Effective Classroom Experiences For English Language Learners

Effective Classroom Experiences For English Language Learners
Situation:
A new teacher in my school is trying to create effective classroom experiences for English Language
Learners (ELLs) and has asked for my help.
Language Acquisition Theories:
A great way to begin learning how to effectively educate ELLs is to ask for the help of a mentor
teacher. According to Peregoy and Boyle (2008), there are many things yet to learn about second
language acquisition and even the experts disagree on some aspects, however there are three
prevailing theories that all ELL teachers should consider when developing an effective classroom
experience for their students (p. 46).
The Behaviorist Theory, as explained by Peregoy and Boyle (2008), emphasizes that children learn
language due to stimulus, response and reinforcement (p. 46). For example, when my children were
young, I would point to an object, say the name of the object and wait for each of them to repeat
what I had said. This worked well for objects that are found readily in our home, such as ball, towel,
chair, etc. Teachers have used these same strategies in the classroom by using taped conversations
and videos that students are able to memorize which is called the audiolingual method. After
memorizing the dialogue students verb forms and sentence structures. Errors are always corrected
immediately, so students do not form bad habits. Although some merit can be found within the
Behaviorist Theory, it does little to help one understand how children are able to create original
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Reflection For English Language Learners In The Classroom
In the 21st century, collaboration plays an important role in education. Educators are required to
collaborate with other teachers about future curriculum deadlines, test scores, and classroom
management concerns. Yet, teachers should also learn to rely on their own best judgment when
determining what is best for their classroom.
While collaborating with my fellow classmates, Sarah and Tina, we decided to select teaching
objects that would benefit 3rd grade student as they work through the five stages of the writing
process. Sarah introduced an editing games that challenges students' knowedge of grammar and
syntax needed during the editing stage in the writing process. Tina brought a graphic organizer
packet to the collaboration meeting that is useful during the prewriting stage. Finally, I introduced a
book called, Go Away Big Green Monsters! as a prewriting activity.
During the collaboration meeting, Sarah introduced a colorful editing game that reinforces grammar
and syntax skills needed during the editing phase of the writing process. Sarah's game challenges the
players to find sentence errors made by Bad Grammar himself, and to select the right punctuation to
correct the sentence. In my classroom, I would use Sarah's game in a language or literacy center,
where students can practice writing and proper grammar by playing games. The game would also be
great tool for English Language Learners (ELL) and Exceptional Student Education (ESE) because
it reinforces

Personal Narrative: My First Day In Special Education
Tuesday was my first day in my general education classroom. When I arrived, there was a substitute
in my classroom for the first half hour of the day, because Ms. Keane was in an IEP meeting. The
substitute and the paraprofessional showed me around the classroom and told me about some of the
students. There are 20 students in the classroom, and two of them are English language learners.
After a short morning meeting with the substitute we took the children to gym class. I watched gym
for a few minutes before heading back to Ms. Keane's room. Ms. Keane was back and talking to the
Penn State student (special education major) that is in my classroom Monday–Thursday. Ms. Keane
also said that she had a student teacher on Fridays. Ms. Keane seems

Reflection Paper On English Language
REFLEXION PAPER.
TEACHING CHILDREN. English is one the most important and spoken languages around the
world. This is present in many fields such as the economy, politics, entertainment, and others. For
this reason, it was necessary to identify the benefit of learning a second language through the use of
an interactive activity in one of the educative institutions of Tungurahua. The activity was developed
in Unidad Educativa "Los Nogales" located in Atahualpa. The data was collected from a direct
observation and experimentation, so it was necessary to work with eleven students between ten to
eleven years old of fifth grade. As it is a private school, the students have a high level of English, so
the activity was developed effectively. The activity "Message in the Back" had the objectives of
improving communication between students using nonverbal language, work cooperatively and
keep confidence and enthusiasm doing what was required. To make this, it was only necessary
fifteen minutes and the use of flashcards, the board, two markets, ... Show more content on
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It was done provide confidence to the children. Then the instruction of the activity was explained. It
was easy to explain them about the activity because they had a good level of English So, I divided
the class into two groups, seated in a single file. Then I presented the vocabulary using flashcards
and asking them to repeat it. After that, I explained that the first student of each file was the leader,
and the last student was the person who was in charge of transmitting a message (simple drawing
that was presented by me). The last student drew in the back of his/her classmate and the next
student did the same until the message arrived at the leader. The first student of each file had to
guess the message and then had to draw it on the board. At the end, the team that won obtain a

Classroom Observation
The classroom setting is a diverse classroom there are twelve African Americans children and five
Hispanic children preschool age. The ELL's student are two girls and three boys, they have been in
class for three weeks. The classroom displayed multicultural poster and in the art area, they had
multicultural crayons and construction papers. The classroom has a library that is fully equip with
audio books that is in English and Spanish. I notice on the wall all posters are in English and
Spanish. There a number chart with the number and under each number the words in both
languages. The parent bulletin board also in both languages, the newsletter the teacher sent home
that day was in English for the English–speaking students and Spanish for the ELL's students. The
teacher is African American I notice she will say certain things in Spanish such as come on (vamos)
sit down (sentarse) and ... Show more content on Helpwriting.net ...
One lesson was identifying circles in the classroom. For this lesson the teacher, use two strategies
pointing and using a picture of a circle. She showed the student the picture and said circle (circulo)
in English and Spanish. As she pronounces the word in English, I notice she would say it very slow
and the students would look at her mouth and face gesture. When pronouncing in Spanish the
children gain knowledge of the lesson quickly and start running around the classroom finding circle
objects. During story time, the teacher introduces the book to the students in English, and gives
instruction to listen for the rhyming words during the story. For the accommodations for the ELL's
student, her assistants directed them to the audio area and they listen to the book in Spanish with
headphones on. The children were enjoying the book and followed alone with the audio turning
pages when they hear the

Speed Theorizing: Should English Teachers Be Language Cops...
Speed Theorizing: Should English Teachers be "Language Cops" in the Classroom? If teachers act
as the "language police" in their classrooms, how do they decide what is considered a violation and
what is considered within acceptable bounds? Who decides what language is within the acceptable
bounds? When teachers avoid being "language cops," are they hurting their students by
deemphasizing standard English that is prominent in the world? These are questions that need to be
acknowledged by educators in order for there to be a significant change in how students' home
languages are perceived and welcomed into the curriculum. I think the answer to whether or not
teachers should be "language cops" rests somewhere in the middle. Another question that comes to
mind is, when do teachers allow students to express themselves using their home language and when
do they make the shift to teaching students the way to construct the "cash language" that they will
need to use inside and outside of the classroom? As a perspective teacher, I have learned numerous
ways that we can welcome students' own voices in the classroom to express their thoughts and
feelings. One of the ways is to give them the freedom to write the way they think is by allowing
them to use their own language, dialect, and register. As a result the opportunity to explore ... Show
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By performing this step, they are learning how to "switch in and out of the language of power,"
which is expected to be used on standardized tests, and many other places where they will be judged
upon their language use (102). I think that teachers should point out that there are numerous ways to
use language and all of them are correct; however, we must be able to determine the appropriate
outlets to use them in because standard English is the "cash language"

