& What to do instead
In some parts of the world, school has already started. The first day has passed. Eager teachers welcomed students into their classrooms. Nervous students began their year in a new environment. Whether you have already started your new school year or you are about to launch it soon, you might find these 3 mistakes familiar. Over the years, here's what I've learned about how to make the best of the first day with my English Learners (and frankly all students) so that the rest of the year can by successful.
Mistake #1 Focusing on rules
It is about relationships
For years teachers have been told that the first day of school is all about setting boundaries, being firm, and even "mean" to students. I say we take this bad advice and dump it!!
Day ONE is not about rules, it's all about building relationships.
advocating for English Learners
When I first began my role as an ESL teacher, I have to admit, I didn't know much about ELLs other than my own experiences. My experience growing up as an English learner helped me form my beliefs about language learning and helped me as I worked with ELs in my general education classroom.
But the year I left the general education classroom and moved into the role of an ESL teacher who supported all grades, co-taught, and pulled newcomer students out for intense English instruction, I realized that I needed to learn more and do more. I was seen as the ESL/ELL specialist on my campus. And that meant a lot to me. The students were counting on me to support their language development and to support their teachers. I had to step up my game and FAST!
18 ways to Support English Learners in your classroom in 2018 (or EVER!)
2018 is going to be a year where your English Learners thrive! Your ELs need some extra scaffolds and supports to level the playing field. They are learning a new language while navigating content at the same time.
Here are 18 ways that you can help support them with their journey. Not every EL will need all of these scaffolds. Some will need more than others. And once they no longer need the scaffold, remember to release it and let them soar!
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.