SDAIE Strategy

A successful SDAIE strategy that I have seen implemented in the classroom that I am in, as well as have seen in other classrooms I have observed, is the use of a word wall for explicit vocabulary development. Just having the word wall up with new vocabulary words and pictures is one way, however the way that I have seen it most successful is when these vocabulary words are constantly referred to during lessons, and students direct their attention over to the wall so that they know where the resource is when they need it. Having this as a constant reference during lessons, relates topics from lesson to lesson and reinforces new words so that students can understand and use them.

Another successful strategy that has been used in my classroom as well as other classrooms I have observed, is the use of think-pair-share activities. This has been particularly good because students who are native English speakers can help those students who are learning English to understand new concepts that they might be struggling to understand. Allowing the students to discuss and make sense of concepts together, and then encouraging them to share, either in a class discussion or through a demonstration of understanding by doing a problem, helps them to understand and apply concepts.

Student Literacy Survey

In order to gather information about the students in my classroom, I conducted a short survey to collect information about their attitudes toward literacy and their preferred learning styles. I have provided the questions that I asked the students, as well was the average score of answers given. Many of the averages suggest neutral feelings about the statements, however I also have individual data that I have recorded and can look back on throughout the year. Many of the averages were similar between the classes for each of the statements, which helps me to understand the overall group and how I can structure my lessons to accomodate for their preferences and knowledge.

Student Survey:
1-Strongly Disagree
2-Disagree
3-Agree
4-Strongly Agree

1. Reading is something I enjoy.
Averages:
Period 4 - 2.14
Period 5 - 2.15

2. I like to read for fun.

Averages:
Period 4 - 2.21
Period 5 - 2.38

3. I feel confident in my reading ability.

Averages:
Period 4 - 2.93
Period 5 - 3.07

4. Reading is not important for math

Averages:
Period 4 - 2.03
Period 5 - 2.24

5. It is possible to solve any math problem without being able to read.

Averages:
Period 4 - 2.15
Period 5 - 2.19

6. I learn best by reading information and answering questions.

Averages:
Period 4 - 2.75
Period 5 - 2.74

7. I learn best by doing and solving (hands-on).

Averages:
Period 4 - 3.24
Period 5 - 3.31

8. I learn best by seeing and visualizing.

Averages:
Period 4 - 3.21
Period 5 - 3.12

9. I learn best by listening.

Averages:
Period 4 - 2.74
Period 5 -2.72

10. I work best in groups.

Averages:
Period 4 - 3.06
Period 5 - 2.78

11. I work best alone.

Averages:
Period 4 - 2.44
Period 5 - 2.79

Picture

Where is the problem? This is a photo of a whiteboard in the classroom. It is very difficult to see what the actual problem is because of boards that don't erase well, and pens that are running out of ink.

My Name

My first name, Alexa, was chosen by my parents because I am the first child and they had thought about what they would like to name a girl if they had one. My name is a short version of the popular name, Alexandra, meaning helper, defender, or protector of mankind. People often think my real name is Alexandra and Alexa is just a nickname, however this is not the case. My parents knew that if they named me Alexandra that they would end up calling me Alexa since my last name, Scheidler, is relatively long, so they decided to make my name shorter. I have always loved my name and thought that it suited me well, however it is can sometimes be irritating when people call me Alexis, which is possibly the more popular form of a nickname for Alexandra. I do not mind correcting people once or twice, since it doesn't happen very often, however once in a while it sticks with certain people and it feels uncomfortable correcting people over and over, since they always seem to remember that I have told them before. My last name can be rather difficult to pronounce as well, but this doesn't bother me as much since many german last names have a similar sound. Some of the common ones that I hear people call me often are "Schneidler" and "Schindler" both with very similar letters, however, my last name doesn't have an "n" which people often miss. Once people hear me say it a few times, they always seem to be able to pronounce it, and it never seems to give people trouble anymore.
It can be frustrating when people have trouble addressing you by the right name, but I always try to put myself it their shoes and understand how difficult it is to learn other people's names. As Xiong discussed in her article, Good Stuff: What's in a name?, it's important to share with others who you are and accept others for who they are as well. By helping others call me by the right name, and making sure to address them correctly as well, we can develop a respect for and get to know each other in a new way. The way that Xiong discussed her use of this activity of sharing the story of the Korean girl and encouraging students to share their own name stories, creates a great introduction for the students and allows them to get to know each other from the very beginning of the year.

Xiong, K. (2011). Good Stuff: What’s in a Name?, Rethinking Schools, 25(4). http://www.rethinkingschools.org/restrict.asp?path=archive/25_04/25_04_xiong.shtml