ILAS 401 (French, German, and Spanish)
Fall 2001

Instructors  Dr. Michael Morris  Mr. Robert Walsh
   118 WH

Textbook  Burden, Paul R. and David M. Byrd.  (1998)
    Methods of effective teaching.  2nd ed.
    Needham Heights, MA:  Allyn and

Wong, Harry K. and Rosemary T. Wong.  (1998)
    The first days of school:  how to be an effective teacher.  Mountain View, CA:
    Harry K. Wong Publications, Inc.

Course Description:  A discipline-based clinical experience for students seeking initial secondary certification in French, German, or Spanish.  Includes observation, evaluation,  methods, and problems practicum as part of the minimum of 40 clock hours of supervision and formally evaluated experiences in the particular setting likely for the student teaching experience.
  S/U grading.  PRQ:  Consent of department.  CRQ: FLMT 491.

Course Goals/Expectations:  This clinical serves two functions:  it allows  preservice teachers to complete the final forty hours of preservice classroom observation required of teacher candidates in the state of Illinois, and enables preservice teachers to observe the classroom practice of their cooperating inservice teachers. These observations will give the preservice teachers an opportunity to see in practice the ideas under discussion in ILAS 401 seminars, as well as in FLMT 491.  Moreover, the observations will give them an opportunity to become acquainted with the teachers and students with whom they will be engaged in   student teaching during the spring semester.  As part of the clinical, all pre-service teachers will interview their cooperating teachers concerning a series of issues in language teaching.  They will then submit written summaries of these interviews as course assignments.

Keys to Success:  At this point the most important thing you can do to ensure your own success is to establish a professional working relationship with your cooperating teacher.  If you have not already met with your coop, make arrangements to do so at once.  She or he is an invaluable source of guidance, wisdom, and information for you. Within the first two weeks you should establish an observation schedule and days and times during which you will be present in the classroom.  Normally it is best to arrange your observation times in such a way that you complete your weekly hours in one or at most two days per week, rather than doing one hour per day.  If, due to an emergency or serious illness, you are unable to be present at school on a day when your coop expects you, you should phone your coop to let her/him know that you will be absent.

Dress and act professionally; while school cultures differ, it is probably best that you leave your jeans and t-shirts at home.  Men should probably wear shirts with collars, khakis, Dockers, or corduroy pants, and women will do well to wear pant sets, dresses, and skirts.  Neckties are a nice touch for men, and leather dress shoes are best for both men and women.  When it gets cold, of course, sweaters are also OK.

Look and act interested in the classroom.  Let your coop know that you are eager to help and participate in any way possible.  Ask lots of questions.  Volunteer when appropriate, and take advantage of opportunities.  If your coop asks you to teach part of a lesson, jump at the chance! And make yourself available to students who need help.

Keep in mind that you are a guest in the coop's classroom. At the end of the day, she or he is still ultimately responsible     for the students' achievement.  Even if your coop doesn't do things exactly the way that you might, smile and make no negative comments, either to the coop, students, or other  teachers/administrators/parents at the school.  Soon enough you will be in your own classroom, and you will be able to do things as you see fit.  Finally, keep in mind that you are representing this program and the university during your observations.  Your coop has made a significant sacrifice by agreeing to work with you.  Be grateful for the opportunity, and remember that your coop's decision to accept or reject a future preservice teacher's placement request may depend on the image that you project.

Course  Requirements

--Satisfactory completion of at least 40 hours of clinical observations in middle or high school classrooms as assigned by the CLAS office of teacher certification.

 --Regular attendance and active and informed participation at ILAS 401 foreign language seminars.

--Satisfactory completion of weekly written assignments on themes assigned by the instructor that are related to the goals of this discipline-based clinical experience.

It is also expected that everyone will have already read the assignment before coming to that week's seminar.


Week 1  Introduction

Week 2  pp. iv-vii; x-xiii
  Basic Understandings--The Teacher:  Wong and Wong, pp. 1-31
  Sage advice from the experienced:  Marilyn Barrueta post on FLTeach

Week 3  Positive expectations: Wong and Wong, pp. 34-59

Week 4  Lesson planning: Burden and Byrd, chapters 2-3

Week 4  Inviting students to learn: Wong and Wong, pp. 60-78

Week 5  A well-managed classroom: Wong and Wong, pp. 82-100
  Burden and Byrd, chapter 7

Week 6  Introducing yourself:  Wong and Wong, pp. 101-119

Week 7  Classroom assignments, taking roll: Wong and Wong, pp. 120-133
  Burden and Byrd, chapter 5

Week 8  Effective discipline:  Wong and Wong, pp. 140-171
  Burden and Byrd, chapter 8

Week 9  Testing and evaluation: Burden and Byrd, chapters 13-14

Week 10  Classroom procedures:  Wong and Wong, pp. 172-196

Week 11  Promoting student achievement:  Wong and Wong, pp. 196-219
  Burden and Byrd, chapter 11

Week 12  Working with parents:  Burden and Byrd, chapter 15

Week 13  No class

Week 14  Cooperative learning: Wong and Wong, pp. 244-267
  Burden and Byrd, chapter 9

Week 15  Becoming a successful professional: Wong and Wong, pp. 271-323