I am in the process of completing part 3 and have found a lot of information that is going to be useful for future use. I have printed checklists that refer to classroom climate and parental support. There are lists that contain excellent tips and strategies on how to reach ELL students at all different levels of their language acquisition. Perhaps there is a student who is going through the "silent stage" because they have yet learned how to express themselves. You learn that a child should never be pushed to speak until they are ready and comfortable.
The strategies give simple tactics that teachers can model daily that will help all students. Examples such as: enunciate clearly, don't yell(ell's can hear), use visuals, never ask "do you understand?"-the answer will always by "yes" ....etc... These are all great examples that teachers should keep in mind. There is a glossary which defines many terms and acronyms that seem to appear frequently throughout our reading materials. There is also a list of texts that the mainstream teacher can refer to as we learn how to implement different styles and methods. Part 3 gives exciting clips on teachers in action. You can actually see all these strategies and techniques in process. It's great to hear how teachers prepare, execute, and reflect upon their lessons. All levels (Elem.,Middle, H.S) teachers seem to agree on the extreme importance of using visuals,manipulative's, cooperative learning, and most importantly giving students the opportunity to express their thoughts and opinions with support.
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I agree with many of your points here, Cursina. I have not completed part three just yet but I found the list, "Ten Things a Mainstream Teacher Can Do to Improve Instruction for ELL Students," extremely crucial to every teacher. Another point I found very helpful was that teachers should "present new information with reference to the new." This is significant because these students need to make connections and when they start making connections they feel as if they are making progress. Also, it allows students to make connections between background knowledge and their own personal experiences. I feel that any way that we can make ELL students feel as if they are part of this culture but also allow them to integrate their own is so important!
I also feel that what you have pointed out about the student who is going through the "silent stage" is crucial, as well. I feel that you have made a great point here because forcing a child to speak when they are not ready can really traumatize them. You are completely right when you state they should never be pushed to speak until they feel like expressing themselves.
Hi Cursina, I totally agree with you about the "silent stage." Children should never be pushed to speak until they are ready. Would we force our own children to do something they are not ready for? No, we would not. We would find ways to encourage them to do so. It is the same with our students. They are "ours" for six to eight hours a day, 5 days a week!
I have also witnessed the "silent stage." However the teacher was being stern with the child trying to get him to talk. I felt the child's pain, I wouldn't want to talk to someone that I wasn't comfortable with. A child shouldn't be forced to talk to someone in a situation they aren't comfortable with. As I continued to watch, the teacher's voice began to get louder as if she thought the child was deaf. I don't believe in raising my voice to a child who is just becoming familiar with our culture. Imagine what that child is thinking.
This is such crucial information that needs to be shared with all teachers who have ELL students in their classes. The "silent stage" can be indeed scary for a teacher, but imagine how much more scarier it can be for a student?!
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