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Professional Growth                  Module 6

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Professional Growth                  Module 6

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I have grown a lot over the duration of this course.
My thinking has changed. I was originally looking for a solution to a problem. I was looking for 3 steps to follow in order to do a good job and make a difference. I was reminded that each situation is as different as the students I will be teaching. I have found new ways to approach students, new ways to engage them and new ways to empathize. I always knew this wasn't simply about language but about people - I have been reminded however of PTSD that may come into my classroom, discrimination (although I hope it doesn't), and fear. I look forward to teaching ELLs and building relationships with students. I look forward to fostering their curiosity  and helping them find their fit in this culture without feeling like they have to change. (My growth has been a change in perspective.)

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Tips for Developing the Literacy Skills of ELLs

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Artifact #8 Tips for Developing ELL's Literacy Skills

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Artifact #8 Tips for Developing ELL's Literacy Skills

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This activity is helpful for educators and parents. It is important to find ways to teach and work with students that will benefit ELLs. My favorite focus within these tips is the root that literacy is NOT the only thing that is important. Students' culture is important to them but literacy provides a way for them to share what is important with them with others!
There are many ways to try and reach students but the most important thing is the execution of these 'tips'. We must always care about our students.

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Scenario 1: Trying to Communicate - AESAP

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Learning in a second language is not an easy task. Practically every school district has seen an increase in the number of English Language Learners (ELLs) who must learn to speak and read English to be successful in our society. Steps may be taken to improve the performance of ELL students.

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Artifact # 9  ESL Scenarios                 Module 5

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Artifact # 9  ESL Scenarios                 Module 5

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I really appreciated this activity because I have VERY LITTLE experience teaching ELLs which means that my experience with problem solving ELL behaviour issues is even smaller. Listening to other professionals discuss issues they encounter with ELLs as well as their families was very helpful and provided great insight. I appreciated hearing the ELLs point of view but also from hearing what the adults had to say about behaviour and their struggles. I felt as though there is always an answer or something to try but the response may not always be immediate!

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Artifact #7            Forms of Literacy                       Module 4

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Artifact #7            Forms of Literacy                       Module 4

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I really love bringing children's books into classroom discussions and I really appreciate this book as it talks about environmental issues. Environmental issues are influenced by students' cultures and their past experiences so being able to discuss this in class helps to give the lesson meaning and significance.

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When dealing with students struggling to become engaged, this list provides many opportunities for all students!

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This is a short video that I created where I was able to reflect on reading from the course as well as my own personal experiences. Teaching pedagogy MUST include building up students confidence and comfort within the classroom walls. Without this comfort, they will never be able to branch out, dare to try and push themselves.

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Module 5: building competence and confidence

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For the course teaching English language learners part one

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ELL How Can I Effectively Teach my Students to Actively Listen - (1)

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Artifact #6 - Effective Active Listening   Module 3

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Artifact #6 - Effective Active Listening   Module 3

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The goal was to create a visual that discussed how to get around or solve a distinct problem/issue. My issue was how to teach students to actively listen.
I really loved this assignment because I can see myself hanging this in my classroom where I can reference it. I also loved this assignment because I found my peers also created beautiful reference notes for their topics.
I always love learning how to use new technology. I think this is a great addition to my portfolio because it demonstrates how I am able to take complex concepts and break them down into small pieces to make things easier to understand.

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Artifact #5                              Module 3

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Artifact #5                              Module 3

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I am a talker. I love to communicate. I love to listen but I love to tell stories as well. This video clip is about the importance of modeling language. What really stuck out to me was the reminder about HOW INCREDIBLY important it is for students to practice their English while they interact together. I felt very strongly that the speaker was correct in this video. I believe that students need to practice in order to express themselves, argue a point or move into language that is more specific to a specific content
The amount of 'teacher talk' in an ESL classroom needs to be much LESS than the average classroom. (They should all be reduced if we really think about it).

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The Importance of Oral Language Development in the ESL/ELL Classroom

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This link provides specific details per grade division for ELL teachers. The Alberta Ministry of Education has put together this wonderful resource for ESL teachers. I included this because it is a wonderful resource, easy to use and thorough. It provides level details for specific things such as reading, writing, listening, and speaking.

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Search ESL Benchmarks - Supporting English Language Learners

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Use the Benchmarks tracking sheets to document language proficiency growth over time. Student writing samples and videos illustrating levels of speaking proficiency support teachers in using the Benchmarks. Printable Benchmarks with examples and Division Level Summaries are also available.

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I have chosen to add this document to my portfolio because it has such valuable information. It leads one through important key STEPS in the important job of teaching an ELL.
I've included it for quick reference as it is something that every ELL teacher should have at their fingertips. It is important to connect families, rather than simply students to the school. It is important to build relationships rather than just memorizing student names.

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addressing challenges reflective piece module 2

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Artifact #4                                                         Module 2

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Artifact #4                                                         Module 2

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The reflective piece is a summary of 7 different situations that I have either read, watched or experienced regarding ELLs. It demonstrates how different each person's experience truly can be. I appreciated taking the time to reflect on these stories and found it was a key moment for me in the course. It allowed me to ponder over what is important. It was eye opening and a reminder that I needed. I know that immigrants, refugees etc have different experiences but sometimes, as a teacher, I get caught up in the tasks of my day and forget how difficult learning English as well as the curriculum I'm teaching can really truly be. This is important, in terms of working with ELLs, because teachers can have a HUGE impact and we need these moments to ground us and remind us why we teach.

