The biggest learning experience throughout this course was my field experience in an ELL (English Language Learning) classroom. Many of my misconceptions were squashed when I worked with a few small groups. I learned that ELL students and families need a lot of thoughtful teaching and a person compassionate about teaching them. During my field experience, I was required to keep a personal reflection journal. I decided to create a blog, because my experience was so rewarding, I wanted to share it with others.
My Project:
My diversity practicum artifact can be found in the form
of a blog. My blog link is http://elldiveristypraced657.blogspot.com/.
I have shared my experience/ blog with my co-workers and hope that others will
view it as well.
About Me
Background
I have been a SLD
special education for the last six years. I have found a real passion for
technology, so I decided to pursue my Master's degree in Teaching and
Technology. In my career, I was able to pilot a program to introduce iPod/iPad
technology into my classroom. I have observed a lot of great things happening
in my specialized classrooms using technology. I am always interested in using
other devices and Web 2.0 tools. I have a passion and truly believe that all
students can learn and be successful given enough thoughtful teaching, time,
and resources.
Purpose of My Blog
For my Graduate level
course, EDUC 657, I am required to complete a diversity practicum for 10 hours.
I chose to complete my practicum by collaborating with an ELL teacher, observe
small group ELL classes, and teach reading curriculum to an ELL small group.
This blog will include my reflection and insight from my practicum, instructional strategies for teaching ELL students, and ideas for involving ELL families in the school. I hope this can be a resource for all teachers on a few ideas on how to work and connect with ELL students.
This blog will include my reflection and insight from my practicum, instructional strategies for teaching ELL students, and ideas for involving ELL families in the school. I hope this can be a resource for all teachers on a few ideas on how to work and connect with ELL students.
Enjoy my blog and feel
free to add comments and suggestions! Please use the tabs on the upper portion
of the blog to view my experience and suggestions.
Proposed Diverse Practicum:
Diverse Practicum Purpose and Goals:
Rationale for Practicum Selection:
I decided to observe an ELL program, because this is an area in
my school district that I know little about and have little experience in. In
my educational career, I taught in the general education setting as well as
special education setting. Being able to experience a pull-out ELL classroom
will help me grow professional and understand the ELL program. Personally, I
would like to be able to reach out to families that are new to America. I am
sure that moving to a different country can be overwhelming and frightening. By
observing a small amount of what the ELL teachers in my school do on a daily
basis, would help me understand family cultures and embrace their differences.
Professionally, I will learn about alternate teaching programs that I might be
able to use in my classroom. I will learn additional teaching strategies to
help students understand curriculum and the English language.
Action Plan:
1. Observe ELL teacher instructing her small groups.
2. During my observation, I will be taking notes about
instructional methods, students’engagement, and individual student abilities.
3. For first part of the field experience, I will observe the teacher
interacting with her students and participate periodically.
4. For the last part of the field experience, I will be planning
curriculum with ELL teacher, discussing strategies, and teaching the students.
5. Before and after the lesson, I will collaborate with the ELL
teacher to discuss the strengths and weaknesses of the lesson, in order to
adjust my teaching for the next day.
I will collaborate with the ELL teacher to compile a list of
helpful instructional methods and strategies, as well as ways to involve and
stay connected with families.
Practicum Reflection from My Observations
Personal Reflection:
Before beginning my practicum experience, I
had little experience working with ELL students. As a special education
teacher, I only have a few ELL students on my case load; therefore I had the
preconceived notion that ELL students are struggling learners, just like
students with a learning disability.
I left my first observation feeling completely naive about working with ELL students, yet motivated to work with these same students again!
I observed a small group 1st grade class with two young boys. One boy immigrated to our country two years ago from Somalia. The other boy has only been in the country for little under a year from The Congo. As I observed these boys reading with their teacher, I was completely dumbstruck. The boys were reading guided reading books with multiple words on the page. I was impressed, because my students in 1st grade are still learning letter sounds and can identify only a few sight words (a, the, and). The students were asking questions and showed a real interest in learning. Each time, I observed the class, I was able to see the students making great grow towards their language learning and reading goals!
After the observations, I was completely shocked by the learning gap between my students with learning disabilities and these ELL students. My inexperience working with ELL students had me generalizing negative learning thoughts on them. My assumptions was that students receiving ELL students were much like those in my specialized classes. I was glad to learn that my assumptions were incorrect! But, I can't help but think that if I had these assumptions, then what are the general education teachers assuming? The ELL teacher shared that she struggles with helping the teachers break their misconceptions that ELL students have learning difficulties when they don't. She shared that she would like to have a team meeting where one of the ELL parents leads the meeting in their native language. Experiencing the difficulties and how hard these students are working to fit in, might help with welcoming them into the classroom.
