After spending the first week at Haverstraw Elementary School a significant moment not only provided me with some insight but also changed my perspective with working with ESL students. A lot of the students that attend the school do not speak English and just moved to the country, and despite the fact the students receives English as a second language support classes it can still be challenging to work one on one with these students. My first significant moment involved giving instructions to the class with two students who did not speak English. Relaying on what I previous learned in classes I had to really slow down my instructions for the whole class and demonstrate what I was asking them to do. From the reactions of the other students
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I learned early on from previous classes the importance of classroom management but in this moment it was time to actually apply what I had learned into real life skills in the classroom. I have to admit the first time I lead the class from one activity directly into another I felt it was somewhat chaotic. Was it me? Was it my instruction? Was I not clear are all things I asked myself. However as time went on and I had more practice in transitioning students from one activity directly into another one I quickly being to see what worked and what didn’t. During my first few attempts I imagine what it could have looked like from another teacher’s perspective. I might have viewed it from somewhat controlled chaos while another teacher might have just seen poor classroom management or poor direction. An assertion I think is fair to make is transitions can quickly go array and chaotic and even result in behavior problems and the only way to avoid this is to tackle transition problems head on. As I previously leaned in previous classes transitions are a part of classroom management and should included clear instructions and expectations of what the teacher is asking the students to do. In this case this moment taught me and reminded me not only do I need to give clear instructions for transitions but in some cases
I learned early on from previous classes the importance of classroom management but in this moment it was time to actually apply what I had learned into real life skills in the classroom. I have to admit the first time I lead the class from one activity directly into another I felt it was somewhat chaotic. Was it me? Was it my instruction? Was I not clear are all things I asked myself. However as time went on and I had more practice in transitioning students from one activity directly into another one I quickly being to see what worked and what didn’t. During my first few attempts I imagine what it could have looked like from another teacher’s perspective. I might have viewed it from somewhat controlled chaos while another teacher might have just seen poor classroom management or poor direction. An assertion I think is fair to make is transitions can quickly go array and chaotic and even result in behavior problems and the only way to avoid this is to tackle transition problems head on. As I previously leaned in previous classes transitions are a part of classroom management and should included clear instructions and expectations of what the teacher is asking the students to do. In this case this moment taught me and reminded me not only do I need to give clear instructions for transitions but in some cases