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I will be an advocate for ELL Students by bringing awareness to the Attendance Team by being mindful of Cultural differences or possible barriers that the Team may not have considered.

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One social/emotional support I want to implement is the concept of understanding an MLL student’s background to support their well being in class.  The importance of this is that learning can only happen when students feel safe.  I would never want to make a student feel overwhelmed by having them be perceived as a representative of their entire culture.  The academic support I want to employ is to gauge a student’s prior knowledge to help scaffold learning.  These improve my overall ability to practice by making me a more complete educator.  I can never learn enough and all I learn makes me a stronger guide for students.

Un apoyo social/emocional que quiero implementar es el concepto de comprender los antecedentes de un estudiante de MLL para apoyar su bienestar en clase. La importancia de esto es que el aprendizaje sólo puede ocurrir cuando los estudiantes se sienten seguros. Nunca quisiera que un estudiante se sienta abrumado al ser percibido como un representante de toda su cultura. El apoyo académico que quiero emplear es evaluar el conocimiento previo del estudiante para ayudar a impulsar el aprendizaje. Estos mejoran mi capacidad general para practicar al convertirme en un educador más completo. Nunca puedo aprender lo suficiente y todo lo que aprendo me convierte en una guía más sólida para los estudiantes.

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I will work to help each of my MLLs feel welcome, safe, and the freedom to be bold in their learning by celebrating what they know and what they're learning. I will work to advocate for each of my MLLs by collaborating with their other teachers, to ensure they receive the support they need in each setting. These things will hopefully improve my professional practice as my students will always be better off when their teachers work together to support them in their learning.

Jag kommer att arbeta för att hjälpa alla mina MLLs att känna sig välkomna, säkra och friheten att vara djärva i sitt lärande genom att fira det de vet och det de lär sig. Jag kommer att arbeta för att förespråka var och en av mina MLLs genom att samarbeta med deras andra lärare, för att säkerställa att de får det stöd de behöver i varje miljö. Dessa saker kommer förhoppningsvis att förbättra min yrkesutövning eftersom mina elever alltid kommer att ha det bättre när deras lärare arbetar tillsammans för att stödja dem i deras lärande.

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I promise to always check in with you emotionally to see how you are feeling and how things are going in class and at home, a few times during the week. I know you enjoy talking about your weekend, or when a family member is coming down to visit, and sometimes we cannot have that conversation because of the busyness of the school day. I will make sure to check-in regardless. I will also inform your other teachers if there is something else going on that they need to be aware of, like if you need a little more patience on that day. For school, I want to make sure that your learning disability is not getting in the way of your confidence with speaking English. I know you know way more than you think you do; all your teachers know it. Think about how happy it will make your mom to know that you are reading words in English on your own! In my classroom, I’ll be sure to show you pictures of the words we are studying, along with relating Spanish words with English words to help you with your retention. I am taking classes right now on how to better support students whose first language isn’t English, and I always try the new things out with you so thank you for being a great student! I hope that by trying out these new strategies with you, I can support other kids like you.

Spanish:

Prometo siempre comunicarme contigo emocionalmente para ver cómo te sientes y cómo van las cosas en clase y en casa, algunas veces durante la semana. Sé que disfrutas hablar sobre tu fin de semana o cuando un miembro de la familia viene de visita y, a veces, no podemos tener esa conversación debido al ajetreo del día escolar. Me aseguraré de hacer el check-in de todos modos. También informaré a tus otros profesores si hay algo más que deban tener en cuenta, como si necesitas un poco más de paciencia ese día. Para la escuela, quiero asegurarme de que su discapacidad de aprendizaje no interfiera con su confianza para hablar inglés. Sé que sabes mucho más de lo que crees; Todos tus profesores lo saben. ¡Piensa en lo feliz que le hará a tu mamá saber que estás leyendo palabras en inglés por tu cuenta! En mi salón de clases, me aseguraré de mostrarte imágenes de las palabras que estamos estudiando, además de relacionar palabras en español con palabras en inglés para ayudarte con tu retención. Estoy tomando clases ahora mismo sobre cómo apoyar mejor a los estudiantes cuyo primer idioma no es el inglés, y siempre pruebo cosas nuevas contigo, ¡así que gracias por ser un gran estudiante! Espero que al probar estas nuevas estrategias contigo pueda apoyar a otros niños como tú.

