Strengths And Weaknesses Of An ESL Teacher

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

At school, I hear various different racial and ethnic slurs about other students at the school. For example, I frequently hear groups of Hispanic kids referred to as the ESOL kids because they speak Spanish most of the time as opposed to English. Although some of these students actually are in the ESOL, or English for Speakers of Other Languages, program, this term is used in a derogatory manner to put these students under English speaking students. I have also heard groups of black students, or black people in general, referred to as gangs. This is an extremely offensive term especially since many blacks are not involved with criminal activities. People of various races and ethnicities also loosely use the N-word in a negative aspect at school.

Trying to accommodate different students learning styles in an English learning classroom can be overwhelming. Having good teaching strategies can help English learning students learn more effectively. Using the best strategies will ensure all students in the classroom have an effective learning environment. There are many instructional strategies that teachers can use in the classroom.

In this article, the authors examine the challenges of working with English Language learners with learning disabilities. The article begins with a dilemma that many educators face daily, being able to meet the needs of all students in a classroom. The article identifies the characteristics of LD students, issues ELL students face learning a second language and the cultural context for teaching and learning. The next part of the article offers a framework that addresses the educational needs of students based on their language, disability and culture. It focuses on how general and special educators along with the ELL teacher can effectively collaborate together to meet the needs of all learners.

During our last class I had the honor of speaking with, Mrs. Laura Verges, an elementary school ELL teacher. She told some of my classmates and I, about her experiences, both negative and positive, and gave us a great look into what it’s like to work with young English language learners.

In pursuing my ELL endorsement, I found it to be very beneficial to interview current ELL teachers. They shared their insight and expertise in this field. I interviewed the middle school ELL teacher at my school, an upper-elementary ELL teacher and early-elementary teacher in my district. I asked twelve questions that pertained to their experience teaching ELL. These responses are valuable to future ELL teachers and general education teachers who teach ELL in their classrooms.

I propose to you a case study on a pre-kindergarten English language learning student through qualitative research. My goal was to find out if he faces any problems with regards to his behavior, academic progress and attitudes towards his teachers, classmates and parents. His name is David and just recently came to the United States from Russia about two years ago. He has a complicated time understanding what goes on in his environment because of the language barrier. The one positive aspect for David is that my assistant in the class is Russian as well. Even though he has a hardship speaking the English language and understanding his peers, my assistant helps translate words from Russian to English for him and vice versa.

In duet reading, a stronger reader is paired with a less-fluent reader. The stronger reader sets the pace and provides visual tracking by moving his or her finger below each word as it is read in unison. In audio-recorded books, the student reads aloud with an audio-recorded version of a book. The purpose is to encourage the weaker reader to read along with the tape. In echo reading, the adult reads a short passage and then invites the child to “Say what I say” or “Copy me,” encouraging the child to repeat what the adult has read (Robertson & Davig, 2002). In this way, the adult models fluent reading and then provides the child with an opportunity for immediate practice. In paired reading, children who are struggling with reading fluency are paired up with a more capable reader. In this strategy, the fluent reader and reader take turns reading by lines or pages (Mathes, Fuchs, Fuchs, Henley, & Sanders, 1994).

As an IT help desk personnel I provide support and assistance with equipment and software used in computer labs, classes and employee offices. This responsibility requires me to provide technical support to the college community in an efficient and accurate manner. I am considered as the college front liner who will solve basic technical problems and provide support. Working as an IT help desk personnel has given me an insight into my major in college that I wouldn’t have had otherwise. Having a solid foundation of IT basics has increased my understanding for more advanced topics within my major.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

The strengths of the lesson in my opinion was the fact that the students could play a game while also participating with consonant blends and consonant digraphs. Even though throwing buttons into a cup is fun and the lesson involved competition, it still made the students think about consonant digraphs and consonant blends. I also think that it helped the students realize how many words are made with consonant blends and consonant digraphs, which will help with their phonemic awareness.

CONTEXT Katie, aged 15, is a highly motivated student from a family with a strong educational background, currently living and studying in a British-style International School in Ho Chi Minh City (HCMC), Vietnam, and is a member of the increasing group of globally-mobile students. Katie can be solidly placed into the “entering phrase” of the transition from Taiwanese national to immigrant in a Western society, where she “has decided to become part of the new community, but is still figuring out what that means” (Hayden 2006:53) at the age of thirteen. She is an example of what has recently been identified as a common occurrence for international school students, children going through a “sojourner adjustment” (McKillop-Ostrom 2000), as can

One of the most essential exercises when in comes to professional development as an instructor is to continuously reflect on your perspective, methodology, instruction and behavior within your profession. Doing so ensure that you a growing and improving on teaching skills and building on old strengths to benefit you as an instructor but especially the students that you serve.

A philosophy of mathematics should be included in an excellent philosophy of education. A philosophy of mathematics should include your thoughts and ideas about what mathematics education is, what impact it has on society, the qualities that make a good teacher, a teacher’s role, research on the standards and instructional strategies, and ways to ensure student are able to learn mathematic concepts in your classroom. Each of these ideas should forever be evolving because we grow as teachers our thought and ideas will grow. I will be discussing my thoughts and ideas on what creates an excellent philosophy of mathematics.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and