Esl Class Observation

With each chemistry lab, there were math problems or extended response questions to answer. If a student did not show all of their work--including all labels and every step to the problem--they would fail the entire lab and assignment. One student and her lab partner got back the lab report that they had worked on, only to realize that they had forgotten to show part of their work. The zero dropped their grade drastically. Both girls started crying in their classroom, and one student was pulled out of the class by her teacher. The teacher shouted at her, told her to drop the class, and made her feel like she was stupid. This teacher has caused entire classrooms to cry, and students have even complained of feeling physically sick before attending her class. When students went to the principal to seek help, the teacher retaliated by greatly increasing the work that the students had in an effort to scare students into accepting unfair treatment (Cassie Lewis). Over exhausting the students as a way to prevent them from going to the principle is a tactic that should be unacceptable. This teacher has, on multiple occasions, used fear as a way to push her students to meet her unfairly high

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.

I had the honor to be placed in Mrs. Lundman, an ESOL endorsed teacher, second grade class at Galaxy Elementary School to complete my field observation and it was an amazing experience. Galaxy Elementary just reopened about three years ago because they were rebuilding it as an e3 school (energy, environment, and engineering). When I first entered the class, the first thing I noticed is how decorated the class is. Many posters and colorful projects done by the students on the walls, a colorful carpet on the ground with different centers for the students, and how big and pact her office space was. Also, the objectives for each lesson were listed on the boards. All of the students in the classroom were of Haitian decent except for one boy and one girl who were Hispanic. In total in her class, she has seven ESOL students out of her 25 students, all at different level for their English proficiency. This class is a general education class with all kinds of students from gifted, ESE, at grade level, and ESOL students. According to Claire McInerny: “In the U.S., roughly one in 10 students is an English language learner”, which is a pretty big number of ESOL

The student make-up of the class consisted of three African American females, two African American males, one Caucasian male, two African American/Caucasian males, and two Hispanic male students. Three of the students are in third grade, four are in fourth grade, and four are in fifth grade. There are no ELL students, nor students with physical challenges. One African American male wore glasses for his vision, other than that, there were no noteworthy

Elsa seems to fit the profile of many first-generation Hispanic students. Although she was born in the U.S., her first language is Spanish and she arrived at school with limited English proficiency. Since she qualifies for free lunch and her parents are recent immigrants, they are more than likely a working-class family with limited resources for learning materials or experiences outside school, aside from the after-school program. Also, Elsa’s punctuality and readiness to learn may be an indicator that her parents probably place a high value on education. It is not mentioned if Elsa is shy in settings outside school, therefore, it is not clear if her shyness is a result of insecurity when speaking English or if it is a part of her personality. However, the fact that there are many others Hispanic children in the school is a positive element that can help her boost her confidence and ethnic identity.

After this, the students talked to each other and they decided that they enjoy it when the teacher reads to them. The teacher read the book and the students followed along with the reading. When the teacher finished reading, she asked various questions that the students had to answer. The students, had to discuss the question and the answer with their group members. The teacher, asked each group to give their answer and, all the students participated in the activity. They had a good teacher and student relationship. The students respected the teacher and she did an awesome job with the lesson. The teacher, talked to us and, explained that when she creates her lessons she tries her best to incorporate group work and class discussions. Her goal is, that her students are engage in the lesson that she created.

Ms. Connelly started class asking students that needed help with their homework to get it out. Some students opened their homework, but some did not. Ms. Connelly then began writing out and solving homework problems with an overhead projector. One student walked into class late, Ms. Connelly addressed it quickly with little disruption to the class. The student looked around the room and realized the other students had their homework out and he did the same. Ms. Connelly continued to work out homework problems step by step on the overhead projector. While doing this Ms. Connelly asked questions about the steps she used to solve the math equation and randomly called on students for the answers. After working out a few of the math problems Ms. Connelly asked the class if they understood how she solved the equations. A few students nodded their heads and then Ms. Connelly moved on solving the next equation. Ms. Connelly referenced a quiz that was coming up tomorrow in the students ' math classes and stated the homework problems will be on the quiz. The teacher then continued working out math problems and using question prompts to keep students engaged. While waiting for one student to answer another student called out the answer. Ms. Connelly addressed it and let the student know that she was waiting for the other student to answer the question. One student laid her

A couple of the students in this classroom gets taken out of class to receive ENL services. Most of all the student gets excited when they see their ENL teacher. When I went to see what type of things they were doing while they was being taken out of the class, I notice the ENL teacher was helping each student on their needs. One student had a harder time sounding out letters while others would be practicing their Sight words of the week. They would first start of if they know the definition of the word, and putting it in a sentence and after learning how to spell it.

