Northern Arizona University
Course Packet
698 BME/ESL Graduate Seminar
Spring ‘06
HEADING ONE
Course Description and General Information:
Welcome to this seminar hosted on the Internet. This format has allowed us to expand our
community of thoughtful educators. The course will serve us as a forum for professional
reflection, and help us to engage in an interdisciplinary conversation among classroom
practitioners. You will interact in an on-line dialogue with peers in a cyber community.
This is NOT a correspondence course but a graduate seminar, where ideas should
flourish and be expanded on through a textual interchange among course participants and
instructor. You are expected to communicate with the instructor in 4-5 separate modules.
(4 modules for a B grade; 5 modules for an A grade). Please use the course e-mail and
not the instructor’s usual e-mail for this communication. However, the instructor would
like to keep track of how you are keeping up and whether the assignments in any way
prove problematic to you. Should you need to communicate more regularly with your
instructor outside the assignments, please use the ordinary e-mail or the telephone—
both are listed on your syllabus below. Any of you who live in Yuma can, of course,
also drop in during my regular office hours, or call for an appointment.
Your work in this course consists of an introductory module, three graded modules
for a B grade and four such modules for an A grade. (This does not count the
introductory Module One, which is ungraded)
Throughout the course, we will consider how our own pedagogical environment has
shaped us both as learners and as teachers. We will also think about how language
impacts our thought processes and plays a part in our lives as content teachers. We will
review and re-consider best practices for language acquisition. We will read two
pedagogical autobiographies, and through these note the interweaving of life, language,
and pedagogy. We will then proceed to write our own pedagogical autobiographies, and
share the insights we gained through our reflective processes with other course
participants. You will note that all of your modules include an exchange with three other
students in the virtual discussion center, and a report on these conversations. To facilitate
peer discussion, you should post your module on the discussion board at least one week
prior to the date when it is due for the instructor, so that other students can read and react
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to your comments and add the summary of their reactions to the module they send in.
The instructor wishes to make very clear that some of the readings in your
assignments are controversial in nature, and that you certainly need not agree with
the authors. It is hoped that the readings will stimulate your own thinking and
produce an interesting exchange of ideas.
HEADING TWO: SYLLLABUS
College of Education
The mission of the College of Education at Northern Arizona University is to prepare
professionals to serve and lead education and human services organizations.
Northern Arizona University
BME 698
Graduate Seminar
Spring ‘06 – Course Syllabus
General Information:
Semester: Spring ‘06
Credit hours: 3
Location: WEB
Instructor: Dr. Natalie Hess
Office: NAU in Yuma—AC 231
Phone: (Office) 317-6407 (Home) 783-4520
FAX: (520) 317-6419
E-mail: Natalie.hess@nau.edu
E-mail: WEBCT E-mail—Please use this e-mail, rather than the instructor’s usual e-mail
for posting modules. You will notice that a provision has been made for e-mail that is
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private (just between you and the instructor) and the public e-mail that can be read by
anyone in the class. I am always interested in your feedback, and I would appreciate
getting your personal input on how the course is going for you and how you feel about its
various aspects. Such personal reactions from you will help me to improve the class both
for you and for future students, so do remember that I very much value your input. Since
I check my regular e-mail daily, but will only check the course e-mail on the dates when
modules are due, please use my regular e-mail for comments and questions outside the
modules.
Required Texts: (These books will all be placed on reserve in the AWC/NAU Yuma
library). They are available for sale at the Yuma NAU/AWC book store as well as the
Flagstaff book store. You can also buy them through Amazon.com. BEST students have
the books provided for them through the grant
The Hunger of Memory by Richard Rodriguez
Lost in Translation by Eva Hoffman
Language Exploration and Awareness by Larry Andrews
Teaching With Love and Logic by Jim Fay and David Funk
Course Description
The focus of this course is the exploration of ourselves as professional language
educators. We will note how language, education, and life have fused to shape our
professional role. Through our readings and our writing, we will observe how intricately
language is related to human experience. We will become aware of the social and
cultural implication of language competency, and we will look for ways in which we can
help our students to become better speakers, listeners, readers, and writers.
Course Goals

We will consider our own experience as language learners and teachers through
the framework of language development, political, historical and socio-cultural
perspectives. We will read two well-known pedagogical autobiographies and in
writing our own pedagogical autobiography, we will focus on what constitutes our
pedagogical development.

