook When: During every English class Where: In every English class. Why: To provide opportunity for every student to participate in learning and practicing English in a controlled environment. How: Using technology, computers, translators, students use their English speaking skills and listening skills.
4.1.1. EXAMPLE: I have a listening half of my lesson and I have an activity half of my lesson. I provide the students opportunities to listen, speak, read, and write English. For the activity part of my lessons, I use powerpoint games, where students can speak together and read and answer the key sentences. An example of this is Battleship using the phrase, "have you ever?"
4.1.1.1. I always use many pictures when teaching, and have as many visuals as possible. I provide opportunities for partner work, and I make sure to team up stronger students with weaker students in English within my different level classes. Also, I use group work making sure to have stronger students spread throughout the groups.
5. STEP 5: Check Comprehension and Understanding
5.1. Who: Teacher checks students' comprehension. What: Checking to see if students understand and follow rule, instructions, and key content from the textbook. When: During every English class, and after class grading Where: In every English class, and at the teacher's desk Why: To ensure understanding of materials and expectations, and to teach students by example and practice to check themselves for understanding and progress. How: I give written and speaking tests for key content; for activities, I ask 5 W 1 H questions to different students to check comprehension; I have review times for content material.
5.1.1. EXAMPLE: I ask students follow-up questions after I give directions, to check if they understand, and I ask for student feedback on different learning games and take student polls for which activity or teaching method is preferred overall. I do this regularly and test twice a semester. There are review class times before the tests to ensure the students can have any concerns addressed.
5.1.1.1. Usually I will ask students who are daydreaming or are quieter to answer these follow-up questions, ONLY if I know they can answer without feeling uncomfortable. I also prepare for the tests using multiple learning style techniques and always give plenty of opportunity for everyone to participate.