Over the duration of the course “SEI English Language Teaching: Foundations and Methodologies”; I was able to observe Anissa Rose. Mrs. Rose teaches English as a second language(ESL) at Pau-Wa-Lu middle school and Scarselli elementary school. I also spent some time within a virtual classroom in order to observe different teaching strategies. This paper will discuss my observation experiences as well as the accommodations the instructors made for the ESL students.
Classroom Observation I observed Mrs. Rose in a middle school classroom where she offered support for English Language Learners (ELL). This class was more of a study hall in which she offered the students support for their regular class work. The majority of the students had tested out of the ESL program but still came in for support. The students were working on writing poems for their English class. One student in particular has only been in …show more content…
She used vocabulary development, scaffolding, and regalia. The teacher had her students write down the new vocabulary words within their journals. The teacher also reviewed the information the students had recently learned. She had a student demonstrate for the class what was being discussed. I noticed the teacher chose a student that appeared to be unengaged in the conversation. This helped to regain the students focus and allowed her to engage in the lesson. The teacher then broke students into groups to determine how much iron is in a bowl of cereal using magnets. Braking students into groups is important for ELL students because it allows them to use the new vocabulary and talk to their peers. The teacher also instructed the students to have one student read the instruction, one does the experiment, and the other student writes down the data. This allows each student to participate in the project and allows for communication between the
Classroom Observation I observed Mrs. Rose in a middle school classroom where she offered support for English Language Learners (ELL). This class was more of a study hall in which she offered the students support for their regular class work. The majority of the students had tested out of the ESL program but still came in for support. The students were working on writing poems for their English class. One student in particular has only been in …show more content…
She used vocabulary development, scaffolding, and regalia. The teacher had her students write down the new vocabulary words within their journals. The teacher also reviewed the information the students had recently learned. She had a student demonstrate for the class what was being discussed. I noticed the teacher chose a student that appeared to be unengaged in the conversation. This helped to regain the students focus and allowed her to engage in the lesson. The teacher then broke students into groups to determine how much iron is in a bowl of cereal using magnets. Braking students into groups is important for ELL students because it allows them to use the new vocabulary and talk to their peers. The teacher also instructed the students to have one student read the instruction, one does the experiment, and the other student writes down the data. This allows each student to participate in the project and allows for communication between the