Standard 2: Learning Differences
-The teacher understands individual learner differences and cultural and linguistic diversity.
The needs of ELL students is very similar to the needs of most students in the lower primary grades. Because of this, my instruction content will already reflect the needs of my student’s limited vocabulary and life experiences. However, learning about student backgrounds give unique insight into their strengths, weaknesses, and thought processes. Using the information gleaned from getting to know students can help make instruction more meaningful and culturally relevant. I feel that my experience working with ELLs has prepared me to meet the needs of future students more effectively and thoughtfully.
I have learned that I learn more effectively by watching, so I have incorporated more demonstrations into my teaching practices. I am also a very visual learner, so I will need to continue to provide visual representations of words and concepts my students are learning. I feel my teaching needs to be well rounded-with many opportunities to learn the content in a variety of ways.
Completing the assignments for this class has shown my ability to understand the individual learner differences each of my students have. It has given me ways to keep my expectations for them high while also creating a learning environment that encourages perseverance and progress. These assignments have given me practice in thinking of ways to differentiate instruction and the student’s demonstration of learning for students with varying backgrounds, skills, and learning styles.
I have learned that I learn more effectively by watching, so I have incorporated more demonstrations into my teaching practices. I am also a very visual learner, so I will need to continue to provide visual representations of words and concepts my students are learning. I feel my teaching needs to be well rounded-with many opportunities to learn the content in a variety of ways.
Completing the assignments for this class has shown my ability to understand the individual learner differences each of my students have. It has given me ways to keep my expectations for them high while also creating a learning environment that encourages perseverance and progress. These assignments have given me practice in thinking of ways to differentiate instruction and the student’s demonstration of learning for students with varying backgrounds, skills, and learning styles.
Diversity Practices
The basic principles explained in the ESCORT article explain the teaching practices I use daily for my 2nd grade class. I explain the lesson’s objectives and the activities, I write legibly and list the instructions step-by-step, I present the information in various ways-explaining in different ways when I detect confusion or misunderstandings, I provide frequent summation of important points and concepts in the lesson, and I use routines consistently. Many of the classroom modifications listed are also used daily for my entire class. I often read instructions and test questions aloud, I check for understanding frequently, I ask students to repeat instructions before beginning most assignments or tasks, I extend time requirements as I see the need, and I modify my speech and directions as needed to clarify and assist in understanding. I have assigned seating based on student needs and levels, and I give immediate feedback when I see a student succeed with a concept they have struggled with previously or when they are consistently making mistakes or are giving other indications that they are not understanding a concept. Other methods I frequently use, especially in math, are to demonstrate concepts, use manipulatives, emphasize critical information, use graphic organizers, and pre-teach vocabulary. I also pre-teach vocabulary in language arts and reading based on the vocabulary for each story/unit.
Some new techniques I may use in the future as they become necessary are to shorten assignments, assign peer buddies, using supplementary materials, and use individual or small group instruction to reteach or give support to struggling students.
The basic principles explained in the ESCORT article explain the teaching practices I use daily for my 2nd grade class. I explain the lesson’s objectives and the activities, I write legibly and list the instructions step-by-step, I present the information in various ways-explaining in different ways when I detect confusion or misunderstandings, I provide frequent summation of important points and concepts in the lesson, and I use routines consistently. Many of the classroom modifications listed are also used daily for my entire class. I often read instructions and test questions aloud, I check for understanding frequently, I ask students to repeat instructions before beginning most assignments or tasks, I extend time requirements as I see the need, and I modify my speech and directions as needed to clarify and assist in understanding. I have assigned seating based on student needs and levels, and I give immediate feedback when I see a student succeed with a concept they have struggled with previously or when they are consistently making mistakes or are giving other indications that they are not understanding a concept. Other methods I frequently use, especially in math, are to demonstrate concepts, use manipulatives, emphasize critical information, use graphic organizers, and pre-teach vocabulary. I also pre-teach vocabulary in language arts and reading based on the vocabulary for each story/unit.
Some new techniques I may use in the future as they become necessary are to shorten assignments, assign peer buddies, using supplementary materials, and use individual or small group instruction to reteach or give support to struggling students.