“Put me in Coach”

This last week, I had a new English Language Learner enter into my classroom. He is a new student recently from Guadalajara. When I began to introduce myself, his peers interrupted me to inform me how he does not know English. One of his closest peers was a female Early Advanced English Language Learner. I was shocked she would interrupt my introduction and excuse my introduction because of his lack of English. She was at one time where he was. TPE 15 states how it is important to implement or initiate student awareness. To do so, I would inform students on the immigration process. I would pair ELL students in my classroom with their peers at a level above them(i+1). English Language Learners need peers who are willing to coach them through the process of acquiring English Speaking Skills. I plan to implement my Social Justice Plan in my classroom to positively influence all students on campus. This is a practical plan of implementation. I foresee some students might struggle with sympathizing for others, but I plan to coach them through the process. I will model building relationships with students from all backgrounds.

Lesson Planning

When students are not spending time trying to determine the right perspective, they are wasting energy. As a teacher, I want students to direct their energy into learning material. Adolescences use a different approach, they see life from their perspective and are not always able to understand others perceptions. This is the the effects of decreased activity in the medial pre-frontal cortex during adolescence. When I design my lesson plans, I consider students' limited perspectives. I attempt to access their perspectives in hopes to keep them actively engaged.

SDAIE Assessment

Entry level: Student will be assessed on their understandings of points, lines and plans as they are verbally asked to confirm definitions through objects in the room. This will assess Intermediate English Language Learners Listening & Speaking (i+1) at the Early Advanced level as this will encourage students to respond to messages by asking questions, challenging statements, and offering examples that affirm the message.