Reflective Fieldnote Blog Entry #5
What are your overall impressions of implementation?
For the younger students, I believe it would take a lot of practice for learning and implementing the roles. I did not use the roles for my groups, instead we completed the graphic organizers and reflective journals.
How did students react to the literature?
The students enjoyed the literature because we incorporated several activities in the classroom as well as the literature circle activities.
How did students react to discussing the selected texts?
The students were engaged in the activities. They participated in completing the graphic organizers. They were involved in the discussion and shared their drawings or writings from their reflective journals. We already do journals each day so this was an easy process for them just a little different procedure.
How appropriate is the Literature Circle Technique for second language learners?
As I stated previously, I did not use the roles which were outlined in the procedures for literature circles. I found it difficult for my students, but over time I think the students would adapt and participate in the roles.
What changes would you make if you were to repeat this?
Well, the activities and lessons went well, but with ELL students it's always about modifications.
What suggestions do you have for other ESL professionals considering implementing literature circles.
Remember, it's about modifications and providing the students with the language experience. It
Friday, December 4, 2009
Tuesday, October 27, 2009
Reflective Fieldnote - Blog Entry #4
What are your overall impressions of this observation?
Just looking into these students eyes and the struggles many of them have trying to breakdown the language barrier and understanding the questions being asked of them is a huge eye-opening experience. Though the student I observed has very limited English, he is beginning to grasp the meaning of the language and communicate to me and others within the classroom. It is amazing to watch the way his eyes light up when he shares his understanding of a concept or skill which has been taught or when he attempts to add to the conversation of the group discussions. It is truly amazing.
What did you learn as a result of the fieldwork?
As an educator, I am always trying to be observant of all my students interactions within the classroom and other students, yet, I feel this fieldwork has provided me with the opportunity to focus on one student and watch his interactions with me, other students, and the classroom setting. This fieldwork has also made me aware of my students life outside the classroom setting. Their experiences outside the classroom have an important role in the classroom. When students enter our classrooms we are not only educating the child but their family and community as well.
What is the value in case study research and analysis in terms of classroom practice?
It provides an educator with the opportunity to look at their classroom or another classroom setting and reflect upon ways to improve instruction and meeting the needs of students. Through this case study we have had to think about the ethnic groups which make up our classroom, the community, as well as observing and interviewing one student to determine their perspective on their family as well as how they interact with others.
What is the value of the ethnographic narrative?
The ethnographic narrative allows you to learn about the students life outside of the classroom setting. I found this narrative to be similar to the All About Me projects I do at the beginning of the school year. I have the students share things about themselves and their families. It provides me and other students the opportunity to learn about each other and our families. I start with me and then ask the students to work on the project with their families at home and then bring it in to share with the class.
How will this information assist future teachers (next year's teachers) as well as yourself in meeting the needs of this particular second language learner?
Being aware of a students cultural background and their prior experiences is very relevant in preparing for them to have a successful learning experience in the classroom. Being aware of how students interacted with their prior teacher and classmates can and is a beneficial tool for meeting the needs of students. I think of it like this when we are preparing to introduce a new unit of study we begin with prior experiences and background knowledge, so if that is an important part of a lesson, shouldn't it be even more relevant with our students.
Just looking into these students eyes and the struggles many of them have trying to breakdown the language barrier and understanding the questions being asked of them is a huge eye-opening experience. Though the student I observed has very limited English, he is beginning to grasp the meaning of the language and communicate to me and others within the classroom. It is amazing to watch the way his eyes light up when he shares his understanding of a concept or skill which has been taught or when he attempts to add to the conversation of the group discussions. It is truly amazing.
What did you learn as a result of the fieldwork?
As an educator, I am always trying to be observant of all my students interactions within the classroom and other students, yet, I feel this fieldwork has provided me with the opportunity to focus on one student and watch his interactions with me, other students, and the classroom setting. This fieldwork has also made me aware of my students life outside the classroom setting. Their experiences outside the classroom have an important role in the classroom. When students enter our classrooms we are not only educating the child but their family and community as well.
What is the value in case study research and analysis in terms of classroom practice?
It provides an educator with the opportunity to look at their classroom or another classroom setting and reflect upon ways to improve instruction and meeting the needs of students. Through this case study we have had to think about the ethnic groups which make up our classroom, the community, as well as observing and interviewing one student to determine their perspective on their family as well as how they interact with others.
What is the value of the ethnographic narrative?
