Pre-Clinical Experience Analysis

When an educator walks into her classroom for the first time, she needs to be prepared to encounter students that come from a variety of backgrounds. The children will be in different stages of language development, and the educator must accommodate for each of these students. Magruder, Hayslip, Espinosa, and Matera (2013) state, “The US Census Bureau projects that by the 2030s, children whose home language is other than English will increase from roughly 22 percent to 40 percent of the school-age population” (p. 9). This increase in second language learners will cause the educator to accommodate for those needs. Second language learners “need teachers who welcome them and recognize their unique abilities, what they know, and what they need to learn” (Magruder, Hayslip, Espinosa, and Matera, 2013, p. 10).

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

The author suggests screening native language and English language and literacy development from early education through the transition process, and then in English when students are prepared to leave and are no longer getting reading instruction in the native language. The author states that a team method to problem solving that considers many of these issues may ease the progress of a proper instructional plan. Plans and instructional routines such as repetitive language, rapid pacing, modeling, time to practice, and discuss school employees do not delay literacy instruction until student’s English oral skills are well-developed, but instead support Students benefit when school employees are focused on meeting student’s educational needs rather than on finding an outside source to explain the educational needs. Instructors, including the ones in special education, are worried that they do not have the knowledge and skills to properly teach English language learners. The author states how these teachers are scared that their lack of knowledge of the student 's native language makes them unable of providing valuable education. That 's why, it is important that teachers are provided with the resources required to support them in this process.

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.

S. school system despite speaking, reading and writing English. The classroom environment was foreign. Not only did I need to learn academic content, I had to learn the cultural nuances as well. I remember feeling overwhelmed and sometimes overburdened. The use of pictures, artifacts, diagrams and video clips during lessons help to some extent, even so, the study “suggests three ways that teachers can enhance knowledge construction of ELL students: (1) Teachers should take time to understand the cultures of their ELL students, (2) Teachers should be open to new possibilities of meaning, and (3) Teachers should take time to listen to the storylines each ELL student brings into the classroom learning environment” (Strickland, 2012, pp.

She also notes the difference between academia language also known as CALPS: cognitive academic language proficiency and meaningful language - BICS: basic interpersonal communication skills. She mentions how academic language requires more comprehension of the language than interpersonal language; which is more informal and contextual. She also illustrates the importance of treating students for who they are going to become, not the by the fact that they are struggling. A methodology that is represented throughout the book that illustrates the ways teachers can accommodate their language learning students is with scaffolding. Scaffolding is a variety of instructional techniques that are used to assist students to move towards a better understanding of the content and towards independence when it comes to their learning processes. The teacher provides a form of temporary support that will assist the students reach increased levels of understanding and skills acquisition that would not be achievable without aid. All in all, this book will be great for all K-12 teachers and professors; but, I did not review this book because I already did a book review for this book in a different course and it would not widen my prospects of learning more about special

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 students at Brighton Elementary School. The teacher informed me that she teaches ELL students using Scholastic books and a Scholastic app. Additionally, the scholastic app is usually used to help students replace missing words in a sentence, assist students with pronunciation, punctuation, & comprehension. While I was observing her class, the students would click on a word and the computer would pronounce the word for them. This is a really good way for students to learn how to pronounce words accurately. I also observed her using several strategies to facilitate these students’ understanding of English as a second language, for instance, she mentioned one strategy for capital letters “you step on gas” and another for periods “you brake”. Another strategy that she uses when teaching them to write sentences is “Mr. Space”, which is the size of a Popsicle stick, and it allows the students to put appropriate spaces between each of their words. The students are required to take a test at the end of the year to measure their progress. Students are supposed to show growth and progress and this data is communicated to the student's parents.