Tiger Advanced English Classroom Analysis
During the 2015–2016 school year, the Tiger Advanced English classroom consists of students
divided into four classes of 24, 25, 25, and 26. There are 53 boys and 49 girls. All students are
identified as gifted though each has unique learning needs. We have one legally blind student that
has severely decreased hearing in one ear. One of our students uses an FM sound system and another
is diagnosed with a visual processing disorder. Eight students have health needs associated
allergies/asthma. One has experienced traumatic brain injury and two others have weak immune
disorders. And finally, one diabetic student. I really enjoy all of the IN–HOUSE PLPs our school
offers, but the absolute best learning experience I have had this year are my EDIS 7250 and 7270
classes from UVA. They have impacted me teaching immensely. I selected these courses because
every student I teach has been identified gifted. Everything I learn correlates directly to the Gifted
Benchmarks VBCPS has established. In the last lesson I tried using the Sternberg Strategy. Not only
was I able to cover several SOLs, but touched on all of the following Benchmarks: · Capitalize on
strengths and compensate for weaknesses through process · ... Show more content on
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I have frames, Kaplan icons, Enduring Understandings, asynchronous learning, differentiation,
TABAs, Renzulli's 3 Ring Conception Model and everything gifted. I know it is working in my
classroom. I have kids smiling and laughing while they are learning. We persist through challenges.
These classes have given me a "Tool Box" of knowledge. I have several colleagues that are taking
the classes with me. It is extremely beneficial. We bounce ideas off each other and clarify questions
as they arise. We truly want to meet the needs of these special learners. The UVA classes have
opened our eyes to valid research and strategies that actually work with our

The Importance Of Education In Education
Classrooms today are diverse and multicultural, and children bring different forms of Englishes into
the classroom, such as Spanglish, Chinglish, or Singlish (Crystal, 2013). Therefore, many students
are bilingual, whereby they speak their birth language at home and Standard English at school
(Ewing, Callow & Rushton, 2016). Most often, aboriginal children from remote communities learn
Aboriginal English at home and have a range of experiences based on cultural and family believes
(Loanne & Muir, 2017). Furthermore, bi–directional relationships and past experiences such as
culture, family, geographic or socio–economic status (SES) all influence students' learning and
development (Ewing, 2013; Gardner, 2017d; O'Donnell et al., 2016). Therefore, teachers need to use
a two–way learning approach in the classroom to link all students' cultural heritage and home
language to literacy. Equally, curriculum needs to be culturally cohesive to help bridge the learning
gap amongst the students (Ewing, 2013; Thomson, 2002). Furthermore, the classroom Discourse
needs to make students feel they belong, which helps build students' self–confidence, self–
efficiency, and self–identity (Green, 2006; Malaguzzi, 1993). Teachers must ensure language used,
class tasks and textual resources are relevant and diverse to meet the diverse range of learners in the
class. For example, teachers introducing a wide variety of texts, magazines, images with a variety of
dialects and sociolects help make

Parental Consent Forms
Methods and Procedures
Research Question The question guiding this study asks, "How will a differentiated instructional
unit impact content knowledge in an urban sixth grade classroom?"
Research Setting This study will take place at Mary McLeod Bethune Academy, which is a K–8
school that is within the Milwaukee Public Schools District in Milwaukee, Wisconsin. The city of
Milwaukee has a population of 594,833 according to the United States Census Bureau (2010) and
predominantly consists of white (44.8%), African–American (40%), and Hispanic (17.3%) people.
Approximately 29% of the population live in poverty, with about 65% of people sixteen years or
older in the labor force. The percentage of the population twenty–five years and older that ... Show
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Students will read a leveled non–fiction book on cells from the Science A–Z website (Fridell, n.d.)
in small groups of students who have similar reading abilities. Observations will be made as to how
students work in leveled groups and students will take a quiz as an exit ticket which will be
collected to provide data (see Appendix D). A PowerPoint presentation (see Appendix E) will be
shown and students will take guided notes to build on their understanding of cells. To gauge their
learning so far, students will take a formative assessment called Four More (see Appendix F).
Student work samples will be collected from this formative assessment and will be included as
artifacts. In computer class, students will visit activities on the Brain Pop website titled "Cells" and
"Cell Structures" (see Appendix G). Data will be collected through observations during the activity
as well as student artifacts from activities within the program. Early in the second week, students
will participate in a whole class presentation Jigsaw activity on cells structures and their functions.
Groups will be formed based on interest and students will choose which cell structure they will
focus on. Each group will create a poster using chart paper and will present their topic to the entire

Diversity Of English Throughout The Classroom
Diversity of English is forever adapting and advancing across the world and within the classroom
over the centuries. As year digress and new influences are introduced completely changing the way
linguistic skills develop and how socially we use different devices and skills passed on from
different generations older or younger. Establishing so many variations of English's ,different
cultures have quickly developed from each generation with a more adapted vocabulary having been
influenced from different forms of behaviour and social practices. The impact on Englishes rather
than English today and understanding Multi–literacies rather than Literacy, how quickly its
developed to the 21st century and how it's brought into the classrooms by teachers implicating
different learning practices for the new generations of students to understand and learn from. Words
... Show more content on Helpwriting.net ...
First, it changes because the needs of its speakers change. New technologies, new products, and new
experiences require new words to refer to them clearly and efficiently." (Betty Birner,2012) Today
Children travel and move across the world bringing with them different cultures and Literacies
influenced by Parents, schools and Interacting socially. In every Country there are levels of
speaking, socially how others communicate using different phrases and words to differentiate certain
objects or to identify a certain sex. Certain words or phrases have attached different meanings
relating to different objects for example: 'Sweater' In America means ' Jumper' to an Australian.
Both Languages have the same

