Fieldwork Entry #3

Action research is a great tool to use when you see a problem and want an extensive look at data before finding a solution. The data collected can be interviews with students and teachers, work samples, observation of classroom practices, and student grades. By collecting a large amount of data, the researcher will get a clear picture of what solutions will work best.

I researched the amount of training teachers have received in order to be prepared for ELL students. I also interviewed ELL students to get an understanding of how often they see their cultures represented in the regular classroom. I found many websites that offer professional development concerning ELL students. I also found out the my school system (annd probably many others) have professional development money that is not being used and could be put towards gaining knowledge about ELLs. By solving the 1st problem of teacher knowledge and preparedness, you would be helping to solve the 2nd issue, of ELL students not seeing their cultures represented in the curriculum material.

My advice to other teachers: ASK if you can have some money for professional development. SEARCH the Internet for professional development. Many sites offer free courses that can be completed in as little as 30 minutes.

Fieldwork: Blog #2

Teaching Issues: One of the greatest challenges facing teachers of ESL students is lack of training. I have found that teachers don't know that they should be making accomodations. Teachers also don't realize that just because students can communicate with their friends (BICS) doesn't mean that they understand what is being said in the classroom (CALP). Some teachers do not understand that when students come to American schools from a different country and already have some schooling, that they are educated, they just need to be taught how to transfer their learning into English. A few basic workshops could increase teacher knowledge and preparedness when working with ESL students.

Second Language Acquisition: During my observation, students were involved in Language Centers. Young students were involved in games that increased alphabet knowledge while older students worked on sight words. The teacher acted as one center, working with a small group and helping with a writing activity. The teacher also gave one-to-one instruction as needed on specific skills. I noticed that the listening center was the one most used by students. After listening to a story, students were to complete a writing activity in their journal. All the activities were developed so that students could work independently or with a partner and it was clear that classroom procedures were in place and understood by all students.

Ethnographic Perspectives: From my prospective, students' cultures was completely ignored. The classroom contained no pictures or posters of students of diverse races. Although there was one book in the Listening Center that featured a Hispanic child, no special attention was brought towards it. To better meet student needs, I need more education on the Hispanic culture and more resources focused on Hipanic students (children's literature, puppets, posters).

Fieldnotes Blog #1

For K-2 students I taught a lesson that focused on the position words (in, on, over, under, beside). Although this is a Kindergarten skill, all my students needed the review and I incorporated some advanced writing for the 2nd grader. The materials for the lesson were provided through the curriculum and included a poster, sight word cards, and leveled reader. All students had the opportunity to speak, write, and listen.

I feel that my classroom is very inviting for students. It is bright and full of games that children want to play (even though they might be learning while they play). Because we are like a small family that comes together every afternoon, I am not sure that my students would be as welcoming to a new student. They really like to have me all to themselves and what we do is "secret"!!!!!!

2011-2012 School Year

As expected, I have 7 ESL students every afternoon. Tomorrow we will make blueberry muffins to go with If You Give a Moose a Muffin.  Today, we read the story and discussed where the ingredients come from. On Friday, we will use pictures to sequence the steps of making muffins and then do some writing. Students have never been more engaged in the lesson. Can't wait until we cook something else.

One Month!!!

I only have one more month until school resumes. I am expecting to have about 7 ESL students for the last hour each day.

I am really excited to return with the new teaching methods that I have learned through YOED 6020. I am most excited to use the anticipation guide. I thought it was simple to create and can be used as a pre and post assessment (which will look great for the new evaluation system).

My Goal for 2011-2012: Cook with my students once a month (I've been planning my recipes)

Evaluating ESL Reading Materials

In the past, if I wanted to select a book for my students, I went to the shelf and pulled off something that I thought would interest the students and that I could make a graphic organizer for and ask some higher order thinking questions about.

Now, with Dr. Craig's evaluation rubric, I have an idea of what to look for within each story I select. By evaluating the vocabulary, discussion questions, metacognitive activities, and illustrations,I can determine whether a book is appropriate for my students. Never before had I thought about using literature to build academic vocabulary (CALP) along with social vocabulary (BICS).

By selecting the appropriate materials and promoting literacy, we give our students the skills they need to be successful in the regular classroom, home, and other social settings.

YOED 6020

I am starting this blog as part of my Reading, Writing, and Learning Methods for ESL course at MTSU. I am currently teaching the ESL (English as a Second Language) class at Blanche in the afternoons, when the Pre-K students leave. I undertook this extra teaching assignment at the request of the school administration, trying to meet state requirements that ESL students have one hour of specilized instruction daily. Although I am still apprehensive about what to do with my students, I have come to enjoy them. I am anxious to work through this methods class and learn new techniques to use in the classroom.