Blog Entry #2 - Observation and Problem Identification

Observations and Problem Identification

Teaching Issues

What identified problems related to teaching, lesson delivery, materials, and related strategies are present?

There are many problems that could be identified but two really stuck out in my mind were - student interactions and meaningfulness of cross-grade level cooperative group lessons, and how to make students better brainstormers and writers, as the TCAP writing assessment is facing my students this Spring. I want to specifically see if the strategies I am using are working, or if they need to be re-worked.

What problems or issues relating to teaching - in general - did you observe?

I really noticed during my observations that students had a hard time getting on task. They were either overly obsessed with completing word searches that are given to them as a settling down activity, argued over small points on the project, or really could not get started. Students had a very hard time finding a place to start on their work as a group.

What concerns emerged with regard to grouping, interactions, etc.?

Students seemed to be grouped well and were generally interacting with each other in mostly on-task manners. The major concerns for me were how to possibly make groups a little smaller. What is a good group size? And what to do with students who have such a difficult time working with a group that they cannot function in any group that they are given? Where do these students go? What is an appropriate place to put them? Should they work alone? I'm still struggling with that issue.

Second Language Acquisition

What did you observe that worked well in promoting second language acquisition?

Students, once they were able to get on task, were communicating only in the target language and were really working on task. The largest thing that worked well was the activity in it's entirety. The students listened to the teacher present the activity they would do as an interactive read-aloud and were given their task. The students did actually begin the task and were able to complete the entire task in their target language.

What types of interactions took place that encouraged second language acquisition?

The students were asked to create a story diagram of a book they had previously read in a cross-grade level group as a poster. The students were all able to get their story maps on the beginnings of the maps on the poster paper while using the target language. The largest component is that the students were able to do this because they were intentionally grouped with students who do not share a mutual language as much as possible.

What materials were best suited for the specific second language learners in this setting?

The materials were particularly well suited for the students because they used modernized graphic novels of fairy tales. These materials were so well receive by the students because they are illustrated in very modern and intriguing ways, and are not text heavy, which allows the students to create and question their understand of the story through looking at the text and group discussion which must be done because they have to agree on how they mapped their stories.

Ethnographic Perspective

What information do you need (as an ESL professional) to better meet the needs of the second language learners in this environment?

The information that would be most useful would be to better understand the backgrounds of the students. It is very important to know how the students will interact in a group. Teachers must have a background on the students to know what they are best suited for and the interactions that may be anticipated from them. When students are newly arrived in the USA it is very important that teachers make sure to group students with other students that they will not be sensitive to.

How was culture integrated into teaching and learning?

For this lesson the teachers had observed in the past that the students did not have required background knowledge required to enter into American culture in the area of fairy and folk tales, as this knowledge is sometimes used in general American vernacular, and is possible tested on standardized testing. The fairy tales were tales that most American students would know, but that foreign students were unaware of. The idea of integrating American culture in the lesson was deliberate. The teachers want students to know and be familiar with common fairy tales.

What issues or concerns related to culture, multiple perspectives and linguistic diversity emerged?

The largest issue was showing students how the knowledge of these tales would impact their learning and further integration into the general population. This issue will have to be addressed between the teacher and mentee to see how it can be further addressed. I believe a look at the language used and the ideals posed by the fairy tales will be the next lesson, once students have finished their posters and show they have a good understanding of the story.

MTSU Honor Statement:
This assessment/assignment was written solely by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me.

9-22-10

Jennifer Lassen

Blog Entry #1 - Classroom Observation

The following entry is a reflection of a classroom observation on Tuesday, September 7th, 2010 during a meeting of the "Book Buddies", a group of my ELD III/IV students that meets with a 5th and 6th grade ELD III/IV class for cross-level reading time.

Focus Areas and Reflective Questions

Teaching

What was the purpose of the lesson?

This lesson was designed as a review of Story Elements and Plot, and an entry into Fairy Tales.

How was the lesson structured - methodology, appropriateness, materials for second language learners, adaptations?

This lesson was structured with ELD III and IV students in mind. This lesson was a focused comprehensive literacy lesson. Students listened to a Read-Aloud of a short fairy tale, and reviewed the story elements as a class. Students were then given graphic novels of fairy tales - these are very appropriate for ELD students because of the visual representations of the story, and the shortened text. This lesson was adapted to a group setting. The students were grouped according to reading level by the teachers beforehand, and given colored papers to find their puzzle partners. Students were grouped with students of higher and lower reading levels than their own to allow for them to help, and to be helped.

How did the second language learners react and interact?

The students all reacted by initially being a bit apprehensive of their new groups, as they did not know some of the students they were grouped with. Once students began to participate in the Read-Aloud the groups began to talk and become more comfortable with each other. As the teacher talk lessened, the student talk began. Most groups were able to read and begin to answer their questions, some did have marked dislike or distrust of each other, and will have to be changed.

Community

What evidence of "community" in terms of the second language learner did you observe?

Students from separate classes began the grouping by only speaking with each other, but as the learners realized that they had to work together to accomplish their task, they began to speak with each other. Students generally interacted in English, but if they were grouped with students who spoke a mutual language they did use that language on occasion. Community was formed as the students began to read together and complete their assignments.

What is required to become a member of this classroom or learning environment - consider language, literacy, content instruction, materials?

To become a member of the learning environment students must have a higher level of functioning English ability. Students generally do not have much patience with students who were not as able to complete the assignments with accuracy. Students generally were all Spanish-speaking and would use Spanish occasionally to joke with each other.

Ethnographic Perspective

What events occurred during your observation - formal interactions and informal interactions?

Students and the teachers worked to focus each other. The teachers were busy using formal interactions instructing the students on how to begin reading and assign group roles. The students once the initial interactions had been completed got busy talking and working together. Students were quoted as saying "Come on dude, just read it." "Hey, that's not fair you have to read, too." Students wanted to complete the assignment, but were still unsure how to interact with each other.

What can an observer see if he/she entered the classroom at this particular time?

An observer would see a large group of around 40 children mostly on-task.

10:05-10:10 classes enter and find their seats and new groups, some not too happy about their groupings others excited to see each other

10:10-10:30 teacher Read-aloud, students interacted with the book and the teacher, answering questions posed by the teacher about story elements relating to the book

10:30-10:35 teachers explain the assignment and hand out materials

10:35-10:55 students work on reading their books and assignments as a group

10:55-11:00 clean up and saying good-byes, younger students line up and leave first

What evidence of "acceptance and welcome" would a second language learner see?

Second language learners would see a large group of students who are all second language learners working together. Students would immediately notice the relaxed nature of the groupings, and how the students interact with each other. Students worked well together, for the most part.