My First Field Experience At Milton Union High School

By providing different learning experiences in the curriculum teachers will be able to meet the needs of each student’s learning style. For ELL students, New Caney Elementary offers Bilingual programs dedicated to teach both languages, Spanish and English, that will essentially allow ELL students to learn the language. Programs like these were created to help students to thrive academically no matter their circumstance. To assess students at all times, one as a future educator must ensure that we are assessing the students in each lesson plan. The teacher must ensure that each student is grasping the content presented to them by monitoring their gained knowledge. In order implement the units from the curriculum, I will strive to provide various learning experiences to each student. I will provide visual activities for my visual learners, have hands on activities for my hands-on learning students, and provide discussions for the ones that learn through hearing and repeating things out loud. Each learning experience is crucial to the student’s academic success. By providing different types of learning experiences I will be able to make the lessons more effective and

Students for whom English is not their first language face an array of challenges in their high school courses. Specifically, Roosevelt high school (RHS) has a high ESL population. Many have transitioned out of the ESL program. However, RHS, like many schools, lack the awareness of language objectives that need to be planned simultaneously when teachers plan their curriculum and instruction. Language objectives are those goals that have been intentionally planned by the teacher with knowledge of the student’s language acquisition. Language supports are those scaffolds that can be used by the teacher upon student need, specifically an English language learner in an attempt to make the content comprehensible, or as Stephen Krashen would

This semester was an exciting semester because we were given the opportunity to work with students from Hopewell Valley High School. The field experience was eye opening and I learned so much from this experience. This experience has impacted me personally and professionally is so many ways. From this experience I learned that no matter what you have planned, you would always have to change your plan to meet the needs of your students. The one day we were doing the scavenger hunt, my group had to change their plans because one of our students could not walk all the way to the pool. Instead we had to improvise and take him to another area. A lot of the time, time is not on our side and we plan so much and are not able to get to all the activities planned. I also learned that we were able to have so much fun with such simple ideas. My favorite experience was seeing all of the smiles on everyone’s faces when we were doing activities.

“They are your kids, not mine!” The typical excuse content area teachers will say to the ESOL teachers when any issue arises regarding the education of the emerging bilingual students. The truth is that everyone in the school building, including content area teachers, office personnel, and administrators, should be involved in educating the emerging bilingual students, not only the ESOL teacher. Content area teachers need to be aware that if the students are not proficient in the new language, they will have challenges in all the content classes. Even in the Common Core Standards, the expectation is for teachers to develop not only their content area, but at the same time improve the academic language. One reason is that since the Common

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

Students attend class twice weekly for 1 1/2 hours a day, Mondays and Wednesdays from 9:30-10:45.

With the immigration population increase comes a language barrier increase. Therefore, English as a Second Language (ESL) tools in the classroom is essential. ESL was established in the 1970s when children of many mother tongues, crowded classrooms due to the immigration increase (Tomkins, G., 1981, p.

Throughout the program, my placement was set at the Abraham Friedman Occupational Center. The students were predominantly Spanish-speaking adults who lived in downtown Los Angeles. The program was ESL Intermediate High B that integrated language skills. Since October last year, I devoted seventy hours to observation and taught four lessons totaling five hours. The guiding teacher Mr. Buckley was an inspiring educator who created a variety of classroom activities.

Strategies for Teaching ESL Student - ESL Students in the Classroom. (n.d.). Retrieved February 02, 2016, from https://www.eslpartyland.com/teaching-esl-student

The challenges an English language learner (ELL/ESL) struggles with, such as “how one flips from one language to another ultimately determines an English language learner’s success,” existed before the Common Core (Vilson). Other educators, like Lori Musso, have been working on implementing the Common Core for ELL students. Musso is with the San Mateo County Office of Education and has explained that the standards for ELL, and the standards for the general curriculum, have been merged into the same standards as their peers (Avendano). The executive director at Stanford University’s Understanding Language initiative, Martha Castellón, works to improve the education of ELL under the new Common Core. “We know what needs to be done in terms of educating ELLs, to give them the language skills they need to be successful under the [Common Core],” says Castellón, but she realizes that there’s a shortage in resources for the ELL instructors

For the purpose of this assignment, I observed an ESOL teacher in a learning environment at Rising Star Learning Center’s summer program for 10 hours combined on July 21, 2015 and July 22, 2015. The kids in her class were all rising second graders between the ages of 6 and 7 years old, there were 20 kids total 9 were of Hispanic descent. The instructor was Mrs. Daniels, she also had an assistant a young adult the kids called Ashley. Mrs. Daniels is a Spanish Teacher at Lithonia High school, during the summer she works at Rising Star as a translator and instructor for the second grade class with English Learners. Mrs. Daniels is African American and received her Teaching certification at Albany State University, she developed a love for Spanish

With the United States demographics changing rapidly, school systems are flooded with students from other countries. According to state and national guidelines, these students do not have the language skills necessary to be successful in general education classrooms. Teachers often face the dilemma of how to effectively reach these students. Traditional methods or strategies do not fully reach these students, so teachers question themselves as teachers or question the student’s intellectual ability. This frequently causes misconceptions about teaching ELL students. Knowing how a new language is acquired helps many teachers build success quickly, making learning and teaching

In October 2nd 2015 was my second Field Experience in Klenk Elementary School, the grade I had experience with was second grade in Mrs. Lozano class. In the class was twenty students that the teacher need to handle every day.

Today’s classroom environment is becoming more diverse as time passes. This diversity is being seen not only in school district settings but in college settings as well. Thomas & Collier (2002) stated, “It is predicted that by the year 2030 this population will embody 40% of the student body”. Consequently there is a growing training gap in the education system stemming from regular teachers not being fully trained to meet the academic challenges that come in teaching to increasing student diversity (Daniel, & Peercy, 2014 & Lee, Maerten-Rivera, Buxton, Penfield, & Secada, 2009). Through teacher education programs, bilingual teachers go through a training geared to prepare them to teach to English language learners, whereas, regular teachers do not.