Reflection

This course has honestly been extremely productive and helpful. I think most university students would agree that sitting in class, listening to lectures, and reading out of textbooks, only goes so far. It is very easy to learn how to write a lesson plan, to write one out, and to imagine how well it would play out. Once this lesson takes place in the reality of the classroom, however,it could be a much different story. I realize that not all students learn the same,but personally, I learn best through hands on materials and activities. This fieldwork class has been a great opportunity to put my skills to use. It has also been a great way to see how important it is to learn how to adapt a lesson plan appropriately.

I have had a lot of experience working with ESL students, but this fieldwork class has given me the opportunity to really examine the best way to teach these students, as well as how the students, themselves, learn. I have always had a soft spot in my heart for this group of students, and this class has allowed me the chance to really improve and adjust my teaching styles and techniques. The wiki has been a great resource as well. It has related directly to what I am doing everyday in the classroom with my ESL students. It is very refreshing to know that the effort and work that is being put into a class can really pay off!

I would tell anyone that is intending to pursue a career with ESL students that it is an amazing and fulfilling job. It does take a lot of patience, as with any teaching job, but the ESL population is honestly a special group. An ESL teacher is not only ensuring that the students learn the appropriate skills needed in English, but is also teaching culture, customs, and traditions. The ESL teacher also serves the role as a mentor, as these students are often brand new to the country and need to learn more than just the native language. The teacher will also be required to have appropriate cultural sensitivity, as this individual will have the opportunity to learn just as much about the student's own cultures and customs.It is a job that can truly make a difference.

Literature Circles

Literature Circles

What are your overall impressions of implementation?

My biggest concern when I implemented the literature assignment was the fact that the literature might be over the student's head. I quickly realized, however, that this was not the case. The students not only found the content level appropriate, but they also found it interesting, as they later told me that they were able to learn something about English other than grammar. I wanted to utilize many different teaching methods and strategies, so I allowed them to work individually, with a partner, and as a group as a whole. They seemed to enjoy partner work the best, although they were often distracted and attempted to speak to one another in their native language (if it was possible). They really enjoyed the pre reading activities as it seemed very low pressure as there really wasn't a right or wrong answer. I think the book choice had a huge impact, as the book chosen didn't seem as educational as it was enjoyable!



How did students react to the literature?

First of all, the students thought the name "Amelia Badelia" was very funny. I think they enjoyed reading her name best of all. The book is humorous in nature, so the students were laughing a lot during the reading, as they started to read how Amelia Badelia takes everything literally. There were only a few vocabulary words that the students did not know. I think going over the vocabulary list really made a difference in their understanding and fluency of the literature. I noticed that many of them wrote questions in their journals that they didn't feel comfortable sharing. This makes me think that maybe they didn't understand the text as well as I thought, but they were all able to discuss the book with minimal problems.



How did students react to discussing the selected texts?

As stated earlier, the students thought the selected text was funny, so they seemed to enjoy reading it and learning about the figurative language.I personally think that it is hard to read Amelia Badelia and not laugh out loud. Once the students realized that the book was a bit funny, they really did seem to relax and enjoy the activity more. They really enjoyed working with one another, as these ESL students especially, do not like to be put on the spot. I did my best to make sure they were comfortable, in hopes of getting them to share more openly.



How appropriate is the Literature Circle Technique for second language learners?

In my personal experiences, I have found that reading skills are very often lacking in many second language learners. It is often easier for ESL learners to understand spoken English and be able to speak English than it is for them to read and comprehend English. I have found this huge educational gap in many of my second language learners. Once these students are in upper level grades and still struggling with reading skills, it becomes extremely embarrassing for them and is often hard for them to improve or practice due to this embarrassment. By utilizing the literature circles, the students feel more comfortable and at ease when reading. It also gives them the opportunity to realize that they are not alone in the challenges of reading. They might even find a support system within the classroom that they might not have realized existed. The literature circles also provide many different teaching methods and techniques. This is appropriate so that each student is allowed the chance to learn in whatever way suites them best.




What changes would you make if you were to repeat this?

I think the literature circle activity went really well. I didn't get quite as much unprompted participation as I would have liked, but it seemed to have an overall positive impact. I think with a higher frequency of this activity, this issue would improve. The students seemed comfortable in the circle, but I think I could give them even more of an explanation before the activity to ease their nerves. The students really seemed to enjoy the group work and choral reading, so it might be productive to add more of these activities into the literature circle. The only other thing I might try to implement would be a student survey to be filled out after the activity. I think the student's input would be very helpful in improving the activity.