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I will ensure each of my students feel respected, supported and valued. I will encourage students to make the connection between their L1 and target language and create a safe space that encourages peer interactions and risk-taking. I will explicitly teach my young K students how to turn and talk effectively with peers. These peer interactions are intentionally implemented to build peer connections and relationships to build motivation for students to learn the target language and communicate within their school community.

Spanish

Me aseguraré de que cada uno de mis estudiantes se sienta respetado, apoyado y valorado. Animaré a los estudiantes a establecer la conexión entre su L1 y el idioma de destino y crearé un espacio seguro que fomente las interacciones entre pares y la toma de riesgos. Enseñaré explícitamente a mis jóvenes alumnos de K cómo girarse y hablar eficazmente con sus compañeros. Estas interacciones entre pares se implementan intencionalmente para construir conexiones y relaciones entre pares para generar motivación para que los estudiantes aprendan el idioma de destino y se comuniquen dentro de su comunidad escolar.

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My Declaration for my ELLs/MLLs- Kelly Absher:

For my ELL/MLL students, an emotional strategy that I would like to incorporate in my class is to have them create a Social Coping Menu. This would be an item where the students would choose 5 items that they enjoy doing- items that make them happy, calm, and regulated. This could be anything from listening to music, playing with a fidget, or doing deep breathing. The students would keep this menu in the front cover of their binders. Teachers would be notified that the students have this for whenever they may need it. Due to students’ past possible traumas and experience with coming to the United States, students may be internalizing their emotions, fears, and anxieties. I would want this strategy to help them work through those feelings/emotions. The coping strategies could change as they adapt and move throughout life.

An academic support that I would use for my ELL/MLL students would be to scaffold using videos and visuals that help tie together social and academic concepts. Students would have the freedom to bridge their L1 and their L2. I would not want them to be afraid to use their L1 to help support their learning of their L2.

I believe that being empathetic and getting to know your students “as a whole” will help you become a better teacher in the long run. Students are people too, and they have valid feelings, opinions, and questions. Helping them to express their ideas should is important to me as an educator.

Spanish:

Para mis alumnos de ELL/MLL, una estrategia emocional que me gustaría incorporar en mi clase es que creen un menú de afrontamiento social. Este sería un elemento en el que los estudiantes elegirían 5 elementos que les gusten hacer: elementos que los hagan felices, tranquilos y regulados. Esto podría ser cualquier cosa, desde escuchar música, jugar con un objeto inquieto o respirar profundamente. Los estudiantes mantendrían este menú en la portada de sus carpetas. Se notificará a los maestros que los estudiantes tienen esto para cuando lo necesiten. Debido a los posibles traumas pasados ​​de los estudiantes y a sus experiencias al venir a los Estados Unidos, los estudiantes pueden estar interiorizando sus emociones, miedos y ansiedades. Me gustaría que esta estrategia les ayudara a superar esos sentimientos/emociones. Las estrategias de afrontamiento podrían cambiar a medida que se adapten y avancen a lo largo de la vida.
Un apoyo académico que usaría para mis estudiantes ELL/MLL sería utilizar videos y elementos visuales que ayuden a unir conceptos sociales y académicos. Los estudiantes tendrían la libertad de unir su L1 y su L2. No quisiera que tuvieran miedo de utilizar su L1 para ayudarles a aprender su L2.
Creo que ser empático y conocer a tus alumnos “en su conjunto” te ayudará a convertirte en un mejor profesor a largo plazo. Los estudiantes también son personas y tienen sentimientos, opiniones y preguntas válidas. Ayudarlos a expresar sus ideas es importante para mí como educador.

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I will advocate to have the educational laws explained in other languages. Mainly the five most spoken languages of the students at JP McCaskey. When doing home visits, I will prepare myself by having materials that can be given to others so that I can educate and help those that don't have access to materials that effect them.

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I will provide support to my students to help them feel welcomed and accepted in my classes. By utilizing frequent check ins, modified materials and strategies to help them be successful. I will utilize resources and staff in our building for additional supports.