We will consider the role of multi-cultural education in the rapidly changing
demographics of public school education.
Course Requirements
This is a graduate course, and the instructor assumes that all participants will earn a B or
above grade. Students will be asked to re-submit any material that is not up to graduate
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standards. The instructor provide rubrics (see below) through which students can check
their own work.
All papers are expected to show up on the due dates by midnight at the latest.
Papers will only be accepted late under extenuating and fully documented
circumstances.
B Contract : (four modules)—You must earn a B or above grade on all three
graded modules.
A Contract: Everything required for the B contract with A grades on all modules as
well as an A grade on the I-Search Paper –Due on Friday May the 5th (See
description under Module Five.
HEADING THREE—DESCRIPTION OF THE MODULES
Module One—Introduction—Due as e-mail attachment to the instructor on Friday
February the 10th. Should be posted on the Discussion board on Friday February
the 3rd Please introduce yourself—send a picture if possible. Tell a little about yourself,
your personal and your professional background, your family, your language
learning/teaching experience, your hopes and ambitions (about one page—double spaced
font no:12). Post these introductions both in the e-mail to the instructor and on the
discussion board. Write directly to three other students on the board, telling them that you
are pleased to meet them and perhaps discuss something that you seem to have in
common. This module is due to the instructor on Friday February the 10th, and
should be posted on the discussion board no later than Friday the 3rd.
Module Two—Reading and Writing Pedagogical Autobiographies.
Please post your reactions to Hoffman and Rodriguez (only this part) on the
discussion board on February the 24th so that other students can read and comment
on your reactions. Send the whole module (reactions to the two books, report on
interactions with other students, information gathered from WEB about the two
authors, your own pedagogical autobiography) as one attachment to the instructor
no later than March the 3rd.
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You will read two pedagogical autobiographies The Hunger of Memory by
Richard Rodriguez and Lost in Translation by Eva Hoffman.
You will write your reactions to these autobiographies through a comparative
study of the two books (see guide-lines).
You will interact with three other students in a book discussion through the
virtual discussion board and report on the content of these discussions (See book
discussion guide line below).
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You will search the WEB for information about Rodriquez and Hoffman and
report on something that you found particularly interesting in the lives of these
authors.
You will write your own pedagogical autobiography consisting of three
pedagogically relevant incidents in your own lives. (See guide-lines and example0
The entire module is due on Friday, March the 3rd. The book reaction part
(Hoffman and Rodriguez only) should be posted on the discussion board for
comments no later than Friday, February the 24th. Please send it to the instructor
through an e-mail attachment. (Do not send separate sections of the module.
Please send it to the instructor as one complete document. This means that
you will post part of your module in the discussion format about a week
before it is due, so that other students can read your material and comment
on it.)
Module Three—Language Awareness—Due as an e-mail attachment for the
instructor on March the 31st . Should be posted on the discussion board for
comments on March the 24th.
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
You will read and react to Language Exploration and Awareness by Larry
Andrews (See guide-lines below).
You will interact with three other students in the virtual discussion center and
report briefly on these discussions in the same way as in the previous module. In
order to allow yourself a greater variety of opinion exchange, you should choose
different partners for this discussion.
You will locate two web-sites that you find helpful for your work in the
classroom and add these to your private collection of URL’s. (A URL and a
WEB site are synonymous—You can find a list of useful web sites at the end of
this course packet)
You will report briefly on these URL’s through this same module. (1-2 pages—
double spaced—font 12--for the entire reaction on the two URL’s) Module Three
is due on March the 24th on the discussion board and on March 31st to the
instructor. Please send it to the instructor through ONE e-mail attachment. (Do
not send in separate sections of the module.) Please send it in as one
document. Remember to post your reactions on the discussion format about a
week before they are due (March the 31st), so that other students can comment on
your work.) The only required aspect to be posted on the discussion board is your
reaction to the Andrews book. However, it would be helpful for your classmates if
you also posted you WEB site reactions. I leave that entirely up to you.
Module Four—Due to the instructor on April the 21st. Should be posted on the
discussion board no later than April the 14th.

You will read the book Teaching with Love and Logic by Jim Fay and David
Funk.
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You will locate four aspects of the book that you can use in your own professional
life. You will describe these aspects and tell how and why they suit you.
Each description and reaction should be about 1-2 double spaced pages . (See
example below).
You will post your descriptions and reactions on the discussion board and interact
with three other students, and later report to the instructor on your interactions in
the same manner as you have for the previous modules. Module four is due on
the discussion board on April 14th and should be posted to the instructor a week
later on April the 21st . Again, please send the entire module as one
document.
Please try to interact with three students that you have not previously contacted.
A Contract
Everything required for the B contract with A grades on all modules as well as an A
grade on the I-Search Paper –Due on Friday May the 5th
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In addition to the B requirements, (with A grades on all modules), You will
write a 10-15 page "I-search" paper on any educational issue of interest to
you.
These papers will be sent to the instructor as attachments any time before, but
no later than May the 5th. (Please note the I-search paper description
below.)
For more specific directions you can also, go to the link for Ken MacRorie’s
Searching Writing Chapters 1, 2, 3, and 14.
If you so wish you may do the “I-Search” paper as a “We-Search” paper, but
there should not be more than four participants in such a group project, and
you should spell out clearly who was responsible for what section of your
project.
Please do post your I-search paper on the discussion board as well as to the
instructor as an e-mail attachment, but you need not post any reaction to these
papers. They are there only for your pleasure and benefit.
HEADING FOUR-- GUIDE-LINES FOR EVALUATION AND EXAMPLE
PAPERS
All pages are double spaced—font 12. All page number are estimates for
your convenience. They are not rigid boundaries. The instructor will accept
1-2 pages more or less if necessary.
The Pedagogical Autobiography

