When we read articles about specifically about
English language learners, I always think, “well this will apply to me at some
point, but it doesn’t right now” since I don’t really have any English language
learners currently. However, while
reading some of these articles I was reminded of my own students right
now. In the article, Supporting ELLs
in the Mainstream Classroom the author mentioned supporting ELLs by
maintaining classroom rules and boundaries for all students, even ELLs, “All
students need to understand and follow your classroom rules from the very
beginning, and ELLs are no exception” (Colorin Colorado, 2009). It thought this was an important idea, even
for my students. Sometimes I tend to
give certain students more leniency over others because I think they can’t or
won’t understand, but I think I need to make the extra effort to help them
understand so that they will be successful in my classroom.
I also liked the idea of helping students
understand the value of knowing a second language, “Discuss the benefits of
being bilingual, as well as some opportunities that students who are multilingual
may have in the future” (Colorin Colorado, 2009).
In 10 Ways to Support ELLs with School Library
my favorite idea was to have books from their birth country in the
classroom library, and to have them accessible to students. I’ve wondered if I could do more of this for
my students that were all born in the United States but maybe identify with
other cultures. I almost think it might
be a good idea to ask parents what other culture do they and their children
identify with and be able to speak about my students other cultures like we did
for our culture quilt.
The article on Learning About Your Students’
Backgrounds was interesting to me when they talked about how important it
is to know about students’ backgrounds.
I’ve been thinking about how I really wish I could have done like Mary
Cowhey and visited my future students’ homes over the summer before school
started. Colorado states, “Although you
do not want to pry for information, the more you can find out about where your
students come from, the better you will understand their strengths, needs, and
real-life circumstances. One way to find out is to get to know their families —
whether at school, in their home, or in the community” (Colorin Colorado,
2009). This quote reminded me of what we
discussed in class on Monday about being culturally responsive to what a
particular student’s home culture is. I
would love to bring more of the community and my student’s home life into the
classroom and I’m thinking of how to do that, although I think what it will
really take is
Willing to be Disturbed
I loved reading this article in class! I was
moved by the author’s idea of getting outside of our own ideas and comforts and
considering others ideas. I know I don’t
do this enough. I was observing a
conversation with my friends around dinner tonight and we were talking about engaging
with teenagers in our neighborhood and how we should approach them and the most
appropriate relationship to have with teens.
It was fascinating, but everyone had different ideas! I find it
challenging to transfer this idea to my students, especially when boys say
things like, “well girls can’t do that”, I find myself immediately wanting to
challenge their thinking and tell them GIRLS CAN DO ANYTHING THAT BOYS CAN DO!
But then, if I do that, then I’m only telling them something, instead of
finding ways to facilitate a discussion on gender equality even on the Pre-K
level.
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