For a school as rich in diversity like Lexington, it would be difficult to keep everyone on the same page due to language barriers. However, Ms. Deuel did an excellent job in her ELL classroom on practicing democracy and giving every one of her students a fair chance at succeeding. She used many types of resources to give her students a fair advantage at learning according to their learning styles. For those who were technologically savvy, she had them practice their warm ups on the laptops. For the kinesthetic learners, she had them get up and play a game where they could interact with each other. For the more visually gifted students, she drew out her lesson on the white board and handed out worksheets for them to practice on their own.
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Schelling gave her class a lecture about how learning is more important than getting a good grade. She went on to discuss how they might feel if they cheated by looking at the white board or off their peer’s papers. This resulted in her students keeping their eyes on their own papers and working to complete the problems on their own. In contrast, Mrs. Sailsbury instructed her students who were going through their warm ups that they completed as homework, to work with a peer who had got the problem right so they could work together and figure out the process as a team. In result, her students were learning teamwork ethics and finding out the process by themselves. They were also learning how to teach each other what they already …show more content…
Deuel’s ESL classroom in Lexington. Ms. Deuel made a point to enforce enculturation by purposely seating her students together at large tables around classmates who weren’t alike in ethnic or language at all. The students were then forced to interact with others who were not in their own language group by using one common language, English. As far as nurturing pedagogy goes, Ms. Deuel knew every student by their name and worked hard to get to know every students background story so she could prepare herself for any obstacle that might come up. She brought food for the students she knew were always hungry due to lack of income, and arranged extra resources for her students who were having a tougher time learning English. She had many diverse ways of teaching her students the same lesson so each of her students had a fair
Schelling gave her class a lecture about how learning is more important than getting a good grade. She went on to discuss how they might feel if they cheated by looking at the white board or off their peer’s papers. This resulted in her students keeping their eyes on their own papers and working to complete the problems on their own. In contrast, Mrs. Sailsbury instructed her students who were going through their warm ups that they completed as homework, to work with a peer who had got the problem right so they could work together and figure out the process as a team. In result, her students were learning teamwork ethics and finding out the process by themselves. They were also learning how to teach each other what they already …show more content…
Deuel’s ESL classroom in Lexington. Ms. Deuel made a point to enforce enculturation by purposely seating her students together at large tables around classmates who weren’t alike in ethnic or language at all. The students were then forced to interact with others who were not in their own language group by using one common language, English. As far as nurturing pedagogy goes, Ms. Deuel knew every student by their name and worked hard to get to know every students background story so she could prepare herself for any obstacle that might come up. She brought food for the students she knew were always hungry due to lack of income, and arranged extra resources for her students who were having a tougher time learning English. She had many diverse ways of teaching her students the same lesson so each of her students had a fair