Classroom Management Reflection
Classroom management is an essential skill that is required of all teachers who wish to be effective
teachers. To have good classroom management, teachers need three skills: self–efficacy, classroom
experience, and a passion for teaching. Two of these concepts go hand in hand. If a teacher is
passionate about their profession, they will have a strong sense of self–efficacy. Wolff, Jarodzka,
and Boshuizen (2017) state that "learning to manage a classroom and teach effectively is
complicated, and the majority of the knowledge and skill development required for effective
teaching takes place within the classroom itself" (p. 295). This means that not all teachers start at the
same level. There will always be room for improvement, and teachers will continue to grow and get
better as time goes on. There are many different factors that play into good classroom management,
but by far the main three needed are self–efficacy, classroom experience and passion. When the
course first began, I assumed that the concept of classroom management would be fairly
straightforward. To the untrained eye, individuals are either "good" or "bad" teachers. If a classroom
is filled with chaos, then that instructor is a "bad" teacher. By this logic, an individual who handles a
room full of students effortlessly is a "good" teacher. However, it is only now as we near the end of
the course that I realize that things are not that simple. All teachers, whether "good" or "bad," are
capable of having good

Reflection On The Classroom Observation
Classroom Observations
Introduction
I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I
decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher's
perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the
school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams
Central. Additionally within the hour I was observing, there were many sophomore students that I
knew personally so I was able to ask them on their options of the class. Finally, Mrs. Tijerina's goal
was to teach in a similar way to Mrs. Fiechter's teaching, and by observing her I was able to
compare and contrast the two ... Show more content on Helpwriting.net ...
Bulletin boards reside on the north and south walls. Construction paper cut–outs of essential Spanish
phrases and pictures are scattered on the board for flair and to produce a vidi image. Encouraging
posters inhabit the south side of the wall. All pieces of furnitures are labeled with their Spanish term
to help the students learn objects. The atmosphere of the room is energetic and radiant as you can
help but feel warm inside. Mrs. Tijerina developed the room to encourage learning while maintain a
fun and exciting aura. Students enjoy the layout of the room and find that the layout of the furniture
and objects benefit them while learning.
Observations (put student/teacher relationship here???)
Mrs. Tijerina has a sturdy relationship built with her students. She has desire to see them succeed
and flourish in the Spanish culture while mining high expectations. Mrs. Tijerina wants every single
student to be involved or to give feedback. There was not a single student in the classroom that did
not participate in discussion or did not have a chance to voice their opinion. Mrs. Tijerina treated
every student with respect, and expected that she would be respected as well. If a student was
talking out of hand, Mrs. Tijerina was capable to getting them to stop immediately. Since she has a
strong desire for the students to excel, she predominantly speaks in

Ap English Classroom Ethics
C.S Lewis once said, "Education without values, as useful as it is, seems rather to make man a more
clever devil." Ethics, defined by Merriam–Webster, is a "set of moral principles." Ethical behavior
should create an ideal learning environment that builds the foundation of an ethical environment.
The experience gained in an ethical AP English classroom will greatly affect the student's future.
Education is not limited to academic study, but is rather the holistic growth of a human being.
Ethics in an AP English classroom consist of, but are not limited to: honesty, tolerance, respect,
fairness, engagement and responsibility. These principles serve as the basics of an ethical classroom
and an ethical person. One who is honest, has earned credibility, which is an important asset
because, "Trust can be lost within seconds, ... Show more content on Helpwriting.net ...
Respect your teachers, peers, family, and friends and most importantly have self respect. If one can't
respect oneself, how can he or she possibly show the same courtesy to others?
Fairness in the classroom is keeping in mind that grades are not given, but worked for. You get out
of it what you put into it. A hardworking AP student knows that plagiarism is not an option because
it is unfair to be given credit for someone else's work; instead, one should be honest about their
work and be proud of it.
On the contrary, engagement is being an active listener and participant of the class; there are no
wrong answers when it comes to sharing one's opinion. By expressing one's view with their peers, it
provides a new perspective for them to view the problem at hand. At the same time, being
responsible is taking education into your own hands; with every action and decision, there will be
responsibility that comes with it. An AP level setting was never meant to be easy, but practice makes
perfect. Together, these principles constitute an AP English ethical classroom suitable for

Teaching Strategy in the Classroom
Teaching Strategies Applied Effectively in the Classroom
In a classroom, the teacher is the leader. As such, they must take into account which teaching
methods would be best to develop their students learning abilities. During my observations at New
Hyde Park Memorial High School, I was able to witness a wide array of teaching strategies. For this
paper, I will choose specific methods, and discuss how certain teachers used them effectively within
the classroom. First, I will discuss how the modeling process was used to enhance student's abilities
to learn. Modeling is a process of teaching through demonstration. Second, I will discuss how
mapping, a learning strategy that helps students understand relationships between ideas, was ...
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Mapping allows students to organize thoughts and concepts in new ways. Additionally, graphic
organizers have been proven to improve learning outcomes in many students. There are many
different kinds of graphic organizers that can be used. For the purpose of this paper I will discuss the
Venn diagram I observed in Mr. Mechanic's classroom, and network trees that I observed in Mr.
Scott Colvin and Ms. Abbe Katz's classrooms. A Venn Diagram consist of two large circles with
separate topics and an intersecting middle area where the relations between ideas are written. In Mr.
Mechanic's tenth grade English class the circles focused on literary elements contained in two
poems. In the middle section, Mr. Mechanic had the students discuss the literary elements that were
found in both of these works. The use of this Venn diagram helped the students better understand
each individual section, as well as recognize the way certain elements can be used in multiple ways.
(Observe class notes 6, 8) Both Mr. Colvin, in his eleventh grade English class, and Ms. Katz, in her
ninth grade advanced English class, utilized network trees. In Mr. Colvin's class, it was used to help
examine characteristics of leadership. The tree was organized with a block in the middle, marked
"Leadership," and four spawned off circles that focused on individual aspects of leadership. Mr.
Colvin then had the students answer follow up questions which further allowed them

Improving Teacher–Student Interaction in the English...
Title Improving teacher–student interaction in the English classroom Acknowledgement I would like
to acknowledge all the students and the teachers from Newman Catholic College who helped and
guided me to formulate my research topic, as well as, the process of carrying out the action plan.
Abstract This paper offers an example of how to apply action research to improve and explore the
patterns of teacher–student verbal communication that existed in my classroom. Pre and post survey
and teacher observation were used to record changes in the classroom interaction during the one–
month study period. The purpose of this research was to examine the existences of teacher–student
verbal communication in my classroom and explore the reinforcing ... Show more content on
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How have you liked learning English so far this year? Do you like your English teacher? Students
were asked to rate their answers using a scale of 1 to 5. The scale was represented by 1:(; 2:(; 3:(; 4:
[pic], the results were mostly in 2 and 3. (Appendix.B). I have discovered that most of my students
are rather passive in answering questions, where responding is often not voluntarily. Thus, little oral
feedback is received from the students. Many have low confidence in their ability to speak without
prior planning, therefore, there is no immediate response to teacher's question and this is because
"listening to teacher" has been their most frequent classroom experience rather than answering.
Most of the students sit looking straight ahead using minimal facial expressions, verbal utterances
and avoid any eye–contact with the teacher, often the feedbacks I would receive is the simple nods
and shakes of their head. Furthermore, Student would never ask the teacher questions during the
lesson, however, they would come and ask after the lesson in the one–on–one situation. Most of my
students enjoyed inadequate speaking opportunities in classroom but when it comes to class
discussion, they would not participate nor comments. In most other classes that I have observed, the
teacher would address the class as a whole with few questions to check their understandings.
However, there were no responses or reactions from the students. Then, students had to answer some
questions

