Plosive
Lovely day, cold in the morning, swiftly warming with bright sun. Got my permanent cap in. Feels weird, but I will adjust.
Long ago, in a classroom far, far away, I once took a speech course, with an emphasis on linguistics. I learned some of the international phonetic alphabet. Because I understood between a plosive and a fricative, I remembered them. More and more is coming back as I learn how to teach my own language.
Watching another class today, made me think about how I would teach the straightforward consonants first, then the wonky ones, then the vowels. At the same time having them memorize the alphabet in order (if they don't know it) - mostly because it is used to organize so many things. I'll use songs, mime, actor games, and most of all - the laptop. Oh, yes, I will use the laptop a lot. If I can't describe a new word in words they know, how better than to pull up an image from Oogle?
One aspect I don't think I will have any trouble with will be addressing students as the adults that they are. After all, I only have one language, and despite the cultural differences of Michigan, Boston, and Salt Lake City (which are not inconsiderable), one culture. But I do know how hard it is to enter a new world, with a different set of assumptions. I had to learn "medical" and the OR, the army and it's acronyms, and I know how it swamps one's brain.
This is all still presumption on my part. Two more weeks at the earliest before I get to meet my student or students. Hopefully, just one, at least to start. I want to start simply, go from there. I'm trying to anticipate, but I'm frustrated because I don't know who I will be paired with, and everything hinges on their needs and experience. I am rubbish at pretend scenarios. Hated the "practice" shots and IVs in nursing school, once I actually gave a shot, I was good. (Never had any job that needed me to put in IVs, so I'm no good at that, but I know it wouldn't take much.) I am much better with going for it in reality, after understanding the concept and watching others.
I tend to remember very clearly what I understand. And rote memorization lets me down more often than not. I struggle to
remember my phone number. I have two poems I learned in high school still in my head - imperfectly. Not very good ones.
Must not flood my student, whatever I do.
Long ago, in a classroom far, far away, I once took a speech course, with an emphasis on linguistics. I learned some of the international phonetic alphabet. Because I understood between a plosive and a fricative, I remembered them. More and more is coming back as I learn how to teach my own language.
Watching another class today, made me think about how I would teach the straightforward consonants first, then the wonky ones, then the vowels. At the same time having them memorize the alphabet in order (if they don't know it) - mostly because it is used to organize so many things. I'll use songs, mime, actor games, and most of all - the laptop. Oh, yes, I will use the laptop a lot. If I can't describe a new word in words they know, how better than to pull up an image from Oogle?
One aspect I don't think I will have any trouble with will be addressing students as the adults that they are. After all, I only have one language, and despite the cultural differences of Michigan, Boston, and Salt Lake City (which are not inconsiderable), one culture. But I do know how hard it is to enter a new world, with a different set of assumptions. I had to learn "medical" and the OR, the army and it's acronyms, and I know how it swamps one's brain.
This is all still presumption on my part. Two more weeks at the earliest before I get to meet my student or students. Hopefully, just one, at least to start. I want to start simply, go from there. I'm trying to anticipate, but I'm frustrated because I don't know who I will be paired with, and everything hinges on their needs and experience. I am rubbish at pretend scenarios. Hated the "practice" shots and IVs in nursing school, once I actually gave a shot, I was good. (Never had any job that needed me to put in IVs, so I'm no good at that, but I know it wouldn't take much.) I am much better with going for it in reality, after understanding the concept and watching others.
I tend to remember very clearly what I understand. And rote memorization lets me down more often than not. I struggle to
remember my phone number. I have two poems I learned in high school still in my head - imperfectly. Not very good ones.
Must not flood my student, whatever I do.
Labels: word
Posted by Zhoen on Wednesday, April 27, 2011
1 comments:
In my high school we had 'speech' class once a cycle from the first year to the last. In the first year we would each take turns reading a text in front of the class and by the end we each took turns with a public speaking session in front of the school each for five minutes.
There were six things that, during class time, we would be graded on by our peers, I do not remember all of them but they certainly included things like diction, enunciation and projection.
I think you'll come to quickly learn the speed at which your student(s) will take in information. Keep a close eye on them to make sure their eyes do not glaze over and that they continue to have a look of comprehension. Have a break during your session (depending on your session length) to let things sink in. Good luck!
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