Amharic:

ተማሪዎቼ በክፍሌ ውስጥ አቀባበል እና ተቀባይነት እንዲሰማቸው ለመርዳት ድጋፍ አደርጋለሁ። ስኬታማ እንዲሆኑ ተደጋጋሚ ቼኮችን፣ የተሻሻሉ ቁሳቁሶችን እና ስልቶችን በመጠቀም። ለተጨማሪ ድጋፎች በህንጻችን ያሉትን ሀብቶች እና ሰራተኞች እጠቀማለሁ።temarīwochē bekifilē wisit’i āk’ebabeli ina tek’ebayineti inidīsemachewi lemeridati digafi āderigalehu. sikētama inidīhonu tedegagamī chēkochini, yeteshashalu k’usak’usochini ina silitochini bemet’ek’emi. letech’emarī digafochi behinits’achini yalutini hābitochi ina seratenyochi it’ek’emalehu.

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To support students social/emotional needs, it is important to understand the silent period and allow students to remain in that state as long as they are comfortable while also supporting their development. Understanding that the silent period is normal enables students to feel supported. TO support students academically, it is important to understand the difference between academic and social language. It is important to better understand where students academic language is to support this development rather than assuming because they have social language mastered, they also have academic language. These things will improve professional practice by enabling us to better understand our students and support them in all the areas they need supported in able to better succeed.

Chun tacú le riachtanais shóisialta/mhothúchánacha na mac léinn, tá sé tábhachtach an tréimhse chiúin a thuiscint agus ligean do scoláirí fanacht sa riocht sin fad is atá siad ar a gcompord agus iad ag tacú lena bhforbairt freisin. Nuair a thuigtear go bhfuil an tréimhse chiúin gnáth, cuireann sé ar chumas na mac léinn tacaíocht a mhothú. D'fhonn tacú le mic léinn go hacadúil, tá sé tábhachtach an difríocht idir teanga acadúil agus teanga shóisialta a thuiscint. Tá sé tábhachtach go dtuigfí níos fearr cá bhfuil teanga acadúil na mac léinn chun tacú leis an bhforbairt seo seachas glacadh leis toisc go bhfuil máistreacht acu ar theanga shóisialta, go bhfuil teanga acadúil acu freisin. Feabhsóidh na rudaí seo cleachtas gairmiúil trí chur ar ár gcumas ár gcuid mac léinn a thuiscint níos fearr agus tacú leo sna réimsí go léir a dteastaíonn tacaíocht uathu chun go n-éireoidh leo níos fearr.

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Social – Emotional  : check in daily – do they understand the classwork, what questions do they have?  Use to clarify understanding and needed support.

Academically – Provide thinking time, and a chance to talk to peers.

As a teacher it will be beneficial to know where students are emotionally at class time. If they are struggling small adjustments may be made to help students feel good about their work and their strengths.  BY providing them wit time to gather their thoughts,   and then share with peers, I can make students feel confident in their answers and responses.  The more they practice the easier the language will be.

Portugese - Brazil

Social – Emocional: check-in diário – eles entendem o trabalho de classe, que perguntas eles têm?  Use para esclarecer a compreensão e o suporte necessário.
Academicamente – Proporcione tempo para pensar e uma chance de conversar com os colegas.

Como professor, será benéfico saber onde os alunos estão emocionalmente na hora da aula. Se eles estão com dificuldades, pequenos ajustes podem ser feitos para ajudar os alunos a se sentirem bem com seu trabalho e seus pontos fortes.  Ao proporcionar-lhes tempo hábil para reunir seus pensamentos e, em seguida, compartilhar com os colegas, posso fazer com que os alunos se sintam confiantes em suas respostas e respostas.  Quanto mais praticarem, mais fácil será o idioma

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I will make sure that all students are supported equally. I will make sure I am engaging with every student equally. I will also make sure to include different types of scaffolding to support ELL's in multiple ways of expressing themselves. This will help to improve my professional practice because all students will feel free to express themselves.

Spanish:

Me aseguraré de que todos los estudiantes reciban el mismo apoyo. Me aseguraré de interactuar con todos los estudiantes por igual. También me aseguraré de incluir diferentes tipos de andamios para apoyar a los ELL en múltiples formas de expresarse. Esto ayudará a mejorar mi práctica profesional porque todos los estudiantes se sentirán libres de expresarse.