Should deal with (at least) three significant events in the educational life of the
author. (You are that author!)
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Should spell out how these events influenced the author’s life as an educator.
Should be well written in the personal voice of the author.
Should offer insights to the educational philosophy of the author
Should be around 7-10 pages in length. (See Example below)
The Book Reactions to Hoffman and Rodriguez
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Should describe the content of the books and give a general summary.
Should zero in on one or two particular aspects of the books that you found
interesting and explain why you found them interesting.
Should compare and contrast the books.
Should offer some personal insights to the value of the books.
Explain both positive and negative aspects of the book.
Give a summarizing statement.
Should tell of an incident in the lives of the author’s that you discovered through
the internet search and that might have thrown an additional and interesting light
on your understanding of these two pedagogical autobiographies. (4-6 pages)
The Book Reaction to Language Exploration and Awareness by Larry Andrews:
Briefly summarize each chapter (your summary of each chapter should be 1-2
paragraphs)
Give a more thorough (3-4 paragraph) summary of the chapter that you found most
interesting and explain why this chapter appealed to you.
Choose to answer Three of the questions listed below. (About one paragraph for each
answer)

How are language and thought related? Do you agree with the author on this
topic? Can you add your own thinking and or examples to his contentions?

Andrews notes the tree most important components of language learning. What
are these? Do you agree with his choices? Please comment.

What does the author say about “cultural transmission of language? Do you have
anything to add?

How do words reflect culture? Can you add to the author’s suggestions?

What is Andrews’ notion of “Good English?” Do you agree?

Choose one of the author’s suggested exercises at the end of the chapter and
explain how you could adapt it for use in your teaching.
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
What has happened to language as a result of CmC? Do you agree with the
author? Do you see CmC as a positive or a negative element in the process of
language development? Please explain

How do you feel about a dialect like (Black English Vernacular) BEV? How
would you react to a BEV speaking student in your class?

How and why is the date 1066 tied to the development of the English language?

The author claims that advertisements both reflect and create stereotypes. Please
comment.

The author claims that males use mostly transactional language for information
while females use interactional language to build relationships. Does this ring
true to you? Please comment.

On the bottom of p. 275 and on the top of p. 276, Andrews describes a classroom
experiment. What is the purpose of the activity? Does it work for the purpose for
which it was intended? Do you find such an activity useful? Could you do it in
your class?

“ESL learners are, first of all human beings; they are people.” Such a statement as
the previous sentence seems obvious. Why then, does Andrews make a point of
it?
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What does Andrews mean when he points out that “ESL students growth in
English develops ‘globally’ and not ‘linearly’?” Can you demonstrate this point
with examples from your own experience either as a language student or as a
language teacher?

What advice does Andrews offer for vocabulary study? Please offer reactions
from your own experience.
Report on Interaction with Other Students in the Virtual Discussion Center


Should give the names of the students with whom you interacted.
Should relate one or two points of interest that might have supported or opposed
your own personal reactions to the sources. (About one page)
The URL Review (See suggested URL’s in the library section)
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Should explain your interest in the URLs.
Should briefly summarize the contents of the URLs
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
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Should showcase a specific aspect of interest to you with an explanation of how
you might use this for your professional benefit.
Should have a concluding statement.
The I-Search Paper

It is strongly suggested that the author begin this project with one or two
interviews with "experts," who can lead him/her to other personal or written
sources.

Should deal with a pedagogical topic of personal interest to the author.

Should be written in the first person.
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Should be the "story" of how the author went about doing his/her research as well
as the final results of the research.

