The Field Experience Reflection Essay

ESL is stands for English as a Second Language, which is a program that?s mainly developed to supplement the Bilingual Education in order to give extra help to the immigrants to learn English. ?The profession of teaching English as a second language within the United States began to expand in the 1960s in response to increasing numbers of immigrant and refugee children entering the country, as well as to the growing numbers of international students attending U.S. universities? (Collier and Ovando, 1998). Students in the ESL program receive the instruction of their level of English proficiency, so they can learn the English from the very basic level. Once they get better with their English skills, they will be able to move out the ESL program and be as competitive as the native speakers of English in other subject classes. The first decades of ESL programs fails to help students with academic work in math, science, social studies, and other curricular areas but English. In order to improve this situation, ESL programs started to focus more in helping students with their academic works during the 1950s and 1960s (Collier and Ovando, 1998).

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

“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

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.

My field experience took place at School for All Seasons in Isanti, MN. I spent some time in both a kindergarten and first grade classroom. This was an exciting time as I got be part of the kindergarten class on the first two days of school and the second week with the first grade classroom. The kindergarten classroom had approximately 18 students and the first grade classroom had approximately 22 students.

Hill, J.D., & Flynn, K.M. (2006). Classroom instruction that works with English language learner. Alexandria, Virginia: Association for Supervision and Curriculum Development.

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.

Taking a class about teaching and actually going to a classroom to teach is an eye opening experience. Field experience helps prepare you for what an actual classroom setting is like when you’re in charge and not just teaching in front of your peers. By taking part in field experience I was able to learn new things about education as a whole and myself in general. Field experience changed me by allowing me to see the classroom through teacher’s eyes and helping me narrow down the list of what career I might want in the future. Going into the field experience I had no idea what to expect.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

The article Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms, is written to inform the readers about different types of practices that teachers can take into action when working with ESL students. In this article, it mentions how different principals help to accommodate the ESL students. One of the principals that was mentioned was is that learning is social. In the article, it was mentioned that learning is social because it helps students to understand and use interaction with others to share meaning in a social setting (Smith, Teemant, & Pinnegar, 2004, P. 39). In the article, another principal that helps ESL students is that teaching is assisting. The meaning

I observed and analyzed the design and delivery of an instructional unit in a Montessori school setting. I observed a classroom of grades 1-3 two times from 9 a.m. – 11 a.m. at the Kennebec Montessori school. I was asked to sit quietly and to not interact with the children so I could get a realistic view of the class day and the children would pursue their chosen work.

Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.

There are many aspects to teaching and as a teacher it is necessary to understand the most important aspects of teaching and how they should be incorporated into the classroom. A teacher’s most important job is not to teach specific material but to build relationships with the students and ensure they feel safe and cared for. Once the teacher is able to ensure this then they should focus on teaching, however teaching is more than listing off facts and sharing information with the students. As teachers it is essential we try to engage our students. There are many ways to engage students and each teacher as a specific way they get their classroom involved in learning. During my field experience I have learned the importance of being able to engage students and I have seen what a classroom looks like when students are not engaged. My field experience has helped to reflect on student engagement and how I would place the experience in my philosophy of education.