Classroom Reflection

8.2 ALL receptive and/or expressive language weaknesses are identified. More than three strategies to enhance language are listed.

Communication and Intellectual developments are closely linked together as a child requires the language in order to think and learn. If they have limited

There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child.

1) 1.1 Effective communication is important in developing positive relationships with children, young people and adults in all walks of life and at any age whether it be with relatives, friends, neighbours, colleagues, associates or even total strangers. Also, effective language skills are essential for children to access the curriculum. In the classroom, spoken language is the main way that teachers teach and children learn. Therefore if the skill of communicating in an effective manner isn’t learned or grasped at an early age then it could lead to various complications in terms of interacting with other people, be it in the home or

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

Kayla is a 4th grader with a receptive language disorder. According to her teacher, Ms. Hughes, Kayla is not following directions and seems to not be listening during instruction (e.g., looking around the room, engaging in tasks not related to the activity). Ms. Hughes says she has tried giving detailed directions, but Kayla is still having problems. Sometimes she appears to ignore instructions, frequently only completing the last part of an instruction or makes multiple errors missing important steps of an activity.

The concerns that I have for Oliva is that when it comes to her reading upper-level reading she believes she cannot do it. Oliva’s does have the accuracy and the wanting too, but she stands in her way with reading, vocabulary.

According to her teacher, Julia is not meeting grade-level requirements in reading. The teachers have concerns that Julia has difficulty with reading and writing. She has begun avoiding school work and is becoming frustrated as evidenced by tears, not doing her work, being more social and distracted in class.

Raneem our child speaks fluent English as a second language for children in her age. Speaking of her personality, she’s very talkative, confident, jumping from topic to another, and she likes showing off so much and talking about herself. For example; in the middle of our conversation, she said that her favorite color is purple; her bed sheets are purple and purple is a love forever. She keeps jumping from a place to another showing us that almost everything she owns is purple. Furthermore, she showed evidence of joint attention, whenever we asked her about something, she interacts very fast with the subject, shows her interest of the subject and take over and talk about it. One thing we noticed, she has a problem with taking turns that when

Ana is a 10-year-old girl in a general education 5th grade classroom at an elementary school in the Bronx. With regards to her academic Ana struggles with reading and writing skills. Ana told me that she often needed individual assistance to complete her assignments both in school and at home. She also told me that she was taken out of her classroom twice a week to see a speech therapist. I selected this child for my observation because I wanted to see if she is able to adapt to different surroundings and concentrate in reading while being in a place with strangers. For children taking them out of their comfort zone sometimes inhibits them from giving their full potentials. Ana’s mother Sandra told me that in school Ana is talkative and easily

Elizabeth completed Upper Secondary school (High School), including one year of English as a foreign language. She stated, “it is very different than what you hear in the US.” There, “I just needed to listen to learn”. However, here it also requires a visual component to gain comprehension. Also revealed through fully engaging in pair learning activities is a social/interpersonal learning style. Also is the desire for immediate, direct correction often asking “is that correct? Outside of the classroom, she relies on her husband and online translators as learning aids. Although she is a highly motivated learner, she struggles with self-doubt, causing a moderate amount of anxiety revealed in writing and speech. By acknowledging her anxiety, assurance was given that writing and speech are usually the last language components for learners to grasp. The quandary is the lack of access to native English speakers to

VanHatten, Gianna’s remedial reading teacher sees Gianna three times per six day cycle in a small group of four, and two times per six day cycle in a small group of two. Mrs. VanHatten reports that Gianna struggles with basic vocabulary words, such as “gentle” and “huge.” Moreover, she confuses vowel sounds in words, needs assistance utilizing reading strategies, and has difficulty understanding the meaning of comprehension questions. Gianna reportedly takes a long time to process a word, which slows down her reading rate. She also tries to make meaning of texts by repeating sentences multiple times. Various skills that Gianna is learning with Mrs. VanHatten include comprehension skills, teaching different ‘-ed’ sounds, looking at word parts and root words, and adding different endings to see how the ending changes meaning.

Children should be able to engage in interaction with another being and engage in conversation. The involes the Pragmatic component of language which to engage successfully requires children to take turns in talking, stay on topic and also state their meaning clearly (Berk 2013). Vygotsky's social interaction theory incorporates nurture arguments in that children can be influenced by their environment as well as the language input children receive from their

Purpose of case: The purpose for this case study is to come up with strategies that will best accommodate Timothy in the classroom or to see if timothy needs to be referred for further assessment. I selected to do my case study on this student because I wanted to come up with other ways that would help Timothy be more successful in the classroom. I also thought that by working with Timothy it would be a challenge to me because I have never worked with a student that had problems developing language. After my observations I plan on coming up with strategies that would help Timothy communicate better with the teachers and his parents. I will collect my data through teacher and parent interviews and during center time and carpet

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.