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.

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.