Fostering Individual Growth in the Middle School Spanish
Classroom:
Improving Linguistic Fluidity and Pronunciation
Frances M. Siracusa
University of Florida
Context of Study
I am a PreK-8 Spanish teacher at a
private Montessori school in Largo, Florida who has taught Spanish at the
elementary and secondary level for the last 16 years. For the last year and a half, my emphasis has
been on middle school. I am fortunate to
have worked at schools where I can teach Spanish and simultaneously extend a
special focus on integrating 21st century tools to enhance teaching and
learning. I see myself as an innovative,
forward-thinking teacher. I know what
motivates my students and I empower them by giving them the opportunity to be
producers of content. I lack somewhat in
connecting with my students emotionally; I have felt the need to spend more
time with my students individually and to better understand their distinct
backgrounds and interests. I have a
desire to teach my students Spanish, but at times, I have felt the need to take
more of a facilitative role, so that students could be more responsible for
their own learning and develop important personal communicative skills. Ancillary to this goal, I would like to see
them acquire important skills such as adaptability and responsibility. Furthermore, it is my strong belief that an
educator’s ability to design and manage multimedia tasks in the classroom in
conjunction with sparking a student’s passion is one of the greatest factors of
student success.
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