I was given the chance to observe and interact with Mary over the course of the semester. Each time I was in the English Language Learner classroom, I learned something new. As the weeks went on, the lessons would become more challenging than the previous ones. I was able to see Mary improve her English skills each time I was in the ELL room. The first two times I was there, we corrected some of her mistakes on a multiple worksheets. We worked on mostly English worksheets, but one math worksheet as well. I was able to observe Mary interacting in her physical education class. Mary also read out loud to me several different passages that the teacher gave her. However, the second time I was there, she read a book out loud to me and we worked on vocabulary words. The third and last time I was at the school, Mary had choir class. We also read more books, did a few more worksheets, and she took two quizzes on the computer. I enjoyed seeing how much Mary learned in the short time that I was with her.
Throughout observations and interactions with Mary, I noticed many similarities between her adolescent development and the content that was covered in class. The first concept I observed, that was covered in class, was motivation to learn. Mary is very motivated to do well in her school work. Not only did the ELL teachers mention that she was a hard worker, but it also showed the more I got to know her. Mary would ask questions when she did not know how to pronounce a particular word, or the meaning of a question. She appeared to be interested in the material she was learning and wanted to succeed in her assignments. Before her quizzes, she would re-read the book by herself and study the vocabulary words. She did this on her own and was ex...
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... things are that way in the United States. Since Mary caught on to new concepts easily, I did not have too much trouble explaining new ideas to her.
I enjoyed having the opportunity to work with an ELL student. I thought the experience was valuable as a future teacher, since I will have students who will be new to the country and not know the language and culture. This field experience has taught me to have patience with these students, but to also push them to learn the material. Many of these students are very intelligent, they just do not know the language well enough. As a teacher, I might have to make the directions simpler for these students so they understand what they are supposed to do. I will also have to teach them American cultural concepts. Overall, I think that with the right accommodations the ELL students can do just as well as the rest of the class.
Often the change and transition to middle is a difficult one for students, so it is no surprise that a student of Juanita’s caliber would be having trouble as well. Her regular middle school teachers were not going above and beyond to make sure Juanita succeed, if anything it seemed as if Juanita was a burden to them. If it was not for the Ms. Issabelle’s effort, Juanita would have failed the 6th grade, and possibly fell through the cracks of the education system.
When I first read about the ESL academy, I was intrigued because I had never attended a professional development that addressed the needs of ELL students. I applied for the academy because there were no teachers in my district with ESL training or endorsements and because I saw it as an opportunity for both professional growth and professional advancement. Although I work in a district where there are very few ELL students, most of the surrounding districts have a statistically significant percentage of ELL learners. I hoped by attending the ESL academy, I would have an advantage by receiving training that will soon be essential for teachers in my district. Because of my previous training on meeting the educational needs of struggling learners and students from poverty, I expected that the ESL academy to offer more information along those same lines.
...ell can work together to solidify the learning environment for the student in need and create a better learner as a result.
In modern society, the rules for school are simple and straightforward. To do well in school means to do well later in all aspects of life and guaranteed success will come. Sadly however, this is not the case for Ken Harvey or Mike Rose. Author Mike Rose goes to Our Lady of Mercy, a small school located deep in Southern Los Angeles where he meets other troubled students. Being accidentally placed in the vocational track for the school, Rose scuttles the deep pond with other troubled youths. Dealt with incompetent, lazy and often uninvolved teachers, the mix of different students ‘s attention and imagination run wild. Rose then describes his classmates, most of them trying to gasp for air in the dead school environment. On a normal day in religion
It takes a lot of skills to get these kids situated. This might help me in my future career because I’m already prepare to work with kids in the future. Especially during lunch time, I have to watch the kids while they eat. Personally, I learned kids love when adults care about them. They like it when I teach them math and they are very motivated when there’s a reward. For example, if the kids finished their home, they get to go play soccer after which motivates them to focus on their homework. They are also excited when they finished their homework at the club; thus they don’t have homework at home. This personally impacted me because it amazes me to see how much the kids love to learn even if they live in poverty places. These kids are motivated to learn which is good for them in the future. Scholarly, I can relate these kids to the book A Hope In the Unseen because these students are similar to Cedric. They live in a poverty area where the education system is low because there is not enough school funding and the dropout rate is high. However, they are motivated to learn. This shows me that there are still hope for the society and people can change that by helping other
Also most students are 1st generation Americans. Even though I speak Arabic as well and I am able to understand and help them if they ever need translation we also have to keep in mind that there are a lot of different Arabic dialects. The parents of my ELL students are born in Lebanon, Iraq, Yemen or Palestine.
