Classroom Practices Findings
How Frequently do you consider integrating the following when constructing lessons?
Clear Lesson Objectives
Always: 58.33% Frequently: 33.33% Sometimes: 8.33 % Never: 0% Follow-Up Survey: Always: 58.33% Frequently: 41.67% Sometimes: 0% Never: 0% |
Clear Langauge Objectives
Always: 25% Frequently: 41.67% Sometimes: 33.33% Never: 0% Follow-Up Survey: Always: 33.33% Frequently: 50% Sometimes: 8.33% Never: 8.33% |
Continuing Support of Objectives
Always: 40% Frequently: 50% Sometimes: 10% Never: 0% Follow-Up Survey: Always: 50% Frequently: 50% Sometimes: 0% Never: 0% |
Review of Key Concepts
Always: 33.33% Frequently: 50% Sometimes: 16.67% Never: 0% Follow-Up Survey: Always: 66.67% Frequently: 33.33% Sometimes: 0% Never: 0% |
Scaffolding to Support Learning
Always: 33.33% Frequently: 41.67% Sometimes: 16.67% Never: 8.33% Follow-Up Survey: Always: 50% Frequently: 50% Sometimes: 0% Never: 0% |
Review of Key Vocabulary
Always: 25% Frequently: 33.3% Sometimes: 33.3% Never: 8.33% Follow-Up Survey: Always: 50% Frequently: 41.67% Sometimes:8.33 % Never: 0% Calculated Grouping Configuration
Always: 33.33% Frequently: 16.67% Sometimes: 33.33% Never: 16.67% Follow-Up Survey: Always: 33.33% Frequently: 25% Sometimes: 41.67% Never: 0% Differentiated Learning Opportunities Always: 16.67% Frequently: 58.33% Sometimes: 25% Never: 0% Follow-Up Survey: Always: 27.27% Frequently: 36.36% Sometimes: 36.36% Never: 0% |
Manipulatives
Always: 10% Frequently: 40% Sometimes: 40% Never: 10% Follow-Up Survey: Always: 8.33% Frequently: 33.33% Sometimes: 50% Never: 8.33% Academic Language
Always: 27.27% Frequently: 36.36% Sometimes: 36.36% Never: 0% Follow-Up Survey: Always: 66.67% Frequently: 33.33% Sometimes: 0% Never: 0% Use of Students' Native Language
Always: 8.33% Frequently: 25% Sometimes: 16.67% Never: 50% Follow-Up Survey: Always: 16.67% Frequently: 25% Sometimes: 33.33% Never: 25% |
Visuals
Always: 33.3% Frequently: 50% Sometimes: 16.67% Never: 0% Follow-Up Survey: Always: 41.47% Frequently: 50% Sometimes: 8.33% Never: 0% Vocabulary Repetition
Always: 33.33% Frequently: 33.33% Sometimes: 25% Never: 8.33% Follow-Up Survey: Always: 66.67% Frequently: 33.33% Sometimes: 0% Never: 0% Use of Differing Cultural Topics
Always: 16.67% Frequently: 25% Sometimes: 41.67% Never: 16.67% Follow-Up Survey: Always: 0% Frequently: 18.18% Sometimes: 63.64% Never:18.18% |
Videos
Always: 16.67% Frequently: 50% Sometimes: 33.33% Never: 0% Follow-Up Survey: Always: 0% Frequently: 33.33% Sometimes: 66.67% Never: 0% Consideration of Ability Levels
Always: 41.67% Frequently: 50% Sometimes: 8.33% Never: 0% Follow-Up Survey: Always: 50% Frequently: 33.33% Sometimes: 16.67% Never: 0% Opportunity to Clarify Key Concepts
Always: 25% Frequently: 58.33% Sometimes: 8.33% Never: 8.33% Follow-Up Survey: Always: 66.67% Frequently: 33.33% Sometimes: 0% Never: 0% |
Deliberate Seating Arrangement
Always: 25% Frequently: 33.33% Sometimes:33.33% Never: 8.33% Follow-Up Survey: Always: 50% Frequently: 0% Sometimes: 33.33% Never: 16.67% Varying Levels of Lesson Materials
Always: 16.67% Frequently: 50% Sometimes: 25% Never: 8.33% Follow-Up Survey: Always: 25% Frequently: 41.67% Sometimes: 33.33% Never: 0% Appropriate Pacing for Each Student
Always: 33.33% Frequently: 41.67% Sometimes: 25% Never: 0% Follow-Up Survey: Always: 50% Frequently: 50% Sometimes: 0% Never: 0% |
I have a clear, consistent strategy for communicating with English Learners.
Initial Survey
Strongly Agree: 16.67% Agree: 41.67% I don't know: 16.67% Disagree: 25% Strongly Disagree: 0% |
Follow-up Survey
Strongly Agree: 16.67% Agree: 33.33% I don't know: 25% Disagree: 25% Strongly Disagree: 0% |
English Learners in my classroo know where to look for classroom information, know how to use appropriate technology, and can access grades.
