What language(s) are spoken by the DLL students in the class?
Do you gather information from the families about the language(s) spoken in the home? If so, how? Does your school have a particular form that is used?
How do you assess the student's English language development?
Do you or school assess the student's development in their home language? If so, how?
How do you help the student comprehend the content in English?
What other strategies do you use to communicate with the student?
How, if at all, do you support the development of the student's home language?
Do you modify your lesson planning in any way when teaching a class with a DLL student?
What programs are available to the student at the school you teach at?
Lucy SOn 3/05/17, K teacher wrote: > On 3/05/17, Lucy S wrote: >> >> Hello, I need some questions answered by a teacher who >> has a dual language learner(s) in their classroom. Thank >> you! >> >> What language(s) are spoken by the DLL students in the >> class? > > There are probably 20 or more language...See MoreOn 3/05/17, K teacher wrote: > On 3/05/17, Lucy S wrote: >> >> Hello, I need some questions answered by a teacher who >> has a dual language learner(s) in their classroom. Thank >> you! >> >> What language(s) are spoken by the DLL students in the >> class? > > There are probably 20 or more languages spoken by the > students at my school. It's predominately Spanish but I've had > Vietnamese, Portuguese, Farsi, French, Polish, Mandarin, and > more. > >> Do you gather information from the families about the >> language(s) spoken in the home? If so, how? Does your >> school have a particular form that is used? > > The District does all of that >> >> How do you assess the student's English language >> development? > > The ESL teachers assess them >> >> Do you or school assess the student's development in >> their home language? If so, how? > > No >> >> How do you help the student comprehend the content in >> English? > > Use lots of real objects and visuals and they meet with the ESL > teacher daily and he/she covers the content as well. >> >> What other strategies do you use to communicate with the >> student? >> >> How, if at all, do you support the development of the >> student's home language? > > We have signs, newsletters, etc. in multiple languages. The > reports cards are available in multiple languages but our > comments are all in English. >> >> Do you modify your lesson planning in any way when >> teaching a class with a DLL student? > > I've never had a class that wasn't heavily ESL so what is > "modification" to others is just "normal" for me > >> >> What programs are available to the student at the school >> you teach at? > > I'm not sure what you mean
> &g...See MoreOn 3/05/17, Lucy S wrote: > > Hello, I need some questions answered by a teacher who > has a dual language learner(s) in their classroom. Thank > you! > > What language(s) are spoken by the DLL students in the > class?
This year: Spanish, Portuguese, Arabic, Laotian, Hmong, Korean. It varies each year.
> > Do you gather information from the families about the > language(s) spoken in the home? If so, how? Does your > school have a particular form that is used? Yes, a Home Language Survey is collected for every student, which asks questions about the languages spoken at home, the first language the student learned, and the languages used at school in prior years
> How do you assess the student's English language > development?
Annual state testing for ELL students
> Do you or school assess the student's development in > their home language? If so, how?
Spanish speakers take a Spanish assessment when they enroll, but that's it, although we do offer Spanish language classes for native speakers and of course there are assessments associated with that class. > How do you help the student comprehend the content in > English?
Lots of visuals and realia (real objects), pre-teaching vocab, pre-teaching background info, breaking up lessons and instructions into chunks, bilingual paraprofessional assistance for students who speak some of the languages, assistance from tutors (college students) during class and after school > What other strategies do you use to communicate with the > student?
Native language when possible, translation when possible, otherwise using visuals, breaking info up into chunks, use of bilingual dictionaries or translation software
> How, if at all, do you support the development of the > student's home language?
Language classes for two of the languages, which about 85&37; of our ELL population speaks.
> Do you modify your lesson planning in any way when > teaching a class with a DLL student?
All of my students are second-language learners so I'm not sure how to answer this question. Probably the same as my answer to "How do you help the student comprehend the content in English?" above.
> What programs are available to the student at the school > you teach at?
