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    Fba Section 11

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    Fba Section 11

    Uploaded by

    api-251129034
    59 views2 pages

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    fba section 11

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    59 views2 pages

    Fba Section 11

    Uploaded by

    api-251129034

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    FBA Section 11: Professional Knowledge

    In working with students at this school and through observations, I have come to
    realize that the ELLs (Chinese) have different beliefs regarding education and
    interaction with adults. The students were at first hesitant to use my name, instead
    referring to me as teacher. This is a sign of respect that I first took for lack of
    knowledge. The students have also told me about their school day in China, which is
    more structured and rigorous. Adapting to American schools was quite an eye-opener
    for them. These students have also been taught in their culture to keep their eyes
    lowered when speaking to an adult, or listening to an adult, and we teachers usually
    expect eye-contact as a sign of attention and focus.
    Depending on the type of program a school has in place, there are many models and
    methods that work in the ESL classroom. The most useful technique once an ELLs ELP
    level is established is to adapt, adapt, adapt. Teachers have to be conscious of teaching
    language acquisition skills as well as academic language. The most basic techniques
    teachers can employ are activating prior knowledge so that students are able to see
    relevance in their studies, and scaffolding techniques will allow teachers to help
    students build their knowledge in attainable goals. Making learning meaningful to ELLs
    should include nonlinguistic methods, such as visuals, graphs, gestures, modeling, and
    demonstrations. Small group learning environment and pairings will help ELLs in their
    skills acquisition and also in many cases, it will help lower their affective filters, which to
    me is one of the most important considerations for an ESL teacher. Incorporating and
    respecting cultural norms for these students is also a must.
    There are many ways to facilitate relationships and communication between
    ELLs/their families and school personnel. Teachers can construct a means of home
    communication, which could include emails, newsletters, news sites, and visits to the
    school. Staff can ask for information in the forms of meetings or questionnaires to better
    understand the needs of the families and students.
    To promote the school staffs understanding of sensitivity toward cultures other than
    American and languages other than English, training must be provided not only on how
    to effectively teach ELL students, but also to understand socially and culturally where
    they stand. There are programs and websites that can mimic learning in another
    language so that teachers may experience first-hand some of the difficulties ELLs face.
    All staff must be educated on how to respect the differences of the ELLs and how to be
    certain they are not trying to corral them into an American model.
    I am aware that many of the ELLs that attend our schools have entirely different
    family structures. Some cultures are father-dominated, some cultures normally have
    multi-generational households, and some cultures value education more or less than
    Americans. It is important to understand the cultural background of the ELLs in order to
    know how to help: asking repeatedly to contact Mom when Dad is in charge of a
    students education is futile. Teachers must also recognize that many structures of
    English simply do not exist in many other languages: phonemes, articles, word order.
    The demonstration of such different elements as respect and personal hygiene can be
    different.

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