Final Reflection
As my time in the TESOL program at the University of Kansas comes to a close, I can look back at where I started compared to the knowledge that I now possess. Teaching English language learners (ELLs) is more than just about instructional strategies. It is also about getting to know them, their culture, and being accepting of some of the differences that we all have. If you get to know your students on a more personal level, the engagement will increase. Having an understanding of theorists and strategies will help you utilize their engagement and find strategies that work best for them. When it comes down to it, TESOL helps you to not only better assist ELLs in the classroom, but all students as well.
In C&T 709, I was re-introduced to many theorists that I had already read about and learned about additional theories and practices that have shaped the educational model that we see today. William E. Doll Jr.’s view of education means replacing the traditional “3 R’s of Readin', 'Ritin', and 'Rithmetic” of education with the “four R’s of Richness, Recursion, Relations, and Rigor,” (Flinders, 2013, p. 253). Rigor is something that really stuck out to me because we are hearing it more and more when talking about “Quad D” performance that will give students a well-rounded learning experience. It is more than just being introduced new material, but using hands-on learning experiences to deepen comprehension. I believe that project-based learning activities are a good fit for the new world that our students are going to find themselves in. Learning by actually participating in activities that have meaning are more beneficial for ELLs in the classroom because it gives them a chance to actually connect to what they are doing and see the context of the activity. I have been trying to implement this more in my classroom by allowing students to do varied levels of activities that can translate to new skills. Instead of writing a paper, they have been able to create visual presentations and movies on their iPads. It is amazing how something that the students feel is a fun activity, is really the same amount of work, if not more. That is also a skill that can translate to other areas of a student’s education.
A few classes through the program have also utilized group work, which requires being able to communicate effectively with peers. Collaboration is something that has been part of what we have learned in regards to the "hidden curriculum" of school. Communication is very important when it comes to working with others and I intend to continue to work on communication skills with my peers, students, and their families. Hidden curriculum is also important for my students that come in to my classroom. They have to be able to learn the rules and manners that should be used while in school in both, talking with their peers, and adults. Being able to navigate a new environment while learning a new language is paramount to their success in and outside of school.
When reading Christopher Emdin’s For White Folks Who Teach in the Hood...and the Rest of Y’all Too, it really opened my eyes to being more accepting of trying new ways to reach my students. Something that I would like to be able to test out in my classroom in the following years is giving the students more responsibility in the classroom to create a family dynamic that instills camaraderie between classmates. I can do this through co-gens (Cogenerative Dialogues) where the students and I will work together, collaborating on ways to improve classroom practices. It would be best to go through this in the beginning of a school year when we can start by making classroom rules and procedures together that everyone agrees to and plays a part in creating. Giving students some of the decision-making roles will help them have a sense of power in the process.
The class, C&T 807 also opened my eyes to being more cognizant of “white privilege” and making sure that I am not putting some of my students at a disadvantage simply due to a lack of experience or cultural differences. It is important to change and evolve as students and communities continue to do the same. Emdin (2016) says:
The effectiveness of the teacher can be traced directly back to what that teacher thinks of the student. If the teacher does
not value the student, there is no motivation to take risks to engage with the student. It is easier and safer to remain in the
traditional model - even though that model has failed the students. (p. 207)
Through other courses in the TESOL program, I have learned the importance of explicit instruction, modeling, and how beneficial academic conversations are for all students. That practice helps them all build vocabulary and learn how to properly communicate with each other about the topic of discussion. Zwiers and Crawford (2011), state that academic conversations have many positive effects for the students in the classroom. Conversations foster critical thinking, which in turn, can help the students talk more openly about each topic. The more confident they are in having these conversations, the better relationships we can have as a class. What I have found to be the most useful in my 4th grade classroom is to use sentence starters, also called sentence frames. Using these frames gets “students thinking and talking academically,” (Zweirs & Crawford, 2011, p. 87). Having these available to students helps them start conversations which can be half the battle, especially for an ELL. I have seen a lot of improvement in the conversations students have when we use these sentence starters. I plan on creating more of these throughout the next year as we begin a journey on our new ELA curriculum.
It is difficult to include everything I have learned within my portfolio, but I believe it shows not only who I am as an educator, but a person as well. I have a passion for children and hope to continue that for years to come. It is a field that can be very difficult, time consuming, and draining; but it can also be one of the most rewarding fields that there is. We are responsible for helping to create the future. I always tell my students that they can be anything they want to be when they grow up, but only if they work for it and surround themselves with positivity. This is true for all fields of work, especially teaching. Emdin (2016) says:
The kind of teacher you will become is directly related to the kind of teachers you associate with. Teaching is a profession
where misery does more than just love company - it recruits, seduces, and romances it. Avoid people who are unhappy and
disgruntled about the possibilities for transforming education. They are the enemy of the spirit of the teacher. (p. 208)
That statement is more true for me today than it was even a year ago. I have had a very difficult past year and some of the people I have been surrounded by at my school have been what has kept me going. As I look forward in to the next years as a teacher, I am going in more confident than I have in the past. I want to make not only my family proud, but myself, as well. I want my students to be able to go confidently in to their 5th grade year with the knowledge needed to be successful.
Citations
Flinders, D. J. and S. J. Thornton (2013). The Curricular Studies Reader, 4th Edition. New York: Routledge.
