Esol Observation

The first student that I conducted the lesson with was a girl I named Shiloh. Shiloh was an eight-year girl that was in the second grade, but would be entering in the third grade in the coming Fall. Her mother explained that she was an ESOL level two student. She was born in America, but both parents are Hispanic. The father is Cuban and the mother is from Venezuela. At home Shiloh’s family mainly communicates in Spanish. Shiloh’s mother explained that she wanted her daughter to speak Spanish at home because she does not want her to not learn Spanish or forget “where she comes from.” As I learned in TSOL I many parents do this this because they do not want their child

I had an opportunity to meet the ELL teacher who is responsible for educating ELL students in the district. She allowed me to observe her teaching a couple of her students at Brighton Elementary School. The teacher informed me that she teach ELL students using Scholastic books and a Scholastic app. Additionally, she informed me that the scholastic app is usually used to help students replace missing words in a sentence, and also assist students with pronunciation, punctuation, & comprehension. The students were able to tap on a word and the computer would pronounce the word. The teacher had several strategies that she utilize in her classroom to help students understand the English as their second language, for instance, she mentioned

Since most of the school's population comes from a hispanic/latino background 36.5% are English Language Learners. The school offers intervention for those students or students struggling with english. In my classroom there are a total of four english language learners, one monolingual spanish speaking students and the rest are ELD. Usually when the teacher is explaining a lesson I sit and explain in depth and with more examples to the ELL’s. While we do reader's workshop I work with them on their sight words and have them read to a buddy. When the students practice reading I have them coach each other if they don't know a word. When i sit with them to

Over the summer, completing all the modules, my perception of the ESL students and the ESL class itself would be a small class of around eighteen to twenty students all of which were freshmen. In our training we always had to keep in mind of the worst case scenarios when we are assigned class of students who may be the students who don’t come to class on time and get their work done and how we would have to decide what to do to help the students get back on track in case it actually happens. The first week and a half especially the first class gave me quite a surprise. I found out there were graduate students in the classroom meaning I would be working with students older than I am which I never thought about before. I was very surprised by the age range in our classroom. We had students age ranging from seventeen to thirty-seven. However, the class size gradually got smaller making it easier to keep track of their work progress. Knowing I will be working with all international students for the first time, I believe that it was very crucial to ensure the students felt welcome here.

Currently, I am student teaching at Alfred E. Zampella PS #27 School in the district of Jersey City. The school is located in a busy city, next to John F. Kennedy St. which is especially busy in the morning and during rush hour. This results in several late students on a day to day basis. On the other hand, this school is also highly accessible and as a little over a thousand students. The school has grade levels from kindergarten to 8th grade, and has a mix of general, special, and inclusion education classrooms. Typically, families that enroll their students into this school are of lower-middle socio-economic class, and tend to be majority Hispanic, Indian, and African American, with few Caucasians and Asians. This school provides a variety of special programs for their ESL students and special need students. Students may be offered speech language pathology, occupational therapy, physical therapy, ESL programs, reading recovery, and counseling.

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.

Our district accommodates 5,400 ELL students who speak over ninety different language. These students may be new immigrants all the way to those who have lived here their whole life in a native village. The criteria for ELL services is anyone who has been influenced by another language other than English. Therefor there’s a large demographic of students with a massive diversity in both language and technology skills. What might be familiar to a majority of the student population may be foreign to some. These issues are becoming more frequent according to the teachers that I have interview and observed when they find out about student washing their hands in each water fountain they pass or holding their bladders all day because they do not know how to use a bathroom.

ESL students are at higher risk of academic failure (Correll, 2016; Hernandez, Denton, & Macartney, 2008) and are further expected to be arrested or put in prison than native English speaking students (Correll, 2016; Garcia & Cuellar, 2006). Consequently, the need for teachers to be adequately prepared for recognizing and affirming ESL students’ cultural and linguistic backgrounds and abilities is critical as teachers provide appropriate instructional accommodations (Correll, 2016). To prepare teachers to educate ESL students, educational leaders continue to grapple with implementing effective teaching practices. Significant academic achievement gaps persist between ESL students and native English speaking students (Correll, 2016; Goldenberg, 2010; Short, Fidelman, & Lougit, 2012; Coady, Harper & De Jong, 2016). The adoption of national curriculum standards by most states, the passage of No Child Left Behind (2001) legislation, and increased measures of school accountability at the state level have resulted in a greater focus on the literacy and language development of ESL students. Preparing ESL teachers who can meet the language and literacy needs of ESL students is critical as it is likely that children who do not speak English fluently will be enrolled in these teachers classrooms (Correll, 2016). Yusof, Lazim, and

