SPSE 6712 Blog #1 Classroom Observation Notes

Teaching

The purpose of the lesson was to work with the ELL on math and English
classwork, homework, and to review basic English vocabulary. The lesson only involved one student who recently moved to America and has no English skills, yet.

The lesson was designed specifically to help the new student with his other classwork and to review/teach vocabulary. Every activity was very appropriate to the student and his level. He brought his math textbook to work on assigned problems. He used a computer that was already in the ESL classroom. While working on math, the ESL teacher wrote "Too language intensive" if the problem was very wordy or complex. The regular math classroom teacher knows to accept this as if the question was completed.

The ELL was very quiet and reserved. At times, he acted tired. He was more reluctant, maybe because it was just him participating in the games and commands. He has learned a few English words, but in general he does not understand anything said in English. He seemed to relax a little after he was left alone to practice the game. He did everything the teacher asked him to do to the best of his ability.

Community

Unfortunately, for the ELL, he was the only student in the lesson so he could not interact with other students. He was very polite towards the teacher, and tried to follow her directions.

Ultimately, to become a member of this community the students must have a need concerning English. If students come from non-English speaking home they automatically qualify for the ESL program. If they score high enough on ELDA they can leave the program. Some students score well on ELDA, but still need special help with their reading skills or English skills. These students stay in the program to perfect their skills. Materials sometimes come directly from other teachers, and may be classwork/homework for the student to get help completing in the ESL class. For upper level ESL students the ESL teacher will provide her own lessons using the same texts as the regular classroom teachers.

Ethnographic Perspective

The lesson started with working on the math assignment. The ESL teacher used basic English commands to get started and then she taught how to do Scientific Notation. She showed him several examples, then they solved several examples together, and lastly, she let him solve several problems alone and she applauded or helped him when he finished the problem. After the math lesson they practiced performing "sit, stand, and raise hand," by using TPR (Total Physical Response). After TPR, the student and the teacher reviewed vocabulary like shoes, socks, shirt, red, white, and blue. They walked around the room and the teacher asked the question "What is this?" and answered with, "This is a ______." The student tried to fill in the object. Lastly, they worked on the computer playing a body parts game. They played together several times and the teacher demonstrated each body part. After playing together several times the teacher left the student to practice on his own as long as he wanted.

If an observer were to enter the classroom he would see bright colorful flowers and decorations on the door. In the class, there are posters and pictures from other countries and a world map that has been marked on to show specific locations. Students often make things using origami, and their finished projects are displayed throughout the room.

I think all of the students feel accepted and welcome. The teacher does a wonderful job greeting all of the students and making them feel like the class is truly theirs. She is happy to share anything she has (materials) with the students. She also answers questions without making the students feel self-consious and turns it into a lesson for all the students to learn.