Hello and
welcome back to my Vblog! For this vblog, I interviewed one of my teacher
friends Ms. Nancy. I enjoyed doing this interview because it gave me a further
look inside as a teacher for ELL students. I enjoyed listening to how she made
certain strategies work in her classroom and how she said that in the beginning
it takes time for the students to learn, but with reinforcement they work. She
also discusses how she does homework with students which for me, follows my method
on how I would accept the students work.
When
talking to Ms. Nancy’s, she also conversed about accommodations that she has
for students. One of them was to pair them up with a proficient student. I have
heard this a lot with our last vblog from other students on how teachers would
pair up their students to help them with their class work. As Wright (2015)
says, “learners need opportunities to interact with other speakers” (pg.53). It
seems like the emphasis cannot be stressed enough when it comes to pairing ELL
students with another peer. In our book, Wright (2015) also tells how pairing
students up is a good deal when it comes to the students learning both
languages and academic content (p. 170). I think this is true. When the
students are paired up, they are not just learning how to speak English, but
they are also learning the school content.
When Ms.
Nancy was discussing her strategies for around the classroom, I liked how she
also talked about constant reinforcement with them. Students need that constant
repetition in the classroom to help them to remember what something is or maybe
the proper spelling. When the “teacher models the correct usage through a
positive and reinforcing response” this has an overall impact on the students
not just helping them learn a new language, but also lets them see that the
teacher cares (Wright, 2015, p. 158).
Wright, Wayne. Foundations for
Teaching English Language Learners: Research, Theory, Policy, and Practice.
Philadelphia, PA: Caslon, 2015. Print. Second Edition