Throughout my practicum, I grew professionally and personally. I was able to break misconceptions and embrace the cultures of these students. My goals for the practicum were to learn about teaching strategies and understand student cultures to connect with my students more deeply. I felt that after my short time in the ELL classroom, I was able to accomplish these goals and experience more than I could have imagined. I encourage all teachers to take a step into a diverse classroom to really experience all aspects of education! It was definitely an eye-opening experience.
Practicum Reflection Teaching ELL StudentsI left my first observation feeling completely naive about working with ELL students, yet motivated to work with these same students again!
I observed a small group 1st grade class with two young boys. One boy immigrated to our country two years ago from Somalia. The other boy has only been in the country for little under a year from The Congo. As I observed these boys reading with their teacher, I was completely dumbstruck. The boys were reading guided reading books with multiple words on the page. I was impressed, because my students in 1st grade are still learning letter sounds and can identify only a few sight words (a, the, and). The students were asking questions and showed a real interest in learning. Each time, I observed the class, I was able to see the students making great grow towards their language learning and reading goals!
After the observations, I was completely shocked by the learning gap between my students with learning disabilities and these ELL students. My inexperience working with ELL students had me generalizing negative learning thoughts on them. My assumptions was that students receiving ELL students were much like those in my specialized classes. I was glad to learn that my assumptions were incorrect! But, I can't help but think that if I had these assumptions, then what are the general education teachers assuming? The ELL teacher shared that she struggles with helping the teachers break their misconceptions that ELL students have learning difficulties when they don't. She shared that she would like to have a team meeting where one of the ELL parents leads the meeting in their native language. Experiencing the difficulties and how hard these students are working to fit in, might help with welcoming them into the classroom.
Throughout my practicum, I grew professionally and personally. I was able to break misconceptions and embrace the cultures of these students. My goals for the practicum were to learn about teaching strategies and understand student cultures to connect with my students more deeply. I felt that after my short time in the ELL classroom, I was able to accomplish these goals and experience more than I could have imagined. I encourage all teachers to take a step into a diverse classroom to really experience all aspects of education! It was definitely an eye-opening experience.
During my diversity practicum, I taught two
ELL groups. One group consisted of two 1st grade boys. The other group
consisted of two 3rd grade girls.
Group 1 (1st Grade): For this group, I was using the Leveled Literacy Intervention Program 1st Grade. The boys are at a level A/B, where as their 1st grade classmates are reading at a level E/F. There is still a slight gap between their reading abilities compared to their general education classmates.
The program works on a lot of valuable skills that will help with the transition to the general education classroom more smoothly. The students worked on sight words in a sight word work packet. The students read the words, read phrases, and answered comprehension questions regarding the phrases. The next activity was reading a Leveled Reader. My strategy was to read the story aloud to the boys on day 1. The next day, I worked individually with one of the boys, He read the book to me, and I asked questions to improve his comprehension abilities. On the third day, I worked individually with the other student. He read the same story, and I asked comprehension questions.
While I worked with one student, the other student would read the book to himself. After we finished the story, we would have writing workshop. I would give the boys two sentences to write. The boys would use their phonemic awareness skills to write the sentences using proper capitalization and punctuation. If a student made a mistake, I would provide immediate feedback to correct the mistake.
The students had a great attitude and were very willing to work with me. I was able to learn about a new curriculum to assist students with improving their reading abilities.
Group 2 (3rd Grade): For this group, I was using the Leveled Literacy Intervention Program for 3rd Grade. The girls are at a Level L, where as their general education classmates are at a Level O. There is only a slight gap between the reading abilities of these girls and their general education classmates. The ELL teacher shared that these two girls are very close to being mainstreamed back into the general education setting as soon as their ACCESS scores improve only by a few more points.
Much like the 1st graders, I interacted with this class doing the same activities. The girls were a little bit more resistant to work on their skills. I noticed that there were certain stories that the girls were more interested in than others. I think that this is important when working with the girls, to make sure that stories and information is meaningful for them, or their ambition to learn decreases. I think this is very common for students. Working with the older class, I felt as though their spark for learning was a little less than the 1st grade students. I have noticed this as well when I work with my students with learning disabilities. It seems that the motivation to learn tends to decrease the older students get. This is why it is imperative to make learning authentic and meaningful for older students to maintain that motivation and interest in life long learning!!
Overall, working with ELL students has been a rewarding experience. I was able to learn about a different intervention program being utilized in my school. I was able to work with students at different grade levels as well as different genders. I feel like I can use different strategies within my own classroom to help ELL students with learning disabilities to be more successful!
Group 1 (1st Grade): For this group, I was using the Leveled Literacy Intervention Program 1st Grade. The boys are at a level A/B, where as their 1st grade classmates are reading at a level E/F. There is still a slight gap between their reading abilities compared to their general education classmates.
