EEN4102 - Teaching of Language Arts at the Primary Level (Assessment II)

 Charles Grenardo (1051686) Latchme Mohess (1050591) Chatram Puranand (1050670) Lyndacia Duncan Hyman (1050685) Crystal Persaud (1051053) Haimani Savitri Lall (1050578)

 Ken Jason lives in La-Bagatelle, Leguan. He is currently a pupil of Success Primary School and is in Grade 4. Ken lives in a single parent family, which includes his mother and one other sibling. His mother works two jobs and would seldom be at home to take care of him and his sister. Most times, their neighbor would assist him and his sister to prepare for school and even provide them with meals. Ken is not as fortunate as his classmates to afford certain modern-day amenities such as a cellphone, tablet nor wi-fi. He has been having challenges with his writing skills. His primary language is English. Ken loves to play football and likes doing anything that includes hands-on activities. Even though he is sociable and has good verbal communication abilities, he finds it exceedingly difficult to put his thoughts into writing. Ken is an auditory learner, who performs excellently in activities that require oral presentations and conversation, but his writing is difficult in several wa...

 The contemporary Language Arts approach that is suitable for this intervention that will be implemented is “Suggestopedia.” Suggestopedia is a learning approach that impacts both the cognitive and emotional factors of a learner. Thus, this learning approach was chosen since it promotes the following key factors which will be targeted in our intervention: Accelerating learning- deeper understanding of a topic given, this will be done through brainstorming ideas. Creating a positive learning environment- it creates a comfortable and relaxed setting to assist learners to be receptive. Additionally, it emphasizes on positive reinforcement which boost learner’s motivation. Enhance memory and retention- using a visualized technique; it enhances the retention of a learner. Increased creativity and confidence- it encourages learners to express themselves creatively and it boosts the learner’s self-confidence when their experiences are shared. Writing Workshop Guided Writing With the use o...

 The theoretical assumptions that will be used to justify the intervention used above are: Piaget’s Cognitive Development Theory Piaget’s theory focuses on how children actively construct knowledge as they interact with their environment. When writing a composition, this suggests that children develop writing skills in stages, where they move a basic knowledge of the topic to a more complex understanding of the topic. Flower and Hayes’ Cognitive Process Theory of Writing This theory suggests that writing is an effective process which involves several cognitive tasks such as: planning, writing down ideas, reviewing and revising. It is vital that children need practice in all stages of writing with specific focus on their cognitive strategies for organizing and revising their ideas.

 The following culturally diverse materials, activities and resources can be used to help the learner to improve their composition writing using the suggestopedia method. 1. Creating a Positive Learning Environment Using culturally rich music and visuals: play calming Guyanese folk songs or Caribbean music in the background to create a relaxed atmosphere. Decorate the environment with images such as Guyanese landmarks, flora and fauna to encourage creativity. Positive Reinforcement: Use praise and encourage pupil in local dialects or languages (e.g., Creole) to make the child feel connected to their culture. 2. Accelerating Learning Through Brainstorming Story Circles: Introduce the child to Guyanese folk tales or real-life local stories. Discuss themes, characters, and morals of those stories with the learner. Concept Maps: Use concept maps to brainstorm topics like "Life in my village"  or "My Favorite Festival". Include suitable cultural prompts such as Mashram...

 THE THOUGHT In a classroom I sit, Where everyone thinks I don't exist, A frozen thought with a mental freeze, No inspiration, a lack of ease. My page remains a barren land, No fertile ground, no helping hand, Each word weighed and scanned,  A never ending pressuring demand, The deadline presses a deadly fear, A silent struggle, year after year. 

 Dunn, M. (2021). The Challenges of Struggling Writers: Strategies that Can help. Education Sciences, 11(12), 795. https://doi.org/10.3390/educsci11120795 Wright, K. L., Hodges, T. S., & McTigue, E. M. (2018). Self-Beliefs, Writing-Beliefs, and Attitude Toward Writing. 39, 64–78. https://doi.org/10.1016/j.asw.2018.12.004