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Artifact #3 Persuasive Letter                          Module 2

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Artifact #3 Persuasive Letter                          Module 2

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The persuasive letter is a 'letter' that I've written to a co-worker of mine who doesn't believe that native culture/first language has a place in the classroom. I've pretended we co-teach in the same room and I've written the letter to express my opinion on the matter. is I selected the persuasive letter as one of my favorite artifacts for module 2 because it allowed me to demonstrate my passion on the subject. When I feel strongly about things I don't tend to back down. In the teaching profession one must be careful how they word things and how they express themselves. I can see myself needing to calmly read a letter like this to a colleague who would not see the importance of culture and first language in the classroom.
I believe this persuasive letter also represents Module 2 well as I've included a number of points throughout the letter that were important in the activity.
I appreciate this activity because it allowed me to 'be myself' and use my tone of voice, my personality etc. It allowed me to have a sense of identity and purpose - which is exactly the kind of assignment I would want my ELLs to complete.

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http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf

I included this document into my portfolio as I had already decided that I would print it out and put it in my physical portfolio yesterday. I feel very strongly like it speaks to how I feel about many topics. I really enjoy many of the Try it Now sections as the suggestions in this document are brilliant in my mind. I really appreciate that it is a comprehensive tool that I will be able to use not only when dealing with and teaching my ELLs but also when working with and getting to know their parents. Some of the tips that speak to an inclusive environment are things I feel as though I can input right away.

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https://padlet.com/tv48537/kd9g3d2x4mif

I included this assignment for a number of reasons. I believe it can be used easily in a classroom with ELLs because they have the opportunity to post photos, short phrases, links as well as written communication. It is also something that can be done in a small (safe) group of students where an ELL can build confidence.

I personally wrote regarding two monographs that I selected based on my teaching practice. They were Supporting English Language Learners with Limited Prior Schooling and Canadian-born English Language Learners. I really liked how I was able to include details regarding what I felt was most important or valuable and that photos and the actual pdfs were available directly in the assignment to find out more information.

I appreciated that this exercise opened up my eyes regarding many ELLs who grew up in Canada but do not speak English as their first language. I always knew that was a possibility but I did not spend the time to consider how often that was practiced. I feel very strongly that these two monographs provided me with a strong set of tips and skills that I can take into my own classroom.

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Teaching Philosophy                                                        Module 1

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Teaching Philosophy                                                        Module 1

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Teaching is a relationship business. Every child has a different destiny and each has the right and ability to become all that they can be.  As a teacher, I will try to get to know each student the best that I can so that students who struggle or question are comfortable asking me for help.  I hope to get to know my students in order to help build trust and respect within the classroom.  I want my students to be aware of how important their personal education is to me so that they feel significant. Regardless of who my student is, what they know or don’t know, what their cultural background or first language is, they need to feel cared for, important and safe in order to reach their maximum potential. I aim to have a high level of open communication with all students so they feel their learning environment is a safe place to share concerns, opinions, and thoughts.

As a teacher I hope to reveal more than the curriculum and help my students get a better understanding of who they are. If I treat teaching as a job with duties/tasks to perform and lack compassion and intrigue about my subjects, students will respond by believing class is a waste of time and effort.  I believe students can discover a lot about their personality, and their character through not only coursework and classroom peers but through the challenge of learning the English language and the way in which they are able to express their culture. I want them to discover their strengths, weaknesses and be inspired to share, teach and learn. I believe it is important for that I provide lessons that speak to each and every student that apply to their life and fit into their culture. I want students to be able to make sound and confident decisions after graduation by using some of the skills learned in my classroom.

My students will make me proud when they have stretched themselves to learn more. I want them to be proud of themselves.

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K-W-L Chart                                                               Module 1

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K-W-L Chart                                                               Module 1

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things I already know or believe to be true

Children learn a 2nd language more easilyLearning styles and multiple intelligences exist in every culture (some learning styles may be more key in some cultures than others)

Understanding a person’s culture or background can make a HUGE difference in the classroom whether it be for lesson planning, relationship building or understanding.

Pictures/visuals are important when learning new terms and words.

Teachers must model the proper vocabulary and grammar as that is an important tool. (Speed needs to be appropriate too).

The main 6 emotions are universal (still clear  regardless of language

I want to explore further

1. How do I encourage them to sound out the words or try to read when they continue to say “I don’t know”...
2. How do I not set the bar too low or too high? Is there a way to curb/show teachers how to mark competence over spelling etc?
3. Where do you begin when a student has zero English language?
4. What level of grammar should be taught with the new language? (Grammar can really change the meaning of sentences in the English language).
What I have learned about language learning

I have learned that discouraging first language is harmful to learning the English language (I only knew it was offensive in terms of culture). I have learned that setting the bar high is important  (http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf)

I have learned a bit more about culturally responsive teaching. (classrooms and lessons should empower everyone, not just those that fit a specific mold; reduce dominant perspectives and bring all opinions/perspectives/values in; see the curriculum as flexible so that each student can see the importance/application of the lesson).

I have learned that I need to begin teaching ELLs on the first day but the first step in many classrooms is identifying them. I had no idea that 20% of classrooms have ELLs.

I was also reminded that tiny mistakes don’t need correcting. That is not the goal right off the hop.