Studies of Teachers' Qualities

Teaching ELL's can be a very challenging aspect of a teaching job. Not only are teachers working with children who are scared, nervous and perhaps confused, but educators are working with students who may be encountering a great deal of culture shock. I believe that for me, this would be difficult. Honestly, I grew up a typical "white American girl" living the typical "white American life." I have not been exposed to many people who were not like me. Nevertheless, I am genuinely, looking forward to expanding my horizons and challenging myself to learn about other cultures and ways of life. Through the reading of chapter one, in Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically

My interests in working with non-native English speakers were piqued when my second semester placement teacher happened to teach reading instructions to high-performing ELL students. Her interactions with those students were not any different than her interactions with native English speakers, but her presentations of instructions were slightly different. Since then, I always wondered how would her instructions differ if she had taught the lower-performing ELL students instead. What teaching methods did the ESOL certified teacher use that my placement teacher did not? How different would the interactions be between the low-performing ELL students and high-performing ELL

While there are many ways to be an outstanding teacher, every high-quality teacher should, in my opinion, have these skills and dispositions:

I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors

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.

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.

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.

On my second visit to the class, I definitely observed major improvement from the ESOL students, especially Mike since he was a brand new student from Haiti when I did my first visit. Mrs. Lundman would definitely use the right modifications to her lesson to accommodate the ESOL students. ESOL students are on the rise every year. According to Alexa Volland, for the Gainesville Sun, describes: “In 2011-12, there were 244,376 ESOL students enrolled in Florida schools, most of them in Miami-Dade, Palm Beach, Broward and Hillsborough counties.” That is why it is very important to have the right qualified teachers and resources to help these students coming from other

ESOL teachers should ensure that all learners are treated equally and have equal opportunities regardless of their race, sex, cultural background and abilities. During the observed lesson, the teacher treated the learners with equal respect, he gave them equal opportunities to participate in the activities and discussions, he listened to everyone and respected their views and opinions. The class was conducted taking into account the multicultural nature of the class and different backgrounds of the students.

Echevarina, J., Vogt, M., & Scott, D. (2013). Making content comprehesbie for english learners: the slop model. (Ex: 4th ed.). Allyn con& Ba. DOI: www.mygcu.edu

I explain the issue the as ESL teacher go through with ELL students are family structure and attitude toward schooling is a problem for their learning. Most teacher don't know what every students go through with their family. Students family backgrounds can be two parent home, single parent home, guardian, and others family structure can have an affect on a child. Students who going through a problem of learning which is our responsibility to figure how to help the child become efficient in the classroom. Students could be going through problem like illness in family and divorce in which a teacher have to understand the situation and be able to help the child to overcome the problem at home. Teacher need to do better job by understanding the

Teacher turnover and students’ performance are the two main issues in the United States. The studies show that the American education spends more than a billion dollars to provide the value, quality and excellence for teachers in education. The reasons for teacher’s leaving the school it might be in the school district, funding, school condition in the area and the leadership system (Love & Kristina’s). The teachers turnover can effect on students’ performance or change their achievement includes the student 's goal. To decrease this issue, the suggestion depends on the compositional relationship between the teachers and principal, teachers with other school staff and teacher with students. According to Guin (2004) studied in the urban district, he did the research in 66 elementary schools to know the nature of the relationships between students’ performance and teacher turnover. He realized that the rate of students following the standards estimates in reading and math. The average in cons and pros, that schools with a low level in student’s achievement and performance have a high teacher turnover. The National Center for Education Statistics’ between the 2000 and 2004 school years, it was the most recent years for which is 84.9 % of teachers stay teach at the same school ,7.7% move to a different school, and 7.4 % teachers are leaving the school.

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.

Murakami (2008) is successful at highlighting the literature on the subject of teacher training, pointing to several studies, including the qualitative study of Beck and Kosnick (2002), which confirms the importance of pre-service teacher education, and the study of Mora (2000) with respect to the need of adequate preparation of teachers involved in language minority education in the US. These studies mirror Murakami (2008)’s claims that EAL teacher training needs to be reviewed and improved, particularly in rural areas.

Now, millions of people are learning English in every country in their school. While it’s important to continue improving English in every country, it’s critical to provide students with many sources in school they need so they can take the advantage of learning. English should continue to be taught in many countries including Thailand because the benefit of teaching well in school will allow students to be able to compete with English speakers for jobs, adapt to the progression of technology and science, and strengthen student’s their communication skills in the future. These will provide better opportunities for lots of people in the future. On the other hand, class-sizes should be reduced, funds should be allocated for better learning technologies, teaching load should be restructured because these affect student from being taught well in school. In order for students to be taught well, students should have what they need. Learning English is important for many Thai students, so that the understudies can contend with English speakers for employment later on. However, there’s been a issue in