English Language Learners 1
Module 1:
Evidence 1: The E L L Brochure
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What it is: A simplified brochure about the three first principles for exemplary ELL teaching.
Why I selected it: This brochure is a good introduction for teachers of three important principles of ELL teaching. I think this lays out a good foundation for teachers to integrate their ELL students to their classroom.
Why is it important: Sometimes, homeroom teachers may feel like they are not qualified to assist a ELL student in their quest to learn the English language, and so they continue their lessons hoping that the student will somehow absorb it. However, there are ways in which the homeroom teacher can assist the ELL specialist by providing the student opportunities for learning the material and keeping up with their classmates. Many of our students only speak their first language at home, and so helping them connect in the classroom is a great way to ensure their learning process is as fast as can be. The tips section can help teachers by suggesting small modifications that can have big impact. For instance, adding a "Translation Station" to every classroom (and make its use commonplace) can help other students embrace the new English learners and integrate them in their group.
I reworked this brochure to include a few tips that I actually used in my classroom before. I think they are useful, but may need more information in order to feel confident about these tips. There is one thing, however, that makes me think I need to edit the brochure. On the second item, "Create a safe environment", I used one of the suggestions from the principles that says we need to have high standards for the students. While this may be true, and helpful, regarding the ELL teacher specialist, I believe that this should be omitted from a brochure intended to homeroom/classroom teachers.
It is my opinion that as a homeroom teacher, you should be willing to be flexible and go for understanding rather than perfection. I am planning on editing the brochure once I know more about the subject, but this is my gut feeling based on my own classroom and how I believe a safe environment should be built.
Why I selected it: This brochure is a good introduction for teachers of three important principles of ELL teaching. I think this lays out a good foundation for teachers to integrate their ELL students to their classroom.
Why is it important: Sometimes, homeroom teachers may feel like they are not qualified to assist a ELL student in their quest to learn the English language, and so they continue their lessons hoping that the student will somehow absorb it. However, there are ways in which the homeroom teacher can assist the ELL specialist by providing the student opportunities for learning the material and keeping up with their classmates. Many of our students only speak their first language at home, and so helping them connect in the classroom is a great way to ensure their learning process is as fast as can be. The tips section can help teachers by suggesting small modifications that can have big impact. For instance, adding a "Translation Station" to every classroom (and make its use commonplace) can help other students embrace the new English learners and integrate them in their group.
I reworked this brochure to include a few tips that I actually used in my classroom before. I think they are useful, but may need more information in order to feel confident about these tips. There is one thing, however, that makes me think I need to edit the brochure. On the second item, "Create a safe environment", I used one of the suggestions from the principles that says we need to have high standards for the students. While this may be true, and helpful, regarding the ELL teacher specialist, I believe that this should be omitted from a brochure intended to homeroom/classroom teachers.
It is my opinion that as a homeroom teacher, you should be willing to be flexible and go for understanding rather than perfection. I am planning on editing the brochure once I know more about the subject, but this is my gut feeling based on my own classroom and how I believe a safe environment should be built.
Evidence 2: Reflection on Allan Luke, "Default Mode"
Allan Luke : Default mode
According to Allan Luke, default mode is our comfort zone; it could be the way you were taught, or the way that is easy for you. I can relate to this concept, but in reverse; in my case, I think of the way I was taught and try to do it completely differently.
Being a young student in Brazil in the 80s was very hard. The school I was had one focus only: to prepare children for a test which would decide if they went into university or not. Students who did not pass the test the first time saw chances dwindle. So, everything was done in the most dry, most efficient way possible; due to this, we had no music classes, no art, drama, theater, etc. only the “important” subjects.
They taught the kids to be good followers and to get good grades. I was taught to be an excellent worker, but not how to be an adult. This is just how it is in Brazil, and maybe one of the reasons why people only leave their homes after they get married.
My default mode is expansive, loving, colourful and bright. It is LOUD and there is laughter and chaos. I love this, and I love the results I get. I enjoyed teaching science just as much as I now enjoy teaching art, because everything had life. I like that!
Still, I can appreciate the point Allan makes, that things change throughout the years, and it is important to break from our default mode. Youtube is indeed great for learning from others; it gives us new insight and new methods, and that is amazing. What a time to be a learner.
There is one thing, however, that I disagree with Mr. Luke. He mentions that keeping your “Professional face” is important and so it is good to be able to learn and improve on things without telling your students.
I take pride to tell my students I am learning. That I was wrong! That my methods were wrong. I have open dialogue with my students. When I came back from my Summer vacation this year and changed everything in my art classroom, I was so happy to explain to the students this new method of teaching art (Teaching for Artistic Behaviour) that I had found, and how it worked.
I think that our egos sometimes get in the way of prepping and priming kids to be lifelong learners. I think that this is one of the most important things I can teach them – to be always looking for ways to improve, and to be excited about things to come.
