BE 5023 M5 Reflection Script MBK

.docx

School

American College of Education *

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Course

5023

Subject

English

Date

Dec 6, 2023

Type

docx

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Uploaded by MasterBeeRocket

BE 2032 M5 Reflection Script Reflections of Assessment for ESL and Bilingual Students The percentage of English Language Learners in the US in 2020 was an estimated 5 million. Three in four classrooms have at least one student who is an English Learner (Singer, 2018). Relationships are the cornerstone of effective teaching. Building a climate of mutual respect, high expectations of behavior and interactions, and reciprocal manners are paramount to a positive classroom environment. This atmosphere begins when the staff and students enter the building. It is upheld by the administrators, teachers, support staff, volunteers, and students. Educators must value the assets of each student and hold them to a high expectation of excellence. Every individual brings diverse assets to the school. When we recognize that different cultures, languages, and experiences are precious, we show that each individual matters to the school as a whole. Educators must participate in a cycle of engagement, observation, support, and reflection for each student. Educators must personalize teaching to influence and inform the unique individuals in the classroom. How can an elementary school improve policy and practice in educating culturally diverse students? The first step is acknowledging and recognizing how culture influences who we are as a school and individually as an educator. How do the students and staff feel when entering the building? Do they see themselves in the posters, artworks, library text, and classroom materials? Does everyone feel included? Furlong (2022) writes, “it is important that schools and teachers create an environment in which all students (and staff!) feel as if they belong there (pp. 53-54). This inclusive climate creates a welcoming atmosphere for all who enter the building. According to Fenner and Snyder (2017) “culturally responsive educators strive to learn what makes each student unique in order to appreciate the diverse perspectives and insights they can bring to their classroom (p. 40). They go on to suggest that educators must also confront their own biases to be more welcoming and inclusive. “When we look beyond labels to get more personal, our classrooms include a wide range of unique personalities, interests, experiences, strengths, and needs” (Singer, 2018). Students often fit the criteria for more than one label (English Learner, gifted and talented, special education, etc.) and test the definition of each broad classification in their own distinctive ways.

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