ELL Teacher Observation

3). Some ELL students may start school without any English language skills, while others may have “limited language proficiency or dual language deficiency in both their native language and English” (p. 3). Just as native English speakers, ELL students also have different levels of intellectual abilities; however, their struggle with school in English may be related to background knowledge and not solely on intellectual abilities (Short & Echevarria, 2004). Samson and Collins (2012), purposes if school districts, administrations, and teachers want to see improvements in achievement for ELLs, “greater continuity in how general education teachers are prepared by teacher-education programs, certified by states and evaluated by local education agencies, or LEAs, is essential. By making sure that the special needs of ELLs are addressed at multiple stages of the teacher preparation process, schools may gain higher quality

There are many factors that influence the diverse needs of an individual EAL learner that need to be assessed and taken into account when providing adequate classroom support:

She did this based on a belief that it would help ELLs and non-ELLs alike. The students in the second class reported that classmates were “friendly and nice” and the teacher “likes other cultures.” The results of this study indicate the very important role that a teacher plays in creating and modeling an atmosphere where ELLs are accepted, encouraged and participatory in a learning community.

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

During our last class I had the honor of speaking with, Mrs. Laura Verges, an elementary school ELL teacher. She told some of my classmates and I, about her experiences, both negative and positive, and gave us a great look into what it’s like to work with young English language learners.

Based on the observation, yes the student were aware on the language and content that was being used to access the activity. The children were asking questions and observing the examples giving to do the activity lesson; and there were assistant when they had difficulties. During the lesson there were a few children who needed more help trying to figure out what to do; because they were not getting it. The language the teacher used and the content was clear and consist of every detail, to understand what she was teaching and what she wanted them to learn.

The elementary educators both viewed the strengths of the program as flexibility to servicing the students, and being able to work with students in small groups. The middle school teacher thought that the participation of the general education teachers in the program was a definite strength. Among the weaknesses, teachers thought scheduling was difficult, and there is not enough staff to service the students. Also, teachers thought it was difficult to provide consistency of services and communication throughout all the buildings in the district. The middle school ELL teacher also noticed a lack of formal assessments and progress monitoring to help meet the changing needs of the students. The teachers’ goals addressed these weaknesses. They wanted to improve communication, and consistency of the ELL program, learn more about assessing Ells and ensure that the current ELL program moves forward. The elementary teacher also thought it was important to keep ELL students a priority even though our district doesn’t have many students who qualify. I also thought it was interesting that the middle school teacher also wants to provide general educations teachers with more support and guidance. I think that is a great goal that will help the students and the teachers!

When I began attending school my primary language was Spanish. My parents did not speak English in the home and when I went to school I knew and understood a little bit of English. I believe that having an older sibling helped me understand English. She began school a year before I did and picked up English from school and at home would speak to me in English. My parents encouraged this in our home and saw the need to begin learning basic English. My sister did not have learning disabilities growing up and from what I remember she did not have a problem learning English. Academically

The fact that ELL student’s are given the exact same educational services provided to native English speaker, seem to be very unfair for the ELL student’s and instead of helping the ELL students to succeed academically we are preventing them from succeeding in their classes. When I was reading this section I couldn’t stop thinking about the video that we saw in class, the student was very smart but the fact that he couldn’t understand the material being taught, this was preventing him from showing how brilliant and smart he is. Just imagine how many brilliant ELL students can’t succeed in class because they don’t understand the language of the instruction.

For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

Teachers have begun to question the practices of ELL students in receiving services and the regular education they will receive in some content areas. Though there is often a negative perception towards these students it seems it is on the side of the teacher and the additional work and accommodations they will need to provide and alter to meet a student’s needs. I was happy to speak with the ELL teacher and gain some insight on the current efforts to provide high expectations for ELL students through the use of additional tutors and opportunities. However, if we are not careful and if we stop questioning our practices on responses to ELL students, we will ultimately allow these practices to become stable and controlling.

As an IT help desk personnel I provide support and assistance with equipment and software used in computer labs, classes and employee offices. This responsibility requires me to provide technical support to the college community in an efficient and accurate manner. I am considered as the college front liner who will solve basic technical problems and provide support. Working as an IT help desk personnel has given me an insight into my major in college that I wouldn’t have had otherwise. Having a solid foundation of IT basics has increased my understanding for more advanced topics within my major.

My first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience.

The ELL team within District 427 is a small but effective group of 5 individuals. The teachers and administrators that are involved with the ELs are extremely passionate and constantly working with the numbers that they have to better service their students. The team meets frequently and is in constant contact within one another to help each other overcome obstacles that are occurring within their classrooms with their EL students. Although the team is small, they are only servicing a small population, and always open to change. If the EL enrollment were to increase, the team would increase as well. Their goal is to ensure that all of the students are being serviced for all of their needs for success.