Class Size Matters!
One of the most important parts of an effective education is the learning environment. The factors of
the learning environment have a lot to do with how a student feels and how well they're able to
communicate with their teacher. Are they able to ask questions or is the class simply hurried along
because so much needs to be covered and there isn't nearly enough time to stop for every question?
A big factor in creating an adequate learning environment is maintaining small class sizes. Class size
has been a continuing problem in LAUSD in recent years due to budget cuts, but should the students
suffer because of lack of funds?
Providing a small class ensures that students will have the opportunity to learn. According to an
article from ... Show more content on Helpwriting.net ...
If you're lucky enough to find a seat, you won't fare much better. The noise made by thirty–two
students in one classroom can be more than distracting and it becomes a harder and harder to
concentrate with the teacher asking the class to quiet down every five minutes.
A larger class will affect a student's performance in the classroom. Take the example of Shania
Loaiza, a third grader whose performance in class plummeted when she was put in a crowded
classroom. Being in a crowded classroom diminished Shania's enthusiasm for school, according to
the Huffington Post. Her mother was quoted saying, "It [was] the first time I've seen her struggle in
school." It was the disconnection from her teacher that affected her performance and caused Shania
to receive grades as low as C's and D's, despite earning B's her previous year.
Being an English class, the effect of a large class could be more detrimental to a student's success
than a different class. English is the only subject that is required all four years of the high school
career. That means that, should you fail, it becomes increasingly harder to meet college entrance
requirements, let alone graduation requirements.
An elective class or a social studies class or even a science class has a bit more leeway for failure,
although any failure is not a step in the right direction. These classes have two or three year
requirements, meaning that students have a bit

Integrating Arts In The Classroom
Mrs. Lee is beginning her first semester as a new high school English teacher. She created all of her
lesson plans according to the traditional classroom standards. It's the first day of school and students
and the students are eager to learn. After several weeks, Mrs. Lee notices that her students weren't
interested in the lesson. Some of her students began to doze off in class and others stopped attending
class. One day in class, she was exasperated with the fact that she wasn't getting through to her
students. She stopped in the middle of class, slammed her lesson plan book on the table and asked
"Is everything alright? I've noticed that everyone is not interested in the lesson anymore." After a
brief moment of silence, a student finally raised their hand and replied, "Mrs. Lee, this class is
boring! All we're doing is sitting here watching ... Show more content on Helpwriting.net ...
Using arts helps students become engaged and it also shows that students have a vivid
understanding of the material. In the article "2 Reasons" the senior program consultant of the John F.
Kennedy center for performing arts center, Lynne B. Silverstein writes about the benefits of using
the arts in the classroom. She writes: "When students learn through arts integration, they are
engaged in experiences in which they actively build and demonstrate their understanding of both the
art form and the other curriculum area." (Silverstein). What she is implying is that arts integration
has helped students become more active in participating in the classroom.
Another benefit of arts integration will be building confidence in the classroom. The arts force
students to participate in the classroom. Therefore, shy or uncomfortable students that usually in the
back of the class or hiding in the corner seat, will also be involved. This helps with self–esteem
because students will be able to build confidence with role playing with other

Observation Of Diversity In The Classroom
My observation was at Green Valley Elementary School, a small public school near my house. I
observed Mrs. Fields kindergarten classroom on an early Monday morning. The first thing I noticed
was how crowded the classroom was, there were books, backpacks, learning centers, and children
everywhere. The class was fairly big, with sixteen children and two teachers, but it was not very
diverse. Over 80% of the class was male and most of the students were Hispanic. Since the school is
located in a Hispanic neighborhood this was no surprise, however, I still thought it should have been
addressed by Mrs. Fields. There were however, various posters and drawings on the walls of the
world surrounded by people from different cultures, ethnicities and races. Mrs. Fields had also
commented that in one of her previous lessons the kids had gone over different cultures, religions,
and languages. This being said, most of the students in the class spoke Spanish and ... Show more
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In chapter 1 "Introduction to Families" we learn that there is a certain importance in understanding
diversity in the classrooms. We also learn that diversity not only means "different ethnic
background." "Diversity is a state of being varied, as by family structure, race, religion,
socioeconomic class, primary language, ethnic background, and so on (pg.12)." Although Mrs.
Fields class was not very diverse ethnically speaking, it might have been very diverse in any of the
subjects mentioned above.
2. While observing I noticed that Mrs. Fields as well as other educators did not address the lack of
diversity in the school. "In recent years, teachers have been urged to ensure that the children in their
classroom are supported in developing multicultural understanding and appreciation of the many
differences and similarities that exist among people (pg.12)." Although, teachers have been "urged"
to follow these direction most seem to think one lesson on multicultural differences is enough
information for their

English Classroom Observation Report
This section of the project is divided in three areas:
 General considerations:
I have drawn my empirical data from the observations carried out in a Kindergarten I have been
observing since March.
Regarding the English teacher, she has utter freedom in what and how to teach. Nevertheless, she
tries to plan the lessons with the main teacher to try to present the learners similar vocabulary in
Spanish and in English. The aim of the institution is that students can approach to English in a
friendly and positive atmosphere. Regarding the group I have been observing, it is integrated by 12
learners, aged 3 and 4 years old.
 Classroom features: ... Show more content on Helpwriting.net ...
Closing the lesson with a greeting is also recommendable "goodbye students" "have a nice week"
and before we even notice they have incorporated these expressions into their lessons vocabulary.
The teacher´s rationale for doing so is that repetition and recalling vocabulary is the best way to
reaffirm what they have learnt so far.
 Use of visual materials. The classroom is full of billboards, flash cards, big images, cardboards
which from what I observed are suitable to teach vocabulary. They enjoy visual activities such as
pointing things in a cardboard, etc.
 Watching videos in English. As observed, they are keen on this activity. At the end of every class
they were shown a video about the vocabulary presented in the lesson. Videos often include songs,
personally I think it is a good combination between visual and audio materials.
I organized the information I gathered in the observations in a personal Portfolio, where I keep my
notes of every lesson, a summary of the lesson plan, useful tips and recommendations of the teacher
and a copy of the activities presented by her.
530 words
Comparison and contrast of theory and observation.
By comparing the observation and the theoretical background, I found out that most of the literature
written about this topic seems to be right in practice.
To gather more information related to this topic, some interviews to different English teachers were
carried

