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I realized that my students learn better when they are with a partner so I paired each of my student with a partner or buddy that will help him or her during and after the lesson. It is also the partner's responsible to explain to the other student  in his own words, what had happened in class if that partner was absent.
Chunking and Scaffolding the information help to reduce anxiety as they are not getting too much information at one time.
The use of motivational quote, deep breathing, and wellness check before the lesson starts help to reduce anxiety and get them in the frame of mind  for the work to come.

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As a practice area teacher, I used realia, visuals, sentence frames, graphic organizers, videos, modeling  to get the informations across to my students. The more they see, hear and do, the more they will remember and be able to implement the information later one.
I usually explained what digital platform they would be using in the class on that particular day, whether, it is nearpod, or edpuzzle or peardeck
I also limited the amount of information given during class so as to have more interaction from the the students whether with their partners or table of 4 or 5.

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I always try my best to project a positive body language, I try to sound encouraging; that the classroom is a safe place, that they are safe with me. It is alright to make mistakes as long as it is not intentional.

I make it clear to them that all I want is the best for them. So whenever we try to do progress monitoring, I give immediate feedback to allow them to process that focus and practice will help them become better.

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My ESOL students are observed to be dependent on visuals whether it is letters, words or numbers. So I give this accommodation in general to refrain them from feeling isolated with this need. At the same time, I keep encouraging them to look around the classroom and see the materials that could help them like the number chart, alphabet picture cards, CVC words, etc.

Also, I always remind them that their classmates could also help them aside from me.

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Singing and performing action songs.

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Lowering the Affective filter is important and I try to do that by repeating and restating instructions. I also try and give positive feedback as much as possible to reduce their anxiety. I also encourage students to ask questions as much as possible. Another way is by using tools such as Pear Deck and textbook audio, I try not to force my students to read out loud before they are ready. I do admit that I need to improve in this area.

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I have noticed that 25% of my students are ELLs ranging from 17-21 and a portion of them must look for employment and do not attend class regularly. i have also noticed of the ones that do, some tend to get rattled by  the longer texts that are used in my class, and they use spanish translators first, which is why I am trying to use groups more. I have also noticed the importance of wait time because some of my ELLs have been reluctant to participate.

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I have been using less group work and think-pair-share activities recently due to COVID restrictions, I want to get back to using them again and giving individual feedback in those groups. 

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I have been using less group work and think-pair-share activities recently due to COVID restrictions, I want to get back to using them again and giving individual feedback in those groups. 

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M. Bailey

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I am using visuals, sentence frames and word banks, videos, modeling, graphic organizers, and limited TPR. We do use a digital word wall for vocabulary which is done right after the check-in activity. i also use real-world connections to help students visualize historical concepts.

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Chunking/scaffolding, modelling and providing examples help the students and boost their morale.
Small groups and giving individual feedback, giving praises or celebrating their small successes, and guiding them patiently supports the students in their learning. All of these lessen their anxiety and stress.

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I noticed that when there is a longer passages/text that I assign they get rattled and not confident even before starting to read it. They tend to rush to complete it without understanding. They already get frustrated even before they begin. This is also the case in writing an essay that requires longer paragraphs.

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*Activate student prior knowledge.
*Use multiple means to add contextual support.
*Use various group strategies.
*Regular comprehension check.
These are the other strategies that I want to integrate with my teaching.

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Jazmin Johnson                                                        Aside from using manipulatives, I am using some graphic organizers to organize their ideas. And these also help them to express their ideas or thought processes too. I use these in Reading  Writing. 

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Jazmin Johnson                                                        Aside from using manipulatives, I am using some graphic organizers to organize their ideas. And these also help them to express their ideas or thought processes too. I use these in Reading  Writing. 

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Unlocking some vocabulary too helps them to understand what they read.
Aside from my small teacher-led group, I also integrate them with other students esp when they apply their new skills.

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I have been including some higher order thinking questions in my lesson but not very inconsistent with this practice. Now I know more about their importance, I will strive to use them more .

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I work to build a trusting safe community in each of my classrooms. We talk and listen to each other. We try to address problems by looking at them from a clear lens. We talk about what makes them happy, their connections, and their memories. They get to see each other and understand they are more alike than different.

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Putting emphasis on positive feedback and what the student is doing right during physical activity is the best way to nurture my students and help them feel comfortable and welcome in my classroom. Constructive feedback is often kept to a minimum because in their age group, a step in the right direction is all I'm really looking for as far as assessment. The environment focuses on play. I also constantly encourage students to cheer each other on and be supportive of each other's efforts no matter what the skill level.

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J.K Bautista- Sentence Writing with Word Bank 

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J.K Bautista- Sentence Writing with Word Bank 

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Currently, our class is building the skill of sentence writing as I learned that this is also required in the ACCESS test of ESOL students.

Just this recent week, I have been practicing my class in building sentences using the HFW we have learned. Honestly, I really want to discover an effective way for them to use sight words apart from just flashing on screen every time.