Zwiers, J. and M. Crawford. (2011). Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. Portland, ME. Stenhouse Publishers.
Emdin, C. (2016). For White Folks Who Teach in the Hood... and the Rest of Y'all Too. Boston, MA: Beacon Press.
In C&T 709, I was re-introduced to many theorists that I had already read about and learned about additional theories and practices that have shaped the educational model that we see today. William E. Doll Jr.’s view of education means replacing the traditional “3 R’s of Readin', 'Ritin', and 'Rithmetic” of education with the “four R’s of Richness, Recursion, Relations, and Rigor,” (Flinders, 2013, p. 253). Rigor is something that really stuck out to me because we are hearing it more and more when talking about “Quad D” performance that will give students a well-rounded learning experience. It is more than just being introduced new material, but using hands-on learning experiences to deepen comprehension. I believe that project-based learning activities are a good fit for the new world that our students are going to find themselves in. Learning by actually participating in activities that have meaning are more beneficial for ELLs in the classroom because it gives them a chance to actually connect to what they are doing and see the context of the activity. I have been trying to implement this more in my classroom by allowing students to do varied levels of activities that can translate to new skills. Instead of writing a paper, they have been able to create visual presentations and movies on their iPads. It is amazing how something that the students feel is a fun activity, is really the same amount of work, if not more. That is also a skill that can translate to other areas of a student’s education.
A few classes through the program have also utilized group work, which requires being able to communicate effectively with peers. Collaboration is something that has been part of what we have learned in regards to the "hidden curriculum" of school. Communication is very important when it comes to working with others and I intend to continue to work on communication skills with my peers, students, and their families. Hidden curriculum is also important for my students that come in to my classroom. They have to be able to learn the rules and manners that should be used while in school in both, talking with their peers, and adults. Being able to navigate a new environment while learning a new language is paramount to their success in and outside of school.
When reading Christopher Emdin’s For White Folks Who Teach in the Hood...and the Rest of Y’all Too, it really opened my eyes to being more accepting of trying new ways to reach my students. Something that I would like to be able to test out in my classroom in the following years is giving the students more responsibility in the classroom to create a family dynamic that instills camaraderie between classmates. I can do this through co-gens (Cogenerative Dialogues) where the students and I will work together, collaborating on ways to improve classroom practices. It would be best to go through this in the beginning of a school year when we can start by making classroom rules and procedures together that everyone agrees to and plays a part in creating. Giving students some of the decision-making roles will help them have a sense of power in the process.
The class, C&T 807 also opened my eyes to being more cognizant of “white privilege” and making sure that I am not putting some of my students at a disadvantage simply due to a lack of experience or cultural differences. It is important to change and evolve as students and communities continue to do the same. Emdin (2016) says:
The effectiveness of the teacher can be traced directly back to what that teacher thinks of the student. If the teacher does
not value the student, there is no motivation to take risks to engage with the student. It is easier and safer to remain in the
traditional model - even though that model has failed the students. (p. 207)
Through other courses in the TESOL program, I have learned the importance of explicit instruction, modeling, and how beneficial academic conversations are for all students. That practice helps them all build vocabulary and learn how to properly communicate with each other about the topic of discussion. Zwiers and Crawford (2011), state that academic conversations have many positive effects for the students in the classroom. Conversations foster critical thinking, which in turn, can help the students talk more openly about each topic. The more confident they are in having these conversations, the better relationships we can have as a class. What I have found to be the most useful in my 4th grade classroom is to use sentence starters, also called sentence frames. Using these frames gets “students thinking and talking academically,” (Zweirs & Crawford, 2011, p. 87). Having these available to students helps them start conversations which can be half the battle, especially for an ELL. I have seen a lot of improvement in the conversations students have when we use these sentence starters. I plan on creating more of these throughout the next year as we begin a journey on our new ELA curriculum.
It is difficult to include everything I have learned within my portfolio, but I believe it shows not only who I am as an educator, but a person as well. I have a passion for children and hope to continue that for years to come. It is a field that can be very difficult, time consuming, and draining; but it can also be one of the most rewarding fields that there is. We are responsible for helping to create the future. I always tell my students that they can be anything they want to be when they grow up, but only if they work for it and surround themselves with positivity. This is true for all fields of work, especially teaching. Emdin (2016) says:
The kind of teacher you will become is directly related to the kind of teachers you associate with. Teaching is a profession
where misery does more than just love company - it recruits, seduces, and romances it. Avoid people who are unhappy and
disgruntled about the possibilities for transforming education. They are the enemy of the spirit of the teacher. (p. 208)
That statement is more true for me today than it was even a year ago. I have had a very difficult past year and some of the people I have been surrounded by at my school have been what has kept me going. As I look forward in to the next years as a teacher, I am going in more confident than I have in the past. I want to make not only my family proud, but myself, as well. I want my students to be able to go confidently in to their 5th grade year with the knowledge needed to be successful.
Citations
Flinders, D. J. and S. J. Thornton (2013). The Curricular Studies Reader, 4th Edition. New York: Routledge.
Zwiers, J. and M. Crawford. (2011). Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. Portland, ME. Stenhouse Publishers.
Emdin, C. (2016). For White Folks Who Teach in the Hood... and the Rest of Y'all Too. Boston, MA: Beacon Press.