Multicultural Education

                                  

What is the Best ELL Program?

Today there are many students with a home language other then English.  Numerous students will not be English dominant speaking as they enter school.   The term limited English Proficient (LEP) is used for children whose first language is not English.  If a child is born to at least one immigrant parent then they are known as English Language Learners. (ELL) 

Schools use different program models in which students are placed to learn English. The programs I will discuss focus basically on the English and Spanish programs but could really be implemented with any languages. One type of program is known as the English-language monolingual program.  In this program, the student receives no instruction other then English. To me, it is like a sink or swim situation, so the child must learn English.  The English-monolingual-plus ESL program is when the child is in a regular program but does receive English instruction.  The third type of program is known as the transitional bilingual education program.  The student receives both English and Spanish instruction.  Eventually most of the language in the classroom is English and eventually the student is put in a regular classroom.  The maintenance bilingual education program is when the child is in a bilingual classroom and receives some English instruction.  This program attempts to have the student gain proficiency in both languages.  It can be taught by English speaking as well as a foreign language speaking teacher.  The final ELL Program I will discuss is the structured immersion program.  The overall lessons are taught in English with vocabulary explained in detail.  The teacher knows the native language but usually instructs in English.  The student can, however, ask questions in their native language.

Different schools systems use different approaches for their non-English speaking students.  As one article suggests “Not One Size Fits All” is the solution.  Numerous questions need to be addressed by the schools in order to determine which program fits the needs of most of their students.  For success to occur with any of these programs, teachers must work together.   An article written by Andrea Honigsfeld in Kappa Delta Pi Record (Summer 2009)   suggests some of the following strategies for any ELL Program to be effective.  Bilingual and mainstream teachers should plan the curriculum and work on instruction strategies together.  Another plan is that teachers should invite and hold conferences for both English and non-English speaking parents together.  This will allow parents the opportuinty to bond and communicate.  Peer tutoring projects should be implemented to pair English speaking and non-English speaking students the opportunity to work together.   Another suggestion is multicultural concepts should be infused within all lessons.  There are numerous things teachers can do to try to form an effective ELL Program in their schools. The suggestions mentioned above are only a small sampling of ideas.  All teachers must be willing to work together and provide students the opportunity to realize different students need different programs at different times.

http://www.kdp.org/publications/pdf/record/summer09/Record_Sm09_Honigsfeld.pdf

Are Standardized Tests a Good Thing???

I decided to talk about standardized tests because of the importance they currently hold in regards to students graduating from high school.  I have often wondered why is it fair that students in private schools do not have to take the MCAS and they can still graduate.  Is this an issue that shows prejudice?  Let’s face it, most poor people can not afford private schools. So, does this mean that the rich kids can graduate without meeting the same criteria as the kids who go to public schools?

The idea of standardized tests is not a bad idea.  However, when these tests have a high outcome like whether kids can graduate high school, then it becomes a problem.  Often students are not given a well rounded curriculum because teachers tend to teach the content of what’s on the test.  Too much attention is paid to the fact of whether or not students will pass the test.   Sadly, sometimes the quality of a teacher is decided on if his/her students pass the test.  Some school systems even link merit pay from the outcomes of tests.  This makes me wonder if this is fair.  What if one teacher gets an advanced group of students and another teacher does not?  High stakes tests do not determine a persons all around knowledge. 

Standardized tests should be used as a tool to help schools that need reform.  Very often schools that do poorly are punished.  Teachers can lose their jobs and funding for the schools is taken away.  What should happen is the schools that perform poorly should get assistance and more funds to help their school improve.  Few teachers have even admitted to cheating to improve test scores.  Most people do not want lower salaries because the results of their students’ tests were low.

One must also think of the emotional impact of failing the test has on the students.  Children wait their entire school career to graduate.  Then, if they do not pass the MCAS, they are told they will not get a diploma.  They get a certificate of completion.  What if a student really tried and worked hard?  How do you think they would feel if they were told they were failures?  The outcome of a diploma should not rest on this one test.  I am not saying to water down the curriculum.  I am saying offer these students numerous intervention groups, support staff, one on one tutors, and extra school hours to help them acquire more knowledge. 

            There are other faults with standardized tests.  Often the issue of diversity is overlooked.  Some problems that students may encounter is that the tests do not take into consideration issues such as stress, particular student disabilities, and the tests could be written to be biased to English speaking students.  Another important issue is socioeconomic status.  An example that comes to mind is perhaps the question is asking about the perimeter of placemats.  Perhaps the lower income family is too poor to afford placemats.  Then, the student does not even know what a placemat is. 

            Overall, standardized tests can be a good thing, if they are used to help teachers gauge their instruction.  If the assessments are used as a one shot deal against students then their purpose needs to be revisited.

Source used:  https://www.msu.edu/~youngka7/cons.html

Why Do People Teach???

I think there are many reasons why people choose teaching as a career.   I agree with the website "studentorg.richmond.edu/kdp/hoke.pdf” in that, “Teaching is a vocation rather than a job.” To me, a major reason is the sense of fulfillment one gets when they look at a child’s face.  This is especially true when a child really begins to understand something you have taught them.  As an teacher you can make the difference in the life of this child.  I often think of education as if you were constructing a house.  Without a strong foundation, the house would fall.  Kids need the strong foundation so they can keep adding the levels and learn more and more each day.

Many people who decide to become teachers really want to make a difference in the child’s life.  Sometimes the only stability a child has is the bond he or she builds with their teacher.  We do not know the home environment the child comes from; however, sometimes it may not be the best of circumstances.  At least a teacher can provide stability to the child even if it is for six hours per day.  Sometimes, no all the time, teaching goes beyond the academics.  I once heard of the “hidden curriculum” which means the teacher, especially at the elementary level is the nurse, coach, educator, sitter, counselor, social worker, and friend all rolled up into one. 

Good teachers have a love for children and it is apparent the moment you walk into the classroom.  As an observer you can get the feeling that it is a learning community in which academics as well as social activity is taking place.  People get into teaching because they want to create a learning environment in which everyone takes an active role. Everyone is a stakeholder from the teacher to the child.  Good teachers also realize  they can learn from their students.

Some people teach because they are concerned about the future and want to make certain the country is in good hands.  When you really think about, it will be our children who will someday run our country.  Teachers realize this and they are taking an active part in our future by educating.

Some people teach because they enjoy the atmosphere.  The sense of community that happens in the classroom can be very invigorating.  Other people become teachers because they know very early on in their own life that they enjoy spreading knowledge and it provides them with a feeling of fulfillment.  There are numerous reasons why people want to teach.  I suggest you follow up on some of these reasons on the article written by Rhonda Day on the website ”www.helium.com/items/633186-teachers-why-do-we-want-to-teach”