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Social Emotional Support: I will incorporate more restorative circle time as well as team-building activities for our morning meeting. This way students can feel a connection with others while learning a new language. I believe if the social-emotional support isn't there, students cannot excel or feel supported.

Academic support:  I will incorporate the appointment agendas. I believe in the ripple effect. If students can share with a partner first and then share with a group, they can get more comfortable. With the appointment agendas, students will have various different partners to talk to.

Vietnamese:

Hỗ trợ Cảm xúc Xã hội: Tôi sẽ kết hợp nhiều thời gian phục hồi vòng tròn cũng như các hoạt động xây dựng nhóm cho cuộc họp buổi sáng của chúng ta. Bằng cách này, học sinh có thể cảm nhận được sự kết nối với những người khác khi học một ngôn ngữ mới. Tôi tin rằng nếu không có sự hỗ trợ về mặt cảm xúc xã hội, học sinh không thể vượt trội hoặc cảm thấy được hỗ trợ.

Hỗ trợ học tập: Tôi sẽ kết hợp các chương trình cuộc hẹn. Tôi tin vào hiệu ứng gợn sóng. Nếu học sinh có thể chia sẻ với bạn cùng lớp trước rồi chia sẻ với nhóm thì các em sẽ cảm thấy thoải mái hơn. Với lịch hẹn, sinh viên sẽ có nhiều đối tác khác nhau để nói chuyện.

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Mae.                                                                                     I will ensure that creating a classroom environment that respects and values cultural diversity. Acknowledge and celebrate the unique backgrounds and experiences of your LEP/ELL .in terms of academic support / strategy , I will  work on providing them an appropriate translation approaches .  

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Mae.                                                                                     I will ensure that creating a classroom environment that respects and values cultural diversity. Acknowledge and celebrate the unique backgrounds and experiences of your LEP/ELL .in terms of academic support / strategy , I will  work on providing them an appropriate translation approaches .  

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Arabic:

سأضمن خلق بيئة صفية تحترم وتقدر التنوع الثقافي. قم بالاعتراف والاحتفال بالخلفيات والتجارب الفريدة لمتعلمي LEP/ELL. وسأعمل أيضًا على توفير أساليب الترجمة المناسبة لهم.

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I would like to help teachers understand the social affective filter.  I want them to know things that they can do to help their students reach success.  It’s important that teachers are aware of how students interpret the world when they don’t know the language - looks, the tone of someone’s voice, the classroom routines and expectations.

I think the Can Do Descriptors can help teachers design instructional activities.  My number one question I get is that teachers don’t know what the students can do.  It’s also important for instruction to be at the level of the students.

This will help me improve my practice because I’ll be able to more of a resource to teachers.  I definitely enjoyed learning about tools that can help (particularly to translate).

Haluaisin auttaa opettajia ymmärtämään sosiaalisen affektiivisen suodattimen. Haluan heidän tietävän asioita, joita he voivat tehdä auttaakseen oppilaitaan menestymään.

Uskon, että Can Do -kuvaajat voivat auttaa opettajia suunnittelemaan opetustoimintaa. Ensimmäinen kysymykseni on, että opettajat eivät tiedä, mitä oppilaat voivat tehdä.

Tämä auttaa minua parantamaan käytäntöäni, koska voin tarjota enemmän resurssia opettajille

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I will ensure that all students feel welcome. I will make sure to honor the silent period for ELs to feel more comfortable in the classroom, rather than forcing participation. I will add visuals whenever I can to instructions and vocabulary. I will also chunk assignments to make tasks more manageable for students. This will improve my professional practice because it will allow for my EL students to feel that academic tasks are not overwhelming.

Ukrainian:

Я подбаю про те, щоб усі студенти почувались гостинно. Я подбаю про дотримання періоду тиші, щоб EL почувалися комфортніше в класі, а не примушувати до участі. Я буду додавати візуальні елементи, коли зможу, до інструкцій і словника. Я також буду розділяти завдання на частини, щоб зробити завдання легшими для студентів. Це покращить мою професійну практику, оскільки це дозволить моїм студентам EL відчути, що академічні завдання не є непосильними.