The program works on a lot of valuable skills that will help with the transition to the general education classroom more smoothly. The students worked on sight words in a sight word work packet. The students read the words, read phrases, and answered comprehension questions regarding the phrases. The next activity was reading a Leveled Reader. My strategy was to read the story aloud to the boys on day 1. The next day, I worked individually with one of the boys, He read the book to me, and I asked questions to improve his comprehension abilities. On the third day, I worked individually with the other student. He read the same story, and I asked comprehension questions.
While I worked with one student, the other student would read the book to himself. After we finished the story, we would have writing workshop. I would give the boys two sentences to write. The boys would use their phonemic awareness skills to write the sentences using proper capitalization and punctuation. If a student made a mistake, I would provide immediate feedback to correct the mistake.
The students had a great attitude and were very willing to work with me. I was able to learn about a new curriculum to assist students with improving their reading abilities.
Group 2 (3rd Grade): For this group, I was using the Leveled Literacy Intervention Program for 3rd Grade. The girls are at a Level L, where as their general education classmates are at a Level O. There is only a slight gap between the reading abilities of these girls and their general education classmates. The ELL teacher shared that these two girls are very close to being mainstreamed back into the general education setting as soon as their ACCESS scores improve only by a few more points.
Much like the 1st graders, I interacted with this class doing the same activities. The girls were a little bit more resistant to work on their skills. I noticed that there were certain stories that the girls were more interested in than others. I think that this is important when working with the girls, to make sure that stories and information is meaningful for them, or their ambition to learn decreases. I think this is very common for students. Working with the older class, I felt as though their spark for learning was a little less than the 1st grade students. I have noticed this as well when I work with my students with learning disabilities. It seems that the motivation to learn tends to decrease the older students get. This is why it is imperative to make learning authentic and meaningful for older students to maintain that motivation and interest in life long learning!!
Overall, working with ELL students has been a rewarding experience. I was able to learn about a different intervention program being utilized in my school. I was able to work with students at different grade levels as well as different genders. I feel like I can use different strategies within my own classroom to help ELL students with learning disabilities to be more successful!
Teaching Strategies
As I worked with ELL
students, I noticed there are a few things that are needed to helping students
be the most successful and have the most meaningful learning experience.
- Thoughtful
teaching-- Be a caring, thoughtful
teacher. Know that these students come with experiences very different
than the ones you and I have experienced.
- Time, Attention,
& Love--Take the time to make
connections with the students and families. Learn where the students come
from and their past experiences. Many experiences are quite different from
the ones you and I have.
- Visuals-- All of the concepts being taught should be connected
with a picture to help develop vocabulary and understanding. Due to lack
of exposure, basic ideas or things (donkey, combine, lawn mower, computer)
need visuals and words to define them.
- Interpreters--Bring interpreters into the classroom to allow
students to interact in their native language. Building confidence and
self-esteem will help the students know their purpose and worth in your
classroom.
- Repetition &
Practice--Allow students to practice,
repeat, and review skills constantly. Giving lots of practice and
reviewing past skills is important for helping students make academic
progress.
- Be an Advocate--Be your students' voice. Stand up for their rights
and always have their best interest in mind.
I
welcome more ideas than the ones that I have listed. I have only worked a few
short hours with ELL students, so I am no expert.
My "WOW" Moments
As I was talking with
the ELL teacher and with some of the students, there were many moments that I
was shocked. This experienced helped me grow professionally and personally. I
learned a lot about the students' culture and their life experiences in this
short amount of time.
Here are some of the things that I found eye-opening:
Here are some of the things that I found eye-opening:
- One student shared that when he
was in a refugee camp, he would play kickball with dead batteries. He said
that was the greatest gift that he had been given. When he left for
America, he let his friend keep his dead batteries for something to play
with when he was gone.
- Another student described his
home (hut), which was made of mud and grass. At night, they barricaded the
door, because lions would roam their village. If they left any food sitting
out, the lion would try to find it.
- Two siblings shared that they
witnessed the death of their parents. They were sent here (America) to
live with their 19 year old sister, who is struggling to make a living for
herself and newborn baby.
- When families come to America,
certain programs only give the families 8 months of support. Most families
have never used a stove, dishwasher, washing machine, dryer, refrigerator,
ect. before. Many families try to work, but are unable to, due to language
barriers or having little to no experience. Families are in survival mode
and are just trying to make ends meet with their new lives.
- Parents learning to drive are
only given six hours of instruction before being issued a driver's
license.
- My district has students with
35 different native languages. Some of the places that families have
immigrated from are Somalia, The Congo, Iraq, Bosnia, Russia, India, Latin
America, Kenya, and Egypt.
My practicum experience helped squash
misconceptions that I had about ELL students and their families. The most
important thing that I have taken away from my experience is being a thoughtful
teacher and truly knowing the baggage that ELL students bring with them.
No comments:
Post a Comment