Let your curiosity be your guide. You are never too old to learn.
According to Allan Luke, default mode is our comfort zone; it could be the way you were taught, or the way that is easy for you. I can relate to this concept, but in reverse; in my case, I think of the way I was taught and try to do it completely differently.
Being a young student in Brazil in the 80s was very hard. The school I was had one focus only: to prepare children for a test which would decide if they went into university or not. Students who did not pass the test the first time saw chances dwindle. So, everything was done in the most dry, most efficient way possible; due to this, we had no music classes, no art, drama, theater, etc. only the “important” subjects.
They taught the kids to be good followers and to get good grades. I was taught to be an excellent worker, but not how to be an adult. This is just how it is in Brazil, and maybe one of the reasons why people only leave their homes after they get married.
My default mode is expansive, loving, colourful and bright. It is LOUD and there is laughter and chaos. I love this, and I love the results I get. I enjoyed teaching science just as much as I now enjoy teaching art, because everything had life. I like that!
Still, I can appreciate the point Allan makes, that things change throughout the years, and it is important to break from our default mode. Youtube is indeed great for learning from others; it gives us new insight and new methods, and that is amazing. What a time to be a learner.
There is one thing, however, that I disagree with Mr. Luke. He mentions that keeping your “Professional face” is important and so it is good to be able to learn and improve on things without telling your students.
I take pride to tell my students I am learning. That I was wrong! That my methods were wrong. I have open dialogue with my students. When I came back from my Summer vacation this year and changed everything in my art classroom, I was so happy to explain to the students this new method of teaching art (Teaching for Artistic Behaviour) that I had found, and how it worked.
I think that our egos sometimes get in the way of prepping and priming kids to be lifelong learners. I think that this is one of the most important things I can teach them – to be always looking for ways to improve, and to be excited about things to come.
Let your curiosity be your guide. You are never too old to learn.
What it is: This is a reflection of a clip where Allan Luke discusses our Default Mode. You can find the original clip here.
Why I selected it: Because I had not thought about my "default mode" and how my experiences may be affecting the way I teach or assist ELL students to learn a new language.
Why is it important: Identifying our biases when teaching (our default mode) helps us become a better teacher. Our reality is simply what it is -- a personal account of a singular experience, which we encountered often decades ago. Our experiences are not the law, and do not apply to our students as a general statement, particularly since our students have had different experiences and different backgrounds in comparison.
Why I selected it: Because I had not thought about my "default mode" and how my experiences may be affecting the way I teach or assist ELL students to learn a new language.
Why is it important: Identifying our biases when teaching (our default mode) helps us become a better teacher. Our reality is simply what it is -- a personal account of a singular experience, which we encountered often decades ago. Our experiences are not the law, and do not apply to our students as a general statement, particularly since our students have had different experiences and different backgrounds in comparison.
Module 2:
Evidence 1: Likert Scale of School Preparedness Welcoming ELL Students
What it is: A visual likert scale, measuring the rate of preparedness of a school when receiving ELL students.
Why I selected it: It summarizes in one page what an ideal school might look like. Of course it is not fully comprehensive; this kind of graphic is ever-evolving, but it is a good starting point for dialogue.
Why is it important: Once the school year starts, things move very fast. All these seemingly unimportant action items take second place to the curriculum, to scheduled drills, report cards, and other needs. Teachers and admin are very busy. Some of the topics in this chart, such as an ambassador in the ELL student's native language, is something that might not be considered -- for no other reason than lack of time to think about it. I think that any modification to make a school more welcoming to the ELL population has to be done with frequent dialogue to raise awareness, and even in humorous ways. This chart could be given to all teachers as an initial conversation, for instance, and let them assess how they think they are doing -- as well as the school as a whole.
Why I selected it: It summarizes in one page what an ideal school might look like. Of course it is not fully comprehensive; this kind of graphic is ever-evolving, but it is a good starting point for dialogue.
Why is it important: Once the school year starts, things move very fast. All these seemingly unimportant action items take second place to the curriculum, to scheduled drills, report cards, and other needs. Teachers and admin are very busy. Some of the topics in this chart, such as an ambassador in the ELL student's native language, is something that might not be considered -- for no other reason than lack of time to think about it. I think that any modification to make a school more welcoming to the ELL population has to be done with frequent dialogue to raise awareness, and even in humorous ways. This chart could be given to all teachers as an initial conversation, for instance, and let them assess how they think they are doing -- as well as the school as a whole.
Evidence 2: Infographic for my Principal
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What it is: An infographic for my principal, analyzing the ELL situation in our school, and raising awareness of the school being an English immersion school as well as French immersion.
Why I selected it: Because it worked and I am so happy about it!