What suggestions do you have for other ESL professionals considering implementing
literature circles?

First of all, I would highly recommend this activity in the ESL classroom. I think it could be very productive and important. I would suggest that the teachers allow the students to pick out the book that they would like to read, but to make sure the content is not too heavy or above their level. By reading a humorous book such as Amelia Badelia, it really seemed to lighten the mood and ease nervousness. I would also suggest that it is not a bad idea to try to use a group of students that are comfortable with one another, or maybe even from the same country. As stated earlier, I would also include a survey to be filled out by the student's to gauge their understanding and feelings about the activity.

Field Notes # 4

Reflective Field notes #4


What are your overall impressions of this observation?

Overall, I found the observation extremely helpful and interesting. While I have completed a lot of hours observing in many different types of classroom environments, the case study and ethnographic profile really gave me the chance to dig deeper and connect with a student on a one on one basis. I think it is so important for teachers to get to know their sudents on a deeper level, although it is not always possible. Getting a chance to really observe the student as an observer instead of a teacher was also helpful. Of course, as a teacher, I typically feel like my lesson plans are productive and enjoyable, but being able to see the classroom through a different set of eyes really gave me a different outlook.





What did you learn as a result of the fieldwork?

While doing the observation, I realized how important it is to always think about ways to tweek the lesson plan. I also think it is essential to have a flexible lesson plan available in case the student is completely lost or possibly even too advanced for the lesson. The teacher I observed did a great job of tailoring the lesson plan to meet the different needs and levels of the students, which is something I don't think I always focus on.
While completing the ethnographic profile, I learned a lot about the specific student I spoke with. I really enjoyed this interaction because it gave me the opportunity to speak one on one with a refugee student and listen to her story. It revealed the importance of understanding the background of the students and how their past really does impact their current educational situation. As I stated before, I know it is not always easy to have a lot of one on one time between the teacher and the student, but it is extremely helpful when this can take place.



What is the value in case study research and analysis in terms of classroom practice?

It is so easy, as a teacher, to get caught up in the fast pace of the classroom every day. It is also very common for the teacher to be so concerned with the logistics of lesson planning that it is hard to take the necessary time to evaluate the lesson plan and consider exactly how it will play out and what issues could possibly arise. In my short experience, I have learned that a lesson plan can look like a million bucks on paper, but can somehow become a complete disaster when put into place in the classroom. When a teacher gets the chance to analyze the classroom practice that is in place it can allow for adequate adjustments that might need to be made prior to execution. I think it is also just another way for the teacher to take the chance to look at the closer details of the lesson plan instead of just making sure they are in line with the standards.





What is the value of the ethnographic narrative?

The ethnographic narrative really helps to connect the teacher to the student. There are often many students in each class with only one teacher. This causes obvious stress on the teacher to get to know each student individually. It seems to be a fine art for the teacher to quickly understand each child's personal needs as far as learning styles and skill sets. This often seems like an impossible task, but I know many teachers have the ability to get to know each student in their class. When dealing with a sensitive population, such as refugee students, for example, it is even more important for the teacher to have this one on one time. When I was conducting the narrative, I realized that the student's positive attitude could be due to the fact that she honestly enjoyed the school system in the United States better than the system in her home country. The discussion I had with her will always stay in the back of my mind when I'm working on lesson plans and thinking of activities. Of course, the teacher cannot tailor each lesson plan accordingly, but I don't think that there is really a point to a lesson plan if it really isn't productive. It is nice to see the students share their opinions and ideas about the classroom. After all, they are the reason the lesson plans are being created!





How will this information assist future teachers (next year’s teachers) as well as yourself in
meeting the needs of this particular second language learner?

This information is important not only for myself, but also for next year's teacher. As stated before, it really does make a difference when the teacher has some background knowledge of the student. There might be days when the student is upset or frustrated. When the teacher knows what might be going on in the home life, or what has happened in the past, it allows them to deal wtih the situation more appropriately. I do, however, think it is very important for each teacher to create their own opinions about each student, as every teacher will interpret a student's needs and skills differently. Labeling is obviously something that does not need to take place, so when the teacher gets to know the student themselves, they can form an unbias opinion that will hopefully be utilized in lesson planning and other classroom strategies.