Class Observation Summary #1 My two day observation took place at Summit Academy high school. It is a school of about 700 students located in the city of Romulus MI. The teacher, Mrs. Jill Carbone allowed me to observe the 6th hour class for two days for 60 minutes each day. This class is composed of 11 English language learners (ELL); ten of the students are Spanish speakers and one student is Urdu speaker. During the two day observations, I had the opportunity to experience how Mrs. Carbone teaches listening, speaking, & pronunciation by incorporating different approaches. During my first observation, the class was a follow up class designed to promote listening skills and oral language development. Mrs. Carbone explained that the class …show more content…
The students were highly engaged. I could say that the concepts to be learn were explicitly linked to ELLs’ background experience and past learning. I listened to the teacher’s speech and voice projection, it was appropriate (not too slow, not too fast), and she emphasized the importance of being respectful/active listeners. She ensured that each students had sufficient time to respond to her questions, and clarify if a student seemed confused (regarding the objectives). As the students did the group work, Mrs. Carbone foster noticing. She did a variety of questions that promoted higher order thinking. For example, she asked, “why this person is relevant to you?” “How did figure has influenced …show more content…
I observed the same class, the sixth period class. Unfortunately, the students had to take the WIDA assessment. As a result, this class was a continuation of a previously class. The goal for this lesson was to promote active listening and speaking skills. The class objectives included: to be able to orally preset poems using key vocabulary (adjectives), to attend to speaker, and to assess what is heard. At first, the teacher welcomed the students and asked them to write for five minutes “morning pages.” Students had to be completely silent, whatever is in their mind (free writing) serving a tool to practice “mindfulness.” This was a double exercise activity; it gave the opportunity for students to develop writing stamina, and Mrs. Carbone uses their writing as a tool to measure learning. Right after that, the teacher explained the lesson for the day, the class objectives. Since the goal for this class, was to finished presenting their work orally and visually, students were prompted to provide positive on constructive feedback, to follow the class agreements (rules) they created at the beginning of the year, and they only practiced for about seven minutes (pair and share). After the students did collaborative learning, they went back to their seat. Then, a few students presented their poems as the rest of the class listened and rated the presenters. Unfortunately, some of Mrs. Carbone’s students
By including a personal example of a bilingual student in the South, Carsen proves that his research is credible as the title of the article is “Bilingual education in the South.” In addition to his interview with a student, Carsen also interviews an English as a Second Language (ESL) specialist and a worker of the state education department to gather different viewpoints on the matter. Incorporating interviews with specialists in foreign language and education adds to Carsen’s credibility because his argument revolves around these two elements. Carsen also includes his
In Spanish Lessons by Christine Marin, encountered a similar obstacle in which not only her education and language were being tested, but her ability of not being able to communicate with others is what made her want to empower and strengthen her knowledge. In her essay, “Homemade Education”, Christine Marin describes how her difficulty in communicating with customers was a struggle because she was not able to respond back in her native tongue, which was Spanish. This made her want to improve her ability of communicating and practiced the language even more (161). Both Malcolm X and Marin similarities demonstrate that there is always a solution to
By examining the argument titled The Importance of Writing Badly by Bruce Ballenger in the book 21 Genres there is evidence of each rhetorical feature as he discusses the methods of writing that created the best outcomes. Ballenger uses Ethos, Pathos, and Logos to prove the effectiveness of his argument about the way we are taught to write within our educational system. Ballenger begins by talking about his experiences as a young writer in grade school. He was ridiculed for writing badly, particularly for making his essays “awkward” according to his teacher, Mrs. O’Neill. He often felt under pressure to write the perfect sentence with the perfect words and phrases making his writing unsuccessful in his teachers eyes.
Simonitsch and Lambert intel that the city of San Francisco was underfunded due to the overwhelming of immigrates of LEP students and made the students submerse into the English language (2004). Ultimately, the programs in San Francisco are failing at maintenance of bilingual education to static and developmental maintenance. Barker refers that static maintenance is to target language skills by maintaining them and developmental maintenance is to reach the student’s home language into a full proficiency of full biliteracy or literacy; also, known as Enrichment Bilingual Education (2011). It is important to know that indoctrinating the children into an English language culture is effecting their developmental stages. Due to these failed practices,
The activities that Project 11 use to help teach these themes or skills to their students as mentioned earlier range from yoga, indigenous dancing, relaxation techniques, mindful moments and include a number of others as well. The activities that were focused on in this specific research paper looked at yoga and different relaxation techniques such as deep breathing, as well as the use of journaling and how it can help with self reflection and self awareness. The studies that were looked at in terms of Yoga and journal writing provided imperative information in terms of seeing the benefits of the stress and anxiety that can be reduced. One area that is truly significant in terms of the journal writing is the fact that it not only provides students with the chance to reflect on their thoughts and write down any problems they may be facing. The area of being able to practice writing consistently allows teachers and parents that may not see the importance of mental health yet as a way to practice their writing and take advantage of the cross curricular nature of Project 11.
