In my observation classroom, I was lucky to be guided by my kids’ ESL teacher. She shared with me a lot of tangle materials, e.g. textbook, posters designed by her, handy websites, and demonstrated me how to teach ELLs, how to do reading and writing teaching. Furthermore, she invited me to join the discussion of assessment of a student’s ability to decide whether he can skip a grade from K to 2. One of these days, I had even tried teaching phonic to a Haitian girl as well due to her trust.
During the three-day-observation, I realized an ESL teacher faced many difficulties since she started her teaching in this school. She was very proud of herself due to understanding the needs of her students and fighting for their rights all the time. She also shared with me the dramatic changes in this school district. Back to ten years ago, for instance, there were no Chinese-speaking students in this area, but now there is increasing population every year. "Apart from other students," she said," ELLs never have the discipline problem. They respect the teacher and study very hard." She added, "But I know there is still some discrimination on campus, that's why I stand up for them, and every teacher at this school knows that I am very, you know, it's better not to offend me." I did appreciate what this teacher had done, my children were also beneficiaries. Because her endeavors, the school district have changed some approaches during these years.
First, they retrieved all ELLs from extended school to the main campus. The gathering of all ELLs made school think more and willingly provide the efficient and effective environment for ELLs.
Secondly, they placed the ELLs in the ordinary class all the time since 2016. Now she just pulls out the ELLs to one table during the center period and reteach or reinforces them the concept in the same space. She told me she loved this idea, most of the time students didn’t recognize she was an ESL teacher, “ they just treat me as a co-teaching teacher. And honestly, I help other students if needed as well.” When she taught phonic to a Haitian girl, she always reminded her to learn carefully and efficiently so that she could go back to her center. And the pedagogy was encouraging to this one-year-English-learning girl because she couldn't wait to go back to her peers!
The most important thing I have learned from this teacher is giving confidence to students, which is always her priority. When she rectified the ELLs' writing, she focused on content first. " I often need to figure out what they wrote by speaking out because, after some certain of time, they catch the idea that there are connections between sound and words." she laughed," when I read their sentence, I am so proud of them. Even there are so many wrong spellings. But we are communicating! And check this one(the sentence from the authentic American student), he also made some mistakes, didn't he? We are all processing. Just give them some time, they are smart and grateful."
This teacher shared with me meaningful teaching materials. At this school, they have some specialists who decide which textbook they can use. But after the experiment, they would rather choose the package with fewer supplements( so she needs to prepare more.) but with more content-area meaning.
With developing technology and more co-teaching strategies, I know she can do better. But her spirit and passion inspired me to be a good teacher. Not only teachings but bringing happiness and sense of safety to our later generations as well. When I saw her and the ELLs giggling together, I realize this is what I want in the future.
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