Should be around 8-12 pages.
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Should have (at least) six (6) sources—two of which should be interviews with
people.
Further Explanations and Examples of Required Materials
The I-Search Paper--Background
The term "I-Search paper" was invented by Ken Macrorie in his pursuit of genuine
student writing. Macrorie was disturbed by what he perceived to be the hypocrisy that he
frequently observed in student research papers. These papers, it seemed to him, were
written in a dull and stilted academic style and dealt with topics that neither the writer of
the paper (the student) or the reader of the paper (the teacher) were really interested in.
The "I-Search" paper is supposed to be the story of how you searched and how you found
some information that was of genuine interest to you. You are supposed to start your
search not in books but with real people who know something about your subject and in
your paper, you will describe your search, as well as well as what you discovered. The Isearch paper is written in the first person.
I would prefer your paper to be no longer than 15-20 (however, if you must have more
space, do not feel constrained by this limit) and have about six references—at least three
of which should be people. That means that you might write a paper based on four
interviews, or on two interviews and two written sources (perhaps recommended by the
people you interviewed), or three interviews and three written source, or any other
combination.
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This I-Search paper ought to deal with your life in the classroom—particularly as it
pertains to language teaching and ESL students. I, for example, am interested in finding
out how students learn new words best. My colleague Laurel is interested in why some
students learn English so fast while others seem to struggle endlessly, yet they do well in
music or in mathematics. You decide what interests you.
In order to make things very clear for you, I am including an example from McGrorie’s
paper. I will also place the book on reserve in the library, so that you can look it over
even before our first meeting.
As you can see in the syllabus, the "I-search" paper isn’t due until May 27th but, of
course, you can give it to me at any time—perhaps even before the seminar begins.
If you have any questions about this or any other aspects of the seminar, please don’t
hesitate to E-mail me with your questions. Best wishes with the search!
Example of an I-Search paper from the book by Ken Macrorie
Searching Writing. Upper Mountclair, New Jersey: Boynton/Cook
Example of a Successful Pedagogical Autobiography
“A Lifetime of Education”
By Angela Rico
Example of Student-Written Pedagogical Autobiography
Angela Rico: Pedagogical Autobiography
Chapter 1: "Lost in a Barren Land"
At the age of seven, life revolves around your childhood world. For me
this world was ten acres of farmland in the heart of Howell, Michigan. The
world on our farm was perfect. There were animals to play with, places to
hide, and plenty of fresh vegetables to eat right out of the garden. We had
a pond for fishing and a pool for swimming. There were brothers and sisters
everywhere, four that still lived at home and two that came to visit. I
remember the family parties, cousins, aunts and uncles came from everywhere.
There would be hundreds of people roaming around the farm. To me, our farm
was a little piece of heaven right here on earth. Green in the summer and
white in the winter, oh so very colorful. But, all that changed one summer
day in 1979. My parents informed us that we would be moving to a place
called Yuma, Arizona. Well, I figured if the farm had been so beautiful,
than this place must be better. Surely, my parents would want something as
gorgeous as our farm.
In August of that year, we packed up and headed out across country, two
adults, five children, two dogs, one U-Haul and our car. We didn't bring our
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winter things, sleds, snowmobiles, skates and snowsuits. This kind of
worried me, because I knew winter was not far off. What would we use when it
got cold there? Well, I figured my parents must have it all planned out.
It was a very long trip, three days in the car, it was very boring. When
we hit Arizona, I remember the excitement that radiated from my mind. When
we hit Phoenix, I think I started changing my mind, it just kept getting
hotter and hotter. Being from Michigan, air conditioning was rolling down
the window of the car. I didn't even know that there was a machine that put
out cool air. Needless to say, we did not have one in the car. One of the
dogs was very old, and my mom began to worry because it was so hot and the
dog did not look well. So, we ended up staying in the town of Gila Bend,
which to me was pronounced with a G sound, not an H. My parents told us that
we would be in Yuma tomorrow. I was excited, but a little worried, would
Yuma look anything like Gila Bend. I figured it couldn't, my parents would
not give up our beautiful home for something that looked like this.
The next morning, we were back on the road again. We hit Yuma almost at
noon that day. It was so hot, I was sure that I was melting. I was also
very disappointed, everything was brown and dry. My parents gave up our farm
for this? They must have read the map wrong, this can't be Yuma. But, I was
wrong, we pulled into the drive of our new home. My parents had bought a
motel, when they cam to visit my grandparents earlier in the year. My
grandparents were managing the trailer park right next door to the motel.
They were waiting at the motel to greet us. My parents had some things to
do, so my grandma took me over to her trailer for awhile. She began to tell
us a little about the desert. Of all the things I can remember her telling
me, I really only listened to one. She warned us to be careful walking
around near bushes right now, because there were rattlesnakes under them,
that were hiding from the sun. I sure knew how that snake felt, I wished
that I could hide from the sun. Then, my grandma told me that these snakes
bite and that they were poisonous. I knew at that point, that I never wanted
to even see one of these snakes. The snakes in Michigan were garter snakes
and they never would bite or harm us. When it was time for me to go back to
my new house, I was scared to death that there would be a snake along the
way. I think I ran faster in that one hundred twenty degree weather, than I
had ever run in my entire life.
Then, my parents really dropped the bomb on me. Tomorrow, I had to start
school. All I could think of that entire night was how different the schools
must be. After all of the differences I had already encountered, I was not
to certain I really wanted to start school. But, morning arrived quickly.
When we arrived at my new school, I was horrified. All of the classroom
doors were on the outside of the building. Where were the safe hallways that
protected us from the cold snow? It was not any better, sitting in the
office. My parents handed me the lunch menu to look at while they filled out
the registration forms. I didn't find to many things that looked familiar to
me. There were things like tacos (tack oes), burritos ( burr i toes) and
tostadas (tossed ad as). What in the world were these things and would I
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like them?
Well, the inevitable finally happened. My parents finally completed the
paperwork and it was time for me to go to my new classroom. The secretary
walked me down the hall, scratch that, breezeway, to my soon to be third
grade classroom. My heart was beating so loud that I was certain she could
hear it. I was amazed when I walked into the classroom. The students looked
like many of the kids I had gone to school with in Michigan. And the
teacher, she could easily fit in at my old school. The desks looked pretty
much the same and so did the books. Maybe, this was not going to be so bad
after all.
I made several new friends that day. I still keep in touch with a few of
them even today. And it wasn't very long before I realized that we would not
have to worry about snow days here. Which, I have know grown pretty use to
not having.
I guess in a world where things can go so topsy turvy over night, it is
nice to know that something will always make you feel at home. In this case,
I was very glad I had that one connection to home, school.
Chapter 2: "Gum in My Hair"
I remember loving school, until I hit junior high. I felt very awkward
because as they called us, I was a "late bloomer." I remember this group of
girls that thought they were the best thing that had ever happened to the
world. They were mean and cruel to people that were different, including me.
On a daily basis, they would find something mean to do to me. They would
call me names, include my name in a bad joke and many other things that were