The process was I started with the dictation of a simple sentence. I chose 8 HFW words in a slide that will help them find, spell and write the words. Use of animations definitely helped them understand the expectations of the activity. Of course, I gave them a couple of examples before I challenged them to practice it by writing their answers on a mini board.

After days of practice, since they have seemed to master the activity, I upgraded our lessons by adding more HFW and a picture. They need to think of a sentence that talks about the picture then write it down on their mini boards.

Upon checking, I let them read what they have written to check if they achieved the objective.

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My students really look forward to P.E. and Recess as a means of stress release between long periods of sitting. Most of their motivation for the school day comes out in their participation during physical activities, especially if it is fun and easy to understand. On the other hand, presenting them with a lesson or activity that is difficult for them to participate in clearly creates a lot of anxiety and discomfort for students when they're just trying to get their wiggles out in a happy environment.

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Recently, I had been working on incorporating more higher order thinking questions into my P.E. lessons, simply because it was a box to fill in on my lesson plan template. However, after the class readings and discussions about comprehensible input, I have a much clearer picture of why these higher order thinking questions are crucial for my student's progress in language comprehension. I will definitely be putting a lot more focus into incorporating these higher order thinking concepts into every lesson, and have already improved my abilities in outlining them.

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I would like to have a interactive word wall that the students use daily.

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My students ESOL students have similar motivations. They are young children they want to have friends and fit in. They want to be able to read a book, discuss it in class and make their parents proud.  Their stress or anxiety comes when they feel like they aren't making gains as fast as their classmates. I try to remind them everyone makes gains at their own pace.

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Since I am a P.E. teacher, my lessons are always based off of a demonstration of visual cues or patterns. Students always see physical examples of what different sports and fitness vocabulary words mean. Also, since I work with ECC and Elementary students, we are beginning with very basic vocabulary words. And often only one or a few at a time. So there is a lot of focus on every concept to leave plenty of room for assessing each student's comprehension before moving on.

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Identifying with their challenges and struggles is one way of lowering the affective filter that I could think of. And be able to empathize with their situations. Another way is to offer them immediate and essential support to gain their trust

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A majority of my ESOL students come from Hispanic or Latin ancestry who came here to have a better life. Most of their anxieties come from not meeting the basic needs, which also one of their motivation to come and finish school in order to get a diploma

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Another comprehensible input that I want to add in my daily activities with ESOL students is peers pairing. I have some of my students who are in intermediate level that are intimidated when they are surrounded with native speakers. I want to pair them up with students with whom they are comfortable to interact with to give them more opportunities to use their social and academic language

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I start with sentence starters or accountable talk template with our Warm-Up Activity. Depending on the level of my ESOL students, I plan activities accordingly. Since most of my classes have ESOL Intermediate, I give them more group work where they could engage in a meaningful discussion and collaborative decision.

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In my class we use anchor charts, videos,  songs,  highlight text and graphic features, sentences starters, word bank, vocabulary development ( word wall, Frayer model and voc games, cooperative grouping, and partner pairing. Additionally, my instruction is I do, we do you do ( however some students need a small group). After directions are given I ask a couple of students to tell the class what they should do ( in their own words not mine), to ensure they understand the assignment.

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A classroom that provide a welcoming atmosphere will be conducive to learning. In this open and welcoming environment, students will be more motivated to learn, they will be less anxious and their self- esteem will improve. I am a FACS teacher, my classroom is brightly colored with food charts, realia and visual materials (flags from different cultures), here students can, not only identify with their culture but others too.

My students are paired with a partner who they will work with, explaining what they have learned. Depending on the assignment, they are also given the choice to work as individual or in small groups.

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I provide a welcoming environment and daily opportunities for small group work. Depending on the assignment, students may have the option to work on their own if they prefer. I use translanguaging and give students the flexibility to use their L1 when they prefer.

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I teach ESOL Biology classes with an age range between 16-20. Many of my students are living with sponsors although some are with parents. Many of my students have financial stresses that make them prioritize employment. I've also noticed my ELLs' loud engaging on content discussions that they have in Spanish reduce to gentle whispers when speaking or reading in English even with the supports.

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I plan to continue to support higher order thinking in my class. One way to do this is giving students the responsibility for analyzing and explaining the content and the language objectives on a daily basis. I would have to put students in small groups and provide them with collaborative conversation frames for the discussion. I would model what I expect, gradually releasing the process with the intention of one day having students lead all on their own. Students can also lead the revisit of the objectives at lesson ‘checkpoints’.

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Maintain a student friendly environment, where students are comfortable in working independently and working with other students. Make them feel that everybody support each other through work and through play.

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Almost half of my students in the classroom are ELL's, most of them are not comfortable in asking questions. Every day whatever lessons we have I always remind them, that there is nothing wrong to ask questions and asking questions is one way of learning.

