Free Classroom Scenario Analysis Essay
In most learning institutions the classes are made up of students from different ethnic backgrounds. They have different cultures and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher in a diverse classroom must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared forcareer and expressing themselves. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed.
Students need to understand the essence of what is being said to them or presented during instructional periods. For students to understand what is being said to them, teachers should use graphic organizers to help students understand what is being taught to them. Teachers can also present applicable background information and content about what they are teaching. Teachers can also present information that brings the learner’s cultures and experiences into the curriculum and vocabulary; using things that they know to help them develop and understanding about what is being said. Other ways that teachers can make input comprehensible is to use language that is consistent, use visual aids as much as possible, and give students ample amount of time and opportunities that allow them to express their feelings or their own ideas (Kaneb, 2014).
Scaffolding is the use of very simplified language, visual aids and teacher modeling to improve the student`s understanding (Bradley and Bradley, 2004). Teachers can scaffold lessons in many different ways; such as only using present tense words, providing students with many different answers that they can pick from to answer a given question, and implementing pictures to represent objects (Bradley & Bradley, 2004). Scaffolding is important for learners because it will enable students to improve the retention of the topic.
The lesson chosen was “What do we know about animals?” This lesson would be implemented in a third grade classroom, and it deals with many different content areas; like reading, writing, and listening. This lesson dealt with students demonstrating the information that they may already have about animals, as well as questions they have and what they will learn from this lesson (Himmele, 2009). The teacher used the KQL strategy for this lesson. Firstly, the teacher collected data from students about things they already knew about animals and wrote these details on a chart board. The teacher used books that display pictures of animals, using those visual aids to help them get better acquainted with them and what they look like and do. After looking through the books the teacher then paired students with a partner to look through the animal books to help them develop new details about the animals that had not been noted in the beginning (Goularte, 2012).
This approach will helped students gather information from their peers and from the pictures, giving them the ability to learn how to search out new details and to be able to work with a partner; as well as helping to reduce the stress that students may have about learning new things. This is because they will saw that each classmate had questions just like them and this brought about a better learning environment (Syrja, 2011).
The second part of this lesson required children to develop questions that they have about animals. The teacher started this section off by modeling what they would like the students to accomplish. The teacher started reading an animal book and when he came to a part that they have a question about they can say “How do crickets move?” giving students an example and helping them feel less nervous about what they need to do. The students then paired off again; coming up with questions they have about the animal in the books. After they developed questions, the students then searched out books that would give them answers to their questions (Ford, 2010). This will helped teach students how to search out information that they need to help answer questions that they may have; illustrating the different tools, books and computers that they can use to find their answers. This strategy helped children to further their knowledge about animal as well as how to formulate questions and look for answers.
Although this lesson had implemented some great strategies for reading, every lesson should also be able to accommodate modifications in case one method is not producing the results that one would want, or the language levels are either at a higher level or a lower level than what the plan calls for. The first strategy that would help further enhance comprehension and scaffolding is the list-group-label strategy (Tamara, 2009). This approach would be a great method to achieve after the KQL approach because it deals with brainstorming and categorizing; which the lesson plan already requires students to doand it will help the second grade class in the language domain of reading, by helping them to learn how to use books and photos to identify objects and how they are alike or different.
To implement this strategy have students pair off, put English learning students with native English speaking children to help reduce the anxiety filter, and have them brainstorm with one another, listening to each other’s ideas, andlist all the things they already know about animal and what they do; like flying, walking, biting and so on (Krashen,2007). After brainstorming, students categorize the animal into these subcategories to help them comprehend the differences in animal and the duties that they perform
These three steps will help students activate and further build upon their background knowledge of animals; which will help with comprehensible input. If students cannot write implement the use of graphic organizers or have them draw pictures, which will help them to express their views and ideas; even though they cannot write these two tools can still help them to engage in the activity and scaffold their learning to help progress them through the levels (Naraj, 2008). The list-group-label approach is a great way for students to be attentive in the lesson and work through the five domains of language learning: Listening, Speaking, Reading, Writing, and Thinking (Syrja, 2011).
