EDU 351

- Week Five -

Greetings Scholars,

The final week of our journey in the intricacies of working with English Language Learners brings us to a final three topics:

1- classroom management

2- class community

3- effective standards based lesson planning

Resources to Read

In Practical Strategies for Teaching English Language Learners, read chapter 9: Motivational and Classroom Management Strategies for English Language Learners.

Class Management & Creating Classroom Communities

Discussion # 1-

  1. Classroom Management

    Read Chapter 9 in Practical Strategies for Teaching English Language Learners. Using the discipline models presented in the text, identify which model or combination of models best fits your personality and your own belief about discipline. How so? How would you use these strategies to best support English language learners in your classroom? How does having good classroom management support your promotion of your ELLs’ listening and speaking skills? (Remember: Your classroom must include several oral language opportunities. How could this affect classroom management?)

    Guided Response: Review and respond to three of your classmates’ posts. Compare and contrast their ideas with your own. Discuss discipline models and offer advice to your classmates.

Tips and Thoughts from the Trenches-

We know a successful learning environment lowers student's affect levels. Creating a calm classroom becomes key. Often novice teachers struggles with the difference in intentionally crafting a caring and responsive community. Sadly, some teachers mistakenly approach the classroom with the goal to control with an authoritative role. These same teachers complain to colleagues about how disrespectful, unmotivated, or disruptive these students are and that all their efforts go into controlling the classroom. The problem with this approach is it creates a power struggle. Understanding child, adolescent, and human development will help new teachers see that this unequal balance of power creates an obey through fear or conform out of submission relationship between teacher and student. But this does but little to instill or nurture intrinsic components necessary for each student to blossom with self confidence. if we use fear and control to teach, aren't we passing these same strategies on to others who then repeat the cycle?

If teachers are truly the core of social change, shouldn't we use every opportunity to teach, model and facilitate compassionate communication, respectful interactions, and naturally appropriate consequences?

My years in education and my varied lenses as a teacher, parent, and administrator have led me to the conclusion that secret to class management lies in just one simple word needs to be practiced-COMMUNICATiON!

When you look deeper into this magic word, it means expressing and implementing.....

  • Clear and specific communication ( to students and to families- front load families and students as often as possible)
  • Procedures and routines-articulated and practiced frequently
  • Positive reinforcers(specific praise)
  • Constructive coaching ( model how students can improve instead of just marking up mistakes with the feared red pen or the word,"No,")

As you think about your approach to classroom management this week, reflect on your past experiences. Did you successful experiences include the components above?

Discussion Post# 2

Read Chapter 10 in Practical Strategies for Teaching English Language Learners. Also, view the videoFinding Their Voices in a Multi-Language Classroom. Respond to the following questions: How does Ms. Yurkovetsky convert a disruptive issue into a lesson plan? What techniques are used to create a classroom community? What strategies did she use to support her English language learners? Compare Ms. Yurkovetsky’s classroom management to the ELL class that you visited and/or viewed in Week Two. What advice would you give to the teacher that you observed and spoke with?Guided Response: Review and respond to three of your classmates’ posts. How can you add to your classmates’ thinking?

Crafting Effective Lessons

Final Project

To complete the following Final Project, go to this week's Final Project link in the left navigation.
Putting it All Together

For the Final Project, you will complete two parts: (1) Unit of Study and (2) Reflection.

PART 1: Unit of Study

You will plan a two- to three-lesson unit of study that advances the listening and speaking skills of your English language learners (ELLs). You will use the Common Core State Standards Initiative and your state’s English language development (ELD) standards to guide you. Remember to focus on listening and speaking standards.

First, identify and explain the developmental language level of your ELLs. Are you designing a unit of study for newcomers, beginners, intermediate, proficient, fluent, etc.? Your unit of study should be designed for the appropriate language level.

Next, select and justify a grade level and topic of study for your unit. Think about a grade and subject that you hope to teach or are currently teaching. You can teach content, or you can teach ELD/English as a second language (ESL) lessons.

Then, visit the Common Core Curriculum Maps website and review the sample lesson plans. You will use these as a model for your own unit of study. You also want to learn about the ELD standards of your state. You will be focusing on listening and speaking standards. As such, you want to make sure to provide a lot of modeling and oral language opportunities. You may want to script your lesson plans as well.

Using the Unit of Study template, begin to fill out the criteria for your unit. This will include the grade level, title of the unit, the common core standards, and ELD standards that your unit will address. You must identify and describe at least three common core standards that align with the grade level you selected.

You will create two to three unique lessons that support the goals of your unit of study. In addition, your lesson plans will explain how students will meet the common core standards you identified. Much like the examples from the Common Core Curriculum Maps website, your lessons will identify and describe content and language objectives, step-by-step procedures, assessments, and ideas of how to modify the lessons based on the needs of your students.

Make sure you completely fill out the template. There are a number of free websites that provide ideas for standards-based lesson planning. Use at least three outside resources and be sure to properly cite your sources.

PART 2: Reflection

Write a one- to two-page reflection in which you answer the following questions:
  1. Explain how your lesson advances the listening and speaking skills of ELLs.
  2. Describe how you feel about your ability to plan effective lessons for ELLs.
  3. Describe what you would like to know more about in regard to effectively teaching ELLs.
Your assignment must be in APA format and reference at least three scholarly sources.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.