The ethnographic narrative allows you to learn about the students life outside of the classroom setting. I found this narrative to be similar to the All About Me projects I do at the beginning of the school year. I have the students share things about themselves and their families. It provides me and other students the opportunity to learn about each other and our families. I start with me and then ask the students to work on the project with their families at home and then bring it in to share with the class.
How will this information assist future teachers (next year's teachers) as well as yourself in meeting the needs of this particular second language learner?
Being aware of a students cultural background and their prior experiences is very relevant in preparing for them to have a successful learning experience in the classroom. Being aware of how students interacted with their prior teacher and classmates can and is a beneficial tool for meeting the needs of students. I think of it like this when we are preparing to introduce a new unit of study we begin with prior experiences and background knowledge, so if that is an important part of a lesson, shouldn't it be even more relevant with our students.
Tuesday, October 13, 2009
Action Research - Reflective Fieldnote Blog #3
Section 1 - Thoughts about action research
As educators, we are constantly looking for ways to reflect upon are classroom practices and ways to provide students with the necessary tools to be successful in the classroom and the real world environment as well. I feel that performing this action research project has provided me with the opportunity to look at a problem I feel exist within my classroom and look for ways to provide my students the necessary tools to be successful. Though I know at this time the Diebel assessment will not be going away for my students, the action research project has made me reflect and looks for ways to provide whole and small group instruction that will provide my students the necessary tools to complete these assessments successfully.
Section 2: Ideas generated as a result of your project
This is my second year teaching English Language Learners and I have spent a lot of time reflecting upon the effectiveness of Diebels assessment with students who speak very limited English if any. Not only is the language a barrier in completing the assessment effectively the environment for which the test are administered are scary to these young students. For many of these students, this is the first time for them to be away from their family and they are scared and are needing to feel safe and secure in their learning environment. Last year at the beginning of the school year many of my students either cried or just sat in silence when being assessed by the Diebels team. So, at the beginning of this year I reflected upon ways to provide my students with the tools necessary to feel safe and secure in the testing environment. I went around and took pictures of all those who would possibly administer the test to my students. Each day before the assessments began we discussed each person, their names, and their job title within the school and where they might see them within the building. As a result of this, none of my students cried and those who were capable communicated with the assessment team.
Section 3: Suggestions to other ESL professionals based on your findings
One of my suggestions to other ESL professionals is to know your students and their needs. I have found students needs in the general education classroom and ESL classroom to be very different. Students with limited or no English background come to our classroom with very limited vocabulary and experiences to understand the vocabulary being taught. These students needs lots of visuals, auditory, and kinesthetic activities to be presented within the lessons taught within the classroom. These learners need lots of cognitive anchors and their affective filters to be low.
As educators, we are constantly looking for ways to reflect upon are classroom practices and ways to provide students with the necessary tools to be successful in the classroom and the real world environment as well. I feel that performing this action research project has provided me with the opportunity to look at a problem I feel exist within my classroom and look for ways to provide my students the necessary tools to be successful. Though I know at this time the Diebel assessment will not be going away for my students, the action research project has made me reflect and looks for ways to provide whole and small group instruction that will provide my students the necessary tools to complete these assessments successfully.
Section 2: Ideas generated as a result of your project
This is my second year teaching English Language Learners and I have spent a lot of time reflecting upon the effectiveness of Diebels assessment with students who speak very limited English if any. Not only is the language a barrier in completing the assessment effectively the environment for which the test are administered are scary to these young students. For many of these students, this is the first time for them to be away from their family and they are scared and are needing to feel safe and secure in their learning environment. Last year at the beginning of the school year many of my students either cried or just sat in silence when being assessed by the Diebels team. So, at the beginning of this year I reflected upon ways to provide my students with the tools necessary to feel safe and secure in the testing environment. I went around and took pictures of all those who would possibly administer the test to my students. Each day before the assessments began we discussed each person, their names, and their job title within the school and where they might see them within the building. As a result of this, none of my students cried and those who were capable communicated with the assessment team.
Section 3: Suggestions to other ESL professionals based on your findings
One of my suggestions to other ESL professionals is to know your students and their needs. I have found students needs in the general education classroom and ESL classroom to be very different. Students with limited or no English background come to our classroom with very limited vocabulary and experiences to understand the vocabulary being taught. These students needs lots of visuals, auditory, and kinesthetic activities to be presented within the lessons taught within the classroom. These learners need lots of cognitive anchors and their affective filters to be low.