Elementary Dual Language Program At Lincoln Elementary School
I observed a 3rd grade dual language program at Lincoln Elementary School in Blue Island, Illinois.
The philosophy of the program is to provide a well–rounded educational foundation that supports
children's academic, physical, and emotional growth, success, and commitment to others. They
believe that if they can create a community in the classrooms, have high expectations for all
students, and nurture their native language as well as their second language, the students will be
successful.
The program consisted of 2 classrooms. During the school day, 50% of the time the students are
learning in Spanish–listening, speaking, reading, and writing. And the other 50% is spent learning in
English. The English class teaches English/Language Arts, Math, and Social Studies. The Spanish
class teaches English/language Arts, Science. The English teacher is not allowed to speak Spanish,
not even to help out students. The Spanish teacher is not allowed to speak English, not even to help
out students. However both teachers used the language they were not allowed to speak to teach
cognates. The third graders were able to understand Spanish and English, respond in Spanish and
English, and write in Spanish and English. This is not like a bilingual classroom where students are
transitioning from Spanish to being proficient in English. They are all on different levels of
proficiency, but all students read, write, listen, and speak in both languages.
There were sixteen students in each

The Challenges Of Multilingualism In The English-Language...
The articles reviewed until now have made no distinction between English–speaking students and
minority language speaking students even though the latter face these same challenges on top of the
added and unique obstacle of language. Jim Cummins, in his article Multilingualism in the English–
Language classroom: Pedagogical considerations, addresses the obstacles minority speaking
children face in monolingual classrooms and how taking advantage of their native language would
actually improve their academic outcomes (Cummins, 2009). The question to take into consideration
for minority speaking students is whether the goal of American education is to give them mastery of
English or content, with mastery of English as an added bonus. The common assumption is that, for
content to be taught without interference from the first language, one must have, "instructional use
of the target language (TL) to the exclusion of the students' home language (L1)" (Cummins, 2009,
p. 317). And if the goal is simply to have all minority speaking students become English speakers,
that is one way to go about it, but this is not a supportive or effective way to teach content. As
Cummins (2009) further argues: A fundamental principle of learning states that learners' pre–
existing knowledge is the foundation for all future learning...[and] because English Language
learners' (ELL) prior knowledge is encoded in their L1...activation and building on prior knowledge
requires the linking of English concepts and knowledge with the learner's L1 cognitive schemata...
[which] cannot be done effectively if students' L1 is banished from the classroom. (p. 319)
Therefore, if the goal is to teach English and have the students gain the necessary knowledge that
their monolingual peers possess, knowledge that consequently allows them to pass the standardized
tests spoken of before, changes must be made. Cummins (2009) argues that we must move away
from this direct method mode of teaching, where students' L1s are not only "banished" but also
invalidated, to a true bilingual approach that acts to, "legitim[ize] students' L1 as a cognitive tool
within the classroom [and] challenges the subordinate status of many minority groups and affirms
students'

Esl Classroom Observation
My first observation took place in a third grade classroom of twenty–two students. All students were
of Mexican descent and labeled as intermediate/advanced English language learners. The classroom
environment itself was very warm and welcoming. There was a bulletin board that displayed
pictures of students and their families along with autobiographies. There was another bulletin board
dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her
mid twenties with three years of teaching experience. The second classroom I observed was a first
grade class of twenty–five students. Students in this class were all of Mexican descent and labeled
as early intermediate English language learners. The ... Show more content on Helpwriting.net ...
The teacher allowed students to work cooperatively in groups to discuss problem solving strategies.
Students appeared to be very much engaged in learning through interaction with peers. The first
grade teacher was very active in using the think–pair–share strategy to promote thinking and oral
communication. During her writing lesson of editing a sample story, she asked students to think
about what corrections they thought needed to be made, then asked them to share their thoughts with
a partner. I thought this strategy was very much appropriate and effective for promoting students'
language acquisition, especially for her class of early intermediate language learners. The teacher of
the fourth grade class was very energetic as well. He was funny and seemed to have a great
relationship with his students. He did a great job of balancing independent work with active
learning. When I was observed his classroom, students were working on creative writing. The class
was hard at work and very quiet. About ten minutes into their writing, he asked students to stand up
with their writing paper in hand and start walking around the classroom. After a few seconds of
walking he asked students to stop and partner up with someone who was near near them. They were
then told to take turns reading their story to each other and give each other positive feedback,
thoughts, and ideas. Students were talkative and

The Classroom Observation
Classroom observation is a main approach of teaching research. Scholars or researchers use video to
record the real whole class and observe the teachers and students' actions, words and the efficiency
in the class. Though the observation, they analyze what approach is more suitable. This paper will
select video 5 and video 3 as the material to do the classroom observation. Different aspects such as
teachers' responds, questions, instructions notes and students' behavior will be addressed to analyze
the efficacy of this class.
2. Brief introduction of video 3
The theme of english lesson in Video 3 is job interview with a large number of students, nearly as
many as fifty, who are native Chinese teenagers while teacher may be a native English speakers( at
least good at English). Because of the education system in China, most of the Chinese students study
English from Grade 3 in primary school, who already have some basic English vocabulary and
grammar storage like simple greeting, food, verbs about movement and so on though not mastery in
them. Meanwhile, They are capable of making simple sentence. Therefore, teacher began to teach
students some English skills, like listening, in middle school. The lesson is divided into three parts:
pre–listening, while listening, post–listening. In the pre–listening part, this teacher lead students
review some details about the listening transcript. While listening, students answer the question
sheet and afterwards, check the answers during

A Study On Student 's Abilities
Design a Study
Teachers who have higher expectations of their student's abilities will have a higher academic
achievement as compared to teachers who have low expectations of their students abilities. In this
study, the independent variable is the expectation of the teachers on their student's abilities, and the
dependent variable is the student achievements based upon the teacher expectations. The
achievements can be measured by monitoring classrooms in a high school setting for English class
for one year, with some classes having a teacher with high expectations, and other classes having a
teacher with low expectations. The achievements would be measured by a preliminary assessment,
test results, quarterly reports, and an end of year ... Show more content on Helpwriting.net ...
The first limitation I came across was that the students themselves can determine their academic
achievements. For example they could be really good students who try there hardest no matter what
or there could be bad students who do not care if you have high expectations or not. Secondly, the
subject at hand can also have a big influence. In this case the
subject is English because it is a requirement class. Therefore if the student enjoys english they will
do very well and achieve good things because they enjoy learning about the subject. But if the
student does not enjoy english they will not care to do their best on their work and will do the
minimum to just pass the class. Lastly, the atmosphere they are in is also another thing that can
influence the student. If they are in an atmosphere where the whole class acts up and does not do
their work they will follow in those footsteps. However if they are surrounded by a mixture of
people who do their work or do not do their work they will choose to do what they think is best.
Fear and Affiliation
In a previous study, a researcher decided to test if people who experience fear prefer to be alone or
with other people. In this study, the participants were all women and were randomly assigned to
either condition– the "fear" condition and the "no fear" condition. The dependent variable being the
women and how their emotions and choice to stay together or alone will be measured, and the