Initial Survey
Strongly Agree: 8.33% Agree: 50% I don't know: 33.33% Disagree: 8.33% Strongly Disagree: 0% |
Follow-up Survey
Strongly Agree: 33.33% Agree: 50% I don't know: 16.67% Disagree: 0% Strongly Disagree: 0% |
I have sufficient resources to teach English Learners in my classroom.
Initial Survey
Strongly Agree: 8.33% Agree: 16.67% I don't know: 0% Disagree: 66.67% Strongly Disagree: 8.33% |
Follow-up Survey
Strongly Agree: 8.33% Agree: 33.33% I don't know: 0% Disagree: 50% Strongly Disagree: 8.33% |
I have a great relationship with English Learners. I feel that I know these students just as well as English speaking students.
Initial Survey Strongly Agree: 8.33% Agree: 33.33% I don't know: 33.33% Disagree: 25% Strongly Disagree: 0% |
Follow-up Survey
Strongly Agree: 25% Agree: 50% I don't know: 8.33% Disagree: 16.67% Strongly Disagree: 0% |
I feel I am prepared with the necessary skill set to teach English Learners.
Initial Survey
Strongly Agree: 8.33% Agree: 16.67% I don't know: 25% Disagree:50% Strongly Disagree: 0% |
Follow-up Survey
Strongly Agree: 8.33% Agree: 33.33% I don't know: 16.67% Disagree: 33.33% Strongly Disagree: 8.33% |
In your opinion, what is the most challenging aspect of teaching English Learners?
- Not being able to communicate verbally with them.
- A lot of the time it seems like they are less interested in learning the material.
- Time, especially for re-teaching
- I don't always have adequate resources, and if a student is NEP, I don't get to know them much compared to how well I know my other students. I refer to how well I know about their levels of comprehension and academic ability, as well as personally, due to the language barriers.
- The fact that I don't speak Spanish, and my curriculum is not available in Spanish.
- Communication. Vocabulary.
- The most challenging aspect is communication. In some ways we our fortunate that our ELL students all share the same native language. If my Spanish were stronger, I would have the skills necessary to effective communicate with our ELL population. Technology helps, i.e. Google Translate. I also do not have a clear goal in mind as a social studies teacher of ELL students. Is my primary goal to teach them English vocabulary and conversational English? Is it to provide social integration into our school community? Is it to teach them the content of my course -- more than expose them to English?
- It seems to be difficult for some teachers to allow for enough time for a student to develop language skills in English.
- Same with native speakers: motivation and desire to succeed not always present in students.
- Communication between student and teacher, making sure the information about what and how to complete assignments in clear and understandable.
- Sparking an interest - if they don't understand what I am teaching they often don't show an interest (same for English speakers) Getting them to ask for help, not be so shy or scared of me
- Lack of resources Lack of support
- Teaching English literature, I not surprisingly find the greatest challenge to be the language barrier. Can't believe my kids and wife are all near or outright bilingual, and I know none of the language (why can't there be some French students in my classroom?).
- Communicating objectives clearly.
- Having them understand and complete homework reading assignments.
- Their various backgrounds and finding leveled materials for ALL ELs.
- Not being able to communicate with them!
- Understanding the scaffolding necessary to support the acquisition of academic language.
- I find that a lot of these students do not have the same motivation towards learning as our other students
Do you feel that a specific skill set is necessary when teaching ELs? If so, what do you feel are the specific skills required to teach your content area to English Learners?
- Speaking their native language.
- Once ELL's can learn the vocabulary necessary for the math they are learning, the problems are the same for all of the students.
- Following directions and/or steps. Much of the work is scaffolded so students have time to practice before they are challenged with greater degrees of difficulty.
- I have been trained in SIOP in the past and I incorporate visuals, videos, specific vocabulary instruction on 4 levels in my 7th grade science classroom, and I have some differentiated assignments. However, I know that I could do a better job of differentiation, especially when it comes to reading material for my students.
- It would be extremely helpful if I spoke their language.
- Being able to speak the language.
- Patience Empathy Willingness to put the extra time in Spanish language proficiency Ability to connect with students
- I feel it is extremely important to front load new vocabulary, scaffold lessons, and access prior/cultural knowledge.
- Yes. Being bilingual would help.
- Knowing how students acquire language is a necessary tool. Being a second language teacher, I understand these struggles faced by students and can adapt as needed.
- not sure
- Again, for me it would be all about knowing the language. I can differentiate just fine, but not when I can't communicate well with the kids.
- More visuals with words written in native language.
- Differentiation.
- The ability to speak other languages and curriculum resources in multiple languages.
- Yes, I feel that specific skill set is necessary when teaching ELs, and I feel that when teaching ELs in science and health I wish that I could say some of the terms in Spanish as well.
