https://padlet.com/mirelansima/8pgkm7duqkml Made with whimsy en-us 2017-11-13 02:57:33 UTC 2017-11-13 04:30:49 UTC hello@padlet.com mirelansima https://padlet.com/mirelansima/8pgkm7duqkml/wish/206080334 - ELL is no longer the only "recipient" of the knowledge the teacher has to give;
- there is a two way street communication (constant exchange) between the student and the teacher ~ greater student achievement/success;
- students - to be valued, respected, listened to;
- students = active learners, therefore responsible for their learning and success;
- dissengagement = behavioural issues (e.g. defiance, silence, poor attendance, poor performance);
- developing trusting relationships with ELLs - crucial in establishing rapport and creating safe environment ~ key to success;
- know your students social background, strengths and talents, interests etc/ getting out of your comfort level / cultural identity;
- parental engagement - part of the student success
 ]]> 2017-11-13 03:00:35 UTC https://padlet.com/mirelansima/8pgkm7duqkml/wish/206080334 mirelansima https://padlet.com/mirelansima/8pgkm7duqkml/wish/206083344 - Switched from one way transmission model (T to S) to discourse model (T to S and S to T);
- Students are "partners in change" rather than "targets in change" (student - multidimensional, active learner);
- Learning, development and identity formation are interactive and shape each others as they evolve.  
- "Inspired instruction" (Jim Cummins, 2006): inspires and motivates ELLs; proactively affirms students identity (relationship building, voice, personalization, choice, differentiation); encourages risk taking in a safe environment; creates knowledge and artifacts based on the social realities of ELLs.]]> 2017-11-13 03:24:26 UTC https://padlet.com/mirelansima/8pgkm7duqkml/wish/206083344 mirelansima https://padlet.com/mirelansima/8pgkm7duqkml/wish/206084212 - constant feedback + conversations about different aspects of their own lives / personal interests in the discussions / knowledge about the students;
- quizes about the ELLs interets, needs, aspirations + strengths and weaknesses - to formulate learning plans;
- appropriate games and activities / interactive friendly competitions and group activities;
- self-evaluations based on success criteria - active learner/ critical thinker;
- modelling behaviours, social and emotional responses to students;
- activity-based projects

]]> 2017-11-13 03:30:41 UTC https://padlet.com/mirelansima/8pgkm7duqkml/wish/206084212 mirelansima https://padlet.com/mirelansima/8pgkm7duqkml/wish/206085247 How do I get to know more about my students strengths, needs and interests?

How do I learn directly from my ELLs families about their cultural norms, family values, personal experiences, celebrations etc?

Do my students have access to basic needs at home, like proper shelter, food, clothing etc? How about access to internet/computer beyond school?

How can I make it safe for my students to express themselves? ]]> 2017-11-13 03:37:15 UTC https://padlet.com/mirelansima/8pgkm7duqkml/wish/206085247 mirelansima https://padlet.com/mirelansima/8pgkm7duqkml/wish/206086039 Is there a way to address mental issues with the ELL population?

How can we make sure a proper assessment of the ELLs needs is done, given that language and mental trauma might be barriers in the student's way to express and learn?]]> 2017-11-13 03:43:01 UTC https://padlet.com/mirelansima/8pgkm7duqkml/wish/206086039