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I would definitely use paraphrasing with my 1st Graders. That way they will broaden their vocabulary that will encourage them to talk and use complex words. Add more visual materials to display all over the classroom walls.

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I use anchor charts, visual materials, realia, sentence starters, videos, TPR, corrections when needed. A classroom that is conducive to learning and a student friendly environment.

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We begin our day with the daily vocabulary which is rich in imagery. We use both a digital platform (quizlet) and a Word Wall for our vocabulary. The students are supposed to keep a quizlet tab open all period, particularly for use during the small group session. I foster peer-to-peer learning by having students work in groups of 2 to 3.  Within the small groups I structure it so that students have both opportunity to speak and to write. I provide sentence frames to support the discussion and writing.

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Some of my students are stressed because they have to help to provide for their families and don't have the luxury of just going to school and going home afterward. Some stress about other classes and the content they do not understand.

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Create more activities that allow them to work together, help each other, and use more interactive and fun ways to have them practice the content language.

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Create a word wall with key terms and concepts.

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I use visual aids such as pictures, graphs, sentence starters, and highlight key words to help students understand and master content. I also, summarize the lesson at the end of the class and at the beginning of class when I see them again.

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Simply smiling and greeting them helps. They love it when I give them compliments about their work. I am actually honest with my feedback, but I have a way of saying it and giving suggestions without making them feel bad. My "suggestions for improvement" challenge them to keep on revising and upgrading their work.

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My students' primary stressors are their friends/classmates, totally unrelated to classwork. They also have issues at home.

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I might need to put up a visual word wall and simplify my posters.

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I paraphrase a lot. I use pictures,diagrams, charts, graphic organizers, and other mind maps to help students visualize and comprehend concepts. I also post helpful links which the students can access to obtain information from other sources. My students also use an interactive visual dictionary which I provide in order to help them learn difficult vocabulary and academic terms. Sentence starters and conversation stems are excellent scaffolding tools for writing and speaking activities. I also repeat/recast directions to make sure that the students understand what they need to do.

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To lower the affective filter and maintain a nurturing environment, I made a Science Classroom Rules anchor chart to remind students to be respectful at all times. I prepared interactive and engaging lessons. I introduced my lessons in a form of games, songs, puzzles, etc. I also utilized Kahoot and Time to Climb in Nearpod.

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I have an ESOL student who always complains that her stomach is aching, so I always direct her to go to the nurse. She always cries and wants to go home. Sometimes, she made up stories that her classmates hurt or say something inappropriate to her. All of her excuses, made me realize that she's in the "period of shock".

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Using outdoor classroom in Science. Wherein students are exposed to the real- world.

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Using outdoor classroom in Science. Wherein students are exposed to the real- world.

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Leosala, Melcah

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To lower the affective filter and maintain a nurturing environment I usually make use of interesting springboards like games, songs, or solving puzzles then connecting them to the new lesson. I also make use of manipulatives especially in Math and some diagrams. I also started making use of graphic organizers with sentence starters and word banks.

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One of my students doesn't like to do writing activities, however, she can very well articulate the answers verbally. Her dislike of the writing is so apparent that most of the time she shuts down during writing activities.

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I like the idea of self corrections by the students and maybe with the guidance or modeling of the teacher on how to do self corrections.

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I use visual materials like pictures and labels, graphic organizers with sentence starters and word banks; Audio-Visual like videos; Realia (real objects); Manipulative; and some strategies like TPR, showing, touching, and pointing to the objects.

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One way is the first day of school until the last day of school, I teach and remind my students that we are all here together to learn from each other, than no one knows everything, including me, and that we will be respectful to everyone. If a student doesn't know an answer, I'll ask if he or she needs a little help, and have the student call on a classmate to give the answer. Then the student can repeat what his or her classmate said. No one is allowed to laugh at or tease a classmate, so every student knows that he or she is in a safe space to be themselves, and to learn.

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I have an ESOL student who didn't like to participate in our whole group lessons on Zoom when we were virtual, and she still only raises her hand when she's sure about the answer. However, when we're in a small group on Zoom or in the classroom, she will have her camera on and participate. Speaking in front of the class is a real source of stress for her, so I don't force her to participate if she doesn't volunteer. Another ESOL student freely participates but when I call on him, he hesitates. I can tell that he's processing what he wants to say in English, and before he speaks, I can see and hear him inhale deeply and then gives his answer.

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I use visuals, videos, lots of modeling and TPR, sentence starters and frames, students think-pair-share and turn-and-talk.

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My wordwall doesn't have pictures, so I will include those going forward.

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I am providing wordwall (with pictures) Science experiments (Learning by doing) realia, sentence starters, driving question starters, visuals (pictures, images, drawings) videos, modeling, TPR, chants, clock partners, think pair and share, outside activities (making connections with nature) immediate feedback or addressing misconceptions, interactive videos, phet simulations, virtual field trip, using ACRONYMS in Science terms