The article that I chose to read was, The Effects of After-School Tutoring on an Individual ELS Student, written by Amanda Donahue (2002). The purpose of the action research project was to see if by participating in an After-School class with the teacher, the student would stay in school and inspire them to make progress in school. Since motivation is one of the main reasons ELLs drop from school, Ms, Donahue wanted to see if they had motivation and praise the students would increase their grades and performance, and essentially graduate from High School. I chose this article because it felt close to the issue that I am exploring in my action research project, the motivation for Long Term English students and see if I could implement it as
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Her situation is not uncommon or even different from many of our students. Having said, Amanda Donahue's strategy of tutoring her after school and getting to know her real academic and emotional problems, was evident. First, she tackled the academic issue by providing tutoring after school and focusing on her homework and basic vocabulary. Ms. Donahue not only discovered that Yeimis was low in basic vocabulary, she stated, "a lack of understanding of basic concepts and practices of essential success in English class" (Donahue, 2002, p. 3). The student was also low in her primary language, Spanish, "which was affecting her ability to understand concepts in English class" (p. 3). Donahue proceeded to analyze the student's behavior in class and based on that she determined to pay more attention to her during class to encourage her to participate and have better comprehension as well. Finally, she helped her to find social services that could help her and her family with the sensitive family situation that she was living in. Is was evident that Ms. Donahue felt that she approached the correct strategy to get to know the student, "the clearest benefits of our time together after school was the opportunity to attain a fuller picture of the factors that were interfering with Yeimi's success in school" (p.
Her situation is not uncommon or even different from many of our students. Having said, Amanda Donahue's strategy of tutoring her after school and getting to know her real academic and emotional problems, was evident. First, she tackled the academic issue by providing tutoring after school and focusing on her homework and basic vocabulary. Ms. Donahue not only discovered that Yeimis was low in basic vocabulary, she stated, "a lack of understanding of basic concepts and practices of essential success in English class" (Donahue, 2002, p. 3). The student was also low in her primary language, Spanish, "which was affecting her ability to understand concepts in English class" (p. 3). Donahue proceeded to analyze the student's behavior in class and based on that she determined to pay more attention to her during class to encourage her to participate and have better comprehension as well. Finally, she helped her to find social services that could help her and her family with the sensitive family situation that she was living in. Is was evident that Ms. Donahue felt that she approached the correct strategy to get to know the student, "the clearest benefits of our time together after school was the opportunity to attain a fuller picture of the factors that were interfering with Yeimi's success in school" (p.