Blog Entry #5 - Part Deux - My Personal Reflection of my Journey as an ESL Professional

This blog is my personal reflection on my coursework as an M.Ed. student at MTSU with my studies in Curriculum and Instruction with an emphasis on ESL. I began my coursework in the Summer of 2009 and will finish (if all goes as planned) in May of 2011.

Coursework - the coursework for the M.Ed. C & I in ESL at MTSU is a demanding set of classes, but when one applies oneself it is all worth it. At first, I was very annoyed that I had to, in my mind, re-take many classes that I took while completing my BA, as my BA is in Foreign Language instruction. My feeling was that I already had the basics for teaching a foreign language - as an ESL teacher English is a foreign language to my students, but as I began my coursework I realized that this coursework was designed specifically for practicing teachers. The professors in my department designed lessons and modules that were specifically related to teaching and to teaching ESL.

I have used every assignment that I completed during my coursework in some shape or form in my classroom. I believe this is what sets this program apart from many professional development and continuing education programs, this program is not one that is completed and never used in the classroom, it is one that requires constant reflection on current practice and implementation in the classroom. That made all the difference to me.

I was even asked by my principal to present some of my coursework as a professional development seminar for our teachers. That really shows how this program is based in the classrooms and current practices of our teachers.

Process of Obtaining Licensure - the Department of Education has very high standards for obtaining a license in the state of Tennessee, which is a very good thing! During my coursework in my Foundations of Education class we were required to research how to obtain our license, and how to renew and keep our licenses current. This was EXTREMELY helpful, and a part of teacher education that is normally lacking, during my BA we just had to figure it out. But, again MTSU excels in this realm and requires students to already know what they need to do and how to do it. I have not began to prepare for my Praxis II exam (I will begin in the Spring semester), but I know with the coursework it will not be an issue. The Department of Educational Leadership is also very helpful getting students the information needed to obtain a license and with the process. A busy student and professional couldn't ask for anything better!

Experiences Working with ESL Students - This part of the coursework was what makes it all worth it! The work that an education professional does with students is really what makes teaching so rewarding. I really tried to include my students in my M.Ed. experience. The students were so happy that I was also in school and working hard. I made it a point to share all of my research with them and present the results of my Action Research with them. This resulted in a deeper understanding for the students of what I was really doing with them and why and also a deeper understanding of what really makes them tick. I really enjoyed assignments that made me work one-on-one with students as I got to know them better and they seemed to really appreciate the attention. I also really enjoyed the assignment that required me to go out into the community surrounding my school and getting to know the families that live there. I know that the parents of my students and the students themselves really enjoyed showing me their lives and also really enjoyed seeing the teacher present in their community.

Application of my Wiki and related materials designed as part of specific classes

As I said above, there really weren't any assignments that I didn't use in my classroom. I really enjoyed that aspect of the entire program. After developing the Wiki I found myself using it as professional development in my school with other teachers, and also found myself referring back to it for different classes.

The practicality of the M.Ed. program is endless. I have used my Action Research projects to help with teacher evaluations, my Wiki in the classroom with students, curriculum development with the staff at my school. Being a part of this M.Ed. program allowed me to become a leader at my school as an ESL teacher and has given me the confidence I need to reach out to help more of my students and the staff of my district.

Advice for fellow teachers - The only advice I have for teachers who wish to pursue the M.Ed. and / or add on license is DO IT!! If a teacher likes to work with ESL students and has the dream to pursue higher education now is the time. The ESL students of the Mid-South need our help and professionalism. The program is very manageable and applicable to any current teaching situation.

MTSU Honor Statement:This assignment/assessment was solely written by me. In no way have I, Jennifer Lassen, 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.

Jennifer Lassen

11-28-10

Entry #5 - Literature Circles

A reflection on implementing Literature Cirlces in the ESL Classroom with the Book Buddies

What are your overall impressions of implementation?

I found that students were very receptive to the idea of Literature Circles. The students enjoyed being able to talk about the literature in a small group environment. Students were excited to explore the literature in the pre-reading exercise and made some very interesting predictions for what the book would be about. Students were also able to think very imaginatively about the book and pictures from the book. It was a very interesting experience.

How did the students react to the literature?

The students reacted very well to the literature. They enjoyed the idea of reading a story about time travel and impressions that people of the past had of the future. They were very open to reading together and quietly talked to each other as they worked together.

How did the students react to discussing the selected texts?

Students were very open to discussion of the text. Students are very accostomed to discussing text in my classroom, so the usual suspects jumped right in. I like literature circles because it gives students who would not be comfortable about talking with the class are comfortable with talking in the group setting.

How appropriate is the Literature Circle Technique for second language learners?

I think Literature Circles are a VERY good technique for second language learners, especially those who have an intermediate to advanced understanding of the language. Students need the time to discuss literature with their peers, and share their understanding and impressions of what they are reading in a safe and open environment. I believe students enjoy having the freedom to talk with their peers and share within their groups.

I have had trouble implementing literature cirlces with beginning students because to me it seems that students have a hard time understanding the concept and do not wish to share their thoughts as some of them are still in the silent or emergent speaking period and not ready to work in that format.

What changes would you make if you were to repeat this lesson?

My students had a really hard time with the during reading marking interesting passages or unfamiliar vocabulary. I had some students write random page numbers in the during reading section of the literature cirlce worksheet. I believe, with ELL students, they are using a higher level of concentration while reading, if they are to stop reading to mark down words they don't understand, or interesting passages they usually lose their place. I next time I will give students a set of sentences to look for that have a specific meaning to the text. I will only have them listen for the words or sentences and mark after reading if they noticed hearing and reading them. I found my students do not like interruption to their reading time.

What suggestions do you have for other ESL professionals considering implementing literature circles?

I would suggest to DO IT!! Literature circles are very common and the students really enjoy the independence and group work aspect of the literature circles. I really like to see students reading and talking together in a productive manner, and when the scene is set, they will really enjoy the experience and use it in a positive way.