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.
Tuesday, October 27, 2009
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.
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