Introduction Students whose home language is other than English are increasing in number. Most of them come into schools with different language backgrounds, cultures, and values. Schools should be prepared when it comes to meeting the needs of English language learners (ELLs) to ensure that they are being provided with the best education possible to be successful. Therefore, districts all around the country have put different programs into place for supporting the large population of ELLs. Unfortunately, these language programs have not always been readily available for ELLs and their families.
The parent’s perspective towards bilingual education was like the student’s opinions because both individuals felt immersion classrooms benefit the students and the parents. The father of Jason was proud his son was the first in his family to read, write, and speak in English. Jason’s father knew his son would have many career opportunities by learning English at school. Learning the English academic language was not the only proud language Jason’s father encouraged for Jason to learn but also the Spanish language as well. Jason’s father only speaks Spanish so if his son was to lose his home language, a language barrier would form between father and son.
Summary of “ I just wanna be average” by Mike Rose Getting good grades, becoming a star athlete in a sport team and landing a good scholarship into a prestigious college are things that a normal high school student have in his or her high school’s list of goals. To Mike Rose, those goals were just cliques that high schools ought to amplified. In his article “I just wanna be average,” Mr. Rose had demonstrated the life of a vocational students and his view of a mediocre future. Mr. Rose was placed into the vocational track because of an unfortunate error.
I am taking away a lot of new information from my observations and time I have spent with the ELL students. I witnessed the struggled that these students sometimes have to deal with something as simple as copying a sentences off the board and keeping up with the rest of the class. It takes them twice as long, because they have to look at each word and each word multiple times to copy it correctly. I learned how much more work it is to teach ELL students and how much more effort you as a teacher have to put into these students, but also how much more effort the students themselves have to put into their work. I learned you have to be patient and calm with ELL students, because they need that from their educators, ELL students need to surround
Not only did she overcome the fact that she had a mind more complex than others, but she helped introduce the fact that women can be just as involved, and maybe
The essay “Learning to Listen.” by Peggy Ramin, goes into depth about the true meaning of listening. Peggy, explains to the reader that growing up she was not raised to listen. She states, “And when I say “listening,” I am not referring to the nodding-your-head-and-politely-murmuring-Uh-huh-or-Ooh-I-see variety.” (Ramin,1).
(Beebe and Masterson 154) ● “Make a conscious, mindful effort to listen.” (Beebe and Masterson 154) ● “Take adequate time to listen-don’t rush the speaker; be patient.” (Beebe and Masterson 154) ● “Be open-minded.” (Beebe and Masterson 154) The goal of this exercise is to build verbal and nonverbal communication skills as well as strengthening team members listening skills.
INSTRUCTIONAL APPROACH KEY CONCEPTS TO BE DEVELOPED Students will develop the skills to analyze a poet’s central theme through the use of diction and narrative elements. Students will then apply this knowledge to create an original poem around a central theme using narrative elements and strong diction that creates images and meaning or the reader. Students will draft, revise, and write a final version of their narrative poems. Students will practice speaking and listening skills and assess self and peer work using a rubric. PEDAGOGICAL CONSIDERATIONS Students build knowledge of effective creative writing practices through analysis of various narrative poems.
In general, I liked the lesson. Most of the children participated during the lesson. The teacher always played attention of all children and gave a chance to all children repeats all day of the week and sing a song together. It seemed to me very good idea to learn new material using the music. Although, the teacher did a great job from the beginning involving all children in the discussion process, I think IEP students did not remember all material at once.
The Aural-Oral Approach in English Language Teaching In English language teaching there are several approaches that can be applied in a classroom. Each one has purpose and gives concern to certain skills (listening, speaking, reading and writing) development. One of these approaches is Aural-Oral Approach. The Aural-Oral Approach is based on developing two language skills: listening and after that speaking which is the earlier stage of learning a language (Geri, 1990).