Observation Of Mrs. Trimble In The ESL Classroom

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

Ms. Tate is very fluent in Spanish and feels that knowing that language has helped her in becoming a more effective teacher the Latin Americans ELLs. She can tell if a student has some hang ups in the English language and therefore can recognize where the problem lies. She can see if they are not getting a certain language pattern and why, then she can compare the two languages and focus on how to get through the barrier by explaining the differences between the two patterns. Tate also says using the Krashen method where there is more comprehensible input and not everything is based on output produces better results than when she taught before and students had to listen for a long time before producing anything. She loves the curriculum we have: Sopris, Direct Instruction for true Spoken English. It is based on Krashen and gives comprehensible input in repetitive patterns in small doses. It runs

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

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 language development of the students in my class come from Spanish speaking homes, I only have seven proficient English speakers, some of my students are reading below grade level. Most of the students are able to communicate, while

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.

“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

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 interviewed an Instructional Aide that I work with at Cottonwood Elementary. Her name is Marcela and she works with the Kindergartners. She moved from Argentina to New York when she was 3 years old and her first language was Spanish. Her mother put her in preschool when she turned 5, to help her learn English. Marcela shared with me that when she went to school she felt very sad, disconnected and was constantly looking for other children that spoke Spanish. She did find a girl who spoke Spanish and she became “buddies’ with her. The girl that she befriended would help her by translating everything the teacher would say, which was all in English. Marcela said she was speaking English by Kindergarten, but she must have had a strong accent because they put in her in speech

The instructional setting is two eighth grade classrooms with class sizes of 28 and 32 students. Of the 60 students, ten are Hispanic, four are Asian, and one is African-American. All ten Hispanic students are bilingual with overall California English Language Development Test (CELDT) classifications of: one student intermediate, three early advanced, and one advanced. The remaining five Hispanic students have been reclassified to English proficient and do not require EL support. Four students are foster youth. Nine students receive special education support.

My observation purpose this week was to find out from my mentor how many ELL students were in her classroom. Ms. Zapata has thirteen students that are ELL (English Learning Learners), which concludes with it being her entire class. Furthermore, Ms. Zapata plans her lessons by having certain days where it’s Spanish day for two days and English days for two days as well, gathering this from a Bilingual Program her class is in. Although, on Friday it is a half day for English/Spanish. Resources are practiced in both languages so students are able to understand properly, there are times that students work one-on-one with Ms.

The second classroom I observed was a first grade class of twenty-five students. Students in this class were all of Mexican descent and labeled as early intermediate English language learners. The

When trying to communicate diversity issues with parents about certain needs in your class for their child may be difficult. Especially, when trying to communicate among parents of ELL (English language learners) and ESOL (English for Speakers of Other Languages) students. Some of the difficulties you may run into are language barriers, misunderstanding of dialect, offensive gestures, and even frustration. As teachers when need to keep a cool head on our shoulders and approach this situation with a positive attitude, a plan, and a great expectation of the outcome.

I think if the students could read the story in their native language, it would help them have a better understanding of the story outline and they would enjoy it much more. I believe that having the Bilingual and ESL educators in the classroom to provide language assistance would also help the student feel more comfortable and stay interested in the content. Even though I am not bilingual myself, I hope that my dedication to wanting to learn about the different cultures I will encounter in my teaching will be beneficial in me being able to help my ELL students become more familiar with the English language, have an easier time understanding it along with their own language, and help them reach their educational goals. I will not have any negative assumptions about my ELL students, I will only hope that I can make the learning revolve around their cultural backgrounds, make it easier for them to understand and retain the information, and make them feel that they can do anything they set their minds to. Considering that this would be in a Kindergarten class, I would want to communicate with the parents and sit down with a Bilingual educator to ensure that they know we will be working very hard with their child, providing Bilingual or Immersion support as needed, and to make sure we are all on the same page moving

Regarding the English teacher, she has utter freedom in what and how to teach. Nevertheless, she tries to plan the lessons with the main teacher to try to present the learners similar vocabulary in Spanish and in English. The aim of the institution is that students can approach to English in a friendly and positive atmosphere. Regarding the group I have been observing, it is integrated by 12 learners, aged 3 and 4 years old.