English Camp Company: Reflection Paper It’s a story about chance, and dreams. Last April, when I applied to work for the English Camp Company in Europe I would have never imagined getting offered a position, let alone actually packing up my stuff and moving to the other side of the world. I applied to this program after completing Eastern Oregon Universities, English for Speakers of Other Languages minors program. I took my knowledge from the classroom and applied it directly to this experience. While in Italy, I wore multiple hats. The English Camp Company provides a two-week session submersion English Program. Tutors are not required to hold an education degree or have a Teacher English to Speakers of Other Languages (TESOL) certification.
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Afternoon games or sports are run much like the morning. Instructions and rules are done through sheltered instructional, as well as differentiated instructions. Students during this time get introduced to a lot of basic interpersonal communication skills. They students must interact with each other on a personal level come develop a strategy. Every came was a little different in structure but other all followed the same premise. Despite the fact that I worked with multiple ages—6 years old to14 years old— I learned a lot. I learned how to be patient with learning, provided adequate wait time. I became fully aware of the importance of differentiated instruction. The most important thing I learned was every student regardless if they are the same age are so distinctly different. They require different instructions, context clue and method of learning. As a teacher, you can never forget to be culturally responsive to the students learning. Even if they are from the same culture, they require different connections to real …show more content…
This was truly the first time I was in charge of instruction time the whole day. This pushed me to apply the knowledge I had learned in prior ESOL courses to my time in the class. The connections started with my host families. Understanding their culture and asking questions about their bilingual education programs allowed me to have a baseline to go off of. While in the class I had to work quickly and be extremely observant about where the student sat in terms of their language proficiency level. This was important because the class we were assigned was not configured by the English level. As a cooperating group, we wanted to ensure students were in the right class. This required us to move students accordingly. It was important to us to try our best not to move a student down a level if they didn’t need to be. Our fear was this would place and affective filter on the student because they could feel embarrassed that they were moved into a lower proficient
Afternoon games or sports are run much like the morning. Instructions and rules are done through sheltered instructional, as well as differentiated instructions. Students during this time get introduced to a lot of basic interpersonal communication skills. They students must interact with each other on a personal level come develop a strategy. Every came was a little different in structure but other all followed the same premise. Despite the fact that I worked with multiple ages—6 years old to14 years old— I learned a lot. I learned how to be patient with learning, provided adequate wait time. I became fully aware of the importance of differentiated instruction. The most important thing I learned was every student regardless if they are the same age are so distinctly different. They require different instructions, context clue and method of learning. As a teacher, you can never forget to be culturally responsive to the students learning. Even if they are from the same culture, they require different connections to real …show more content…
This was truly the first time I was in charge of instruction time the whole day. This pushed me to apply the knowledge I had learned in prior ESOL courses to my time in the class. The connections started with my host families. Understanding their culture and asking questions about their bilingual education programs allowed me to have a baseline to go off of. While in the class I had to work quickly and be extremely observant about where the student sat in terms of their language proficiency level. This was important because the class we were assigned was not configured by the English level. As a cooperating group, we wanted to ensure students were in the right class. This required us to move students accordingly. It was important to us to try our best not to move a student down a level if they didn’t need to be. Our fear was this would place and affective filter on the student because they could feel embarrassed that they were moved into a lower proficient