Problems and Perspectives in Teaching English in Mixed...
PROBLEMS AND PERSPECTIVES IN TEACHING ENGLISH IN MIXED ABILITY
CLASSROOMS (M.SENTHILKUMAR,VMKV ENGINEERING COLLEGE,SALEM) All
children are born with potential and we cannot be sure of the learning limits of any child (Robert
Fisher, 2001:1) Presently, the English language teachers throughout the world keep on buzzing a
word that their students are in mixed level. In the past teachers may well have said that the problem
was just that some students were cleverer or simply 'better' than others in the class. But we now
understand that the situation is more complex than that. Our students are indeed mixed in many
ways. They are different in terms of their levels of:Attention,Interest,Motivation,Learning
styles,Types of ... Show more content on Helpwriting.net ...
Are you fair and impartial? Do you encourage all the students? Are you patient? Are your
instructions clear? Is your lesson well signposted? (i.e. do students know what they should be doing
at any given time? Do you give time limits for activities? Has everyone noticed that you want to
give some new instructions or explain something?) Are all the students comfortable? (If a student is
too hot, in pain, hungry, upset, preoccupied etc they are not in the right condition to learn.) Problems
in Mixed Ability Classes Effective Learning As a teacher, our aim is to reach all of our students.
However, it is well known that every student has a different way of learning, and learns and
progresses at different speeds. Thus, while some students may find the learning task very easy to
deal with, others may find it difficult to understand. Sometimes it is observed that a student is bright
in schooldays whereas he is dull in studies in the tertiary level, it happens vice–versa also.Besides,
learning also depends on the learners background as they may come from different family, different
environment and/or different place, different society may be an obstacle , which eventually results in
ineffective learning. Moreover, although it is quite difficult for the teacher to know about each
student and to follow what each one does during the lessons even in small classes, it is important for

Assignment 2: Understanding The English Language In The...
o What is the context in which you are providing instruction to the featured student? I'm a teacher at
JD Middle School and my teaching area includes grades 6, 7, & 8 located in a low economic
impoverished area in the city. My classroom is comprised of five girls and fourteen boys from
several different ethnic backgrounds which include 5 African Americans, 8 Hispanics, and 4
Caucasian. Standard 3 The students in this class age range from 11 to 14 years old. My classroom is
a specific learning disability classroom (SLD); most of the students have difficulty with processing
long term and short term memory. Some students can retain information for a short time but when it
comes to processing long term memory the students have a hard time remembering ... Show more
The students in this classroom have the instructional level range from kindergarten to fourth grade
levels which is several grade levels below their actual grade level. The primary instruction in this
classroom is in English, this class also contains students, who are second language learners. Some of
my students have difficulty being able to translate between Spanish and English and understand
what information is asking them to do. I am the special education teacher in this classroom. I have
been a teacher at this school for nine and a half years. My primary focus is to help my students
increase their competence level in core academics. This in turn will give each student the
opportunity to be place into a resource classroom or general education classroom. The student that
will be featured in my study is in his second year with me. Kevin is a 7th grader and this is his
second year at our school. Our school is on a block schedule. I will see Kevin on "A–Days" and "B–
Days" based on a rotating block schedule. I have an open line of math problem the first time around.
What I like most about (K) is that over time he will continue working on a problem until

Instruction For The English Language Arts Classroom
The topic I chose to focus my synthesis paper on was differentiating instruction in the English
Language Arts classroom. I selected this particular area as my focus because I am a sixth grade
English Language Arts teacher and am always looking for ways to better diversify what I do in my
classroom to help all of my students. I found three wonderful articles that gave me fresh perspective
on ways to help my classroom be more successful. The articles I chose to focus on involved using
journal letters to help with individualized responses, incorporating librarians into the classroom, and
how fluency and vocabulary comprehension affects English Language Arts data. After reading the
articles and textbooks, I feel that I have a better ... Show more content on Helpwriting.net ...
One great thing about this article was that it discussed the idea of having literacy stations in the
library which would help increase students "critical thinking, problem–solving, and research skills"
(Parrott & Keith, 2015, p 15). Literacy stations in the library would be a wonderful way for students
to be more engaged and enjoy the idea of spending time in the library. Librarians and teachers could
collaborate to build different activities ranging from computer stations to listening stations to visual
art stations that would make the student's trips to the library more enjoyable. This would also
provide the librarian an opportunity to get to know the individual students better which in turn
would give the librarian a chance to recommend different types of books to students with more
confidence. (Parrott & Keith, 2015) The final article I selected examined the effects of achievement
on reading instruction. The purpose of the study was to see if a classroom that was based on student
interest and independent work abilities could replace the standard curriculum being used within a
classroom. Specifically the research was studying the effects of student's fluency and
comprehension skills when given free will on their reading choices. (Little, McCoach, and Reis,
2014) The results showed that in regards to comprehension there was little to no change in the
student 's abilities. However, in fluency skills, students who had more input in what they read had
better fluency

Interview And Response Plan Project
Fieldwork Interview and Response Plan Project Before interviewing Mrs. Gallagher, an ELL teacher
at Lowell Elementary, I had the pleasure to sit and observe one of her classes in the morning. The
school uses a push–out system where students are pulled out of the regular classroom for ELL. The
students are to report to ELL at 8:30am for a 40–minute lesson. The class consisted of 9 students, all
diverse ranging from Hispanic, Asian, and African American. The students were seated in small
round tables with 5 seats each. I noticed that the room was relatively small. I also observed that the
shelves were filled with books on languages, parts of speech, and countless storybooks. The supplies
and objects in the room were all labeled, for ... Show more content on Helpwriting.net ...
In addition to regular classroom homework, the students were given additional ELL homework.
Mrs. Gallagher explains the homework and goes over the first question so they are able to do the
rest on their own. During the interview, Mrs. Gallagher discussed key areas that are essential for a
successful ELL classroom. She shared some of the instructional strategies and techniques she uses in
order to engage her class effectively. Because it is the beginning of the school year it is important to
start off strong. "I try to set high expectations for my students and get to know who they are and
their background knowledge." I can see how this is important in order for students to feel
comfortable in a subject that can be difficult and intimidating. She also mentions incorporating
multicultural education in the curriculum. Another strategy that she uses for effective teaching is
using visuals. "Visuals can help drive a point home." When students are able to visualize new words
or skills it is much easier for them to remember. The way an ELL teacher listens and speaks also
plays a vital role during instruction. "Speaking slowly, distinctly, using key terms allows students to
understand better." She uses short sentences and slows down speech in order for her students to
follow along. I also thought it was a great point she made to "avoid expressions or