- Math is a language of its own. When teaching math, it is necessary to teach the language to all the students.
Have you received any professional development, or attended professional conferences in the area of English Language Development within the past two years? If so, what type of PD was it?
- No
- No.
- None in the past two years, I wish the district supported this and offered more opportunities.
- No.
- no. I did when I was first hired 6 years ago.
- I just completed a Pluralism in Education graduate level course. I read the book "The Inner World of the Immigrant Child" in the class. The class opened by eyes to the difficulties students new to the country face. It didn't provide specific strategies for teachers that apply beyond the ELL classroom - but it definitely has helped me to understand more about what ELL students need.
- My graduate program focussed a great deal on proper assessments of students who are culturally and/or linguistically different.
- Nothing outside of school-sponsored programs (during faculty meetings, retreats, in-service days, etc.
- Yes, TESL courses in Las Vegas. They were courses offered through colleges in the area.
- no, i took the classes with Kathleen years ago...
- No
- No. Too much else on my plate.
- I have not.
- Nothing outside of faculty and PLC meetings.
- SIOP
- No
- None. I am very appreciative that a "Spanish for Educators" class was offered this year. I am hoping that it will be offered in the future, perhaps during the same time frame (winter break to spring break), so that I can participate. Personal issues kept me from taking the course this year. It is AWESOME that the class will earn a teacher college credit.
- NO
What type of changes, systems, or professional development would be most beneficial to you in the classroom?
- How to communicate with ELL's when you can't speak their native language.
- I think I rely on speaking Spanish too much which thwarts the ELL's growth with English proficiency. I do heavily use visuals in my classroom, but would like to learn how to more effectively communicate when I am lecturing the students.
- I wish that we had training and support on the latest in language acquisition instruction. I haven't had SIOP training for 9 years, and I'm sure there have been developments that I am not apprised of, as well as other methodologies out there to which I have no exposure. It would be helpful if the district offered some inservice at least once a year on best practices for teaching language learners.
- It would be most helpful if I were able to attend classes to learn Spanish, and if my curriculum was available in Spanish.
- I'm not sure.
- Materials and sample lessons for a class of 25 students that has four Spanish speaking ELL students - how do I teach concepts on an intellectual level of a secondary school student using simple English? How can I effectively integrate students in class activities when the speak different languages?
- The district as a whole could benefit from cultural trainings and professional development regarding language acquisition and the different steps of language including BICS vs. CALP language skills.
- Don't really know. All of us have too much on our plate, so something invariably gets short-changed. For me, it's probably my ELLs.
- I think helping teachers learn how languages are acquired would be helpful. Also some techniques for differentiating instruction to ELLs besides just using texts in Spanish. Giving teachers some basic vocabulary in Spanish so they can communicate on basic issues.
- In a perfect world, s/he would be right there next to me in the class, translating, every day--but that's never going to happen. Other than that, I honestly don't know. I really appreciate the support I've received all year, but I still worry that my ELL students (I don't have very many) are getting short shrift.
- Learning how to appropriately use visuals to support objectives for ELL's.
- Help with differentiation. Fill us in more on how to incorporate different cultures. Provide any additional information about the student's home life that are appropriate to share and could lead to a better understanding of the student as a whole..
- Summer classes for learning other languages. The ELD teacher can be supportive by translating materials and resources when needed, and helping ELs stay organized and on top of their work.
- I feel that I cannot answer question 10 without more education on the best practices for teaching EL's.
- continue to share best practices with the teachers in our building.
How can the ELD teacher in your building best support the needs of your classroom?
- I think that we need another ELD teacher, because there isn't one in the middle school building. The idea that TIS and TMS can share an ELD teacher is preposterous! The intermediate/middle school ELD teacher is an extremely hard working, dedicated professional, but we are stretching her WAY TOO THIN! It would be extremely helpful if we had someone specifically for the middle school, to support the needs of our students in their difficult time of growth and development in the middle years.
- The ELD teacher in my building can best support the needs of my EL students by making sure they find a way to translate online text and assignments, and by helping to re-teach skills that are taught in my classroom.
- The greatest support would be a wealth of materials. We need to develop a bunch of ELL materials for each of our courses and maintain them year to year. Help communicating with students/their families. Some sense of their personal histories, academic information - what have they studied? Where did they go to school.
- Take my lessons and make them easier for ELLs - not sure how to even start with this as mine are very different from most classrooms. maybe sit in on a few lessons and help change just a few...
- The ELD teacher can be supportive by translating materials and resources when needed, and helping ELs stay organized and on top of their work.
- There needs to be an ELD teacher in the middle school. The sharing of an ELD teacher between TIS and TMS cannot continue, the caseload is far too heavy for one person. I feel the perfect situation would be someone who could be the ELD MS teacher for a portion of their day, and then provide some EL para support for the other portion, to create a full time position. Our kids deserve this support!