just flat our mean. I would try to avoid running into them in the halls and
I sat as far away in classes as I could. There were many days that I didn't
want to go to school, but I did because I had a goal and I was not going to
let anything get in the way of it. Some day, I was going to be the teacher.
It was then and there that I made the vow that I would not tolerate students
picking on each other.
Well, things did not improve from sixth grade to eighth grade. But I can
truly say, that the meanest thing they ever did to me, came during my eighth
grade year. One of the girls was pretending to want to hold a conversation
with me, and said that I had something in my hair. She reached up to take it
out, but what she really was doing was putting gum in my hair. She made sure
that it was really stuck there. Nothing would take it out. My hair had to
be cut and it was not just a little piece either. But, once again, I did not
let them stand in my way of fulfilling my dream. I went back and ignored
them like nothing had ever happened.
I made it out of junior high and into high school. I did not have to
deal with these girls any longer. High school was a lot bigger and I had
honors classes, a place where you would never see those girls. I have run
into a few of these girls after high school. I know one had to graduate
late, because she had flunked her classes. One has several children and is
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living off the welfare system. Also, one other I know has been divorced
several times. I guess God really does get even in his own time.
I feel sorry for the lives they are now living and I have forgiven them
for what they did. And actually, now I have to thank them because I believe
an old proverb applies here. "What doesn't kill us, only makes us stronger."
Junior high didn't kill me, but I came out with more strength then I knew I
had. Thank you girls, where ever you are now.
Chapter 3: "Me, the Teacher?"
There I was standing in the middle of a classroom that looked like
everything had just been thrown into it. Where do I begin, what do I do?
Thousands of questions were running through my mind. It was my very own
classroom, something I had been looking forward to for as long as I could
remember. Now, I was standing in the very middle of where I would spend the
next year, with thirty lives placed in my hands. The whole idea was
beginning to overwhelm me. But, I knew I could do it, I had been well trained.
Well, the first thing I had to do was get the room ready. I figured if
it was ready, the students would at least think I was ready for them. Sixth
grade, how did I get here? I had always imagined myself in third grade.
But, when the principal of the school I student taught at, came to ask me to
take a sixth grade position because he felt strongly that I could work
wonders there, I jumped at the opportunity. I mean, here was a very
experienced person telling me that he believed in me.
I finished organizing the room and then prepared a letter to mail home to
my students. I made sure that I included my home phone number, which at the
time seemed important, but I wasn't sure why. I mailed out the letters,
hoping everyone would get theirs and no one had moved over the summer. I
then set up bulletin boards and completed lesson plans for the first week. I
was ready.
A few nights later, my phone rang. It was one of my soon to be students.
She wanted to let me know that she did not know her multiplication facts
yet. I could tell that she was a little embarrassed by this. I assured her,
that I would be working on them with students this year and I told her that
this would be the year she would learn them. She thanked me for my
understanding and said that she would see me Monday. I was glad I had
included my home number for my students, I had been able to ease a fear
before school even started.
Sunday arrived like a blink of an eye and I knew Monday was just around
the bend. I was extremely nervous. I did not sleep much that night. I do
not know if it was nerves, or if I was just afraid that I would end up
sleeping in and be late on my first day. But, I managed to get a few hours
of sleep.
On Monday morning, I arrived in my room about an hour before school would
start. I made sure everything was ready to go. My students began to arrive
and they looked about as nervous as I felt. I greeted each student and
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introduced myself. When school began, I started discussing all of the things
that we would be doing this year. The students seemed very eager to get
started and so we did some fun getting to know you activities that morning.
But, of all the things that happened that very first day, there is one
that stays in my mind now and I believe forever. It was the very first time
that one of the students used the word "Teacher" when addressing me. I
realized at that moment, that to these young lives, that is who I am, "Me,
the Teacher." I had finally fulfilled my life long dream. It didn't matter
what grade or where I taught at , I was the "Teacher." And I knew that this
is where I wanted to be.
Example of Student-Written I-search Paper
BME 698
Barbara Hernandez
Diana Spratt
Josefina Zaragoza
To Loop or Not to Loop
Whether it is called “continuous learning,” “continuous progress,” “persisting
groups,” “multi-year grouping,” “teacher/student progression,” or as we commonly know
it, looping, the new first grade teachers wanted to find out what this program really
entailed. We came into a school where looping has been implemented for about four
years, since the school was inaugurated. We began the school year excited about keeping
our class for two years, as the year progressed and the school district began to implement
specific methods to teach reading and writing, first and second grade teachers began to
get a little apprehensive about the program. We, Barbara, Diana, and Josefina, set out to
find out what type of research was out there about looping, and if there was any research
that really supported this kind of program. Although Barbara is not currently teaching in
a school, which implements looping, she was interested in the benefits this type of
program would have for students and teachers.
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The points we decided to research were the benefits of looping for both the
students and teachers, teachers obtaining knowledge for a new curriculum for both grade
levels and we wanted to know how parents felt about looping. We shared our research by
dividing the topics into three areas. Josefina’s topic was interpreting the t-chart that was
put together by the first and second grade teachers as well as retelling what was discussed
in the informal and formal teachers meetings. Diana worked with Josefina on making the
parent survey, correlating the results of the survey and reporting the results of interviews
with experienced teachers and an administrator. Barbara’s topic was interviewing
teachers at her work site about their knowledge and how they felt about looping.
The decision whether to loop or not to loop was going to be made as a team.
There were several formal, as well as informal meetings to discuss the continuation of
looping. Some of the first concerns were brought up in the first grade teachers’ meeting.
These concerns seemed to arise from the various teaching methods being implemented by
our school district. Since we were learning new material and new methods this year we
felt that we needed another year in the first grade to be able to perfect it and become more
comfortable with it. If next year we need to teach second grade, we would not be able to
implement what we had learned this year in our grade level in-services.
One other reason behind our doubts whether to continue the program or not, were
concerns with the fact that we had several first year teachers on our first grade team who
were not comfortable with the curriculum. The research that we found stated that looping
is better implemented when the teachers are experienced teachers. Aside from that there
were two of us, who had never participated in this type of program, these being Diana
and Josefina.
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Our next step was to bring our concerns to the second grade team, to more or less
see where they stood. This was one of our first informal meetings. Most of the second
grade team were not there, so we expressed our concerns to the few that were there. We
decided to set up a meeting with the second and first grade teachers, as well as the
principal.
Before this formal meeting took place one experienced teacher in looping had the
idea to meet with the teachers from the first grade team who were new to the school. In
that meeting we developed a T-chart, which stated the pros and cons of looping. The
pros and cons were to remain on the professional level and not the personal. The t-chart
is as follows:
YES Loop

