Journal Entry #2 Bob Tyler EDUC 232 Spring 2011 Summary: My mentor teacher keeps a large spiral binder

r that outlines her units for the semester, for each class. This is a fairly detailed plan with specific content and language objectives based on the Des Moines Public Schools curriculum for English language learners. This large binder is then used for laying out her weekly and daily lesson plans, which are kept in a much smaller binder. The daily lesson plans generally consist of only a single word (e.g., Hercules or weather) rather than a detailed lesson plan. She feels from her years of experience teaching these lessons that a single word is generally enough to jog her memory on what the lesson entails. And indeed that does seem to be the case, as her lessons are typically well-crafted, engaging and properly timed. Neither my mentor teacher nor the school district have done any curriculum mapping. According to her, this is something that was in the process of being completed several years ago, but was postponed when the current district superintendant came on board. She did not know the exact reason for this, though budgetary constraints seem a likely culprit. In addition, the Iowa Core Curriculum, according to my mentor teacher, has not been integrated into the districts ESL curriculum. Her understanding is that they are superseded the national standards. She uses the TESOL (Teaching English to Speakers of Other Languages) standards, as she feels they are the most applicable to the program. Reflection: For one, I am reminded the ESL teaching (at least here in a Iowa) still remains a bit like the wild west; it is still somewhat of uncharted, lawless territory with where every teacher (and student) is left to fend for themselves. Of course, this is an overstatement, but the fact that there are no specific standards for ELLs in the Iowa Core is just one example of how ESL teachers have to make do without the structure afforded to other key areas of study. As a teacher, I will be a vocal advocate for the critical need

for specific accommodations and standards for ELLs in both the Iowa Core and in NCLB. Secondly, as a first year teacher, I think I would be a bit hesitant to walk into a classroom armed only with a single word lesson plan. My mentor teacher may now after 20 years of experience be able to do this, but I doubt this is something that would be effective for me right out of the gate, or perhaps ever! She showed me a lesson template endorsed by the districts ESL department. It is a 2-page form loosely based on the SIOP (Sheltered Input Observation Protocol) and I think will start by taking the time to fill these out prior to the start of each weeks classes. Eventually, I can see myself having a sufficient library of lesson plans where some weeks I might be able to simple pull from this pool, rather than have to write new lessons. Or better yet, I would pull the lesson and add a few improvements to it each time. Finally, I pledge to seek help from veteran teachers, school administration, district, and AEA staff to make sure my lessons truly deliver the content that my students will need to become successful and happy members of American society.

Journal Entry #3 Bob Tyler EDUC 232 Spring 2011 Summary: My mentor teacher uses a wide variety of teaching techniques and strategies in her ESL classroom. It would take a book to outline them all, but there are a few key ones that I have observed on all of my classroom visits. The first of these is guided writing. In guided writing, the teacher writes a sentence (such as Today in Wednesday, April 6th, 2011) on the whiteboard and then the students copy the sentence in their notebook, reinforcing their abilities with grammar, syntax, sentence mechanics, etc. A second common technique is choral reading and/or volunteer reading. In both cases, students get practice reading and listening to English, without fear of being called on individually. A third technique, is what I would call multiple input methods meaning the class may

read a book, and then watch a movie made from the book, and then listen to a song about the book. Using these different inputs allows for greater understanding and higher level processing. Questioning is used throughout the class, primarily as a form of formative assessment; to see if the kids are getting it. When general questions garner no signs of understanding, she often rephrases them as an A or B question. (What do you need to take a math test? becomes rephrased as Do you need a computer or a calculator?) Class discussions are used throughout the day to get the students practicing their speaking skills. Newcomers with limited proficiency are involved by giving them non-verbal roles (writing on the whiteboard, etc.). Like any other high school class, coursework is graded in the traditional fashion of assigning a letter or a number. Additionally, feedback comments are included on assignments as well as some verbal feedback for added clarity. During the course of a day, I have also observed my mentor teacher praising students for correct responses, but by contrast, generally pronunciation or grammatical errors go unchecked, as students need to be free to make mistakes - a natural part of the language acquisition process. The most commonly used materials for student learning are the computers in the room and the teachers laptop. They are used for word processing, Internet research, word translation and general information. In addition, she uses DVDs, weekly readers, and textbooks. Art supplies also are available for students more inclined to express themselves in a visual way. Reflection: In Iowa, English language learners are classified on four different levels, corresponding to their level of language proficiency. In my ESL methods classes, I am learning specifics for dealing with each level. For example, a level one student will require extensive visual input and auditory input generally should be limited to short sentences or single words. By contrast, a level four student would be nearly fluent and would mainly need help with complicated academic language or odd metaphors, etc. In all cases though, there are three things I can do (to varying degrees) that will be of benefit to all ELLs: reduce the language load (the quantity of reading, writing, listening, and