I have found myself to be one of the few teachers that work in the school district I grew up in. I like it call it, “coming full circle”, and this has allowed me several opportunities to compare and contrast my past experiences from the present. While the hallways seem smaller than they did when I was a child, and I know that is just a figment of my imagination, one thing is for certain, the classroom has changed. When I was young, minority students were bused to my school to promote integration, and non-native speakers were fully immersed into English speaking classrooms. Today, we see a naturally more diverse student population, as well as several ESL programs available to students.

In this report, I will describe a teacher and her students in an observation I did in a 8th grade of Liceo de San Miguel in Desamparados which is known as a problematic high school due to constantly problems of drugs and alcohol in some of its students. The purpose of this report is to reflect on the teacher’s class organization strategies and class environment in relation with what I have learned in the class of Didactics 1 from the professor Jonnathan Elizondo in the U.I.A. Throughout this paper, a variety of organization techniques will be describe. In order to understand better the method that the teacher used during this observation; is it very important recall that Grammar Translation Method is one of the most

I had the opportunity to observe a few different high school English classes at a school in Anaheim as well as third and fourth combination class at an elementary school in San Juan Capistrano where I do my practicum hours. Within the few that I observed there were EL learners, students with special learning needs, and GATE students. In my observations, I witnessed a teacher who has made a comfortable environment for these students as well as a teacher who struggled to make the class accessible to her EL student.

My schools is considered a title one/low-income school district and our students come from a diverse background where seventy-three percent of the population is Hispanic, eighteen percent Caucasian, five percent Black, three percent have or more races, and one percent Asian. We have a total of twenty four classes where twelve of them are monolingual general education classes, eight bilingual general education classes, and four special education classes. For each physical education classes two classes show up, it is always one monolingual general education class and then the other class is either a bilingual or special education class. This means that for each class we have from anywhere from thirty four to fifty students in the gymnasium with me and my co-teacher.

As with any school, especially in Florida, the toughest thing for a teacher to overcome is teaching to student who do not speak or hardly understand your language. Being that Florida's Consent Decree for teachers ensures all ESL students are to receive a quality and well accommodated learning, capable of papering them with the tools and skills needed to be successful. With no official language within the country, this means all languages and all students are to be accommodated for. A rather daunting task. Luckily, there exists so much research and a plethora of strategies, suggestions, and tools at a teacher’s disposal to help achieve this goal. Three very important areas in particular can be used to further this mission, behavioral, cognitive, and socio-cultural.

First, I will provide information about the observation I did at the ESL class. In the class, there was some special students but they were not pointed out. This class consisted on teaching very different materials for college success for English Language Learner. The course is very helpful for students, and I which that I had that class since I was a ELL student. On the first visit, they were discussing a lecture about college history that they read before. They read and each wrote a response just like we do in most classes at NJCU. In other classes, they watch video about their topics and response and discuss the subject. The Others time I visited the class to do the observation they tend to talk about many subjects like bulling and substances abuse. The teacher was new but they pay much attention to him. Also, they talk about their goals and preparation for college. A few times they spoke Spanish, but

I had asked Mrs. Hickman a couple varying questions on stduents who are ESOL. My first question is "how do you communicate with the students?" She had mentioned the fact that she uses pictures, slide shows, and step by step examples to help walk students through the process. This question was very interesting to me because it really does show that art is something universal, everyone knows what art is and you do not really need to know a language to communicate through it. Any other teacher may have issues communicating if they do not fluently speak other languages but Mrs. Hickman seems to handle it very well even though her primary language is English. I had asked Mrs. Hickman how she manages to teach a classroom with different diversities she said "Classroom management skills are the same, no matter how many cultures are reflected." I think what she meant by this is that no matter who is in her classroom she would help the student rise to their potentional no matter who they are or where they came from. I had asked if the diversity of her classroom has expanded since she started working and she did mention that she had seen her number of ESOL