Having the same group for 2 years.

Faster academic start.

Students and parents repoire with teacher.

Better knowledge of curriculum, able to stretch.

More able to detect disabilities.
No Loop

Language Problem.

Materials.

Limited Space (growing students).

Students talk more because of raport with teacher.

Developing materials at that grade level (i.e. big books, strategies, laminating, etc.).

Building competency in one grade level.
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Some of the pros discussed in the meeting were the following: better repoire with
students, better knowledge of their learning style, teachers are able to detect learning
problems, and a faster academic start at the beginning of the year. Developing materials,
limited space, more students talking (off task) , teacher strength in a grade level will take
longer to develop, and to many second language learners in one classroom were some of
the cons listed on the T-chart. The article Looping: Supporting Student Learning
Through Long-Term Relationships, states most of the cons which were discussed at this
meeting. It discussed the faster academic start, the sense of family built in the classroom,
gaining of extra teaching time by cutting out the "getting to know you" time. Although
this article did not mention our cons exactly as we listed them, it did discuss them to a
certain extent.
Our concern about second language learners not having enough language role
models in their classroom was addressed to some degree in one of the articles we found
on line. The author explained “English language learners adjust to their new school and
become comfortable with their teacher, developing confidence with their teacher,
developing confidence in their newly acquired language.” We found this to be a very
valid and important point.
Unlike the articles we found, our T-chart showed a longer list on the con side than
on the pro side. We knew that deciding to continue or not continue looping was not
going to be easy. We also knew that in order to make a decision, all of the first and
second grade teachers along with the principle had to come to a consensus. In this
meeting we discussed the T-chart, Diana read aloud the cons side first, then the pros, then
the floor was open for discussion. Teachers expressed their concerns at this time and
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questions were asked. Most questions in some way or another went back to the school
districts push on literacy. Following the discussion of the cons we proceeded to discuss
the pros of looping. Teachers who had already looped in past years agreed on the pros
listed on the T-chart.
At this time they also brought up the point of the student/teacher chemistry, and
the parent/teacher chemistry. This is another point, which the article Looping: Adding
Time, brings up. “If all else fails, and a parent, teacher, or student is still dissatisfied, the
option always exists to move that student to another placement the following year,
depending on school policies.” The article also suggests that these types of issues can be
discussed beforehand, and appropriate guidelines can be established.
After this meeting we decided that before we made a decision we wanted to know
how parents felt about looping. There were however, varied opinions whether or not we
should send out surveys, since teachers are the ones who have to learn the new
curriculum. It was decided that parents’ views were important since they are the ones,
who provide the customers for our business.
We got together and wrote the survey in both English and Spanish at the same
time so the questions matched and both surveys were grammatically correct and
professional. Since the surveys were to go out to all parents who have children in grades
1 through 4, the questions had to cover several possible scenarios. The following were
the survey questions:
If your child has been in a looping situation, do you feel it was beneficial to his/her
education?
Do you feel your child would have done as well in a non-looping situation?
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If your child is in the First Grade, would you prefer to keep him/her in a looping
situation?
Have there been any differences in opinion between you and the teacher about discipline,
teaching style and/or teaching methods that has influenced your opinion about
looping?
Would you prefer your child to have a new teacher each year?
At the beginning of the survey, we defined looping so there would be no
misunderstandings. The hardest part was deciding on the type of answers the parents
would give. After discussing the pros and cons of several types of answers, we decided to
have a yes or no response, as well as a section for any comments or concerns.
We don’t know exactly how many surveys went out to the parents, but the school
has over 800 students in kindergarten through fifth grade. We estimated that about 500600 surveys went home. We received 236 surveys back from parents and we counted
each answer-yes, no and not answered. The findings were as follows:
Looping was beneficial to their child’s education.
Most parents felt their child would not have done as well in a non-looping situation.
Parents with children in first grade said they would prefer to keep their child in a looping
situation.
Most parents didn’t have a difference of opinion with their child’s teacher that would
influence their opinion of looping.
Most parents did not want their child to have a new teacher each year.
The most important questions in regard to looping are questions 1, 3, 4 and 5.
Question 1 showed exactly how looping influenced the child’s education. If the child
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wasn’t in a looping situation, the answer would have been left blank. Question 3 showed
