Including ELL in the lesson through troubleshooting google meet issues and better understanding assignments.

Part 2 (mid-statement) Challenges:

A challenge occurred when ELL (Spanish) students were unable to complete the homework and participate during class discussions. Culturally responsive was a key strategy used to troubleshoot through this. Classroom management tools that were used included, monitoring google meet engagement (videos on, unmuting and talking, use of chat) and closely monitoring grades and trends in Canvas. I was soon to discover that the only students not participating/engaging or turning in homework were ELL (Spanish) students. All of these ELL students from each period were failing. I took action immediately with the assistance of my CT. We created speaker notes for each slide in Spanish. I also referred to students using google/Microsoft translator for assistance. I also reinforced students talking with me and my CT, to ensure students were understanding the material. Since these changes were made, all of the ELL students' grades went up to A's.

 

Part 3 (post-statement) Explain:

It is very important for me to recognize the error of not having content available in other languages. This created a gap in learning ability because ELL students did not have access to material in their language. ELL students did not have or knew how to access free and available online translation tools. To better manage this, translation links and speaker notes created for each slide from the slide deck was created to better accommodate the needs of ELL students.

Both students and myself were motivated because of wanting to understand the material and succeed in the health class. What I seeing becoming an issue is if there were multiple languages to translate each slide, it would become a time management issue. Also, if the grades were not recognized at the beginning of the quarter, students may become confused and lose interest in the health class or health altogether. The student did not choose to lose interest, rather it was forced because of the language barrier. This barrier created a lack of engagement by the student and initially I felt ashamed. After a close monitor of the grades, noticing trends, and communicating with the students both in class and through e-mail, I was able to foster a better relationship with the ELL students. I speak basic Spanish, from my prior schooling and classes and have used Spanish in my Nursing career. The amount of Spanish, though limited, is a HUGE benefit in the classroom. Trust, social location, identity, and promotion of autonomy is a crucial piece of my Health classroom. I am committed to closely monitor the changes and trends, not only in students' grades but their participation, engagement, and behavior in our online classroom setting.