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    Ell Mini Lesson Reflection

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    The student taught a lesson in Spanish to a majority English-speaking class. This posed challenges as English-speaking students struggled to follow along. To overcome this, the student used hand gestures when giving directions. This activity simulated what ELL students experience in an English classroom, unable to fully understand. The purpose was to demonstrate to students what it feels like to be an ELL student dependent on others for understanding.

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    Ell Mini Lesson Reflection

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    api-369854116
    55 views2 pages
    The student taught a lesson in Spanish to a majority English-speaking class. This posed challenges as English-speaking students struggled to follow along. To overcome this, the student used hand gestures when giving directions. This activity simulated what ELL students experience in an English classroom, unable to fully understand. The purpose was to demonstrate to students what it feels like to be an ELL student dependent on others for understanding.

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    ell mini lesson reflection

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    The student taught a lesson in Spanish to a majority English-speaking class. This posed challenges as English-speaking students struggled to follow along. To overcome this, the student used hand gestures when giving directions. This activity simulated what ELL students experience in an English classroom, unable to fully understand. The purpose was to demonstrate to students what it feels like to be an ELL student dependent on others for understanding.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    55 views2 pages

    Ell Mini Lesson Reflection

    Uploaded by

    api-369854116
    The student taught a lesson in Spanish to a majority English-speaking class. This posed challenges as English-speaking students struggled to follow along. To overcome this, the student used hand gestures when giving directions. This activity simulated what ELL students experience in an English classroom, unable to fully understand. The purpose was to demonstrate to students what it feels like to be an ELL student dependent on others for understanding.

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    You are on page 1of 2

    Sarah Breen

    EDUC 359 Professor Reilly

    Reflection of ELL Mini Lesson

    As a teacher, what challenges did you face when trying to teach your lesson/content to

    the class?

    The lesson my group and I taught was presented in Spanish. Students who did not

    speak Spanish struggled in following along with the directions given and looked confused

    during our lesson. The majority of students in the class spoke English as their first

    language, which caused a large barrier when presenting the lesson.

    What did you do to overcome these challenges?

    Something I did to overcome these challenges was to use hand gestures. When I

    wanted the class to repeat after me, I first pointed to myself as I said rojo, and then

    pointed to the class, expecting a response. The class understood and was able to follow

    along with the lesson with the help of my hand gestures.

    As a teacher, how did this activity simulate trying to instruct one or more ELL students in

    your classroom? How did you use "language" in your instruction?

    We used language in our instruction by reinforcing the colors of the rainbow by

    going back to red after a new color was introduced. We asked the students to repeat the

    words back to the teachers so they would practice saying the different color names.
    As part of the "class", how can you relate this activity to the experience of ELL students

    in an English-speaking classroom?

    One group did a lesson in German, and I found it really difficult to understand

    what was going on. This is a very similar experience to how ELL students feel in an

    English-speaking classroom. I found myself just following the rest of the class that

    caught on with the lesson, and I was not able to obtain much information. ELL students

    may become dependent on an English-speaking student and treat them as a crutch in the

    classroom.

    Overall, what do you think was the purpose of this activity?

    The purpose of this activity was to show the point of view from an ELL student in

    an English-speaking classroom. The student may be able to follow along using context

    and other clues, but teachers need to recognize that English is not their primary language.

    Teachers must find ways to include all of their students and try to their best to keep them

    engaged and focused.

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