speaking), provided comprehensible input (simplify the reading, writing, listening, and speaking) and provide visual supports (pictures, diagrams, videos, etc.) When reflecting on the kinds of teaching and learning practices that I will bring to my classroom, I can see great benefit to all of the things I have observed in this ESL classroom. I will provide modeling (so students know what is expected of them). I will engage the students in active learning. (I will get them up and out of their seats, engaging in authentic activities, giving them valuable real-world skills and experiences.) I will offer plenty of opportunities for group learning. (The vast majority of Iowas ELLs come from collectivistic societies that prefer group work over the American norm of individual production.) And perhaps most importantly, I will lead my classroom with a happy heart and a smile on my face. Most of these kids have endured much suffering, heartache and trauma in their escapes from poverty and civil war. I will do everything I can to put their minds at ease, welcome them, and make them feel good about their new home in my classroom. Doing so I believe will put us all in the right frame of mind for effective teaching and learning to take place.

Journal Entry #4 Bob Tyler EDUC 232 Spring 2011 Summary: As an ESL instructor, my mentor teacher makes instructional and classroom decisions based upon a rather different set of data than her mainstream teacher colleagues. Students enter her classroom throughout the school year on an on-going basis. The students come with basic packet of information that provides some background on the student. (Things like what country they are from, what language they speak at home, and whether or not they have had formal schooling in their home country are all included in this packet.) The packet includes an initial placement in her classroom based on ESL departments preliminary assessment of the students

proficiency in English. This determines in which of her class periods the student will be assigned. (Iowa ranks ELLs in four different levels of proficiency.) The second step is for my mentor teacher to administer the I-ELDA English language assessment test to the student. This test gives a more thorough view into the students abilities with English and is used to solidify which of the (1 through 4) proficiency levels placed in. As the teacher gets to know the student and has opportunities to assess their work in the classroom, students may be moved up or down in proficiency level depending on their progress. (Greater scaffolding/accommodations are given to lower level students, to help them in their learning.) By comparison to other classes, the results of the ITED are not an important tool for classroom instructional and management decisions, as this test general is not a good indicator of student knowledge due to the difficult academic test language it uses. My mentor teacher spends much time outside the classroom with her students, taking them on field trips and other short outings. She also meets with their parents (sometimes in their homes) and works with bilingual paraprofessionals to build a greater understanding of the student as a person. Reflection: As mandated by the district, I too will use the information provided by the district ESL department and the I-ELDA to make initial placement decisions on my students. I also plan to make a home visit to the home of all new students within one month of their arrival in my classroom, so that I check for any discrepancies in the information the district gave me, convey my expectations to the parents, and get to know the child and the family as people, so I can best serve their needs. I will also advocate for change in the ITED and the ITBS, so that the questions could be more comprehensible to my students, which would allow ESL teachers throughout Iowa to make valid assumptions about student learning and abilities from these test. Formative assessment will be the driving force of my classroom. I use formative assessment on a daily basis to guide my understanding of the students prior knowledge and shape the new learning. I will plan these formative assessments (things like informal

questioning, etc) into my lessons so that I cant forget to include this key piece of teaching. I will make sure I take time to speak to each of my students on a personal level every day, even if it only very briefly. And I will take notes on what the students say to me, so I can build my file on each student into a rich source of information on strengths, weaknesses, hobbies and interests so that I can best provide learning opportunities for the student that are as closely tailored to individual as possible.