An ELL student presents a challenge because they may require extra attention and instruction for basic tasks, therefore taking up important instruction time. Gottfried addresses this as well in his findings. In the study, he finds that teacher training is one of the most important things. However, years of experience have little to no impact on a teacher’s ability to teach ELL students; what did have an impact was extra formal training in English as a Second Language (ESL) courses. The more specialized training in ESL a teacher had, the better achievement and socioemotional skills both ELL and non-ELL students possessed, and this is good news for teachers. There are unlimited resources available out there for teachers to partake in to help bolster their understanding and success in teaching new things and students with different requirements. Gottfried also points out that when policy-makers, teachers, and administrators focus on how to improve classrooms without necessarily focusing primarily on academic achievement, then ELL and non-ELL students alike may have increased skills in many areas, including socioemotional. Therefore, any teacher overwhelmed with the task of teaching any student that requires special needs or attention can find resources and training to help them

If I had a class that contain twenty-five students of diverse background, I would try some classroom strategies to help them. I would simplify my directions, and I would use strategies to help with their vocab development. Through these strategies I will be able to further help my students understand their work weather they are English impaired or not.

Starting my clinical experience this week, I felt confident in the interview process. I knew what information I wanted to gather for my care plan. I also knew that all the information I needed would not be found in the chart. I had to gain the patient’s trust so that he or she could open up to me. Upon finding out that my patient was a transgender male, I was uncomfortable. Despite of my knowledge and my experiences in the healthcare field, I was afraid of offending the patient by referring to him as the wrong sex or the wrong name. Therefore, I said to myself “In this profession, I must be non-judgmental and put all my personal opinions aside to care for the patient”. That is when I started to feel confident in my ability to be compassionate

For many students, reading is a necessity, but not something that is enjoyed. I feel like that is due to a lack of variety. Some kids enjoy reading comic books, others magazines, and others enjoy novels or picture books. No matter what the student wants to read, the whole idea is to get them to the point where they decide that they want to pick up a book. The requirements can come later, if students pick up books outside of school, they will eventually move on to more sophisticated material on there own, and when students reach this level of maturity, then it is time to bring in my

My overall exposure to clinical experience from working as an Aerospace Medical Technician for the U.S Air Force is major a catalyst in influencing my decision to study medicine. If I am obligated to select a single experience, it would have to be the time that I was dispatched to the scene of an Air Force special operation field. The patient was a 19 year old Airmen who has been training to become a U.S Air Force Para-rescue jumper. The rigorous training certainly has taken a toll on his body, for he was diagnosed with Rhabdomyolysis. I was fortunate enough to be one of the medical personnel to first make contact with him and I also had the chance to follow up with him all the way up until he was discharged. As I reflect on how much progress

Most students come from different cultural background where they seldom speak English as their first language. Teachers have to look for a variety of instructional strategies that will meet the learning needs of every student depending on their learning needs by taking into considerations their readiness to learn, learning style and learning

the students do not have to be responsible for all of the reading all of the time. It is a

One way of encouraging these students to participate in the classroom is to keep in mind that high-level language acquisition occurs, when the student is taking part in the regular curriculum. Therefore, the teacher needs to avoid using separate language courses for the children at this stage and, instead, support language learning embedded in the normal school and classroom curriculum (Ana, 2010). By modeling good English usage in the classroom, the students will learn a great deal. All students, not only the ones that are multi-lingual, learn concepts much faster if the teacher provides a visual aid in accompaniment of their lesson plans (Ana, 2010). This could be in books, projections on the wall, maps, lists of words, and overheads. The teacher does not need to feel obligated to reproduce all the words they use, but they should give the students an outline of the lesson’s key words and their definitions. As the teacher is speaking, he or she could also draw visual representations on the black or white board. While it may seem that using these aids is a burden to the teacher and adds to teaching time, the preparation prevents the occurrence of misunderstandings that the teacher could take more time explaining. The first matter that the teacher should deal with when confronted by a non-English student is his or her survival in school. The teacher should ensure that the student could give his or her name, home phone number and address. The teacher also requires finding