Question 1: As a leader how can you have a bias-free approach? How does this relate to equitability, fairness and inclusiveness?
Question 2: Think about how students learn and develop language? What do educators need to keep in mind then they are supporting ELL’s language developmental skill? What is the importance of learning the various teaching methodologies?
Question 3: How does bias affect the classroom? State your understanding and recount some events of how you have changed your strategies and approaches to create inclusive practices in the classroom which have affected ELLs in a positive way.
_________________________________________________________________________________
In this module task I wanted to speak to a leader of a school's ELL integration program, and discuss with them what potential bias and issues are for teachers in a classroom that they themselves needed to mediate or overcome. Heimester refused to regard herself a leader in her school, but as a "teacher" and only a teacher because in her school the difficulties that come with a title like "leader" far extend the idea of only "classroom teaching". But her experience in a classroom with ELL and Special Needs revealed the following,
Kristina Heimester: Q1
Nothing is ever taboo in my class, I answer any and all questions, in my content area or not, I teach critical thinking, I teach my kids where they are at, I believe in equity, so I give each kid what they need. But I have high expectations, I have set rules, and I will deal with disrespectful behaviour.
The most important thing to remember is that all students have questions; in regards to MOE's "Supporting English Language Learners: Grades 1-8; A practical guide for Ontario educators" page 5 talks about the types of students one may classify as an ELL, one of which is the "Canadian born English Language Learner" whose first language is their aboriginal language (2008). This interviewee's classroom represents well what the document here is discussing which is, its important that a teacher acknowledges and supports students in their journey while learning English.
Building Capacity Series "English Literacy Development" from this module discusses the specifics in regards to placement and understanding of the different programs available for students in Ontario schools, specifically I'm referring to the potential areas of practice of teachers (use of oral language) (2014). Using oral language skills students are able to extend their vocabulary and although it takes practice and time to understand the word as necessary for incorporation into written work, its a starting part that allows for confidence in the word's use and familiarization of the word's potential usages.
A classroom that allows for the students to ask questions to the teacher is crucial. In a classroom that has many students who have difficulties with writing or in some cases have phsyical disabilities that prevvent them from writing-its necessary. A teacher needs to allow students to ask questions that sometimes they may not have places/supports to ask, that could be anything from "where do babies come from" to "why is the sky blue"; obviously teachers need to practice professional judgement when taking on questions but at times, they find themselves in situations where students are left with no one to ask except the person who they see everyday. Providing a student with an outlet or "question box" is (in my opinion) a huge way of prevventing bias because it allows the teacher to really understand what the student is working through in their mind at a given time or in a particular class.
Nothing is ever taboo in my class, I answer any and all questions, in my content area or not, I teach critical thinking, I teach my kids where they are at, I believe in equity, so I give each kid what they need. But I have high expectations, I have set rules, and I will deal with disrespectful behaviour.
The most important thing to remember is that all students have questions; in regards to MOE's "Supporting English Language Learners: Grades 1-8; A practical guide for Ontario educators" page 5 talks about the types of students one may classify as an ELL, one of which is the "Canadian born English Language Learner" whose first language is their aboriginal language (2008). This interviewee's classroom represents well what the document here is discussing which is, its important that a teacher acknowledges and supports students in their journey while learning English.
Building Capacity Series "English Literacy Development" from this module discusses the specifics in regards to placement and understanding of the different programs available for students in Ontario schools, specifically I'm referring to the potential areas of practice of teachers (use of oral language) (2014). Using oral language skills students are able to extend their vocabulary and although it takes practice and time to understand the word as necessary for incorporation into written work, its a starting part that allows for confidence in the word's use and familiarization of the word's potential usages.
A classroom that allows for the students to ask questions to the teacher is crucial. In a classroom that has many students who have difficulties with writing or in some cases have phsyical disabilities that prevvent them from writing-its necessary. A teacher needs to allow students to ask questions that sometimes they may not have places/supports to ask, that could be anything from "where do babies come from" to "why is the sky blue"; obviously teachers need to practice professional judgement when taking on questions but at times, they find themselves in situations where students are left with no one to ask except the person who they see everyday. Providing a student with an outlet or "question box" is (in my opinion) a huge way of prevventing bias because it allows the teacher to really understand what the student is working through in their mind at a given time or in a particular class.
No comments:
Post a Comment