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Nicole Rutman

Professor Reilly
EDUC 359 – Introduction to English Language Learning
3 September 2018

Mini Lesson Reflection

1. As a teacher, the biggest challenge while planning my mini lesson was writing the

instructions in Spanish. I studied Spanish as a language for 13 years. I loved learning the

language and became very proficient in speaking, writing, and understanding it. With my

background knowledge of Spanish, I remembered how to say most of the words needed

for my mini lesson. However, many words and phrases in Spanish do not directly

translate in English. This made it difficult to accurately write the instructions for my

lesson.

2. As a teacher, the biggest challenge I faced when trying to teach my lesson was thinking

in Spanish. I used to be able to think in Spanish. I have not taken the language now for

over a year. Without constant practice, I have learned that you lose the language. I had to

think in English and then translate my thoughts to Spanish in front of the class. I also

thought it was difficult to co-teach the lesson. Rather than divide the lesson among the

group members, we had to remember to teach the lesson as a team.

3. To overcome these challenges, I relied on my group members. When I forgot how to say

an instruction in Spanish, I asked my group member who is fluent in Spanish for help. In

regards to co-teaching, I believe that my group worked well together. As the lesson

progressed, we became more comfortable with the idea of co-teaching.

4. This activity simulated trying to instruct one or more ELL students in my classroom

because most of the students were unfamiliar with the language that we spoke. While the

students may have known some words and phrases in Spanish, it was not enough to fully
understand the lesson. Because of this, my group relied on pictures and demonstrations to

teach students the Macarena. While we gave an instruction verbally, we pointed to a

picture of the dance move. We also employed the I, We, You model. One member of our

group demonstrated a dance move. Then, the class did the move with the teacher. After,

the class did the move on their own.

5. As a student, I relied on my background knowledge of Spanish to comprehend what was

being taught. I also paid attention to the pictures and the nonverbal signs that the teachers

made.

6. This activity relates to the experience of ELL students in an English speaking classroom

because as a class, we were not fluent in Spanish. We did not possess the language skills

necessary to understand the lessons. We had to rely on nonverbal signals and pictures to

follow the lessons. Our experiences during this activity showed us what the classroom

experience is like for ELL students.

7. I believe that the purpose of this activity was to simulate the experience of an English

Language Learner in an English speaking classroom. I also believe that this activity

taught us that there are barriers aside from language that need to be recognized in the

classroom. For example, all students have different learning styles. By requiring us to

teach this lesson in another language, we had to use other forms of communication. We

showed pictures and videos, as well as engaged students in physical activity. In doing so,

we incorporated different learning styles into our lessons.