Why is it important: The principal in my school, Mr. Chris Evans, is a super busy person and he has my utmost respect. In my experience, he always makes his decisions thinking of the students first, and the teachers a close second. It has been great working with him as an art teacher. For this reason, when we were asked to make an infographic for the teachers, I thought it may be best to0 make one for my principal instead. I decided to analyze my school, going into MyEd and counting every student we have, and figuring out what were their cultures and languages, how many spoke another language at school, and how many of those students were in the French Immersion program. The data is very good, but it paints only part of the picture; many of the students who selected "English" as the language spoken at home are actually first generation immigrants. In general, our school has a very, very large number of immigrants as well as a considerable indigenous population.
Once I sent this to my principal, he was on board immediately. He came to my room with even better and bigger ideas; the world map now will include the BC indigenous groups, and every child will get a special pin upon their arrival, to place on the map. He spoke with the librarian, who came to me asking for the top languages spoke in our school, and she is already procuring books for our international students to read. So, not only will we have books written by students, but also a full multicultural section!
We are going to add laminated signs in different languages under all important places, as well as greetings throughout the school written in multiple languages, and we will think of packages for every teacher to help them make their classroom more multicultural. And this is all just the beginning! Once COVID is gone, I will suggest parent nights and other tools to connect the ELL families and offer support and community!
I feel so lucky to have started this course, which gave me the tools and vocabulary to make this difference for my students!
Why I selected it: Because it worked and I am so happy about it!
Why is it important: The principal in my school, Mr. Chris Evans, is a super busy person and he has my utmost respect. In my experience, he always makes his decisions thinking of the students first, and the teachers a close second. It has been great working with him as an art teacher. For this reason, when we were asked to make an infographic for the teachers, I thought it may be best to0 make one for my principal instead. I decided to analyze my school, going into MyEd and counting every student we have, and figuring out what were their cultures and languages, how many spoke another language at school, and how many of those students were in the French Immersion program. The data is very good, but it paints only part of the picture; many of the students who selected "English" as the language spoken at home are actually first generation immigrants. In general, our school has a very, very large number of immigrants as well as a considerable indigenous population.
Once I sent this to my principal, he was on board immediately. He came to my room with even better and bigger ideas; the world map now will include the BC indigenous groups, and every child will get a special pin upon their arrival, to place on the map. He spoke with the librarian, who came to me asking for the top languages spoke in our school, and she is already procuring books for our international students to read. So, not only will we have books written by students, but also a full multicultural section!
We are going to add laminated signs in different languages under all important places, as well as greetings throughout the school written in multiple languages, and we will think of packages for every teacher to help them make their classroom more multicultural. And this is all just the beginning! Once COVID is gone, I will suggest parent nights and other tools to connect the ELL families and offer support and community!
I feel so lucky to have started this course, which gave me the tools and vocabulary to make this difference for my students!
Evidence 3: Vision and Action Plan for ELL
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What it is: A powerpoint presentation with my vision and action plan for a great multicultural school.
Why I selected it: It is a wonderful summary of the work done during this module, and could be the next stepping stone communicating with teachers, after the initial Likert chart.
Why is it important: I believe that it comes across as non-threatening and friendly. The information is given progressively, and it offers some very direct action points for the teachers to focus on, as well as good resources such as websites for them to explore with their students.
Learning the English language is important for our ELL students, but knowing that other cultures are appreciated in general is also important; I want them to retain their biligual abilities and have pride in who they are. This is why I included iEARN as a suggestion. I worked with iEARN before, and we did an exchange box of goodies between Pakistan and Canada. It was wonderful, and the kids really got to know each other (not synchronously, but still). Even if the culture picked for doing the project is not their own, working with any cultures outside of Canada is beneficial for the whole classroom; multiculturalism as a whole is shown respect and value.
I also like how I ended the presentation with a slide stating that multiculturalism is social justice. I tried to be thoughtful and make statements that a teacher could say "yes, I agree with this". From mutual respect and appreciation, good things can grow!
Why I selected it: It is a wonderful summary of the work done during this module, and could be the next stepping stone communicating with teachers, after the initial Likert chart.
Why is it important: I believe that it comes across as non-threatening and friendly. The information is given progressively, and it offers some very direct action points for the teachers to focus on, as well as good resources such as websites for them to explore with their students.
Learning the English language is important for our ELL students, but knowing that other cultures are appreciated in general is also important; I want them to retain their biligual abilities and have pride in who they are. This is why I included iEARN as a suggestion. I worked with iEARN before, and we did an exchange box of goodies between Pakistan and Canada. It was wonderful, and the kids really got to know each other (not synchronously, but still). Even if the culture picked for doing the project is not their own, working with any cultures outside of Canada is beneficial for the whole classroom; multiculturalism as a whole is shown respect and value.
I also like how I ended the presentation with a slide stating that multiculturalism is social justice. I tried to be thoughtful and make statements that a teacher could say "yes, I agree with this". From mutual respect and appreciation, good things can grow!