Within a month Brenda knew few words in English, month after month she would say complete sentences. During the meeting Letty described the classroom setting as very cultural looking. She saw each desk had the students name along with the flag each person identified with. She noticed the students were allowed to speak to each other in both broken English and Spanish. The teacher Ms. Rios would address the students in English but once she saw a child had a difficult time understanding what she was saying or teaching, she would then start speaking in Spanish. When a child had a hard time expressing how they felt in English she would create that moment of difficulty, into a learning opportunity. Such as, helping them pronounce the word or guiding them into understanding it. Also, Letty saw Ms. Rios as the teacher who praised them instead of bashing them, when saying something wrong. During the open house it was clear to Letty that every student in the class had individual goals and expectations by Ms. Rios. It was said that Ms. Rios stated that because Brenda was a little more behind than her classmates she was given extra help after school. Not only did the teacher provided her with the necessary needs for her learn in school, she also required the parents to have a part in her learning. The teacher wanted this to be a learning experience for both the parents and their children. She gave Letty some tips and advise on what she should do to help Brenda out. Such as allowing Brenda to watch English speaking shows. It is believed such exposure to the language will help her more than hurt her. Letty was required to study with her and not stop trying to help her do her homework. At home Brenda showed a much positive tone when doing homework, she was more excited than she has ever been since she arrived to

While observing my second five hours, the classroom does not always run smoothly, 2ND grade students may not always see eye to eye. After finishing their math lesson for the day and putting away their materials and getting ready for math, Mrs. Ryan asked three students to please collect their whiteboards from their group and put them back where they belong. As each student did as they were told to do so, a boy placed the whiteboards how he thought they should look. However, a girl walked over with her groups and corrected the way they were. He yelled at the girl and told her to sit down and get away from the boards. She ran away in tears and sat down at her desk. As Mrs. Ryan realized what was happening she took order of her classroom and pulled

Their problem was that they do not clean up quickly, the teacher has to ask the students to do it for several times. The first thing the teacher did is that she made sure that the students are aware of the problem and know why they are having the confrence. The teacher then explained how this is a problem and letting the girls know that not keeping the classroom clean and neat will affect the class. This step shows the teachers assertivness, how she was very calm and how she explained how this might affect the classroom. The teacher made sure that the girls understand their role and why this is an issue. After that, the teacher asks the students for an appropriate solution. When the 2 girls came up with a solution that best fits them. The teacher approved and said that they will start tomorrow. Another technique the teacher can use is that make all students responsible. Assign a girl everyday to keep the class clean and tidy. Rotate around all the girls. If that does not work, the teacher can motivate her students to clean up the class for extra points or a sticker depending on their age. The advantages of this dialoge are that the teacher also very uderstanding, she made sure that the students knew what the problem was. The disadvantages of this that some students may make it a problem, they might be aggressive and not take it well. Some students will not try to solve the problem. The teacher communication skills were used

The information included here demonstrated how I have carried out activities that work toward meeting my student learning goals. I have carried out daily reviews of the students vocabulary using a variety of strategies such as Cold Call review, Smartboard games ( dice, balloon pop, spinner and Jeopardy )No Opt Out flash card and board games . These strategies have provided reinforcement to the student learning the vocabulary words. I did have to supply visual aides and use shorter student friendly definitions when introducing new vocabulary. I found that I needed to use more Spanish cognates and be sure the simplified language I used, my ELL students would know. Many times it was necessary to reinforce the language and ensure that each student

After the discussion over the Book 11 students' problem. Maybe I should say that was my own problem of poor leadership and managing class that result the students' failure on their test. As a private cram school English teacher, the greatest fear of our career is one of your students says to you, that she is going to quit, of course we will do what ever it takes to keep the student. If the students did not do well on their test, it is because the teacher does not know how to teach, the teacher did not do their job right, not because the students' laziness. So teachers take the whole responsibility for the students performance. If they threatened the teacher to leave cram school then the teacher will take all of the blame. In other words we

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

Mrs. Tijerina has a sturdy relationship built with her students. She has desire to see them succeed and flourish in the Spanish culture while mining high expectations. Mrs. Tijerina wants every single student to be involved or to give feedback. There was not a single student in the classroom that did not participate in discussion or did not have a chance to voice their opinion. Mrs. Tijerina treated every student with respect, and expected that she would be respected as well. If a student was talking out of hand, Mrs. Tijerina was capable to getting them to stop immediately. Since she has a strong desire for the students to excel, she predominantly speaks in