Interpreting The ELL Classroom

My mentor teacher started all of the parent teacher conferences by first asking the parents if they had anything that they felt was needed to be discussed since each conference is only fifteen minutes long. All three parents just said that they wanted to hear what my mentor teacher had to day. She first began by telling the parents what strength their child has. The student with the mistaken behavior, who I will refer to by the pseudonym Adam, has strengths that include science. He really enjoys it, and he got 100% on his “states of matter project.” My mentor teacher even asked him if she could use it as an example for the other students that didn’t do well on the project so they can correct it. The student that is struggling academically, who I will refer to by the pseudonym Angela,

David’s first impression of his teacher was that she is mean and very sarcastic with her responses. At that point he knew he was in trouble. So, he figured he should come up with an answer very quickly, or he would be embarrassed from his teacher response. Now, it was David’s turn to speak. He did the best that he could with the limited vocabulary that he had previously learned before now. There were a few words mispronounced and he assigned the wrong gender to the floor and typewriter. The teacher over exaggerated reaction made him feel like it was the end of the world. David took a lot of verbal abuse from his teacher. His teacher continued to belittle everyone in the class, which made them all feel worthless. David said his teacher once called him out as a “lazy kfditinvfm.” David became very sensitive after the harsh comment his teacher made about him. David decided that he wanted to prove to her that he was more than just a loser. He spent a few hours every night doing his homework, giving more time and effort to his assignments. David was adamant about giving himself a name and, more of a positive demeanor. However, at times he would feel a bit nervous and afraid whenever she’s near.

Letting them know that I am interested in who they are and what their concerns are. It was a way to show them that I care about who they are and that I respect their culture. Taking the time to ask questions and let students ask me questions would depict a mutual respect I would share with my students.

He was a humble guy coming in and was very interactive with students. His traits helped him earn the respect of many students. Out of the eight questions we had to ask, I only brought up the strongest ones to ask him. The first question I had asked him was, "What were your teaching methods during your first semester of your career?” He responded saying, “I wanted to make it enjoyable and relate the class subject to real life situations so students have an understanding of how important the topic is during my teaching points.” My second question was, “How did you approach your kids when they did not turn their work on time or when they were noisy during your lectures?” He said, “Students will be students mainly misbehave, because complications, and they probably won’t even do any classwork. However, as a teacher when dealing with a misbehaved student you have to take them outside and have a word with them or just not have them participate in any extracurricular activities”. The third question I asked was, “how did you interact with your students? Did you focus on strengths or weaknesses when speaking to them individually? He replied, “When interacting with students, I mainly place my mindset within their level. I don’t make it seem like I’m a higher individual with authority. I feel as if it creates a closer bond when you make them feel they’re confronted with someone similar to them. It is best

Jerry has a hard time focusing on his classwork. He is easily distracted and distracts his classmates from learning due to his disruptive behavior. He constantly blurts out when I’m trying to teach, and gets up out of

While I have been teaching online now for over 5 years I have been fortunate enough to not have many difficult students, or at least I have not perceived them as being difficult. After reading and watching the content for this lesson it is apparent that I have actually had more “difficult” students than previously thought. However, my difficult students have not been detrimental to other students, such as the mutineer, controller, or the noisy student. However, I have had my fair share of must-have-an-A, Quiet, Staller, and know-it-all students. One specific situation was with a student in an advanced doctoral-level statistics class who was having trouble understanding the materials and was constantly questioning he grades and was always making excuses about how the way the questions were written were not clear, but only said something after she received a grade on the assignment. Thus, if they received a grade they liked they wouldn’t say anything, but if they didn’t like the grade then they would make excuses. For this example the student was a “Must-have-an-A” student. She constantly reminded me of how all the other courses were

Even though they're easily confused they can still try to get the point across. Having moved to a new place it can be hard to adapt to your new surroundings and they still have that to do. This teacher is great at what they do but as far as communication skills it takes them a while to catch up and understand what is happening around them. Their facial expressions tell everything that you need to know their state of mind as they teach versus when they are talking with a student about an event that occurred at school. Things are so different as far as culture so many things they are lost on and wanna know why we do them or what fun do we get out of certain actions. Pep Rallies and School Dances are new to them because where they come from

I did too enjoyed this class all the material was related to serve the ELL students.  In some of readings differents strategies were point out by content teachers to instruct the ELL students. In my personal opinion,  there should be more training in assisisting and supporting ELL students in learning English. This class has been provided it me with a great source of  knowledge to teach the ELL student in more effective and efficient way.