exactly what we wanted to know. Do the parents want their child to loop or not?
Overwhelmingly, they did want to continue looping. Question 4 was used to find out if
there was bias, which actually didn’t have to do with looping. If the parent had a problem
with the teacher, the answer would be negative about looping or anything else. Lastly,
question 5 was intended for parents who had children in other grades than first. If they
were happy with looping, they would want to continue the tradition of keeping the same
teacher for two years.
We found that most of the parents wanted to continue with looping, no matter the
grade level of their child. Their comments told us that their child had a much better year
academically and socially. We weren’t surprised by the low number of surveys returned
because either the parent’s didn’t care enough about looping to take the time to complete
it, or didn’t have the time. Either way, we knew that the surveys returned would be
completely for looping or against looping-exact opposites.
The next step of our research was to interview several teachers from another
school in the same district. These teachers were all experienced teachers who have never
looped. Barbara first interviewed a second grade teacher who has taught for about 10
years. Although she had never looped, she had taught in a multi-age setting. She said that
a multi-age setting is similar in many ways to looping because she keeps her students for
two years. Overall most teachers didn’t have experience with looping, but they all
seemed to believe that it is beneficial for both the teacher and students to loop.
Other points that were brought up in the interviews were teacher buy -in and the
importance of having teacher/student chemistry. One teacher agreed with Kathy Gebauer
20
and Mamie Bryan in their articles Looping: Two Years With the Same Class and To Loop
or Not to Loop: ‘Tis a Question for Many Schools that looping is not for everyone and
that it shouldn’t be a requirement. Only an option for teachers.
During the interviews, the teachers brought up another point that looping benefits
students and teachers because teachers are aware of the academic standing of their
students and can begin the second year quicker. One downfall, which was brought up,
was that some learning disabilities could be detected and also overlooked. Joan Gaustad
countered in her article Implementing Looping that some positive effects from looping
were improved attendance, test results, fewer discipline problems and special education
referrals.
The “expert” we interviewed was Mrs. Baumgarner, our principal. She has been
the one who has implemented looping at two schools. She administered looping for
eleven years, but has never been a teacher who has looped. Mrs. Baumgarner found the
benefits of looping to be less acquaintance time, a family atmosphere in the classrooms,
and that the time the teacher spends with the class is beneficial especially for shy
students. She explained that one year may not be enough time to catch a learning
disability or bring out a shy student.
When asked if there were any correlation’s between looping and standardized test
scores she said she didn’t have any results one way or the other. But according to the
article Looping: Supporting Student Learning Through Long-Term Relationships,
Principal Joe Belmonte stated that standardized test scores had gone up since his school
opened. He believed that the increase in test scores couldn’t be linked to one program but
could be due to the consistency of the program.
21
We also asked her what factors would give her cause to consider stopping looping
and she told us that the teacher would have to be ineffective. She pointed out that teacher
effectiveness is an important factor, since the student who enters a grade below grade
level would never recover from having an ineffective teacher for two years.
After interviewing our “expert”, we wanted to talk with actual teachers who have
looped. We located two teachers who are the only “loopers” in their district. They have
looped for 3 years now and have indeed seen higher standardized test scores when
compared to the other classes at their grade levels. The teachers explained that this was
due to more consistency with their teaching.
The teachers felt that looping had helped their students learning because the time
spent at the beginning of the second year in regard to the teacher’s discipline and
classroom management was non-existent. They were able to begin the second year with a
minimum of review work.
We asked them if they had concerns about sharing teaching materials and they
said no. They only shared with each other so nothing was “lost”. The only problem area
would be if a teacher and student kept butting heads. This was not an issue for either
teacher, but they were aware it could happen.
In conclusion, our personal fears were not diminished by our research. We have
learned from the articles that many of the positive aspects of looping have existed for
many years. This research has helped us reflect upon our own strengths and weaknesses
as educators, meaning we are more aware of areas we need to focus on to become more
effective teachers.
22
In the final meeting it was decided that we will loop next year due to the parent
buy-in. There were concessions made for new teachers who haven’t looped before and
they will get more funding for supplies in the next year. Our principal felt that good
teaching strategies will follow regardless of the grade level taught. We hope that our
concerns will diminish as we begin the next school year and see our students become
more successful academically and socially.
Sources
Burke, D.L. (1997). Looping: Adding Time, Strengthening Relationships.
http://www.ed.gov/databases/ERIC_Digests/ed414098.html
Gaustad, J. (1998). Implementing Looping.
