Listening Attentively

" Are you listening to me? "
" What did I just say? "
" That's not what I said!!! "
" You are not listening to me!!! "

- Overheard in public -

It has been repeated many times over in some variation or another, and it is possible that we, ourselves, have used it too.

We attempt to communicate with others and the communication fails.

Our attempt to communicate crashes faster than an error message is displayed when trying to divide by zero.

But what was the cause of the failure in communication? The messenger? the message? The receiver of the message? The method or technology used for the communication of the message?

If we can Write Clearly and Read Fluently, then shouldn't all forms of communication be successful?

Reading and Writing are communication points, but Listening is the line in communication.

Students must acquire the necessary skills and knowledge of Listening Attentively in order to be able to successfully communicate thoughts, ideas, feelings, and information.

Teachers and parents can help students communicate clearly by practicing with them on a regular basis using the EAR Method:

E - Establish communication exchanges.
A - Assess the success of the exchange.
R - Revise Unsuccessful exchanges.

Utilizing the EAR Method to practice Listening Attentively communication skills can be beneficial to the more than 80% of California students who scored near or below in the listening strand of the 2018 ELA CAASPP.


Manuel R. CortezRodas - Educator

Copyright 2019.  MRCR Educational Consulting Firm.  All Rights Reserved.

Creating an Education Plan (Part 2)

Education Plan Presentation

Author: Manuel R. CortezRodas

A good education plan should begin with a brainstorm.  A brainstorm allows the brain to storm thoughts and ideas.  While these thoughts and ideas are storming out of our brain, we must also keep present in mind, that the brainstorming of an education plan will directly affect students, and we must shelter them from any hazards that may appear.  Following the brainstorm of the education plan is the presentation.

Developing the presentation of an education plan takes three stages: Time, Place, and Communication.  These three stages establish the parameters that we need to present the education plan not only to our students, but also to ourselves and others whose guidance can help us in the creation of an education plan.

Time

How much time can we allocate to the presentation of an education plan? Is the plan being created for a 30 minute lesson, for a 5-day week with 1 hour each day? Is this a month or year long plan? Will the plan be implemented tomorrow, next week, in a month, or the following year?  

Time is the first parameter we must take into consideration when creating an education plan.  Once we know how much time we can allocate to the presentation of an education plan, we can proceed to the next stage.

Place

Where is the education plan taking place?  Are we limited to the classroom?  Can we go on a field trip?  Do the school facilities contain the necessary locations and accommodations for the education plan that we are going to create?  

Upon knowing how much time we have, we now need a place where the plan that we are presenting can be implemented and executed.  The second stage of presenting an education plan is finding a location that is suitable.

 

Communication

The third stage in an education plan presentation is communication.  How do we communicate what we want to present in our education plan? Will this be a reading or a lecture? Are notes going to be taken or will there be question/answer interaction? Do we create or project audio/visual aids that enhance the effectiveness of communicating the presentation?   

Communicating, in the allocated time, at the place where we are presenting our education plan, is the final stage, in the presentation of an educational plan, that is being created.

The presentation of an education plan serves the purpose of creating a method of communication.  With the ability to communicate and present the brainstorm of an education plan, we have gotten closer to completing the creation of a good education plan.  By now, our education plan has weathered the brainstorm of ideas, both good and bad, and has a method by which it can be communicated to others.  This is only the start to the creation of an education plan.  Now comes the structure and composition to complete the creation of our education plan.

Copyright 2013.  MRCR Educational Consulting Firm.  All Rights Reserved.

ELL Student Development: Final Assessment

ELL Student Development

Final Assessment

Author: Manuel R. CortezRodas

We want for students to succeed in their learning.  Just as schools want students to graduate, and become self-sustained life-long learners, English Language Learners should be encouraged by their ELL program to become self-sustained English language learners.  With consistent measuring of student progress, with accurate analysis of these measurements, and with communication, collaboration, and cooperation, amongst all participants in the students education, the ELL student should become able to demonstrate the necessary skills and meet the established requirements to exit the ELL program, and succeed with mainstream and native students of similar age and grade level.

To ensure that the students, which have exited the ELL program, are succeeding, it is recommended that they be guarded from any possible academic downfall by implementing observatory monitoring of students, who may begin to under-perform academically, following the student's exit from the ELL program.  While we expect for most ELL students to make a smooth transition into mainstream education and succeed, there may be those who may be in need of further support from an ELL program whose aim is also to work with students who have exited the program.

