part1andpart2interviewobservation | Teachers | English As A Second Or Foreign Language

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Teacher Observation While in Carrie Knife's room at Blue Ridge Elementary school, I had the privilege to observe second graders learning English as a second language. This was only two months into class, so students were just starting to learn syllables. All of the children were very interactive and engaged, thanks to Mrs. Knife's effective teaching system. Each student was organized based on comprehension of the English language. In other words, areas
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   Teacher Observation While in Carrie Knife's room at Blue Ridge Elementary school, I had the rivilege to observe second graders learning English as a second language!  This as only t o months into class, so students ere #ust starting to learn syllables! $ll of the children ere very interactive and engaged, than%s to &rs! Knife's eective teaching system! Each student as organi(ed based on comrehension of the English language! In other ords, areas of the caret ere numbered from one to )ve! The front ro as for struggling students, middle ro as for students on trac%, and the outer bac% ro as for over*achieving English language learners! Every all as )lled ith ositive and encouraging +uotes and osters of ast lessons called $nchor Charts!- $nchor Charts ere used as a source for teachers to revisit a revious lessonor #ust as a reminder for students of articular area learned! The lesson rogressed, s itching to students sounding out hole ords! &rs! Knife used a strict and seci)c system called .et R- to clarify ho to sound out ords! &rs! Knife used one )nger for a t o*syllable ord, t o )ngers hen soundingout larger ords, etc! .he ould say the ord, then sound it out! .tudents then coied and said the ord aloud! $s the students so%e, the teacher listened carefully for slurred and confused*sounding voices! If a student sounded the ord out incorrectly, she reeated the ord and sounded it out slo ly! Then she called on the students ho ere having troubles to reeat the ord until they got it right!   To searate the language of the lesson taught, the teacher used dierent colored ens! Red en as used for .anish, blue en as for English, and urle en as for lesson revisiting! The last lesson I had observed as story time, here each student sat at his or her assigned table, ith a face in the boo%let, and ears on the teacher! &rs! Knife read onesentence in the story! Then, the students reeated, as she slaed a soon on her thigh! While doing this method, she used consistency because the same ords the class had #ust racticed on sounding out ere embedded into the story, Kate/s 0ream,- that they ere no reading! $fter the story as )nished, &rs! Knife read a hole aragrah to the class, and let them thin% about it so they could summari(e it into one sentence! Watching these methods sho ed me ho much re1ecting the teacher had been doing! $ccording to the boo% 2Those Who Can Teach2, an eective teacher hasseci)c +ualities! .ome of these +ualities include, 3lanning instruction and student learning activities, varying the learning situation to %ee students involved, recogni(ing hen students are aying attention and using this information to vary behavior and, ossibly, the direction of the lesson, and lastly, using cultures to ma%e learning e4eriences relevant and eective for them- 5Cooer, 6789:! I sa each one of these s%ills used by &rs! Knife! Eachlesson as lanned by being ritten on the board and organi(ed in a ee%ly binder! .he varied instruction and %et students involved by ho she taught the lesson! ;or e4amle, hen she as sounding out the ords, they ere so%en loud and clearly, but also ith enthusiasm! The lessons also changed  by starting out as sounding out syllables to ords, rogressing into a story, and )nally converting a hole aragrah to one sentence! This %et students/ interest because they %et moving from the caret to seats and made them cooerate more ith artners! $s for the s%ill of recogni(ing hen students are aying attention and using this information to vary behavior can ossibly determine the direction of the lesson! &rs! Knife did great at this hen she sounded out the ords, had students coy, listened those ith ronunciation troubles, and called on students to reeat the ord until they succeeded! .he also continuously and randomly ic%ed students toans er +uestions to %ee them alert and intuitive! &rs! Knife as a bilingual teacher, so if a student had troubles comrehending something, she e4lain it in .anish! On the all, there ere osters in urle en of .anish ords, converted to English so students noticed the dierence! Each student also had a icture and uni+ue biograhy on the all! This heled in sho ing the teacher as ma%ing an eort in %no ing each child as individuals! <ot only as &rs! Knife sho ing eective teacher methods, but I feel that I gained a lot of ersective from #ust observing and being around her! By atching each lesson, it became clear to me hich +ualities are mainly needed to or% ith children learning another language, seci)cally English! This information stayed ith me because I am interested in the toic, considering I ould li%e to teach English as a second language in other countries! One of the many +ualities as atience, hich I noticed a lot during the lessons, esecially hen &rs! Knife taught syllables! $nother big  one as emathy, considering every child in there had to ut aside hat he or she %ne to have an oen mind for a totally ne language! This ta%es a lot of or%, and understanding from the teacher to ma%e everything 1o ! $fter observing the hole class eriod, I as most imressed by the great classroom management! I believe the reason it or%ed so ell as because every student %ne hat the e4ectations ere, and they ere all very interactive and interested in learning the ne language! The teacher also had a big art! .he made the class fun, but also %et structure and had a stern yet %ind voice! I thin% this as a great and much needed e4erience! Over the observation, I reali(ed the most imortant +ualities needed for an English teacher, ho to create a ell*managed classroom, and ho much of an eect a ositive attitude and atmoshere has on the sub#ect and students! Organi(ation by lanning out daily lessons is %ey! This is necessary because students learn at dierent aces! .ome may comrehend material faster than others! I as rivileged to be able to attend and observe the onderful classroom of &rs! Knife! .he is a great in1uence and teacher to learn from! It in1uenced my thin%ing even more, con)rming ho much I really am a natural educator and ant to become a teacher! &any ne ideas ere learned, as ell as gaining the classroom atmoshere vibe! .econd grade and English as a second language is here I am meant to go!
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