Students are motivated by many different things, for example Carly is motivated by chips. I remember when I was younger and took flute lessons, my teacher would give me candy if I practiced in between classes and improved. It also takes some students longer than others to learn things. It took Carly until she was 10 to really express herself. Even once she started typing she had to learn how to spell the words she wanted to write, she also had to learn to form sentences from those words. Some students might take longer than others to learn, as a future teacher we must be patient with the students and find the best way for them to learn the material. Another part of the book I found upsetting is when the general education teacher said she could not teach Carly anymore. She gave up on her without trying much to help Carly. As a future teacher, we must try to help all our students, even if they have
My main field experience this semester was in Ms. Schreyer's third grade math class at Trinity South. I was in the classroom on Tuesdays from 8:30 to 12:00 and Thursdays from 10:30 to 2:00. When in Ms. Schreyer's class, I observed two different groups of students because of the way the class rotations work. The first group that I observed is Ms. Schreyer's homeroom. There are 17 students in her homeroom class, and four of them have IEPs for either learning support or emotional support. On Tuesdays I arrived as the students arrived, so I was able to see the morning routine. The students bring their materials to the classroom, go to breakfast, and, upon returning from breakfast, complete a bell ringer activity. The bell ringers alternate between math,
Being motivated is not just about a good end result, but it is about acquiring an ingrained mindset that empowers and directs one’s behavior. (Tan, OS, Parsons, R. D., Hinson, S. L., & Sardo-Brown, D., 2011) Mary Doe can clearly be seen to be unmotivated in learning as seen from her low expectations of success. She is seen to have a low gauge of her ability, which leads to her low confidence, and lowered motivation towards her academics. We will explore the possible causes, as well as solutions to aid the improvement of her motivation in learning.
Before I even met Mary, her teachers described her as being smart, driven, and hard working. As I got to know Mary better, I found out that all of these characteristics are true. Mary has come a long way from when she first arrived in America. She knew virtually no English at the beginning of the school year, but by the end of my observations, she was holding conversations in English with other people.
A requirement of a few of the education classes offered at the University of North Georgia is to complete 20 hours of “field experience.” In the past, I have fulfilled these requirements in an actual school doing one-on-one “mentoring” with students. For this class, I decided to volunteer at a summer day camp for a few days. I was surprised to see how many connections to education I was able to make throughout the course of that experience.
My observation is in a diverse title I class which allowed for me to experience and gain knowledge not only on ELL students but as well as special education. My interview consisted of a preschool and second grade classroom which help me understand the different milestones and differentiated instruction. When having a language barrier teachers need to not only know their students but check that the student is understanding the lesson. Instead of just asking questions that can make the student feel uncomfortable or different is by planning ahead and having activities where all students participate and answer (Herrell, 2015). When having everyone answer it helps students who don’t like to participate to feel comfortable when it’s their turn to
Everyone has a different view on how they learn and learning itself. First starting in EXP 105, my understanding of learning was new knowledge and becoming wiser. Taking EXP 105 has truly increased my knowledge of what learning is and the process of it. The most important thing I have learned about learning is that you observe the world around you, make sure it is understandable, and figure out the right way to respond. Learning also provides critical thinking skills. Everyone have different ways of learning and those ways are based on four different learning patterns. The four different types of learning patterns are Sequence, Precision, Technical Reasoning, and Confluence. Learning patterns are very helpful when it comes to everyday life, school work, and your job. Knowing your learning patterns and which ones you should use make
In education 2130, we are ask to volunteer our time and do field experience that in return would give back to the community. I choose to do my field experience at Lula Elementary School in Hall County. During my time there I got to observe and watch teachers teach, how they handle children’s behavior and also their classroom management. In the paper I am going to discuss my field experience and what I learned in my time spent in a classroom. I am also going to try and make connections to educational psychology and what I learned in my education class. Also I am going to reflect on my emotional and professional reactions.
...rks. In a word, the MA experience was considered to be a bridge that combines the student learning with working skills, it would be of great help for my future career.