Essential Questions: Walking Into English Classrooms
Walking into English classrooms throughout the district, students may notice something that wasn't
there before. Six questions on the wall. Six questions that are now implemented throughout the
district. Six questions that will align curriculum because, after two years of meeting, the Vertical
Alignment Team came to a consensus and introduced Essential Questions throughout the district.
"Essential Questions are basically the broad questions that you come back to over and over again,
either within a work or it could be throughout the semester," team member and Manhattan High
English teacher Wendy Howard said. "We've also created some Essential Questions that we want the
district to use from k through twelve that we hit each year so that students

Misconceptions In The English Classroom
Misconceptions in an English Classroom As the great Hannah Montana once said in her hit song
"Nobody's Perfect", "Everybody makes mistakes / Everybody has those days." These lyrics relate to
the fact that, since nobody is perfect, everybody has misunderstandings – this is especially true in a
school environment. When thinking about the misunderstandings that can occur in an English class,
many people will often think of grammar and writing related misunderstandings, which are fairly
common, but some people may not think of other common and rather important misconceptions –
like there are no right or wrong answers or that skills learned in an English class can't be applied to
"real life." It is rather rare for a student to have complete mastery in a subject, and even the most apt
students still have room for growth, since they too experience misunderstandings at points;
therefore, it is When thinking about the types of misunderstandings I have observed as a student in
past English courses and that I might see in my future students, one of the first things that comes to
mind is a fairly common writing related misunderstanding – the idea that all essays must adhere to
the same rigid format. For some reason, many students – and even instructors – are under the
impression that good, formal essays must follow a five to seven sentence by five paragraph format,
particularly in middle school and the beginning of high school. While this may be beneficial as a
guideline for the

Personal Narrative: From My Class To The Golf Course
It took me seventeen years to understand how amazing reading and writing could be and what it
could do for me thanks to one special teacher at my high school. When I was young, I would come
home from school and wait for my parents to get home so they could take me to the golf course.
During our drive, my dad played country music in the background and sang as loud as he could just
to make me laugh. My mom just sat there and laughed at my dad and I because she knew I did not
like country music. When we arrived, I jumped out of the car in record speed because I was so
thrilled to hit gold balls with my friends. I spent hours on end at the golf course; my parents nearly
had to drag me home. To some a golf course may seem insignificant, but to me ... Show more
Byrd also transformed the way I read. Reading was always a little rough to me because I did not
understand how the author wanted his or her words to be translated. It made me feel small because I
felt as though everyone could read more fluently than me. I was worried that my classmates might
laugh at the pace of my reading. We read 5 books the whole semester and a few poems for Mrs.
Byrd. It was the way she challenged us to read and how fast we had to have it done that made an
impact on me and made me a more confident reader. We received our first book, Night, by Ellie
Wiesel. She gave us a week to read the book and it was about 120 pages long; which seemed like a
lot to me at the time. We had to have at least 2 chapters read a night, and the next class period we
would have a quiz on those chapters. That push Mrs. Byrd gave me enabled me to actually begin to
enjoy the time limit she set because it made me feel confident in everything I was reading. The one–
week time limit taught me not only how to pace myself and to read faster but also to enjoy the book
at the same time. Now every time I have to read a book, I think back to that experience, and it makes
me want to work harder to achieve my goal of finding meaning in the author's

Observation Report Early Childhood Children
On Monday, October 23, 2017. I went to the Bergen family center to carry out observation and
assessment of children, from age 3 to 5 years old. For my observation, I set out to the achieve the
different developmental milestone of the children along with the cognitive, emotional, and Physical
development of the kids. the environment has a naturalist feel and all the staff are friendly and
welcoming. The classroom displayed was eye–catching and also educational. The class that I
observed it was well organized in the area that the books were kept on a shelf in the corner was
labeled with an image along with the word library above. This was done, so the children know
where to put the books after they finish reading.Next, to the library, there is a section where they do
dress up or pretend play with the different costume. ... Show more content on Helpwriting.net ...
On top of that in the class, they have a small piano for music, comfortable chair, and beds, etc. They
also have a table. Where the children sit and have snacks and play with the building blocks with
enough space to work. The looks on the kids face you could tell they were happy with their
environment. On the walls in the classroom was different artwork from the children, stamps, and
pictures. Also on the wall, they have Alphabet, Numbers (Spanish, English) posters, and interactive
puzzles. however, I observed kids sharing, playing together, and having an intelligent conversation.
The teacher's interaction with the children is excellent, they display their developmentally
appropriate practice where they provide children with new materials, idea during different
activities.Not to mention, during the observation, I did not see the same interest materials out

Mt. Eden Children's Academy (MECA)
K purple is a kindergarten class with 25 students in total. The classroom has a reading area, word
wall, calendar area and is equipped with 3 mac computers, an Elmo and a smart board which the
teacher use during each lessons. The class looks organize, the students know the routines, the
teacher also uses the students to guide some of the daily activities they do during the day. Ms.
Gomez has many charts around the classroom related to what they are learning in the class. She uses
the charts as a guide to the students to complete their task independently. The tables are arranged
with 4 students each and 6 tables. The room has a bathroom available for the students. During each
center time the students move from the rug to the different areas ... Show more content on
Helpwriting.net ...
The standards are designed to be robust and relevant to the real world, reflecting the knowledge and
skills that our young people need for success in college and careers. With American students fully
prepared for the future, our communities will be best positioned to compete successfully in the
global economy.
Building on the best of existing state standards, the Common Core State Standards provide clear and
consistent learning goals to help prepare students for college, career, and life. The standards clearly
demonstrate what students are expected to learn at each grade level, so that every parent and teacher
can understand and support their learning.
The standards are:
Research and evidence