An English Language Learner will be one for life.  They will have less of a life-time experience with the language than a native speaker.  With education the ELL student can develop skills equal to that of a native speaker, and with further education, the student can expand their understanding of the language and even add to the growth of it.  English Language Learners benefit the community by expanding the culture and diversity of schools.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

Language and Communication: Reading

"Language and Communication"

"Reading"

Author: Manuel R. CortezRodas

Defining Reading
Reading is the complement to writing.  If we define writing as a tactile visual form of communication, then reading is a visual tactile form of communication.  Writing gives us the skill to express our thoughts and ideas in a concrete way for others.  Reading gives us the skill to receive the thoughts and ideas that others present in a concrete way.  Reading allows us to input information into ourselves so that we may process and analyze it, then determine its value by studying it.

When to be Reading 
Since reading is an input, it can be done from the moment we begin to sense that which is around us.  Infants feel, hear, see, taste, and smell all that is available to them as they begin accumulating information.  We can become so skilled at reading that we could do it at a very fast pace, completing complete writing collections of a rich cultural diversity.  We can get to the point at which we begin to compare what we have read, with what is available for reading, and try to balance or surpass this point.

How much Reading is Good
 If we were to immerse ourselves in reading throughout our lives, we could possibly accumulate all knowledge available to us, but we would have no time to write, and share, and bring our light of clarity and understanding,  to that which we have read, accumulated, and understood.  Since reading and writing are complementary, both skills together should measure our ability to clearly and accurately communicate to others our thoughts and ideas through these two skills.

Why should we be Reading?
Reading provides for us the skills of searching, collecting, gathering, and analyzing information for our need to seek out knowledge and understanding.  We should be reading to better ourselves.  We should be reading to have a diverse amount of knowledge, that we have classified and categorized, on which we can make clear decisions and good choices.  Developing our reading skills gives us a way to connect to information, and the information that we connect to will lead us to a rational decision making path from which our lives will benefit.

Copyright 2012 MRCR Educational Consulting Firm. All Rights Reserved

Language & Communication: Writing

"Language and Communication"

"Writing"

Author: Manuel R. CortezRodas

Defining Writing

Writing is a tactile visual form of communication.  When we write we create a visual communication that can be sensed by touch.  Writing requires that we imprint onto, a tactile material, representations for thoughts and ideas.  Writing is developed through our ability to make marks and leave imprints by using the tools and materials available to us from our current technology. 

When to be Writing

With growth and training we begin to recognize lines, curves, and shapes that we try to replicate by carving, drawing, and inscribing. We use our fingers and hands before moving onto pencils and markers.  We mold clay, chisel rock, and carve wood.  We add our own creative style when replicating letters by creating fonts, adding color, underlining, and making bold traces.  We should encourage each other to develop writing skills from the earliest possible time in our life.

How much writing is good

Although we have established measuring units for writing like words, sentences, paragraphs, pages and essays, we should also keep in mind that we must look at what is being communicated to us through the writing.  Words should be spelled correctly, sentences should be complete, paragraphs should be thorough, essays should be structured properly so that the thoughts and ideas that we are going to convene through writing are clear.

Why should we be writing?

Writing provides for us a concrete record of thoughts, ideas, and expressions.  If the writing is done by many people, with a purpose, after careful consideration of worries and concerns, then writing can become a long lasting example of not only literal meaning, but of a reflection of the human characteristics of thinking, cooperation, development, and growth.  Writing allows us to reach others and share opinions, and if it lasts through time, writing allows us to reach future generations, as well as allowing them to look back at past ones.

Copyright 2012. MRCR Educational Consulting Firm. All Rights Reserved.

Language & Communication: Speaking

"Language and Communication"

Speaking

Author: Manuel R. CortezRodas

Defining Speaking

Speaking is an audible expression of communication in a language.  When we speak we attempt to create an audible sound to communicate in a language.  Speaking requires the physiological ability of the individual to speak and a pre-established common language.  Speech is developed with our skills of accurate sound reproduction and recognition. As we interact with others, we begin to recognize auditory clues that we then try to replicate to develop a speaking pattern.