I'm also not sure what you mean here. If you mean services, they have English Language Development classes daily, support from bilingual paraprofessionals, and there is after-school tutorial available (to all students).
Thanks again for the kind words of condolence. We'd prayed for Mom to be released from her falling body and mind, but it is still a difficult time. Her funeral service was awesome; my minister sister officiated and did a phenomenal tribute to Mom. It is always a joy to see relatives that we connect with--sadly--mostly at funeral these days. We returned to Indiana yesterday.
Shorter walk for me, too, as it was a company day. We had a mini-party for son's 39th birthday. 39! Happily, the delicious food (if I do say so myself, ha) compensated for realizing how old we are.
My husband and I recently were in [redacted] and spent some time at the foundation. We are very impressed and I brought back the idea of fundraising enough money to build a complete School through your foundation. We are about 2/3 of the way there (14,000 CAD) and would like more information about how the build goes and where the build might be if we raise enough money in 2017. We understand the community build the school and we strongly support that. We also want to send our youth group down to help in the finishing touches (painting etc) and to be there to open the school. If it takes 4 months to build, the school when would you need the money in order to have the build done between November 2017 and February 2018? We are a small community in rural [redacted] who really want to make this happen. Please get back to me at your earliest convenience. Blessings Reverend [redacted] [redacted] Church"
Heck so many teachers on this board do things daily for the children in their classrooms.
Thanks everyone for your work! It is appreciated very much!
On 3/01/17, Lulu wrote: > ...and then something like this shows up in my inbox to remind > me of how many wonderful, caring, generous people there are in > the world. Astounding. :-) > (particulars redacted by me) > > "Good morning, > > My husband and I recently were in [redacted] and spent some > time at the foundation. We are very impressed and I brought > back the idea of fundraising enough money to build a complete > School through your foundation. > We are about 2/3 of the way there (14,000 CAD) and would like > more information about how the build goes and where the build > might be if we raise enough money in 2017. > We understand the community build the school and we strongly > support that. We also want to send our youth group down to > help in the finishing touches (painting etc) and to be there to > open the school. > If it takes 4 months to build, the school when would you need > the money in order to have the build done between November > 2017 and February 2018? > We are a small community in rural [redacted] who really want to > make this happen. > Please get back to me at your earliest convenience. > Blessings > Reverend [redacted] > [redacted] Church"
Yes, there are a lot of challenges and drawbacks to education, both public and non public, but I see a lot of teachers, particularly younger ones, innovating and overcoming, as well as older "veterans" persevering when they could have given up the fight a long time ago.
I do, occasionally, in that it makes them focus on working independently, allows them to work without disturbance/distraction, is good practise for self- control, etc. In a recent silent class, another colleague walked into the room, was surprised to see a class in there, and exclaimed, "Oh, I never make my class work silently!" and made a face that the class found hilarious. Since then, I have heard him telling people in the staff room as if it is
Everyone use groups and quiet time in some form in daily teaching. Many times this is dictated by the class and their behavior. Some classes can handle always up moving and active and some need a bit of time to settle down and focus.
You did fine having a quiet class. The teacher who interrupted your class should be apologizing to you for disturbing your work time.
On 3/02/17, Deb ms/IA wrote: > Yes, I practice this with my 8th graders. They move about > every 45 minutes and need some chill out time to quietly > journal and free read. Once a week I have a computer vocab > quiz they need to be quiet for and I test 3 times a year on > state assessments. So I do have some intentional quiet time > to get kids refocused on academics. The biggest time is the > after lunch crowd. I am settling hallway behavior, behaviors > coming from the lunchroom, phone calls getting little > Susie/Johnny out of class to address lunch behaviors, so it is > really important to get this time to settle down. > > Everyone use groups and quiet time in some form in daily > teaching. Many times this is dictated by the class and their > behavior. Some classes can handle always up moving and active > and some need a bit of time to settle down and focus. > > You did fine having a quiet class. The teacher who > interrupted your class should be apologizing to you for > disturbing your work time. > > Deb ms/IA