Guide to Preventing Bullying in the Classroom. Chances are one of your students is being bullied.
And if you’re like most teachers, you’re either unaware of it or you don’t know how to stop it. This is why bullying has become epidemic. The teacher is the only one in position to put a stop to it, and he or she is ill-equipped to do so. This isn’t another article about teaching manners or preaching respect. It’s not about group counseling or community circles. This is about putting an end to bullying. It’s about stepping in and saying, “I’m your teacher, and you will not be bullied. Culture in the Classroom. Educators today hear a lot about gaps in education – achievement gaps, funding gaps, school-readiness gaps.
Still, there's another gap that often goes unexamined: the cultural gap between students and teachers. "A bunch of teachers here, they think they know what's wrong with us. But they don't know. If people want to help us, they have to see what we've been through, not from what their own experiences tell them. " – Billie, a Lakota teen speaking of the teachers at her high school Most of us in the education profession are white, middle-class, monolingual-English speakers.
But the truth is: culture matters. Culture isn't just a list of holidays or shared recipes, religious traditions, or language; it is a lived experience unique to each individual. Hear elementary school teacher, Diane Holtam, speak about how she works with other teachers to disabuse stereotypic notions of Asian American students' abilities. Look For: Go Deeper: You're Asian, How Could You Fail at Math? Reflect On: A Guide to Learning Disabilities for the ESL Classroom Practitioner.
Home > ELL Topics from A to Z > A Guide to Learning Disabilities for the ESL Classroom Practitioner By: Christine Root (1994) In many countries, learning disabilities are not recognized or, in some cases, they are recognized but not dealt with.
This paper is meant to be a basic primer on learning disabilities. It will describe classroom behaviors associated with several common learning problems, the results of research into them and it will offer practical suggestions to classroom teachers for working more profitably with these students. Many of us who teach ESL have found ourselves wondering at one time or another whether a certain student might have a learning disability that is impeding his or her progress in English. According to Dr. "Learning Disability is the term currently used to describe a handicap that interferes with someone's ability to store, process or produce information.
Categories of Difficulty Classroom behaviors associated with word-retrieval difficulties: Strategies for Teaching ESL Student - ESL Students in the Classroom. Teaching students who have a limited understanding of the English language can be a daunting task.
Since ESL students speak a different language at home, some of them do not know the meanings of simple English words and phrases, and it can be difficult for teachers to communicate with them. Nevertheless, teachers can exercise more patience and try to find the right ways to help to their students become more proficient in the language. Here are a number of effective strategies for teaching ESL. Understand the Individual Needs of Students In an ESL classroom, English language proficiency and academic experience among students can vary greatly. Do's & Don'ts For Teaching English-Language Learners.
The number of English-Language Learners in the United States is growing rapidly, including many states that have not previously had large immigrant populations.
As teachers try to respond to the needs of these students, here are a few basic best practices that might help. We have found that consistently using these practices makes our lessons more efficient and effective. We also feel it is important to include a few "worst" practices in the hope that they will not be repeated! Modeling Do model for students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples. Diverse Teaching Strategies for Diverse Learners. Edited by Robert W.
Cole According to Diplomas Count: An Essential Guide to Graduation Policy and Rates (Olson, 2006), the national graduation rate is 69.6 percent. This report estimates that in 2006 more than 1.2 million students—most of them members of minority groups—will not graduate from high school in four years with a regular diploma. Nationally, while close to 30 percent of students do not graduate, only "51.6 percent of Black students, 47.4 percent of American Indian and Alaskan Native students, and 55.6 percent of Hispanic students graduated from high school on time with a standard diploma," compared with more than three-quarters of non-Hispanic whites and Asians (Olson, 2006, p. 6). Moreover, Diplomas Count tells us that the average graduation rate in urban districts is 60 percent, compared to a 75 percent graduation rate in suburban communities.
The most diverse group in the United States is our youngest children, and they will make the nation more diverse as they age.