Tuesday, September 22, 2009
Observation and Reflective Questions
Teaching Issues
What identified problems related to teaching, lesson delivery, materials, and related strategies are present?
Within my classroom one of the challenges I face daily is differentiating instruction to meet the numerous levels of English Language Learners present. This classroom setting consist of students who are considered pre-functional, beginners, intermediate, and early advanced English Language Learners. For me, this create a daily challenge of meeting the needs of my lower performing students as well as challenging my advanced students.
What problems or issues related to teaching -in general-did you observe?
One of the issues I face in the classroom, is maintaining the attention of my low performing students while trying to engage them in an activity for my higher performing learners. Especially for my students who have no English language at all.
What concerns emerged with regard to grouping, interactions, etc. ?
While attending a Kagan workshop this summer, I purchased a software tool which allows you to group your students in a number of ways. The way which I have chosen to group my tables is by having a mixture of abilities at each table. This allows for them to seek partner assistance without always seeking the teachers guidance. One concern that has emerged for me is for my only student who speaks Uzbek/Russian. All my other students have someone they can communicate with in their native language. For this student, he has no one which at times leaves him isolated. Not that the other students do not try to communicate with him I believe they just get frustrated and are not sure what to do or how to communicate with him.
Second Language Acquisition
What did you observe that worked well in promoting second language acquisition?
In this classroom there is lots of modeling, visuals, and repetition of activities. Students are provided with visuals as well as kinesthetic activities to match the oral language which provides students the necessary tools for acquiring the second language successfully.
What type of interactions took place that encourage second language acquisition?
The students are actively engaged in the learning process though there is one student who is causing me a mystery to investigate. This students attempts to engage in conversation with the teacher as well as other students but when we are using music he just stands there and makes no attempt to participate. It is almost like he is in a trance. I find this quite puzzling.
What materials were best suited for the specific second language learners in this setting?
What I found to be most successful with second language learners is the Total Physical Response by Asher as well as Kagan strategies. These strategies provide students with the visual, kinesthetic and auditory learning needed for success in the classroom.
Ethnographic Perspective
What information do you need(as an ESL professional) to better meet the needs of the second language learners in this environment?
I have found the placement test performed by our ELL office beneficial when gaining information on my students. It allows me to see what level of proficiency they are entering the classroom. Yet, I also have to remember these students are 4 and 5 years old and are being tested by strangers and for many they are scared and do not perform well on the test. One of my best tools for gaining information on my students is through observation and conversation with my students as well as student questionnaires I send home for the parents to complete.
How was culture integrated into teaching and learning?
Being aware of students language abilities when presenting the lesson.
What issues or concerns related to culture multiple perspectives, and linguistic diversity emerged?
In this observation, one of my concerns which emerged is my student I discussed earlier who seems to be in a trance when we are involved with a kinesthetic activity. He does engage in conversation in individual conversations,yet when together as a whole group at times he seems in a trance or using robotic movements.
What identified problems related to teaching, lesson delivery, materials, and related strategies are present?
Within my classroom one of the challenges I face daily is differentiating instruction to meet the numerous levels of English Language Learners present. This classroom setting consist of students who are considered pre-functional, beginners, intermediate, and early advanced English Language Learners. For me, this create a daily challenge of meeting the needs of my lower performing students as well as challenging my advanced students.
What problems or issues related to teaching -in general-did you observe?
One of the issues I face in the classroom, is maintaining the attention of my low performing students while trying to engage them in an activity for my higher performing learners. Especially for my students who have no English language at all.
What concerns emerged with regard to grouping, interactions, etc. ?
While attending a Kagan workshop this summer, I purchased a software tool which allows you to group your students in a number of ways. The way which I have chosen to group my tables is by having a mixture of abilities at each table. This allows for them to seek partner assistance without always seeking the teachers guidance. One concern that has emerged for me is for my only student who speaks Uzbek/Russian. All my other students have someone they can communicate with in their native language. For this student, he has no one which at times leaves him isolated. Not that the other students do not try to communicate with him I believe they just get frustrated and are not sure what to do or how to communicate with him.
Second Language Acquisition
What did you observe that worked well in promoting second language acquisition?
In this classroom there is lots of modeling, visuals, and repetition of activities. Students are provided with visuals as well as kinesthetic activities to match the oral language which provides students the necessary tools for acquiring the second language successfully.
