For the Jigsaw readings I chose to read about Urban Literature, and found it extremely helpful and useful information. I think I will be placed in an Urban setting for my internship, so any type of advice I find very helpful and see these readings as tools that I can use next semester. I thought the five questions that they chose to ask the experienced teachers were great questions: “Needs of urban learners, principles/theoretical framework for literacy teacher, literacy instructional practices, and evaluating outcomes.” One thing that was said was students come into school already feeling defeated. This is vital information for teachers to know and understand. If students walk into school already feeling that they cannot achieve anything and its pointless to be there they will not put in the effort they will need to succeed. As educators, I feel we are obligated to encourage learning and show the positive effects of what one can achieve if they follow their education.
Another thing that I found very interesting was that “what they had to say with respects to teaching principles is that no one said the same thing, and yet in many respects they were very much on the same page in terms of what underlies literacy instruction that will reach urban children across the elementary and middle school grade level.” In my placement I haven’t really seen any that much outreach in motivating students to get more involved in literacy. This could be partly because they are in kindergarten, however I think its really important for students to feel confident and good about literacy from a young age. The earlier students feel positive about literacy the better they will feel about school in general. The article also said “the motivational issue is closely linked to authenticity” although this seems fairly obvious I think its something a lot of instructors don’t think about, and needs to become a priority. It reminds me a lot of the book Freedom Writers Diary, Mrs. Gurwell related literature to what her students to relate to, and were written by people who could relate and had similar experiences to them. Literature needs to be authentic and interesting to the students in order for them to be full engaged in their reading.
Within the jigsaw reading I chose to read, 3 kinds of ELL students, it was very interesting to see how the move to America affected three different students' lives. They gave us three students, one moved at a young age, and can barely speak her native language anymore, another moved from Mexico and is very behind in all subjects and has limited English skills, and lastly, one was from Mexico, and was a bit overwhelmed in the beginning, but as she entered American schools, became proficient in English. There was a student in my elementary school who I was close with. She was an adopted girl from Russia, and she can no longer speak her native language, yet her English is broken.... This is a problem because how can you teach someone to completely be fluent in a language if they are almost stuck between the two.
ReplyDeleteThe article talked about how to help the different types of ELL students. Long Term English learners (students who are fluent in English, but still have trouble academically) have developed english speaking and conversational skills, but do not understand concepts in English, Social Studies and Math. Not knowing terms holds them back in their comprehension in the class. The second type of ELL learner is "limited formal learning." These students came to American schools without any education experience, even in their own language. This was a problem in my ESL placement with a girl named Binto. She had only been to a school for six months, and was so behind the teachers would simply give her checks and check minuses if she turned something in with some sort of scribble. She did not get anything out of the class, or any of her classes at that. I feel like school is a waste of time for her because she is not receiving the proper help. She is getting farther and farther behind, and it will be quite a challenge to catch up.
Effective instructions for these types of students are teachers who will give them time and support. Accommodating students, and making material more meaningful to them by pulling in their own backgrounds is helpful also! Bring in books about their cultures, etc. Organizing curriculum around themes will help them to comprehend the material more. Lastly, provide additional supporting elements. Give them tools and resources to revert to. Making it more organized and scaffolding the material will make it not as overwhelming.
I think Jonathan and Lupita are both struggling with reading and could really benefit from visual supports. “According to Tissot and Evans (2003), visual supports as photographs, hand drawn pictures, graphics, or computer-generated icons actually benefit all students especially those who have difficulty reading.” I think all three of these students would also benefit from a variety of visual cues for a variety of reasons such as: “eased transitions, feeling of empowerment by having visual choices, clearly defined expectations through the use of pictures, longer attention
ReplyDeletespan, reduced anxiety, concepts become more concrete, and the ability to help express his or her thoughts.” Another way to help all of her students would be to make a visual large schedule of the days large transitions and tasks. Then she could have mini schedules for more in depth directions for various tasks to help students stay on task and focused.
For Eddie, I believe he has ADHD and Mrs. Potter could do several things to help his learning by keeping him on task. “One of the most effective ways to get students to process language is through the use of visual supports A visual support is a visually perceived stimulus that can assist an individual in comprehending information or demands. In a classroom setting this support could be for direction following, schedules, rules, and understanding instruction.” I feel this would greatly benefit both all her students, in particular Eddie. It is also very helpful if you make each individual student their personalized mini visual cues for circle time such as “having the same manipulatives the teacher uses at circle but in a smaller version so the student can use them right at circle.” This will help increase students attention span, especially students such as Eddie.
For the concern of being able to effectively teach all of Mrs. Potter’s 24 students, one way to help ensure this is by setting up a work system personalized for the students so they are able to work more independently.
I really enjoyed all the articles this week, particularly, the Maples article. I argue, that culture is one of the most important aspects in learning and teaching, and if a teacher fails to tap into their students culture and incorporate it into their classroom, than much resentment and little learning will occur. “As Bloom, Katz, Solsken, Willet, and Wilson-Keenan (2000) have explained, teachers should establish respectful and trusting relationships with children and families. Through these relationships, every aspect of learning—attitude, effort, motivation—can improve.” I really like the idea about having your students first homework assignment to be an essay written about them by their parents. It was really encouraging that she received so many back 120/130! The insight I gained from my parents as “cultural informants” was invaluable.” This is an important lesson we need to learn as teachers, and not forget that we need to ask for advice because we do not know it all. These letters can help with literature, and class discussions. “The roles were switched in that sense; the role of “teacher” at a “school” did not trump the role of “parent” in this scenario. Perhaps that is why they felt so comfortable writing about their child.” I think the author put it well when she said, “Sometimes all we have to do is ask!”