Those are YOUR kids. Fix them.
One of the scariest things we can do is think that some of our students are someone else’s responsibility. When we embrace the understanding that “it takes a village” and that “we’re all in this together” our students will be better off. Our English Language Learners may be served by both a classroom teach and an ESL specialty teacher; however the ESL specialty teacher serves as a SUPPLEMENTARY teacher not as a replacement teacher. Every staff member that works with a child affects the child’s education…good or bad.
They can’t do much. Let them color.
This misunderstanding is DANGEROUS. ELLs come with varied skillsets, backgrounds, and prior knowledge. Some have more English language than others. Some have a greater developed native language than others. All of this and more affects the development of their new target language. In the case of a new immigrant, assuming that they can’t do much, so we let them color or do another meaningless task, sets them back drastically. It’s important that we assess what the child DOES know and build on that knowledge. Making connections with what the student already knows and bridging languages as soon as possible is key to English language development.
Their parents don’t come to conferences. They don’t care about school.
This type of assumption hurts my feelings personally because I know firsthand that it’s not always true. Some parents (especially parents of ELLs) face barriers that we may not be aware of that prevent them from coming to school for conferences and school events. This does not necessarily mean they are not supportive of education. In many instances, such as my own, families are so supportive of education that they left everything behind to immigrate to America for their children’s education. Some barriers that tend to prevent parents from coming to school for conferences and events include language, transportation, child care, and even their own cultural traditions about school. When I was in elementary school, my parents faced every single one of these barriers. Eventually we had an AMAZING teacher who started making home visits to our house! GREAT teachers find a way to reach students and families where they are.
I heard them talking to their friends at recess…they don’t need accommodations on classwork.
I literally remember a conversation with a teacher who said these exact words. The student was struggling academically and behaviorally in class so I went to meet with her. My goal was to help her with supporting the child. He had only been in the United States for less than a school year all together. He was bright and had a lot of knowledge in his native language. The problem was that he was not happy that he had to move from his friends, his house, and leave his dog back home. He was angry at the situation that he had no control over. All of this was affecting his new language development. He needed support affectively, cognitively, and linguistically.
These, by far, are not all of the misconceptions we make. The best way to avoid these hazardous misconceptions and others is to simply talk to the students and get to know them individually. Building relationships and connecting with learners helps open the door to the potential for even greater learning to occur. And our kids deserve it!
I can't count on my fingers how many times someone has come up to me and asked me a question in Spanish. Then when I respond in English with... "I don't speak Spanish," I'm met with a puzzled and unpleasant look. A look that says, why don't you speak Spanish? You are clearly Hispanic.
Well, no...I'm not. People frequently ASSUME that I am Latina based on what they see and probably from my last name as well. Making assumptions about people is a dangerous thing. The only way to avoid or correct a misconception is to get to know people, ask questions, build relationships. Without this knowledge, we tend to make up our own stories about one another.
Making assumptions about our students and their families is even more dangerous.
When I was a kid, my parents rarely went to our school for conferences or other events. Chances are you probably have kids in your class with similar situations. Their parents are not coming to school functions. Why? I can only hope that the teachers didn't "assume" my parents didn't care. My parents, in reality, cared VERY much about my education. They actually cared so greatly that they left everything behind to move us to America so we could have a better education and future. If my teachers asked, they would have known that my dad worked a great deal of overtime so we could afford our little home. If my teachers asked, they would have known that my mom was still struggling to learn English, had an infant to care for, and didn't have an extra vehicle to drive. If my teachers asked, they would have known that my parents worked with me every night, instilled in me that school was of utmost importance, and read to me before bed each night. If my teachers asked...
I will never forget my first few years as a young teacher. I taught in a wonderful school that was filled with great families and amazing teachers. There was just this one teacher who often said things about her students that didn't sit well with me. One day she came into where we were eating lunch as a team and she said with great unhappiness, "Well, I'm getting a new student. And the kids are hiding all their things because the new kid is Mexican." I was shocked and saddened. She didn't stand up for the new student who hadn't even stepped foot in her room yet. The poor child was already labeled and no one had even met him yet. Why? I have never been able to forget this. At the time, I was a baby teacher and she was a seasoned veteran. I didn't stand up for the child. Now, I would tell my young self to speak up and be an advocate for the student. This veteran teacher made terrible assumptions about an innocent child and allowed her assumptions to sway the thoughts of her other 20 students. What a shame. A terrible shame.
Never assume that our students have experiences that we have. Even things we may think are basic and simple such as visiting a zoo. Don't assume all your kids have been to a zoo. Case in point...my niece was well into her teenage years before visiting a zoo. And sadly I didn't realize it until then either. I assumed she had been. When asking your class about experiences, think carefully about how you phrase the question. For example, don't say, "Who has never been to the circus?" It creates a singling out effect. It may embarrasses students who haven't had the experience. Also don't ask, "Does everyone understand?" It is rare that students who don't understand will actually answer by saying, "No". Instead ask specific, clarifying questions.
We make assumptions at times. It's really human nature. The important thing to remember is that when it comes to our students, the better we are at getting to know them by asking them questions and being genuine, the better we will be at serving them the way they need it. When we understand who they are, where they come from and what their lives are like, we will be able to reach them in a way that is powerful. Connecting by building meaningful relationships allows our students to feel important, valued, and part of their own growth in education.
All Academic Conversations Academic Vocabulary Academy Accommodating Accommodations Administrator Anchor Chart Assumptions Automaticity Bloom's Taxonomy Building Relationships Content Objectives Cooperative Learning Coteach CoTeacher Courses Differentiate Differentiation Discourse Ear To Ear Reading ELLs ELPS Empathy English Learners Expression Fluency Foundations Getting To Know Your ELLs GLAD Gradual Release Immigrant Instructional Language Development Language Level Language Objectives Language Rich Levels Linguistic Maslow Maslow's Hierarchy Model Modeling Nonfiction Observation Online PD Oral Language Partners Picture Talks Procedural Professional Development Programs Q Triple S A Readers' Workshop Reading Scaffolding Sentence Starters Sentence Stems Small Group Somebody Wanted But So Structured Conversations Summarization Supporting ELLs SWBS Talk Talking Heads Teacher The Power Of Talk Toolkit Total Physical Response TPR Verbal Vocabulary Workshop Writers' Workshop Writing