When to be Speaking

From the time we are born, if we are able to, we produce audible sounds.  The first cry of a newborn, the speech from one of our elders, the laughter of children playing, are all examples of speaking without the need of a language.  Language is needed so that our speaking becomes refined.  That we develop the refined skills of reproducing sounds with accuracy and clarity.  A control over pitch, stress, and intonation, of letters, syllables, and words.  By the current nature of our culture mom, or any of its variations, in any language may be the first attempt we perform when it comes to speaking.  As newborns age they should begin to demonstrate that they can master a more accurate reproduction of the sounds that we are exposed to.  By the time that they reach the age to take part in formal education, a child should have developed the necessary speaking skills as required by the grade level they will be at.

How much Speaking is good

To determine if speaking is good, we need to define what is good speaking, and what is bad speaking.  A measuring scale must be established to determine the skills demonstrated when a student is speaking.  This skill level must then be measured, collected, and assessed for each student.  The individual demonstrations of skill level should then allow us to measure the performance of students, as well as groups of students.  It will also allow for the measure of development in language that will in turn introduce new sounds and words allowing the language to grow.

Why should we be Speaking?

Speaking is good, because it allows us to communicate in a language that is audible for others to hear, listen, and receive.  Others could then process and analyze that which we have spoken for accuracy and clarity in order to determine the meaning of our speech.  Without technological innovations,  speech can only be heard by those within range of our voice.  If speech is not recorded, language accuracy cannot develop, and communication becomes inaccurate.  Our ability to communicate accurately can help us collaborate and share ideas with clarity.  We should be speaking, because it gives us an opportunity express our thoughts and ideas, so that those who are around us may benefit from them.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Language & Communication

"Language & Communication"

"Language"

Author: Manuel R. CortezRodas

What is language development?

Language Development is a combined balance of skills that we acquire in order to better express our thoughts into expressions of clarity.  The skills needed to develop a language are: Speaking, Writing, Reading, and Communication.  Each of these skills can be learned and developed individually, but must be learn at a concurrent level to maximize the clarity of expression in the language.

How is language developed?

Language is developed when a person acquires enough of the skills needed.  From the time we are born we begin to interact with those around us to the best of our abilities.  We hear sounds and try to duplicate them.  We see images and visual clues, and we begin connecting sounds that are associated with them.  As we grow and our skill develops, we begin to understand the connection between what we want to express, and how we can let those around us know.  We hear, listen, and begin to speak.  We practice copying signs and symbols to represent the sounds we hear, and when we see these identify them as audible sounds.

Why is language development important?

Language development is important to us as a society because it allows us to express thoughts and ideas.  We develop communication skills by transitioning from hearing to listening to exchanging ideas by audible sounds, written words, or developing visual clues.  Without language development a society cannot function, for they would not be able to understand each others needs, how to help each other, or how to store and pass information to other generations so they may learn from our experiences.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

ELL Challenges: Communication

English Language Learner Challenges

Communication: More than Translating

By: Manuel R. CortezRodas

An obstacle faced by English Language Learners (ELL's) is communication.  Communication is more than translating.  Translating from one language into English is one tool that students who are ELL's should use in developing their communication skills.  Translating is one tool that ELL's can use for communicating.  Pronouncing, Speaking,Writing, Reading, and Grammar, and are other tools that ELL's can use to develop their communication skills in addition to Translating.  With a combination of these skill developing tools, students who are English Language Learners can better their communication skills in the English language. 

1. PRONOUNCING: This skill helps the student hear the phonics of the English language.  If the student does not hear clarity in the pronouncing of English, the student could misunderstand the correct sound.  The student then would adapt the unclear phonics into their speech development.  It would then require that the student learn the correct pronunciation, and remember not to pronounce the phonic in the improper way.
2. SPEAKING: Having a foundation in pronouncing English sounds and words leads to the development of speaking skills.  As the student is developing pronouncing skills, they should also be developing their speaking skills.  As the student learns, pronouncing should lead to speaking words, and expressing thoughts and ideas with some clarity.
3. WRITING: With the base of having develop the ability to pronounce and speak, the student is ready to begin writing in English.  Writing helps the student create the link between what is heard and said, with what is seen in print.
4. READING: When the student sees a word that is printed in English, the student interprets the writing, speaks it with correct pronunciation mentally, and if necessary, the student  should communicate verbally so that others may hear.
5. GRAMMAR: The student should learn the rules of the language to develop their English communication skills in a successful manner.  It is in developing grammar skills that students will refine sentence structure, essay development, and fluency.

Copyright 2012, MRCR Educational Consulting Firm. All Rights Reserved.