Essay about Case Study: Spanish Class at Granada High

Essay about Case Study: Spanish Class at Granada High

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The Academic Performance Index (API) for Granada high was based on three years ranks: 2010 (9), 2011 (9), and 2012 (9). Similar School API Ranks were 4, 7, and 6 respectively. For the entire population, 5.30% were ELL learners, 16.10% socioeconomic disadvantage, and 8.50% students with disabilities. In addition, Granada High School offer honors classes, they are well known for their multiple sports, and their incredible infrastructure.
The special services that they provide to their student are Migrant Education Program, Native American Education, Special Education, GATE Program services, Intervention, Summer School, TV/TIP and new teacher support, Peer Assistance Review, high school counselors, Two-Way bilingual programs, Special Education, SDC (Special Day Classes), interpreters, translators, and ELL program. According to Granada’s report, the staff provides support to the needs of all students regardless their ethnicity or disability. Banks et al., (2012) said that any institution should “assume that students are capable of learning complex material and performing at a high level of skill. Each student has a personal, unique learning style that teachers discover and build on when teaching. Cooperative learning is fostered, and both boys and girls are treated equally in a nonsexist manner. A staff as diverse as possible is hired and assigned responsibilities nonstereotypically (p. 50). I certainly believe that Granada High Schools provides with a multidisciplinary opportunity for their students; however, I observed that Granada’s staff is not diverse at all.
For the observation, on April 18, I visited María Elena Ventura a Spanish teacher, who teaches Spanish for Spanish speakers and Spanish for language requirements for 9th t...


... middle of paper ...


... sure that we cannot assume that all students can learn the same way and with the same method. Therefore, I have to say that I felt overwhelm at the beginning, as I talked to Mrs. Ventura at the end of my time, she guaranteed me that with time, effort, and persistence; I can become a responsive teacher and I will learn how to understand students necessities, values, beliefs and help them to thrive in their education.



Works Cited

Banks, J. & Banks, C.M. (2012). Multicultural Education: Issues and Perspectives (8th ed.). NJ: John Willey & Sons Inc.

LVJUSD. (2013, December). Granada High School SARC Report. Livermore, CA: LVJUSD.
The Iris Center. (N.D.). Module: Cultural and Linguistic Differences: What Teachers Should Know. Retrieved April 25, 2014 from: http://iris.peabody.vanderbilt.edu/clde/cresource.htm
Ventura, M. E., MA. (2014, April,18). Field Observation

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