The second approach that this lesson would benefit from is key vocabulary prediction. Key vocabulary prediction is where English language learners list words that they have prior knowledge of, concerning the subject, before engaging in the lesson. To implement key vocabulary prediction the teacher should first present the topic of the lesson; in this case it would be animal, and then have students write down words that they already know about the topic; like ants, wings, legs. The students should first work alone on their list the teacher would then pair them with another student; comparing each other’s lists and identifying some of the meanings for the words within their lists. After comparing the lists, the teacher then asks the students to vocalize the words that they have come up with, writing them on the board. This will provide the learners a graphical aid to return to while they are learning new vocabulary from the books implemented into the lesson.This will provide them with a scaffolding tool that will help them with comprehension of what they are reading (Syrja, 2011).
The last modification strategy is pre-reading text. The pre-reading text approach is where students are introduced to “vocabulary, titles, captions, images, and other context clues that ultimately sere to provide them with a basic structure for what the learning will entail” (Syrja, 2011). This approach also works great with the two previous strategies, because this one incorporates key vocabulary knowledge as well as listing, grouping, and labeling parts and people within the story to help them understand the features within textbooks and other books.
To implement this strategy the teacher would need to sub-divide the class into groups with few students and then assign each group a different part of the text for them to look over and address. The teacher will then inform each group that the focus of this activity is to pre-read their assigned part to get them familiarized with it before reading it completely the next day .While the groups are pre-reading their assigned part, they should be encouraged to guess the chapter which is about and come up with questions about what they pre-read to help them concentrate more on the story the next day (Syrja, 2011).
Part 2: Action Plan
After the groups have finished reading their assigned portions, each student is then given a sheet of paper with two columns that they will use to take notes on what they think they know about the text and any questions that they may have after pre-reading their portion; this is then followed by giving students the opportunity to share their notes or questions with the group. After the students share their thoughts within the group, each group is required to share a prediction with class about what they think the text is about and what they will learn. While the class is sharing their predictions and things they think they know, the teacher should record them and post them where they can be visible throughout the duration of the reading, so that learners can refresh their memory with it, and more details can be added while and after the children are completed with the reading (Ford, 2010) .
This strategy will help students comprehend the different parts of a book and the different features within the book; which will help them understand how to use a textbook and how a textbook can help them learn and answer questions that they may have. The facts chart also provides students with a visual aid for them to refer back to and allow them to concentrate on the new things they are learning, by using the information they have to build upon and further develop their literacy.
This lesson, along with the modifications, used many different tools; from visual aids to vocabulary lists, giving students different ways to learn and practice the new language; which will help with their comprehension (Tamara, 2009). The photographs, word charts, and organizers all provided students with the opportunity to see a picture and hear the word that went with the picture and to see the word as well; these methods assist to scaffold a lesson for student comprehension. The lesson and the modifications also gave the learners a chance to interact with their fellow classmates; which helps to lower the anxiety filter, while also giving learners the ability to learn from their classmates creating a more relaxed environment for learning.
The pre-reading text strategy is a great way to help the student with literacy, which comes from the print awareness that they are learning; by knowing the title, and learning about the illustrations within a book, they are developing literacy skills that they will use throughout the education. Also, both of the lesson and modifications use prior knowledge to help them make connections with things they may know in their native language with things they need to learn and know in English (Ford, 2010).
The lesson and the modifications incorporate several theories; one previously mentioned is lowering the affective filter. The lesson and modification have students working together and socializing; which according to Krashen (2007) is an effective method to lessen the stress level within the classroomand it gives learners the opportunity to practice the language without having to worry about being reprimanded or being looked down upon. Krashen also believes that for a student to master a second language, they should have plenty of opportunities to use and practice the language. None of these modifications require students to forget about their culture or their native language, because they are using it learn new things and from this these students develop a mixed culture that combines their native culture and language with the English language; providing them with a vast knowledge of different forms of words and meaning, something that most people wish they had more of.
In conclusion, this paper examined strategies to give the learners of the English language a chance to acquire a new language by giving them input that is comprehensible and creating an environment that has a lower level of stress. This will help students to feel more comfortable with what they can do and more motivated to continue to learn what they need to. The most significant thing is to keep in mind is that no two students are the same and each child, whether native or non-native, they all need a different learning style, and they all have different factors of academic knowledge and cultural backgrounds. Hence, one concept that might work for one student might not work another; so we need to treat each student as an individual. Each student’s culture is just as significant as any other, so the teacher should not try to change the learner but just find ways to relate to them through their culture.
References- Buy a research paper online
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