Upk Room Rugs

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 Helpwriting.net ...
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
... Get more on HelpWriting.net ...

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 content on Helpwriting.net ...
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

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

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

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

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

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 Helpwriting.net ...
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

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 more content on Helpwriting.net ...
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"

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 ... Show more content on Helpwriting.net ...
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

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. Afterreading 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

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: В· Capitalize on strengths and
compensate for weaknesses through process В·... Show more content on Helpwriting.net ...
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

English Classroom Observation Report
This section of the project is divided in three areas:
пЃ¶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.
пЃ¶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 teacherВґs rationale for doing so is that repetition and recalling vocabulary is the best way to
reaffirm what they have learnt so far.
п‚§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.
п‚§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

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 content on Helpwriting.net ...
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

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

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'

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

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

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...
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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

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

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
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

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
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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

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

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
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

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

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

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

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

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

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

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

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

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 adequatelearning
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 usingthe 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

Assignment 2: Understanding The English Language In The...
oWhat 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 content on Helpwriting.net ...
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

Improving TeacherвЂ“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 Helpwriting.net ...
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

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 ...
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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

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

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

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