http://165.224.220.253/databases/ERIC_Digests/ed429330.html.
Looping. North Central Regional Educational Laboratory.
http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk.html.
Looping: Supporting Student Learning Through Long-Term Relationships.
Example of Reaction to “When We Engage in Thinking, We Demonstrate to
Ourselves That We Are Capable” p. 178 in Teaching With Love and Logic by Jim
Fay and David Funk.
The authors demonstrate successfully how discipline can be maintained and personal
reactions can flow smoothly through the use of open-ended choices and student
involvement in creating classroom structure. The authors present a variety of problematic
behaviors and then offer a list of possible gambits to start student thinking processes and
to engage students on the road to behavioral solutions.
Here is the list of “Magic Phrases” offered as thinking starters:
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What would you like to happen?
Would you like my thinking on that?
Is it possible that?
How do you feel about . . .?
Is there any chance that . . .?
How do you suppose that might work out?
What do you think I think?
On a scale of 1-10, how good a decision do you think that is?
Would you like to hear what others have tried?
I particularly liked the 1-10 gambit. I tried it out once on a student who refused to move
to the seat I assigned her. She came in during break to tell me that she had placed her
choice on number 3 on the scale, and as a result had changed her mind and agreed to
move. I told her that I thought she had made a wise choice. The next time I gave the scale
to a perpetual late-comer—also with excellent results. I also used the “What would you
like to happen” idea on a disgruntled parent, who complained bitterly that the text the
class was using and that I had chosen went against his family’s religious principles. The
parent, in question, stopped complaining, and said he would think it over and get back to
me. The next day, he showed up with a list of practical suggestions. Much to his delight, I
used three of these.
HEADING FIVE: HELPFUL WEB SITES
http://www.everythingESL.net
Dave's ESL Cafe
... The Internet's Meeting Place for ESL/EFL Students and Teachers from Around
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the World!". "It's only words . . . ... Dave's ESL Cafe in the Bangkok Post! ...
www.pacificnet.net/~sperling/eslcafe.html - 13k - Cached - Similar pages
Interesting Things for ESL Students
www.ManyThings.org. Interesting Things for ESL Students A fun study site
for students of English as a Second Language. Word games, puzzles ...
Description: Includes quizzes, games, and puzzles to help students learning
english.
Category:
Kids and Teens > School Time > English > English as a Second Language
www.manythings.org/ - 8k - Cached - Similar pages
English as 2nd Language
... http://www.sipuebla.com (Cost to Advertiser: $0.21). International Student
Resource
Center InternationalStudent.com offers information on ESL programs, toefl ...
esl.about.com/mbody.htm - 30k - Cached - Similar pages
ESL Magazine--Subscribe Today!
Welcome to the award-winning service of ESL Magazine, the print magazine
for English as a second or foreign language educators! Current Issue. ...
Description: Print publication offers overview of its current issue, highlights of
previous issues, subscription...
Category: Arts > Education > ... > Publications > Magazines and E-zines
www.eslmag.com/ - 16k - Cached - Similar pages
Self-Study Quizzes for ESL Students (English Study Materials, ESL ...
a4esl.org. Self-Study Quizzes for ESL Students. ... There are about 1,000 of
these "HTML-only quizzes" on our Activities for ESL Students website. ...
www.aitech.ac.jp/~iteslj/quizzes/ - 4k - Cached - Similar pages
ESL PartyLand
... com. Karin's ESL PartyLand Launched March 1, 1999. Awards &
Memberships:
PartyLand is included in the Blue Web'n library. "Inclusion ...
Description: Fun site with over 75 interactive quizzes, 15 discussion forums and
topic-based learning pages for...
Category:
Arts > Education > Language Arts > English > English as a Second Language
www.eslpartyland.com/ - 10k - Cached - Similar pages
http://www.rif.org/what/winter_holiday03.mspx
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http://www.eslteachersboard.com/esl_links.htm
6 new friendly computer quizzes for your ESL students:
- Capitals of the World (Beginner), Part 1 http://www.eslteachersboard.com/java/capitals.htm#b
- and Part 2 http://www.eslteachersboard.com/java/capitals2.htm
- Match Game (Beginner) http://www.eslteachersboard.com/java/matchgame.htm
- Reading Speed (Intermediate) http://www.eslteachersboard.com/java/reading.htm
- Memory Quiz (Intermediate) http://www.eslteachersboard.com/java/memoryquiz.htm
- Right Word (Intermediate) http://www.eslteachersboard.com/java/rightword.htm
New ESL classroom games, lessons and resources:
- Alphabet Pictures (game, kindergarten) http://www.eslteachersboard.com/AlphabetPictures.htm
- Must Have Materials for the ESL Classroom
http://www.eslteachersboard.com/ClassroomMaterials.htm
- ESL Teacher on Holiday in Korea http://www.eslteachersboard.com/HolidayKorea.htm
- Creative Approach to Authentic Materials (5 lessons)
http://www.eslteachersboard.com/AuthenticIntro.htm
- Setting Up Activities in a Young Learners' Class
http://www.eslteachersboard.com/SettingUpActivities.htm
- New Discussion Forum http://www.eslteachersboard.com/cgi-bin/forum/index.pl?index=0
- New better and faster server* with room to post almost unlimited new materials. You are
welcome to publish your ESL materials on the Board; just send us a sample.
- New link addition box where you are welcome to post your link and description of your ESL web
site.
http://www.eslteachersboard.com
http://eslsound.com/
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