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I want to make sure that all of my students feel comfortable experimenting in my classroom. Whether this be an actual scientific experiment or using scientific language they are unfamiliar with, I want them to feel comfortable making mistakes and learning from their peers. Academically, I will provide scaffolds for my students as they become familiar with biological terminology and processes through graphic organizers or images/videos. I want my classroom to be a space where students feel excited to learn about science and practice both English and Biological vocabulary they are unfamiliar with.

Korean:

나는 모든 학생들이 내 교실에서 편안하게 실험을 할 수 있도록 하고 싶습니다. 이것이 실제 과학 실험이든, 익숙하지 않은 과학적 언어를 사용하든, 나는 그들이 편안하게 실수하고 동료들로부터 배울 수 있기를 바랍니다. 학문적으로 학생들이 그래픽 정리 도구나 이미지/비디오를 통해 생물학적 용어와 프로세스에 익숙해지도록 발판을 제공할 것입니다. 저는 제 교실이 학생들이 신나게 과학을 배우고, 익숙하지 않은 영어와 생물학 어휘를 연습할 수 있는 공간이 되기를 바랍니다.

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I will ensure that my students feel supported both emotionally and socially. I promise to be a confidant for students to confide in. In caring for my students as people first, I will establish relationships prior to academic endeavors. In doing so, my students will feel vulnerable enough to engage in new topics without fearing embarrassment. I will provide a space for mistakes to be made in my classroom because academic learning is a continuous process, not an end.

Me aseguraré de que mis alumnos se sientan apoyados tanto emocional como socialmente. Prometo ser un confidente en quien los estudiantes puedan confiar. Al cuidar a mis estudiantes como personas primero, estableceré relaciones antes de emprender esfuerzos académicos. Al hacerlo, mis alumnos se sentirán lo suficientemente vulnerables como para abordar nuevos temas sin temer la vergüenza. Proporcionaré un espacio para que se cometan errores en mi salón de clases porque el aprendizaje académico es un proceso continuo, no un fin.

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In my future teachings, I can keep in mind to always put my student’s needs first. I will make sure that they are mentally in the classroom check and check in if I notice something off. I will also use different teaching strategies and find what works for each student. This will improve my professional practice because it will keep my students more engaged and motivated.
Στις μελλοντικές μου διδασκαλίες, μπορώ να έχω κατά νου να βάζω πάντα τις ανάγκες του μαθητή μου πρώτα. Θα βεβαιωθώ ότι είναι διανοητικά στην τάξη, ελέγξτε και ελέγξτε εάν παρατηρήσω κάτι που δεν προκαλείται. Θα χρησιμοποιήσω επίσης διαφορετικές στρατηγικές διδασκαλίας και θα βρω τι λειτουργεί για κάθε μαθητή. Αυτό θα βελτιώσει την επαγγελματική μου πρακτική, επειδή θα κρατήσει τους μαθητές μου πιο αφοσιωμένους και με κίνητρα.

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I will make sure that all students are supported equally. A strategy that I will use is the use of graphic organizers to chunk larger assignments. I will also make sure to scaffold these students to ensure that they are learning independence as well as the language

Greek:

Θα φροντίσω να υποστηρίζονται όλοι οι μαθητές εξίσου. Μια στρατηγική που θα χρησιμοποιήσω είναι η χρήση οργανωτών γραφικών για να τμηματοποιήσω μεγαλύτερες εργασίες. Θα φροντίσω επίσης να βάλω σε σκαλωσιά αυτούς τους μαθητές για να διασφαλίσω ότι μαθαίνουν την ανεξαρτησία καθώς και τη γλώσσα

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I will ensure that circles practices are incorporated into my educational space so students may safely share with one another. I will continue to utilize various forms of scaffolding to support my MLL's in successfully expressing themselves in writing. Lastly, this will continue to improve my professional practice because all students will feel safe to express themselves in my shared educational space.

Garantirei que as práticas dos círculos sejam incorporadas ao meu espaço educacional para que os alunos possam compartilhar uns com os outros com segurança. Continuarei a utilizar várias formas de andaimes para apoiar os meus MLL's na expressão bem-sucedida por escrito. Por último, isto continuará a melhorar a minha prática profissional porque todos os alunos se sentirão seguros para expressarem-se no meu espaço educativo partilhado.