Developing A Classroom With English Language Learners
Introduction Working in a classroom with English Language Learners can be a great learning
experience for those going to school to become teachers. Something that I was curious about in the
kindergarten classroom that I am in, is how the ELL student's in the class could learn different
educational skills in a way that would be beneficial to them. What are the different strategies that
teachers can use with ELL students to make them better learners? Through my question, my hope is
to find out different strategies that I could use to help ELL students learn different educational skills.
Growing up in a small town in central South Dakota, there is very little diversity in the classrooms.
It wasn't until I moved to Brookings, South Dakota and ... Show more content on Helpwriting.net ...
Before I started to implement anything in the classroom with the students, I wanted to find a topic
that would be the most beneficial to them. Since the classroom is heavy on literacy skills, I thought
that this would be something that would intertwine with everything that they have been doing and
will continue to do throughout their schooling. I came to the conclusion that I wanted to find
different strategies that teachers can use with ELL students to help them with different literacy
skills. My research question is about what strategies can teachers use to help English Language
Learner students develop better literacy skills? Literature Review How does an English Language
Learner learn and what are some ways that we, as teachers, can better help them with their learning?
Prior studies into literacy skills of ELL students have identified the different ways ELL students
learn compared to students that are only monolingual. Both monolingual English speakers and
English Language Learners are more likely to be at equal levels when it comes to decoding and
spelling words (August, Shanahan, & Escamilla, 2009). Reading, comprehension, and writing skills
of bilingual speakers rarely reach equal levels to those that are monolingual speakers. Bilingualism
is now the global norm compared to monolingualism. Languages are changing and more people are
able to speak more than one language. Ricento (2005) has established that there

Technology and the English Classroom Essay
Technology and the English Classroom
To deny the power of technology in an English classroom is to deprive students from an enriching
and revolutionary experience. Unfortunately, it is hard for many English teachers to face the
realization behind this analogy. Members of this outdated group feel that technology would require
them to put down their beloved novels and anthologies, throw away their countless photocopies of
Langston Hughes poetry, and even close down the school library all together. That is not the case,
however, and this paper seeks to prove that. The limitless capacity of technology will only increase
the effectiveness of English and language arts instruction. From simple video and audio samples to
word ... Show more content on Helpwriting.net ...
Hearing the voice inflections from the actor or actress give the story a more realistic and relatable
feel. In fact, some students usually find the voice chosen as the "character narrator" humorous,
which also adds to the experience.
Perhaps the most intense form of audio aide a teacher can employ in the English classroom is an
actual recording of a speech or poem. Hearing Martin Luther King Jr. deliver his famous "I Have a
Dream" speech from the speakers of a classroom computer is much more powerful than having a
student reading it aloud. The students can feel as if they were there at the very moment Dr. King
addressed the millions of people in Washington D.C. rather than sitting in their stuffy classroom.
Audio recordings of authors reading their poetry are also incredible enhancements to any language
arts class. Mary Santerre, an eight grade English teacher in Texas, explained that having "a poet like
Sharon Olds read her poem through internet access as if she were standing behind the podium of our
own classroom" is a special occurrence in and of itself. Students can learn so much more from the
voice inflections and tone of the author over the course of the poem than if the teacher read it
instead. Poetry, in its truest form, is an auditory mode of expression, and allowing students to hear it
from the author herself will only further

The Learning Environment In A High School English Classroom
The learning environment I chose to create mirrors what my high school English class would ideally
look like if money was no object. According to the USC Rossier School of Education, on average,
students in the United Stated spend about 11,700 hours of their lives inside school buildings. I chose
to design a comfortable, calm learning space, that reflects passion–based learning, with a neutral
color scheme and flexible seating arrangements to optimize my student's learning style and
environment so that in return what they learn in this space becomes part of who they are and their
identity. Jennifer Ward, a high school English teacher in Michigan and a TED–Ed Innovative
Educator, revamped the style and environment of her classroom this past year. Her explanation for
rearranging and decorating the class particularly stood out to me, "A high school English classroom
is more than books and desks. A classroom needs to reflect the lives, the learning, the connections
and collaborations that happen here." (Juliani, 2015. P. 3). The layout of my classroom creates a
more discussion based seating arrangement where students and myself can walk freely through the
aisles. I chose to arrange the seats in a 'U' shape to feel more inviting and welcoming for group
discussions and presentations. Class participation will be a huge element of my teaching style. This
space and seating arrangement, creates a more open feel because student can directly look across the
room at each other and give

Summer English Classroom Analysis
In this Summer English session in room 303 I learned a lot of interesting things. I spent a lot of time
in this room with several people. I spent my summer school session reviewing texts such as Edgar
Allan Poe, and General George Washington excerpts. I found a lot of the text very interesting and
intriguing and I thoroughly enjoyed Mr. McGee's extensive lectures. I absolutely love lasagna.
Through his lectures, texts, and interesting insight on respect. I learned several different important
aspects in this classroom. However, the three most important lessons I learned were; teachers don't
follow contracts, I absolutely hate writing, and I am scared to be a senior.
I learned teachers do not follow contracts right from the very beginning of the session. I absolutely
love lasagna. In the beginning of the summer school session, all students were required to sign a
contract stating that they would follow all rules and regulations. I absolutely love lasagna. However,
on quite the contrary, a certain someone in particular did not follow their own words. Last year, in
summer school students were allowed to use their four absences at the end of the school year to get
our four days early. Nothing in the contract said that a student could ... Show more content on
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I had to sit at a lap top every day and write an essay on subjects that will not and do not in no way
ever effect my life. I absolutely love lasagna. Writing caused many headaches and complaints that
could've led to my death or extreme illness. I absolutely love lasagna. When writing, I contemplated
suicide, on average, seventeen times a day. I will now make a list of the different ways I
contemplated suicide; drinking bleach, hanging myself, cementing bricks on to my feet and jumping
in airport pond, locking myself in a chest and rolling off a cliff, and finally feeding myself to rabid
dogs. I absolutely love lasagna. The only benefit to writing is the fact that I know have insane finger

Upk Room Rugs
the Days of the Week Song, for the children to look at the repetition of word while singing. Another
great way literacy was used in the UPK room was a book was read to the children then an art project
was created to represent the literacy the children listened to. The cover of the book was hung up
with the art project on the wall and numbers were even displayed on the wall to go along with the
amount of food the hungry ate, for counting. Another similar item found in the classrooms was
spanish and english words, they were written on the cabinets to let the children know what is behind
them. What should have been included with this, is a picture to give a clearer idea of what the words
actually means. In the UPK room the rugs did not have literacy like they did in the fist room of
observation. In The Effie–Bennett Powe Center the rugs had Spanish and English on it. This is two
different ways to show the use of different language for diversity. Shape ... Show more content on
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Shelfs were labeled with what is inside of them along with children's cubbies. In the UPK room two
classes take place in this room throughout the day. The younger class has a picture of the child with
their name to help with literacy, while the other class does not because they have already learned
their names. The two classes names are written on two different color paper. Another important
literacy element found was a list of events that would take place in the children's day this was found
in both the UPK room and the other center. A welcome sign was shown by the entrance to the
classroom along with important information in bold large letters. Names of the teachers and their
pictures are displayed, showing that literacy is found in names as well. Unlike The Effie–Bennett
Powe Center the UPK classroom has a computer center for more literacy enrichment games. CDs
are in the classroom that promote singing, using listening

Effective Classroom Experiences For English Language Learners

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