How To Write A Observation Of High School Observation

Looking out the window, anyone could see from the dark, shady sky, it was going to rain. It was the end of freshman year, end of spring, early summer, and everyone had formed their study groups to study for the Algebra final the following week. I, however, wasn’t in a group and kept to myself, in my corner by the window. I had no interest in studying and instead was captivated by the dim, warms, of the outside world.

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.

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

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

ESL or ELL students are going to walk into a classroom at different learning levels. Generally, they’ll need to focus on listening, speaking, reading, and

My first observation was completed by my school professor. Going into the lesson, I really was not sure what she would be looking for when observing me. I felt this was a good thing because not knowing, I just taught the way I usually do and as nervous as I was, overall I was pleased with my performance and evaluated effectiveness as a teacher.

This morning the above student was reported by a female student he used to date. The female student stated the young man is harrasing her and follows her around the school. I had to walk the female student to her class because the above student was around the corner waitng for her. I asked him to go to class. He stated he was going to speak to his counselor about something

Classes in ESL Services are designed for their students’ needs and the faculty helps them to achieve their English goals. The English Language Program (ELP) has not been fully developed. The class I observed is just beginning to incorporate the needs of non-English speaking students due to the need of ESL students. A teacher assists 4 students.

what city he lives in, and his telephone number. The child was able to tell me his first name, last name, age, and that he is a boy. The child had reported living in the United States as the city he lives in. The child stated “why should I know that”. The child was able to tell me his telephone number. The fourth task I instructed the child to put on his coat and zip it up. The child struggled at first but was successful at zipping his coat up alone. The fifth task I had to ask the mother if her child uses the toilet by himself. The mother responded, “He can use the restroom by himself when he knows he has to go”. The final task I asked the mother is her child share toys with others. The mother responded, “He share toys that he does not like”. The mother also reported that her child does hear well.

ELL students can only improve their knowledge of language through speaking and writing. Practice is one of the only ways to learn a language. Knowing this students and mentors should be mindful of projects they assign students. Educators should also be mindful of study habits they teach and present to students. When it comes to teaching ELL students it is important for teachers to slow down and give clear directions. It is easy for students to misunderstand language as well as feel overwhelmed. Assigning in class partners or small groups can also be a helpful way for ELL students to interact with other native students academically. Building academic support systems and communities is an important way for nonnative speakers to

The participants were 12 Old Dominion University students, six were female and six were male. The students were drawn from campus housing and the university library. Six of the participants received a vignette with Tara on it, and the other six received one with Michael on it. Each group of six was composed of three females and three males. The participants were between the ages of 21-24 years of age, the average being 22.3. The people that received the vignette with Tara were 3 Hispanic females, 1 Hispanic male, 1 Caucasian male, and 1 African American male. The people who received the one with Michael were 2 Caucasian females, 1 African American female, and 3 Caucasian males.

A typical day at the Angevine IHAD program consists of the students starting in their homeroom. In their homerooms, they write down what they have to do for the day and Kate checks off their plan. There were seven students in Kate’s homeroom today. After planner checks, we head to flex time, which is after-school recess. The seven students, Kate, and I returned to the homeroom after flex time to begin academic time.

Veterans Elementary School in Hannibal, MO held a Dr. Seuss Breakfast for kindergarten through second grade families. This breakfast started at 7:15 in the morning and then went till school started in the library. I observed this breakfast for thirty minutes, from 7:15 to 7:45. At this event, there was a total of two teachers, two librarians, and the principal was there. There was a total of 45 families there when I was there and out of that number I counted 22 of them were parents.

The names in this Observation Report have been changed to protect the privacy of the parents and the child.

To be an ESL student in the regular classroom is not easy for the students and the teachers. Researchers agree that most of the time, the high school and middle school teachers are less prepared to receive this type of students in their classroom (DelliCarpini). In regular classroom is difficult for the teachers to think they have different type of the students in the classroom. ESL students do not like to ask a lot of questions even they are not understanding what the teachers say.