|
Volume V, Issue 2 October 2008 |
Quinsigamond
Community College |
|
|
Staff Development Links
Staff
Development
Staff Development
Staff
Development
Erica Merrill
Staff Development
October's Events
Adjuncts(') Matter(s)
"Introduction
to
Reading
Roundtable
In accordance with the college's strategic initiative to optimize the use of technology for improved and cost-effective communication, this newsletter is being distributed electronically as the best means for information-sharing with faculty and staff. |
Editor: Erica Merrill Teachers of English to Speakers of Other Languages by Merilee Freeman Nursing 2008 Symposium by Kathy Rozanski
Teachers of English to Speakers of Other Languages The “Teachers of English to Speakers of Other Languages” (TESOL) Convention began on Wednesday, April 2nd in New York City. The host hotels were the Hilton New York and the Sheraton. I have been fortunate enough to attend many conferences and conventions during my career, but this was the first time that I was privileged enough to attend TESOL. The TESOL Convention is an international conference; 10,000 people attended. I have always wanted to attend this conference, but lack of funding and location has always been an obstacle. This year, I was invited by TESOL to participate on a panel to discuss Learning Disabilities as they relate to the English Language Learner. My area of expertise is in the domain of Adult Learners. I was very humbled to have the pleasure to be part of this conference and to be a presenter. I was delighted to be awarded the staff development funds so I was able to attend the conference and participate on the panel. Once I officially checked-in and registered for the conference, the real work began. The program book was at least one inch thick. There were so many workshops – which ones to select? And so little time! Literally, it took more than two hours each night to plan out which workshops to attend the next day. Day One The day began at 7:30am. I attended the following workshops: “Goal Setting: From Research to Practice”; “Effective Reading/Speaking Activities for Multi-Level Classes”; “Teaching and Assessing Vocabulary Acquisition: What’s New?”; “Teaching English Phrasal Verbs to ELLS”; “Songs as a Communicative Context for Role Play”; and, finally, from 7:00pm to 9:45pm, the Panel on “English Language Learners with Special Needs”. I thought: who would attend this panel discussion in NYC, at 7:00pm, right in the middle of dinner hour? More than 200 people must have had nothing better to do because they all attended this discussion. The room was packed and there was standing room only! It was a very angst-provoking moment in my career, but the knowledge and security that I was well-prepared comforted me. I had strong doubts as to why I was invited to participate on this panel; I perceived myself as anything but an expert in this field. I have done extensive research and training in this area but felt as if others in the room and at the conference certainly had the potential of knowing more than I. During the first part of the discussion, each panelist delivered a short presentation on his or her area of expertise. After the whole group session, we each facilitated a break-out session for 1.5 hours, in which we went into more depth in our area of expertise. I presented my information on the Adult Learner and Learning Disabilities. It was well-received by those attending. No question was asked that I was unable to answer; this is my biggest fear as a presenter. I was very relieved when the session was completed but very glad that I had the opportunity to present at an international conference and that I would be able to add this to my resume. Day One of the convention ended around 10:00pm. Day Two The workshops I attended: “Where’s the Grammar in Competency-Based Instruction?”; “Multi-Level Innovations for Low-Level Students”; “We're in it Together”; and “Evaluating Outcomes of Professional Development”. I also spent some time during Day Two at the Publishers Exhibit. I have never seen so many publishers, books and materials on display. Much to my surprise, I recognized publisher representatives for our region at some of the booths; it was nice to see a friendly face, and they also made sure I was up-to-date on the latest material and signed me up to receive some complimentary materials. It’s always special to have the time to look at new materials! Skills and Knowledge Gained Of the skills and knowledge that I gained from the information presented during the conference, one of the most noteworthy was the latest research for the teaching of vocabulary; these included the use of analogies, word categories, word associations, and dictionary activities. Another workshop presented a research project using a multi-faceted model in instructional lessons, which focused on both content and language objectives. This was accomplished through a combination of ESOL research-based strategies, the sheltered instruction, communicative approach, and the natural approach to teach English Language Learners. The setting of goals in the ESOL classroom is always very important but is also a complicated task, especially with the low-level English Language Learners. Goal-setting encourages learner persistence, but language and cultural barriers often make that a difficult process for the Adult ESOL student. This session focused on how to integrate goal-setting into lesson plans. Conclusions My first TESOL Convention ended very quickly. Upon reflection, it was wonderful to be able to attend and be in the company of professionals that you read about and whose books you use on a regular basis. I learned so much and was able to look at the most current books and material, as well as hear of the latest research in my field. I also realized that what we are currently doing in our trainings at Central MA SABES is right on track; we do include the latest research in all of our workshops! I’m grateful to have had the opportunity to attend and present at the TESOL Convention.
