Response to Andrea Simmonds-Wong chapter 2

Response to Andrea Simmonds-Wong chapter 2

 I agree with you that the more we get to know our students the easier it is to meet their needs. I teach a SH K-6th special education class and my students stay in my class for years. The one thing I love is that I get to know my students and their families. It helps knowing their culture and experiences to teach them. I think we do need to provide are students with so much more than just teaching standards

Response to Hayward

Response to Hayward Chapter 11

I found the recitation pattern to be very interesting. I observed a classroom that used this method and found that most of the students were engaged in the lesson. My only concern was that the same three students were raising their hand to respond. I was wondering if that was other teacher’s experiences. Reading you example about your students matched what I observed in this classroom. I am sure it a wonderful teaching method but I think it's important to figure out a way for all students to participate in the lesson.

Response to Hayward Chapter 8

I agree with you I think that drama is a great way for all students to learn. It gives them a relaxed atmosphere to speak in. I am a SH special education teacher and all of my students are nonverbal so my students don't use drama in class. As a teacher I use puppets to tell stories to my students. My own children love when they work in small groups and have to react a story or read a script. I think it's wonderful that this works in your classroom.

Response to Hayward Chapter 5

 I think it is very important that students learn to make choices and learn to become independent. I agree with you that with elementary students we still need to guide our students are many things. It is great that you can find the opportunities for your students to make independent choices. It does make students proud when they accomplish things on their own. It sounds like you have a great classroom with a positive attitude.

Response to James Hassett

Response to James Hassett: Lunch room.

That was a rude way to approach the kids but that is a hard situation. My son did his first year of Kindergarten (he repeated k) at a school that most of the students were English learners and spoke Spanish. When he came home the first day from school he told me he needed to learn "Spanish". That nobody talked to him in English. As a mom that broke my heart for my son. It made me mad that my son is going to a school where English is the primary language and he is told he needs learn Spanish. I disagree with the idea that he should learn Spanish at five years old. It's not that this is America and that English is the only language we should speak but it is the primary language. I think it is hard situation that the teacher was facing. The teacher could of approach the situation a little better.. The teacher should of approach the situation better.

Response to James Hassett Chapter 10

I think this is a subject that so many teachers think about. I am a special education teacher in Thermal and the school I teach at is 85% English learners. They do have different types of EL programs that students can go into (it’s up to the parents). One program is they are taught in their primary language for K and 1st grade and are introduced to English for only 30 minutes a day. Then it increases each year. The other program is like the one you discussed where they are taught in Spanish and English. The last program is a regular classroom. It's interesting that many parents want their EL student in the English class and not in the other programs. Personally I think every student deserves the support that they need to learn.

Response to Bob Perez

Response to Bob Perez Chapter 10

I really like your summary on chapter 10: Culturally Based Language Teaching. Bob Perez talks about the roles teachers play in a classroom and how we have to be open. I agree with you that as teachers we need to be open to learn and celebrate other cultures. We do need to find the best in our students and the gifts that they have to offer. We all need to open our minds and hearts to our students.

Response to Kerrie Richardson

Response to Kerrie Richardson Chapter 5

Kerrie Richardson talks about how teachers in a mainstream classroom need to think outside of the box. She shares great ideas about teaching EL students. I like your example of having students who speak the same language work in groups. I teach at a school where the primary language is Spanish and it's very difficult when you don't speak Spanish. I am always looking for others to translate for me with my student’s parents. So it would very hard for me to how my students speak Spanish in my classroom.

Response to Kerrie Richardson Chapter 3

 I think it is great that you get to see so much growth in your preschool class. It is a advantage for children to learn English early in their education. I work with severe special education elementary students. My students are non-verbal and are English language learners. It is interesting to learn that so many teaching methods that work for EL students also work for special education students. I would like to learn more on how to teach EL non-verbal students.

Response to Kerrie Richardson Chapter 2

 I love the example you give about giving every student the opportunity to have a chance to participate. I have been in many classrooms where only the same three students participate in a class discussion.
Also, I agree how hard it must be for English learners to have to speak English for social class advantage. It is hard enough to work towards a great education and a good job in our society. I think it's so important that teachers understand how challenging it can be to learn a second language

Chapter 15

Chapter 15 discusses project based leaning (PBL). Project based learning is based teaching concepts related to the real world. PBL in the classroom gives students the opportunities to develop as individuals.   Students are engaged in real world questions. They are challenged to come up with their own ideas and research those ideas.  They get the opportunity to work in groups, with teachers, and build a learning community. Students learn by developing their own ideas and projects.   
PBL in the classroom gives students confidence, independence, and teaches responsibility.  When working on a project students work in collaboration and build relationships with each other. With cultural barriers PBL is a great way for the barriers to come down and student start opening up to each other.  Students learn to work with others and build communication skills at the same time.
What I really enjoyed in Chapter fifteen was Teachers as guides.  “Teachers act as coaches or tutors, providing not only cognitive help in framing issues and assessing possible solutions but also met cognitive help as they assist students to set goals plan, monitor ongoing effort, and evaluate progress.” (Diaz-Rico, Pg. 388) I think that teachers are mentors and role models for our students.  We guide them in the learning process and help them develop as individuals.  We are coaches on a daily basis cheering are students on.  Teachers play so many different roles in our classrooms.

Diaz-Rico, Lynne T. Strategies for Teaching English Language Learners, 2^nd Edition, C. Pearson Education Inc: Boston 2008. Page 388

Chapter 12

Chapter 12 discusses different ways to teach English Language Learners (ELL).  Teaching a student to learn a second language is a challenge.  The big question is “what is the best way to do this in a school setting?”  This is an ongoing controversy in education.  In chapter twelve we are introduced to different methods of teaching a second language. Bilingual education in the most basic form has three components. The first component is continuing development in the primary language.  The second component is introducing the second language.  The third component is instruction in content areas. There are different models in educating English learners. Submersion is when a student is put into a full English speaking class and is expected to sink or swim.  Transitional Bilingual education (TBE) supports the use of primary language in the academic setting only long enough for the student to know enough English to make the transition.  “This chapter specifically promotes dual immersion as the preferred model for education English learns.”(Diaz-Rico, Pg.316.) The dual immersion model promotes the growth and development in both languages.    The dual immersion models are developmental bilingual, second-language immersion, two-way immersion, and EFL foreign language partial immersion.  
I think this is a hard subject to talk about as an educator.  We all have different ideas how ELL should taught in our classroom.  I have met parents of students who speak Spanish who want their child placed in a full submersion classroom.  Who are we to say that isn’t okay for that student?  It is a challenging question to answer.  I think a dual immersion is the most beneficial to an English Learner in a classroom setting.  The more research I read the more I see evidence that EL students learn better with a dual immersion model.

Diaz-Rico, Lynne T. Strategies for Teaching English Language Learners, 2^nd Edition, C. Pearson Education Inc: Boston 2008. Page 316