This teacher is terrible and crazy:He often made us confused.(e.g. First written work he graded a 0 for me, he sure I plagiarize someone else's idea, but I quoted and gave work cited in last page; even I explained to him, he didn't answer me ). Also he has a behavior of aggression and retaliation--He "Is this your second initial post? If so, why?" "-- I: No! It was my first initial post. You should trust me. Thanks." "-- He: You have no reason to suspect that I do not trust you. I am making sure that the Blackboard is recording everyone's posts correctly." He can start to let me/us know what or why are you doing? He shouldn't be so rude treat with one of his student. Overall, I am very sad, angry and uncomfortable, he hurt my dignity and self-esteem.

It means temporary assistance or “extra attention” to students who can’t do their tasks by themselves. With scaffolding through time, students will be able to do their own work. Teaching has verbal scaffolding and procedural scaffolding.

I was wondering i f you received my email, I am really interested in your class, I had taken a few FCS classes before and I enjoy them and learned so much about working with children and families, that is why I wanted to end my semester with a class that I feel I can succeed and enjoy. Please if you can let me know if you have any space available I would greatly appreciated.

“Hey teacher, could you please say that one more time and a little bit louder? We all can’t hear you actually.” One of my classmate stood up and disturbed our teacher’s voice with an impatient attitude. My teacher teaches economics for a long period, and he insists to avoid using PowerPoint or other technological stuff to teach because he thinks the teaching method that he has used for the last 20 years is the best. However, the teacher didn’t give any responses since there are still almost 40 students in the classroom. But after a few minutes, some students started to leave silently. At the end of the class, there were only 15 students left in the whole

The journey in taking my Master’s degree is an experience I will never forget. While the end is getting near, it is never a goodbye but a welcome to the next chapter of my career. I took this class with hope and faith to be able to broaden my knowledge about teaching ELL students. My passion in teaching has become intense. I have a new perspective about learning after a year of hard work and digging deeply in understanding the “other side” of teaching. I have to say there was a point in my career when I literally want to give up. Teaching indeed brings a lot of unwanted and unexpected results to students and to teachers as well. I will take this opportunity to say good luck to my classmates. I wish everybody to be successful in the field that

Imagine a student. He/she is sitting in his/her chair. An announcement comes on the intercom (an experience relatable to any CCHS student). The student pays attention to the announcement, and forgets what the teacher last said. Instead of raising his/her hand and “disrupting” class, drawing attention to himself/herself, or appearing dumb, he/she decides to try to figure out what’s going on. After ten more minutes of lecturing, the class is given an assignment. Now, the student has no idea what’s going on and doesn’t know how to complete the task at hand. This is a reality for many students. It may’ve happened years ago, and the student just gave up on listening for good. While this may sound accusatory towards teachers, it is not. Students should ask questions and try to keep up. Charles Steinmetz once claimed: “No man really becomes a fool until he stops asking questions.” This is true for all students, as well.

They have to be able to supervise the entire class, remember all the criteria for the day, have one on one time with students, and work on other items needed the job, all within a small allotted time period needing to cover all the criteria. This can take major toll on the teacher’s all around behavior. Furthermore, teachers have really have one specific goal, “...to help students learn assigned material within a specific time frame.” (Pearce Stevens, 2016). As stated previously, this is a huge undertaking for a person. This can create a stressful environment for the teacher and can cause anger, along with irritation. This irritation of the teacher can cause a more stressful environment for the students. Keeping cool and mindfulness really is the key here. It can essentially diffuse that irritation before tension arises.