Nursing 2008 Symposium I attended the Nursing 2008 Symposium, held in Las Vegas, NV. This event was jammed with several sessions that afforded a wealth of information, allowing for professional growth and development. The topic areas were varied and included the newest therapies and guidelines for managing wounds, pain, asthma, diabetes mellitus, cardiovascular disease, intravenous therapy, and even a session on “Tattoos, Tongues, Teens, and Trauma”. Lessons from Rapid Response Teams, a current practice that several hospitals use to avert a full blown “Code Blue”, were also presented. CE credits approved by the prestigious American Nurses Credentialing Center were awarded for attending this annual symposium for Nurses. This symposium provided an educational activity that will help to enhance cognitive and practical skills necessary to maintain proficiency in nursing practice, and to improve the quality of patient care, as well as integrate this acquired knowledge into teaching. The program was exciting and informative. The symposium left me motivated to make improvements in our curriculum, as well as provided a means of gathering the latest theories and practices being used in the profession. I feel I will be able to integrate all the current trends, techniques, and technology into my teaching practice. I was able to visit with several vendors, book representatives, and exhibitors to see what is out there on the market to enhance the learning process for our students. I was able to try some of the newest technologies available and even purchased a “high tech” stethoscope. I have already brought the stethoscope to clinical experiences to broaden the students’ exposure to available resources, and to demonstrate how keeping up with the latest technology can enhance our clinical skills. The stethoscope made quite an impression on the students as well as the hospital staff; no one had ever seen a stethoscope quite like my new acquisition! I was able to show how an old stand-by piece of equipment has made it to the 21st century! After visiting several of the exhibition booths, I was able to collect information on the latest books available and see first-hand what other parts of the country are using in their curricula. This was a wonderful way to network and make connections; it may serve to assist in the future to bring some of the latest equipment/vendors to our own faculty. I know once they see my latest acquisition – the electronic stethoscope – they will all want the manufacturer’s name. I suggested that the company representative make contact with our faculty to demonstrate all the gadgets that company has to offer! "Acute Care Emergencies: Lessons from Rapid Response Teams" We heard first-hand accounts of situations where the Rapid Response Teams averted more serious consequences to patients by sorting out, early on, what the appropriate course of action should be. The speaker was very informative and dynamic, as she used actual accounts of clinical situations that we, as nurses, are confronted with very often in our own practice. She used a critical thinking approach, as she had us plot out what we would actually do in certain situations – a method I think would be a good tool to present some classroom content. I plan on incorporating this technique in some future classes to engage the students and foster the use of critical thinking. "Tattoos, Tongues, Teens, and Trauma: Body Piercing, Medical Myths, and Research Realities" This session presented answers to the many myths and common questions that surround this topic. Tattoos/piercings (body art – as some call it) have become so popular in the past few years that it’s hard to walk down the street without seeing someone with a tattoo or some type of body piercing; whether it’s ears, eyebrows, belly buttons, tongues, lips, and/or nostrils – you’ve more than likely seen piercings! You’ve probably also seen more body designs (tattoos), as well. This session highlighted some of the issues associated with this form of “art”. If someone is thinking about getting pierced, they should do some research first. If under 18, some places won't allow a piercing without a parent's consent. It's a good idea to find out what risks are involved and how best to be protected from infections and other complications. Studies have shown that people with certain types of heart disease might have a higher risk of developing a heart infection after body piercing. If all goes well, you should be fine after a body piercing. Some myths discussed: Piercing is a "fad" or "trend". Piercing has been around since “back in the day”; it has been practiced in nearly every culture all over the world for thousands of years. Piercing is evil, demonic, or devilish. Piercing is one of the oldest rituals performed by the human species. Piercing is a universal experience that can symbolize many different things to many different people. Some more common symbols include royalty, bravery, spirituality, and rite of passage. Getting pierced is extremely painful. Although pain is relative to the individual, the pain associated with piercing is usually short-lived. "Clinically-Based Comedy" Everyone enjoys good humor, and we all laughed out loud throughout this session! Since research has proven that humor and less stress improves the quality of life … then, we certainly left healthier than we entered. Humor and positive attitude are the keys to success towards a healthier life. We laughed all the negative stressors right out of our bodies! This session was uplifting and GREAT!
© Staff Development, Quinsigamond Community College 2008. |