What type of interactions took place that encourage second language acquisition?
The students are actively engaged in the learning process though there is one student who is causing me a mystery to investigate. This students attempts to engage in conversation with the teacher as well as other students but when we are using music he just stands there and makes no attempt to participate. It is almost like he is in a trance. I find this quite puzzling.
What materials were best suited for the specific second language learners in this setting?
What I found to be most successful with second language learners is the Total Physical Response by Asher as well as Kagan strategies. These strategies provide students with the visual, kinesthetic and auditory learning needed for success in the classroom.
Ethnographic Perspective
What information do you need(as an ESL professional) to better meet the needs of the second language learners in this environment?
I have found the placement test performed by our ELL office beneficial when gaining information on my students. It allows me to see what level of proficiency they are entering the classroom. Yet, I also have to remember these students are 4 and 5 years old and are being tested by strangers and for many they are scared and do not perform well on the test. One of my best tools for gaining information on my students is through observation and conversation with my students as well as student questionnaires I send home for the parents to complete.
How was culture integrated into teaching and learning?
Being aware of students language abilities when presenting the lesson.
What issues or concerns related to culture multiple perspectives, and linguistic diversity emerged?
In this observation, one of my concerns which emerged is my student I discussed earlier who seems to be in a trance when we are involved with a kinesthetic activity. He does engage in conversation in individual conversations,yet when together as a whole group at times he seems in a trance or using robotic movements.
Sunday, September 13, 2009
TEACHING
What was the purpose of the lesson?
The purpose of the lesson was to introduce ELL students to letters and sounds.
How was the lesson structured?
The lesson was structured as whole group. The students watched and interacted with a Cd by Dr. Jean which provides students with the letter and the sound it makes with a movement. The students then watched the story Chicka Chicka Boom Boom on DVD which allows the students to follow the text and sing along. The students then participated in an activity which involved using the repetitive text of Chicka Chicka Boom Boom to complete an activity recognizing names. On chart paper was the text Chicka Chicka Boom Boom with there be enough room? Here comes ______________ up the coconut tree. Both printed names and pictures were used to assist students who were unable to recognize name in print.
How did the second language learners react and interact?
Chicka Chicka Boom Boom is always a winner with the students as well as Dr. Jean's Cds. The students were up and moving for the cd and all the students participated in the reading of Chicka Chicka Boom Boom. After the DVD finished the students all wanted to see and hear it again. The students did a great job recognizing their names as well as their classmates. After the last student, we had all their pictures fall off the coconut tree just like the letters do in the story. They were all laughing and trying to pick up the pictures and name cards.
COMMUNITY
What evidence of "community" in terms of the second language learners did you observe?
Though school has only been in a few weeks, this class is doing great on accepting each other and learning from one another. The students attempt to communicate with one another even though they may not speak the same language. They are always willing to help their classmates. When we were doing the activity with the names the students would help each other and they were all involved in saying the name of the student as well as pointing them out. When watching the students participate in the activities, their race, gender, cultural background, or socioeconomic status was not relevant. Though we are all different we are all the same in this classroom. We are here to learn and accept our differences.
What is required to become a member of this classroom or learning environment - consider language, literacy, content instruction, materials, etc.?
I struggled with answering this question. This classroom involves a lot of movement, singing, visuals, and hands-on activities. For many in this classroom, this is their first experience with school or being away from their family. Students in this classroom need to feel safe, loved and accepted. Students in this classroom are made to feel they are accepted no matter what language they speak or cultural beliefs. They are greeted in the morning with a smile and a good morning, and we end the day with a discussion of what we learned today and a hug.
Ethnographic Perspective
What events occurred during observation - formal and informal interactions?
During the observation,the students were actively involved in the learning. They were very enthusiastic and motivated to learn. At times, some students were involved in conversations with another student but it did involve the lesson being taught. I guess you could saying they were being 5 year olds having fun and being silly with their friends.
What can an observer see if he/she entered the classroom at this particular time?
Upon entering the classroom, an observer would see students being actively engaged in learning. They would see lots of talking, singing, movement, and interaction with the teacher and other students. They would see students smiling and having fun while they were learning.
What evidence of "acceptance and welcome" would a second language learner see?
I believe if someone walked into this classroom they would see evidence of acceptance by the smiles on the students faces as well as the teacher. They would see students who are very enthusiastic about the learning and the teacher seeking for all to be involved, accepted, and welcome even visitors to the classroom.
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